中文摘要：

以国内7所大学、20个教学班、646名学生为研究样本,采用问卷调查法和社会网络分析法收集数据。运用1-1-1中介效应模型分析大学生情绪智力、班级人际网络和适应性之间的关系。结果显示：（1）大学生适应性与情绪智力、班级人际网络的点度中心度呈显著正相关,情绪智力可正向预测大学生适应性,情绪智力可正向预测大学生在班级人际网络的点度中心度;（2）1-1-1中介效应模型分析结果显示班级人际网络的点度中心度在情绪智力与适应性关系中起部分中介作用。

英文摘要：

When entering university, students are confronted with opportunities of development as well as some challenges. How to overcome these challenges is a main task for college students. Also, the level of adaptability may directly affect present and future development of students. It has been found that there are some internal and external factors influencing college students＇ adaptability, while emotional intelligence and interpersonal relationship are two important factors. The influence of emotional intelligence on adaptability has been confirmed by a growing number of studies, but little is known about the mechanism of how emotional intelligence can affect adaptability. By reviewing the existing studies, we found that interpersonal relationship may play a mediating role between emotional intelligence and adaptability. As the interpersonal relationship in a class mainly consisted in college students＇ interpersonal network, in this study, we aimed at exploring whether interpersonal relationship in a class could mediate the association between college students＇ emotional intelligence and adaptability. 646 college students （218 boys and 428 girls） from 20 classes in 7 universities were surveyed. The Emotional Intelligence Scale and the College Student Adaptability Inventory were used to provide measures of emotional intelligence and adaptability separately. As the traditional method used to measure the interpersonal relationship in a class, the method of questionnaire and sociometric measurement ignored the difference between the subjective and objective choice or the biphasic principle of interpersonal relationship. The Social Network Analysis could make up for the inadequacy of the traditional method, and was adopted in this study to take a unique look at students＇ interpersonal relationship in a class. A network questionnaire was used to measure class network, and the degree centrality of the class network was used to describe student＇s interpersonal relationship in a class. In the process of data a