Abstract
This study was done to examine further the relationship between social and academic forms of intelligence. Subjects ( n = 83) were university undergraduates. Three measures of academic ability (grade point average and scores on the ACT English and Mathematics tests) and four measures of social intelligence (self and peer ratings of personality and self and peer ratings of social-behavioral effectiveness) were taken. Replicating and extending the findings of Ford and Tisak ( Journal of Educational Psychology, 75, 196–206, 1983), three types of correlational analysis revealed that (a) academic and social intelligence represent separate, although partially overlapping, domains; and (b) self assessments of social intelligence appear to bear little relationship to peer assessments.
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