Practical intelligence: Assessing its convergent and discriminant validity with social, emotional, and academic intelligence

Joseph Harold Stewart

Abstract

The purpose of the present study is to evaluate the convergent and discriminant validity of practical intelligence as it relates to social intelligence, emotional intelligence, and academic intelligence. The current study also examines the relationship of nonacademic intelligence to social behaviors, and the predictive validity of nonacademic intelligence with regard to student performance. Currently, two distinct conceptions of practical intelligence exist: practical intelligence as tacit knowledge and practical intelligence as constructive thinking. Social intelligence, represented by social skills; emotional intelligence, represented by identification of emotion; and traditional academic intelligence were compared and contrasted to practical intelligence. Participants from a southeastern university completed measures of practical intelligence, social intelligence, emotional intelligence, and academic intelligence. Zero-order correlations and hierarchical multiple regressions were calculated to determine the relationships among the constructs and their ability to predict academic performance. The results have provided a better understanding and operational definition of practical intelligence, and have examined incremental validity of each measure of practical intelligence in predicting performance.