CONCLUSION
In spite of the claims of popular authors, we do not believe that EI will prove
to be twice as important as cognitive intelligence in predicting “success” in
life (Goleman, 1998, p. 31). We do, however, expect EI to be an important
predictor of significant outcomes. The research presented here suggests that
EI, defined and measured as a mental ability, is likely to take its place along-
side other salient psychological variables as an important correlate of adapta-
tion and performance at school, home, and the workplace.
ACKNOWLEDGMENT
This work was supported in part by funding from Portugal’sFundação para a
Ciência e a Tecnologiaand the European Social Fund to Paulo Lopes.
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