Respondents’ description.

The purpose of this empirical study is to investigate the effects of Emotional Intelligence (EI) on learning outcomes (social, cognitive, self-growth outcomes and satisfaction with the university experience) of students in Chinese research universities. This study further examines the mediating role of student trust in teachers (emotional and cognitive learning) and learning orientation (commitment to learning) in the relationship between EI and learning outcomes. This intent of this study was to examine the direct effects of learning outcomes on students’ academic efficacy (cognitive skills and standardised tests). This study used a sample frame of 454 students from research universities in China. The relationships were tested through the partial least squares’ structural equation modelling method. The results reveal that EI has a significant impact on learning outcomes. Furthermore, an indirect relation between EI and learning outcomes is established through student trust in teachers and in the learning orientation. The direct relation between learning outcomes and student academic efficacy is also established. There is a lack of studies that investigate the relationship of EI, student trust in teachers, learning orientation, learning outcomes and student academic efficacy. This is one of the initial research studies that not only empirically examine the interface of EI and learning outcomes of students of Higher Education Institutions (HEIs) but offers insights into the existing literature by concurrent investigation of the mediating role of student trust in teachers and in the learning orientation in fundamental association, while explaining the association between learning outcomes and students’ better academic efficacy.本实证研究旨在探讨情绪智力（Emotional Intelligence, EI）对中国研究型高校学生学习成果（包括社交成果、认知成果、自我成长成果以及大学体验满意度）的影响。本研究进一步检验了学生对教师的信任（情感与认知维度）以及学习导向（学习投入）在情绪智力与学习成果之间关系中的中介作用，同时考察了学习成果对学生学术效能（认知技能与标准化测试成绩）的直接影响。本研究的样本为454名中国研究型高校学生，采用偏最小二乘结构方程建模法对各变量间的关联进行检验。研究结果显示，情绪智力对学习成果具有显著影响；此外，情绪智力与学习成果之间的间接关联可通过学生对教师的信任及学习导向得以验证。学习成果与学生学术效能之间的直接关联亦得到证实。当前鲜有研究同时考察情绪智力、学生对教师的信任、学习导向、学习成果与学生学术效能之间的关联。本研究属于早期相关研究之一，不仅实证检验了高等教育机构（Higher Education Institutions, HEIs）学生的情绪智力与学习成果之间的关联，还通过同步考察学生对教师的信任与学习导向在核心关联中的中介作用，为现有相关文献提供了新的研究洞见，同时阐释了学习成果与学生更高学术效能之间的关联。