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Sample records for emotional intelligence abilities

  1. Priming Ability Emotional Intelligence

    ERIC Educational Resources Information Center

    Schutte, Nicola S.; Malouff, John M.

    2012-01-01

    Two studies examined whether priming self-schemas relating to successful emotional competency results in better emotional intelligence performance. In the first study participants were randomly assigned to a successful emotional competency self-schema prime condition or a control condition and then completed an ability measure of emotional…

  2. Emotional Intelligence and Leadership Abilities

    ERIC Educational Resources Information Center

    Herbst, H. H.; Maree, J. G.; Sibanda, E.

    2006-01-01

    While exceptional leaders share certain qualities like a strong personal ethic and a compelling vision of the future, research has failed to provide conclusive "proof" of the link between a leader's effectiveness and his/ her emotional intelligence (defined from a cognitive perspective, as a set of abilities). Given the increased recognition of…

  3. Emotional Intelligence: New Ability or Eclectic Traits?

    ERIC Educational Resources Information Center

    Mayer, John D.; Salovey, Peter; Caruso, David R.

    2008-01-01

    Some individuals have a greater capacity than others to carry out sophisticated information processing about emotions and emotion-relevant stimuli and to use this information as a guide to thinking and behavior. The authors have termed this set of abilities emotional intelligence (EI). Since the introduction of the concept, however, a schism has…

  4. TIE: An Ability Test of Emotional Intelligence

    PubMed Central

    Śmieja, Magdalena; Orzechowski, Jarosław; Stolarski, Maciej S.

    2014-01-01

    The Test of Emotional Intelligence (TIE) is a new ability scale based on a theoretical model that defines emotional intelligence as a set of skills responsible for the processing of emotion-relevant information. Participants are provided with descriptions of emotional problems, and asked to indicate which emotion is most probable in a given situation, or to suggest the most appropriate action. Scoring is based on the judgments of experts: professional psychotherapists, trainers, and HR specialists. The validation study showed that the TIE is a reliable and valid test, suitable for both scientific research and individual assessment. Its internal consistency measures were as high as .88. In line with theoretical model of emotional intelligence, the results of the TIE shared about 10% of common variance with a general intelligence test, and were independent of major personality dimensions. PMID:25072656

  5. Implicit theories and ability emotional intelligence.

    PubMed

    Cabello, Rosario; Fernández-Berrocal, Pablo

    2015-01-01

    Previous research has shown that people differ in their implicit theories about the essential characteristics of intelligence and emotions. Some people believe these characteristics to be predetermined and immutable (entity theorists), whereas others believe that these characteristics can be changed through learning and behavior training (incremental theorists). The present study provides evidence that in healthy adults (N = 688), implicit beliefs about emotions and emotional intelligence (EI) may influence performance on the ability-based Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Adults in our sample with incremental theories about emotions and EI scored higher on the MSCEIT than entity theorists, with implicit theories about EI showing a stronger relationship to scores than theories about emotions. Although our participants perceived both emotion and EI as malleable, they viewed emotions as more malleable than EI. Women and young adults in general were more likely to be incremental theorists than men and older adults. Furthermore, we found that emotion and EI theories mediated the relationship of gender and age with ability EI. Our findings suggest that people's implicit theories about EI may influence their emotional abilities, which may have important consequences for personal and professional EI training. PMID:26052309

  6. Developing Emotional Intelligence Abilities through Team-Based Learning

    ERIC Educational Resources Information Center

    Clarke, Nicholas

    2010-01-01

    A few studies have appeared in the literature suggesting that team learning might be an effective means for developing emotional intelligence (EI) abilities in the workplace. This study investigated the effects of attending a one-day emotional intelligence training session followed by participating in team-based learning on ability-based measures…

  7. Measurement of ability emotional intelligence: results for two new tests.

    PubMed

    Austin, Elizabeth J

    2010-08-01

    Emotional intelligence (EI) has attracted considerable interest amongst both individual differences researchers and those in other areas of psychology who are interested in how EI relates to criteria such as well-being and career success. Both trait (self-report) and ability EI measures have been developed; the focus of this paper is on ability EI. The associations of two new ability EI tests with psychometric intelligence, emotion perception, and the Mayer-Salovey-Caruso EI test (MSCEIT) were examined. The new EI tests were the Situational Test of Emotion Management (STEM) and the Situational Test of Emotional Understanding (STEU). Only the STEU and the MSCEIT Understanding Emotions branch were significantly correlated with psychometric intelligence, suggesting that only understanding emotions can be regarded as a candidate new intelligence component. These understanding emotions tests were also positively correlated with emotion perception tests, and STEM and STEU scores were positively correlated with MSCEIT total score and most branch scores. Neither the STEM nor the STEU were significantly correlated with trait EI tests, confirming the distinctness of trait and ability EI. Taking the present results as a starting-point, approaches to the development of new ability EI tests and models of EI are suggested. PMID:19843352

  8. Emotional Intelligence Abilities and Traits in Different Career Paths

    ERIC Educational Resources Information Center

    Kafetsios, Konstantinos; Maridaki-Kassotaki, Aikaterini; Zammuner, Vanda L.; Zampetakis, Leonidas A.; Vouzas, Fotios

    2009-01-01

    Two studies tested hypotheses about differences in emotional intelligence (EI) abilities and traits between followers of different career paths. Compared to their social science peers, science students had higher scores in adaptability and general mood traits measured with the Emotion Quotient Inventory, but lower scores in strategic EI abilities…

  9. Incremental validity of emotional intelligence ability in predicting academic achievement.

    PubMed

    Lanciano, Tiziana; Curci, Antonietta

    2014-01-01

    We tested the incremental validity of an ability measure of emotional intelligence (El) in predicting academic achievement in undergraduate students, controlling for cognitive abilities and personality traits. Academic achievement has been conceptualized in terms of the number of exams, grade point average, and study time taken to prepare for each exam. Additionally, gender differences were taken into account in these relationships. Participants filled in the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Raven's Advanced Progressive Matrices, the reduced version of the Eysenck Personality Questionnaire, and academic achievement measures. Results showed that El abilities were positively related to academic achievement indices, such as the number of exams and grade point average; total El ability and the Perceiving branch were negatively associated with the study time spent preparing for exams. Furthermore, El ability adds a percentage of incremental variance with respect to cognitive ability and personality variables in explaining scholastic success. The magnitude of the associations between El abilities and academic achievement measures was generally higher for men than for women. Jointly considered, the present findings support the incremental validity of the MSCEIT and provide positive indications of the importance of El in students' academic development. The helpfulness of El training in the context of academic institutions is discussed. PMID:25603581

  10. Association between Ability Emotional Intelligence and Left Insula during Social Judgment of Facial Emotions

    PubMed Central

    Quarto, Tiziana; Blasi, Giuseppe; Maddalena, Chiara; Viscanti, Giovanna; Lanciano, Tiziana; Soleti, Emanuela; Mangiulli, Ivan; Taurisano, Paolo; Fazio, Leonardo; Bertolino, Alessandro; Curci, Antonietta

    2016-01-01

    The human ability of identifying, processing and regulating emotions from social stimuli is generally referred as Emotional Intelligence (EI). Within EI, Ability EI identifies a performance measure assessing individual skills at perceiving, using, understanding and managing emotions. Previous models suggest that a brain “somatic marker circuitry” (SMC) sustains emotional sub-processes included in EI. Three primary brain regions are included: the amygdala, the insula and the ventromedial prefrontal cortex (vmPFC). Here, our aim was to investigate the relationship between Ability EI scores and SMC activity during social judgment of emotional faces. Sixty-three healthy subjects completed a test measuring Ability EI and underwent fMRI during a social decision task (i.e. approach or avoid) about emotional faces with different facial expressions. Imaging data revealed that EI scores are associated with left insula activity during social judgment of emotional faces as a function of facial expression. Specifically, higher EI scores are associated with greater left insula activity during social judgment of fearful faces but also with lower activity of this region during social judgment of angry faces. These findings indicate that the association between Ability EI and the SMC activity during social behavior is region- and emotion-specific. PMID:26859495

  11. Association between Ability Emotional Intelligence and Left Insula during Social Judgment of Facial Emotions.

    PubMed

    Quarto, Tiziana; Blasi, Giuseppe; Maddalena, Chiara; Viscanti, Giovanna; Lanciano, Tiziana; Soleti, Emanuela; Mangiulli, Ivan; Taurisano, Paolo; Fazio, Leonardo; Bertolino, Alessandro; Curci, Antonietta

    2016-01-01

    The human ability of identifying, processing and regulating emotions from social stimuli is generally referred as Emotional Intelligence (EI). Within EI, Ability EI identifies a performance measure assessing individual skills at perceiving, using, understanding and managing emotions. Previous models suggest that a brain "somatic marker circuitry" (SMC) sustains emotional sub-processes included in EI. Three primary brain regions are included: the amygdala, the insula and the ventromedial prefrontal cortex (vmPFC). Here, our aim was to investigate the relationship between Ability EI scores and SMC activity during social judgment of emotional faces. Sixty-three healthy subjects completed a test measuring Ability EI and underwent fMRI during a social decision task (i.e. approach or avoid) about emotional faces with different facial expressions. Imaging data revealed that EI scores are associated with left insula activity during social judgment of emotional faces as a function of facial expression. Specifically, higher EI scores are associated with greater left insula activity during social judgment of fearful faces but also with lower activity of this region during social judgment of angry faces. These findings indicate that the association between Ability EI and the SMC activity during social behavior is region- and emotion-specific. PMID:26859495

  12. Beyond fluid intelligence and personality traits in social support: the role of ability based emotional intelligence

    PubMed Central

    Fabio, Annamaria Di

    2015-01-01

    Social support represents an important individual resource that has been associated with multiple indices of adaptive functioning and resiliency. Existing research has also identified an association between emotional intelligence (EI) and social support. The present study builds on prior research by investigating the contributions of ability based EI to social support, beyond the effects of fluid intelligence and personality traits. The Advanced Progressive Matrices, the Big Five Questionnaire, the Mayer Salovey Caruso EI test (MSCEIT), and the Multidimensional Scale of Perceived Social Support were administered to 149 Italian high school students. The results showed that ability based EI added significant incremental variance in explaining perceived social support, beyond the variance due to fluid intelligence and personality traits. The results underline the role of ability based EI in relation to perceived social support. Since ability based EI can be increased through specific training, the results of the present study highlight new possibilities for research and intervention in a preventive framework. PMID:25904886

  13. Beyond fluid intelligence and personality traits in social support: the role of ability based emotional intelligence.

    PubMed

    Fabio, Annamaria Di

    2015-01-01

    Social support represents an important individual resource that has been associated with multiple indices of adaptive functioning and resiliency. Existing research has also identified an association between emotional intelligence (EI) and social support. The present study builds on prior research by investigating the contributions of ability based EI to social support, beyond the effects of fluid intelligence and personality traits. The Advanced Progressive Matrices, the Big Five Questionnaire, the Mayer Salovey Caruso EI test (MSCEIT), and the Multidimensional Scale of Perceived Social Support were administered to 149 Italian high school students. The results showed that ability based EI added significant incremental variance in explaining perceived social support, beyond the variance due to fluid intelligence and personality traits. The results underline the role of ability based EI in relation to perceived social support. Since ability based EI can be increased through specific training, the results of the present study highlight new possibilities for research and intervention in a preventive framework. PMID:25904886

  14. Emotions in the classroom: the role of teachers' emotional intelligence ability in predicting students' achievement.

    PubMed

    Curci, Antonietta; Lanciano, Tiziana; Soleti, Emanuela

    2014-01-01

    School days can be a difficult time, especially when students are faced with subjects that require motivational investment along with cognitive effort, such as mathematics and sciences. In the present study, we investigated the effects of teachers' emotional intelligence (El) ability, self-efficacy, and emotional states and students' self-esteem, perceptions of ability, and metacognitive beliefs in predicting school achievement. We hypothesized that the level of teacher EI ability would moderate the impact of students' self-perceptions and beliefs about their achievements in mathematics and sciences. Students from Italian junior high schools (N = 338) and their math teachers (N = 12) were involved in the study, and a multilevel approach was used. Findings showed that teachers' EI has a positive role in promoting students' achievement, by enhancing the effects of students' self-perceptions of ability and self-esteem.These results have implications for the implementation of intervention programs on the emotional, motivational, and metacognitive correlates of studying and learning behavior. PMID:25603580

  15. The Differential Effects of General Mental Ability and Emotional Intelligence on Academic Performance and Social Interactions

    ERIC Educational Resources Information Center

    Song, Lynda Jiwen; Huang, Guo-hua; Peng, Kelly Z.; Law, Kenneth S.; Wong, Chi-Sum; Chen, Zhijun

    2010-01-01

    This study considers the debate about whether emotional intelligence (EI) has incremental validity over and above traditional intelligence dimensions. We propose that EI and general mental abilities (GMA) differ in predicting academic performance and the quality of social interactions among college students. Using two college student samples, we…

  16. The social perception of emotional abilities: expanding what we know about observer ratings of emotional intelligence.

    PubMed

    Elfenbein, Hillary Anger; Barsade, Sigal G; Eisenkraft, Noah

    2015-02-01

    We examine the social perception of emotional intelligence (EI) through the use of observer ratings. Individuals frequently judge others' emotional abilities in real-world settings, yet we know little about the properties of such ratings. This article examines the social perception of EI and expands the evidence to evaluate its reliability and cross-judge agreement, as well as its convergent, divergent, and predictive validity. Three studies use real-world colleagues as observers and data from 2,521 participants. Results indicate significant consensus across observers about targets' EI, moderate but significant self-observer agreement, and modest but relatively consistent discriminant validity across the components of EI. Observer ratings significantly predicted interdependent task performance, even after controlling for numerous factors. Notably, predictive validity was greater for observer-rated than for self-rated or ability-tested EI. We discuss the minimal associations of observer ratings with ability-tested EI, study limitations, future directions, and practical implications. PMID:25664949

  17. Emotional Intelligence and its Relationship with Gender, Academic Performance and Intellectual Abilities of Undergraduates

    ERIC Educational Resources Information Center

    Valadez Sierra, Maria de los Dolores; Borges del Rosal, Maria Africa; Ruvalcaba Romero, Norma; Villegas, Karina; Lorenzo, Maryurena

    2013-01-01

    Introduction: Emotional intelligence has been linked to several variables, such as gender, and academic performance. In the area of high intellectual abilities, the literature shows controversy, without a unanimous result on the relationship between both variables. In the present study we analyzed the modulatory effect has academic performance in…

  18. Age and gender differences in ability emotional intelligence in adults: A cross-sectional study.

    PubMed

    Cabello, Rosario; Sorrel, Miguel A; Fernández-Pinto, Irene; Extremera, Natalio; Fernández-Berrocal, Pablo

    2016-09-01

    The goal of the current investigation was to analyze ability emotional intelligence (EI) in a large cross-sectional sample of Spanish adults (N = 12,198; males, 56.56%) aged from 17 to 76 years (M = 37.71, SD = 12.66). Using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), which measures ability EI according to the 4 branches of the Mayer and Salovey EI model. The authors examined effects of gender on ability EI, as well as the linear and quadratic effects of age. Results suggest that gender affects the total ability EI score as well as scores on the 4 EI branches. Ability EI was greater in women than men. Ability EI varied with age according to an inverted-U curve: Younger and older adults scored lower on ability EI than middle-aged adults, except for the branch of understanding emotions. These findings strongly support the idea that both gender and age significantly influence ability EI during aging. (PsycINFO Database Record PMID:27570984

  19. Comparing the Construct and Criterion-Related Validity of Ability-Based and Mixed-Model Measures of Emotional Intelligence

    ERIC Educational Resources Information Center

    Livingstone, Holly A.; Day, Arla L.

    2005-01-01

    Despite the popularity of the concept of emotional intelligence(EI), there is much controversy around its definition, measurement, and validity. Therefore, the authors examined the construct and criterion-related validity of an ability-based EI measure (Mayer Salovey Caruso Emotional Intelligence Test [MSCEIT]) and a mixed-model EI measure…

  20. Assessing Workplace Emotional Intelligence: Development and Validation of an Ability-based Measure.

    PubMed

    Krishnakumar, Sukumarakurup; Hopkins, Kay; Szmerekovsky, Joseph G; Robinson, Michael D

    2016-01-01

    Existing measures of Emotional Intelligence (EI), defined as the ability to perceive, understand, and manage emotions for productive purposes, have displayed limitations in predicting workplace outcomes, likely in part because they do not target this context. Such considerations led to the development of an ability EI measure with work-related scenarios in which respondents infer the likely emotions (perception) and combinations of emotion (understanding) that would occur to protagonists while rating the effectiveness of ways of responding (management). Study 1 (n = 290 undergraduates) used item-total correlations to select scenarios from a larger pool and Study 2 (n = 578) reduced the measure-termed the NEAT-to 30 scenarios on the basis of structural equation modeling. Study 3 (n = 96) then showed that the NEAT had expected correlations with personality and cognitive ability and Study 4 (n = 85) demonstrated convergent validity with other ability EI measures. Last, study 5 (n = 91) established that the NEAT had predictive validity with respect to job satisfaction, job stress, and job performance. The findings affirm the importance of EI in the workplace in the context of a valid new instrument for assessing relevant skills. PMID:26176668

  1. Emotional intelligence and emotional creativity.

    PubMed

    Ivcevic, Zorana; Brackett, Marc A; Mayer, John D

    2007-04-01

    Three studies examined the relationship between emotional intelligence (EI) and emotional creativity (EC) and whether each construct was predictive of creative behavior. It was hypothesized that the relationship between EI and EC corresponds to the relationship between cognitive intelligence and creative ability. Therefore, EI and EC were expected to be two distinct sets of abilities. Intercorrelations and confirmatory factor analyses supported the hypothesis. Furthermore, it was hypothesized that EC, but not EI, would correlate with behavioral creativity. Self-report measures of EC significantly correlated with laboratory and self-reported creativity measures in both studies, while ability measures of EC only correlated with self-reported artistic activity. EI was uncorrelated with creative behavior. PMID:17359237

  2. Exploring emotional intelligence. Implications for nursing leaders.

    PubMed

    Vitello-Cicciu, Joan M

    2002-04-01

    Emotional intelligence is being touted in the popular literature as an important characteristic for successful leaders. However, caution needs to be exercised regarding the connection between emotional intelligence and workplace success. The author contrasts 2 current models of emotional intelligence, the measurements being used, and the ability of emotional intelligence to predict success. Implications for the workplace are discussed. PMID:11984256

  3. The Influence of Emotional Intelligence (EI) on Coping and Mental Health in Adolescence: Divergent Roles for Trait and Ability EI

    ERIC Educational Resources Information Center

    Davis, Sarah K.; Humphrey, Neil

    2012-01-01

    Theoretically, trait and ability emotional intelligence (EI) should mobilise coping processes to promote adaptation, plausibly operating as personal resources determining choice and/or implementation of coping style. However, there is a dearth of research deconstructing if/how EI impacts mental health via multiple coping strategies in adolescence.…

  4. Does Emotions Communication Ability Affect Psychological Well-Being? A Study with the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) v2.0.

    PubMed

    Lanciano, Tiziana; Curci, Antonietta

    2015-01-01

    The main aim of the current study was to provide evidence regarding the relationship between emotions communication ability--in terms of emotional intelligence (EI)--and psychological well-being. Additionally, the study explored the moderating effect of sex on this relationship. Participants filled in the Mayer-Salovey-Caruso Emotional Intelligence Test, General Health Questionnaire, Psychological General Well-Being Index, and Depression Questionnaire. Results showed the moderating role of sex in the relationship between EI ability and psychological well-being. Furthermore, the associations between EI and psychological well-being measures were generally higher for men than for women, supporting the idea that sex needs to be taken into account when considering EI measures. The potential helpfulness of EI and emotions communications ability in promoting mental health is discussed. PMID:25357255

  5. Invited Reaction: Developing Emotional Intelligence (EI) Abilities through Team-Based Learning

    ERIC Educational Resources Information Center

    Leimbach, Michael P.; Maringka, Jane

    2010-01-01

    The preceding article (Clarke, 2010) examines an important and interesting question; that is, under what conditions can learning contribute to the development of emotional intelligence (EI)? Despite the controversy surrounding the definition and construct of EI, its prevalence for the human resources development (HRD) field and its implications…

  6. Ability Emotional Intelligence, Trait Emotional Intelligence, and Academic Success in British Secondary Schools: A 5 Year Longitudinal Study

    ERIC Educational Resources Information Center

    Qualter, Pamela; Gardner, Kathryn J.; Pope, Debbie J.; Hutchinson, Jane M.; Whiteley, Helen E.

    2012-01-01

    This study examines the long-term effects of ability- and trait EI on academic performance for British adolescents. The sample comprised 413 students from three secondary schools in the North-West of England. Students completed tests of ability EI, trait EI, personality, and cognitive ability in Year 7 (mean age = 11 years 2 months). Performance…

  7. Emotional Intelligence and Social-Emotional Learning: An Overview

    ERIC Educational Resources Information Center

    Basu, Anamitra; Mermillod, Martial

    2011-01-01

    The term "EI (emotional intelligence)" was first used in 1990 by Salovey and Mayer. EI involves: (1) the ability to perceive accurately, appraise and express emotion; (2) the ability to access and/or generate feelings when they facilitate thought; (3) the ability to understand emotion and emotional knowledge; and (4) the ability to regulate…

  8. Emotional Intelligence through Literature.

    ERIC Educational Resources Information Center

    Ghosn, Irma K.

    Children develop emotional intelligence during the early years of life, and according to some experts, emotional intelligence is a more reliable predictor of academic achievement than is IQ. However, today's children appear to be low on emotional well-being. This has potentially negative consequences, not only for academic achievement but also for…

  9. Emotional Intelligence and Successful Leadership.

    ERIC Educational Resources Information Center

    Maulding, Wanda S.

    Cognitive intelligence is often equated with eventual success in many areas. However, there are many instances where people of high IQ flounder whereas those of modest IQ do surprisingly well. Author and renowned psychologist Daniel Goleman believes that the explanation for this fact lies in abilities called "emotional intelligence," which include…

  10. Emotional Intelligence: What the Research Says.

    ERIC Educational Resources Information Center

    Cobb, Casey D.; Mayer, John D.

    2000-01-01

    Educational practices involving emotional intelligence should be based on solid research, not sensationalistic claims. There are two emotional-intelligence models based on ability and an ability/social-competence mixture. Emphasizing cooperative behavior could stifle creativity, healthy skepticism, or spontaneity. Teaching emotional reasoning pays…

  11. Indirect Self-Destructiveness and Emotional Intelligence.

    PubMed

    Tsirigotis, Konstantinos

    2016-06-01

    While emotional intelligence may have a favourable influence on the life and psychological and social functioning of the individual, indirect self-destructiveness exerts a rather negative influence. The aim of this study has been to explore possible relations between indirect self-destructiveness and emotional intelligence. A population of 260 individuals (130 females and 130 males) aged 20-30 (mean age of 24.5) was studied by using the Polish version of the chronic self-destructiveness scale and INTE, i.e., the Polish version of the assessing emotions scale. Indirect self-destructiveness has significant correlations with all variables of INTE (overall score, factor I, factor II), and these correlations are negative. The intensity of indirect self-destructiveness differentiates significantly the height of the emotional intelligence and vice versa: the height of the emotional intelligence differentiates significantly the intensity of indirect self-destructiveness. Indirect self-destructiveness has negative correlations with emotional intelligence as well as its components: the ability to recognize emotions and the ability to utilize emotions. The height of emotional intelligence differentiates the intensity of indirect self-destructiveness, and vice versa: the intensity of indirect self-destructiveness differentiates the height of emotional intelligence. It seems advisable to use emotional intelligence in the prophylactic and therapeutic work with persons with various types of disorders, especially with the syndrome of indirect self-destructiveness. PMID:26164838

  12. Do emergency nurses have enough emotional intelligence?

    PubMed

    Codier, Estelle; Codier, David

    2015-06-01

    A significant body of research suggests there is a correlation between measured emotional intelligence (EI) abilities and performance in nursing. The four critical elements of EI, namely the abilities to identify emotions correctly in self and others, using emotions to support reasoning, understanding emotions and managing emotions, apply to emergency care settings and are important for safe patient care, teamwork, retention and burnout prevention. This article describes 'emotional labour' and the importance of EI abilities for emergency nurses, and suggests that such abilities should be considered core competencies for the profession. PMID:26050781

  13. Emotional Intelligence and School Leadership

    ERIC Educational Resources Information Center

    Gray, David

    2009-01-01

    Emotional intelligence is the cornerstone of every decision a principal makes; solving problems and making judgments are part of a leader's system of values and beliefs. Mayer and Salovney (1997) described emotionally intelligent leaders as those who are able to perceive and understand emotions and to regulate emotions to foster emotional and…

  14. Emotional intelligence predicts success in medical school.

    PubMed

    Libbrecht, Nele; Lievens, Filip; Carette, Bernd; Côté, Stéphane

    2014-02-01

    Accumulating evidence suggests that effective communication and interpersonal sensitivity during interactions between doctors and patients impact therapeutic outcomes. There is an important need to identify predictors of these behaviors, because traditional tests used in medical admissions offer limited predictions of "bedside manners" in medical practice. This study examined whether emotional intelligence would predict the performance of 367 medical students in medical school courses on communication and interpersonal sensitivity. One of the dimensions of emotional intelligence, the ability to regulate emotions, predicted performance in courses on communication and interpersonal sensitivity over the next 3 years of medical school, over and above cognitive ability and conscientiousness. Emotional intelligence did not predict performance on courses on medical subject domains. The results suggest that medical schools may better predict who will communicate effectively and show interpersonal sensitivity if they include measures of emotional intelligence in their admission systems. PMID:24219393

  15. Emotional Intelligence: The MSCEIT from the Perspective of Generalizability Theory

    ERIC Educational Resources Information Center

    Follesdal, Hallvard; Hagtvet, Knut A.

    2009-01-01

    The Mayer, Salovey, & Caruso Emotional Intelligence Test (MSCEIT) has been reported to provide reliable scores for the four-branch ability model of emotional intelligence [Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). "Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). User's manual." Toronto, Canada: Multi-Health Systems]. However,…

  16. Nurturing Emotional Intelligence through Literature.

    ERIC Educational Resources Information Center

    Ghosn, Irma K.

    2001-01-01

    Discusses the use of literature in the English-as-a-Foreign-Language classroom for enhancing development of children's emotional intelligence. Literature can foster emotional intelligence by providing vicarious emotional experiences that shape the brain circuits for empathy and help children gain insight into human behavior and can promote…

  17. Emotional intelligence: a primal dimension of nursing leadership?

    PubMed

    Herbert, Rosemary; Edgar, Linda

    2004-11-01

    Emotional intelligence, a concept well known in the world of business, is quickly gain ing recognition in the healthcare arena. Described as the primal aspect of leadership, emotional intelligence refers to the ability to monitor and discriminate among emotions, and to use the information to guide thought and action. This paper will explore the theoretical and empirical basis of emotional intelligence and its linkages to leadership. Readers will be informed of the origins and theoretical perspectives regarding emotional intelligence, evidence related to the existence of emotional intelligence, benefits and limitations of the concept and implications for nursing leadership. PMID:15656248

  18. Emotional Intelligence and Simulation.

    PubMed

    McKinley, Sophia K; Phitayakorn, Roy

    2015-08-01

    Emotional intelligence (EI) is an established concept in the business literature with evidence that it is an important factor in determining career achievement. There is increasing interest in the role that EI has in medical training, but it is still a nascent field. This article reviews the EI literature most relevant to surgical training and proposes that simulation offers many benefits to the development of EI. Although there are many unanswered questions, it is expected that future research will demonstrate the effectiveness of using simulation to develop EI within surgery. PMID:26210976

  19. Emotional Intelligence and Learning in Teams

    ERIC Educational Resources Information Center

    Clarke, Nicholas

    2010-01-01

    Purpose: This paper seeks to investigate the potential role of emotional intelligence (EI) abilities within learning in teams. The research focuses on examining how EI abilities are enacted within team contexts and how these are associated with critical reflection and team processes associated with learning. Design/methodology/approach: A…

  20. Emotional Intelligence: A Stable Change?

    ERIC Educational Resources Information Center

    Goroshit, Marina; Hen, Meirav

    2012-01-01

    In recent decades, emotional intelligence (EI) has emerged as one of the crucial components of emotional adjustment, personal well-being, interpersonal relationships, and overall success in life. Yet few professional curricula adequately address this subject. The results of this study indicate that the potential for enhanced emotional intelligence…

  1. Got EQ?: Increasing Cultural and Clinical Competence through Emotional Intelligence

    ERIC Educational Resources Information Center

    Robertson, Shari A.

    2007-01-01

    Cultural intelligence has been described across three parameters of human behavior: cognitive intelligence, emotional intelligence (EQ), and physical intelligence. Each contributes a unique and important perspective to the ability of speech-language pathologists and audiologists to provide benefits to their clients regardless of cultural…

  2. Emotional intelligence in incarcerated men with psychopathic traits

    PubMed Central

    Ermer, Elsa; Kahn, Rachel E.; Salovey, Peter; Kiehl, Kent A.

    2012-01-01

    The expression, recognition, and communication of emotional states are ubiquitous features of the human social world. Emotional intelligence (EI) is defined as the ability to perceive, manage, and reason about emotions, in oneself and others. Individuals with psychopathy have numerous difficulties in social interaction and show impairment on some emotional tasks. Here we investigate the relation between emotional intelligence and psychopathy in a sample of incarcerated men (n=374), using the Psychopathy Checklist—Revised (PCL-R; Hare, 2003) and the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; Mayer, Salovey, & Caruso, 2002). The MSCEIT is a well-validated ability-based emotional intelligence measure that does not rely on self-report judgments of emotional skills. The Hare PCL-R is the gold-standard for the assessment of psychopathy in clinical populations. Controlling for general intelligence, psychopathy was associated with lower emotional intelligence. These findings suggest individuals with psychopathy are impaired on a range of emotional intelligence abilities and that emotional intelligence is an important area for understanding deficits in psychopathy. PMID:22329657

  3. Development and Validation of the Emotional Self-Awareness Questionnaire: A Measure of Emotional Intelligence

    ERIC Educational Resources Information Center

    Killian, Kyle D.

    2012-01-01

    This study examined the psychometric characteristics of the Emotional Self-Awareness Questionnaire (ESQ), a self-report measure of emotional intelligence. The ESQ, Emotional Intelligence Scale, and measures of alexithymia, positive negative affect, personality, cognitive ability, life satisfaction, and leadership aspirations were administered to…

  4. Selective Attention to Emotional Stimuli: What IQ and Openness Do, and Emotional Intelligence Does Not

    ERIC Educational Resources Information Center

    Fiori, Marina; Antonakis, John

    2012-01-01

    We examined how general intelligence, personality, and emotional intelligence--measured as an ability using the MSCEIT--predicted performance on a selective-attention task requiring participants to ignore distracting emotion information. We used a visual prime in which participants saw a pair of faces depicting emotions; their task was to focus on…

  5. Sex, IQ, and emotional intelligence.

    PubMed

    Furnham, Adrian

    2009-12-01

    150 young bankers estimated their IQ (Academic/Cognitive Intelligence) and EQ (Emotional Intelligence) before taking an IQ test. Pearson correlations were r = .40 and .41 between IQ test (Wonderlic Personnel Test) scores (M = 32.8) and IQ estimates (M = 27.9) and EQ estimates, respectively. Women's mean self-estimated IQ was significantly lower than men's. PMID:20229912

  6. Increasing Organizational Productivity Through Heightened Emotional Intelligence.

    ERIC Educational Resources Information Center

    Maulding, Wanda S.

    According to psychologist Daniel Goleman, a strong IQ can set the baseline for success but does not guarantee prosperity. Goleman believes that factors contributing to "emotional intelligence" (for example, self-control, zeal and persistence, and ability to motivate oneself) are key to success in the corporate world. Howard Gardner has identified…

  7. Emotional Intelligence and the Career Choice Process.

    ERIC Educational Resources Information Center

    Emmerling, Robert J.; Cherniss, Cary

    2003-01-01

    Emotional intelligence as conceptualized by Mayer and Salovey consists of perceiving emotions, using emotions to facilitate thoughts, understanding emotions, and managing emotions to enhance personal growth. The Multifactor Emotional Intelligence Scale has proven a valid and reliable measure that can be used to explore the implications of…

  8. The Effect of Emotional Intelligence on Student Success

    ERIC Educational Resources Information Center

    Chapin, Krysta

    2015-01-01

    Emotional intelligence (EI) is the ability to recognize, assess, and control one's emotions, as well as the emotions of others, and even groups. It also allows people to handle added pressures, as they often experience in higher education. Occasionally clinicians report a small number of senior veterinary medicine students lack the ability to…

  9. Emotional Intelligence: Components and Correlates.

    ERIC Educational Resources Information Center

    Bernet, Michael

    There is no accepted definition and no adequate measure for the concept of Emotional Intelligence (EI). Some of the myriad issues surrounding EI are discussed here. One problem in the consideration of EI is the confusion between the terms "feelings" and "emotions." Differences between the two are examined and a working definition of feelings is…

  10. Emotional Intelligence and Educational Reform

    ERIC Educational Resources Information Center

    Neophytou, Lefkios

    2013-01-01

    This paper focuses on the notion of educational reform and discusses Emotional Intelligence (EI) in the context of the modernist-postmodernist debate. It is argued that through the application of EI into contemporary societies a new wave of reform emerges that provides science with normative power over the emotional world of individuals. This…

  11. Emotional Intelligence and Cognitive Moral Development in Undergraduate Business Students

    ERIC Educational Resources Information Center

    McBride, Elizabeth A.

    2010-01-01

    This study examines relationships between emotional intelligence (EI) and cognitive moral development (CMD) in undergraduate business students. The ability model of emotional intelligence was used in this study, which evaluated possible relationships between EI and CMD in a sample of 82 undergraduate business students. The sample population was…

  12. Building the Emotional Intelligence of Groups.

    ERIC Educational Resources Information Center

    Druskat, Vanessa Urch; Wolff, Steven B.

    2001-01-01

    Research has found that individual emotional intelligence has a group analog and it is critical to groups' effectiveness. Teams can develop greater emotional intelligence and boost their overall performance. (JOW)

  13. Emotional Intelligence and Achievement: Redefining Giftedness?

    ERIC Educational Resources Information Center

    Maree, Jacobus G.; Ebersohn, Liesel

    2002-01-01

    This article examines the possible meaning of the construct "emotional intelligence". Two case studies of adolescent males are presented and indicate that emotional intelligence has a significant impact not only on the qualitative level of intelligence actualization but also on the quantitative level of intelligence measurement and scholastic…

  14. Learning Emotional Intelligence: Training & Assessment

    ERIC Educational Resources Information Center

    Shults, Allison

    2015-01-01

    This core assessment provides an overview and training of the use of Emotional Intelligence (EI) in the workplace. It includes a needs analysis for a local Chamber of Commerce, and outlines the importance of improving their organizational communication with the improvement of their EI. Behavioral objectives related to the skills needed are…

  15. Emotional Intelligence and Medical Professionalism

    ERIC Educational Resources Information Center

    Zayapragassarazan, Z.; Kumar, Santosh

    2011-01-01

    Studies have shown that IQ alone does not contribute to the professional success of medical professionals. Professionals who are trained to be clinically competent, but have inadequate social skills for practice have proved to be less successful in their profession. Emotional intelligence (EI), which has already proved to be a key attribute for…

  16. Emotional intelligence and the Occupational Personality Questionnaire (OPQ)

    PubMed Central

    Furnham, Adrian; Race, Mary-Clare; Rosen, Adrienne

    2014-01-01

    This study explores the relationship between the Bar-on EQ-I and the Occupational Personality Questionnaire OPQ32i to determine if there is a link between self- and other-reported Emotional Intelligence and personality traits. Data was obtained from 329 managers working in the IT and Finance sectors and included multi-source (360°) measures of Emotional Intelligence. Results indicated construct overlap and correlations between some elements of Emotional Intelligence and the OPQ32i with a stronger relationship between 360 measures of Emotional Intelligence and personality. On both the self-report measure of EQ-I and the 360 measure the mood scale showed a strongest link with personality factors. Measures of Emotional Intelligence which include a 360 component may thus provide a more useful indicator of an individual's ability to manage their own feelings and those of others. PMID:25309468

  17. Do People with Schizophrenia Lack Emotional Intelligence?

    PubMed Central

    Dawson, Sara; Kettler, Lisa; Burton, Cassandra; Galletly, Cherrie

    2012-01-01

    Social cognition is a domain of cognitive function that includes the ability to understand and manage social interactions. Emotional intelligence (EI) has been identified as a component of social cognition and is defined as the ability to identify, use, understand, and manage emotions. Neurocognitive impairments are known to be associated with poorer social function in people with schizophrenia, but less is known about the relationships between EI, neurocognition, and social function. The current study assessed EI using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) in 20 people with schizophrenia and 20 controls. The schizophrenia group had significantly lower scores on all measures of EI and demonstrated poorer neurocognition and social functioning than controls. The difference between schizophrenia and control groups was greatest for the Understanding Emotions Branch of the MSCEIT. The neurocognition score and total EI score accounted for 18.3% of the variance in social function in the control group and 9.1% of the variance in social function in the schizophrenia group. Our results suggest that a total EI score is not a useful predictor of overall social function and it may be more clinically useful to develop an individual profile of social cognitive abilities, including EI, to form a remediation program. PMID:23304499

  18. Trait Emotional Intelligence and Personality

    PubMed Central

    Furnham, Adrian; Petrides, K. V.

    2015-01-01

    This study investigated if the linkages between trait emotional intelligence (trait EI) and the Five-Factor Model of personality were invariant between men and women. Five English-speaking samples (N = 307-685) of mostly undergraduate students each completed a different measure of the Big Five personality traits and either the full form or short form of the Trait Emotional Intelligence Questionnaire (TEIQue). Across samples, models predicting global TEIQue scores from the Big Five were invariant between genders, with Neuroticism and Extraversion being the strongest trait EI correlates, followed by Conscientiousness, Agreeableness, and Openness. However, there was some evidence indicating that the gender-specific contributions of the Big Five to trait EI vary depending on the personality measure used, being more consistent for women. Discussion focuses on the validity of the TEIQue as a measure of trait EI and its psychometric properties, more generally. PMID:25866439

  19. Emotional Intelligence and Education: A Critical Review

    ERIC Educational Resources Information Center

    Humphrey, Neil; Curran, Andrew; Morris, Elisabeth; Farrell, Peter; Woods, Kevin

    2007-01-01

    In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional "rationalist" views of education. Furthermore,…

  20. Emotional intelligence, not music training, predicts recognition of emotional speech prosody.

    PubMed

    Trimmer, Christopher G; Cuddy, Lola L

    2008-12-01

    Is music training associated with greater sensitivity to emotional prosody in speech? University undergraduates (n = 100) were asked to identify the emotion conveyed in both semantically neutral utterances and melodic analogues that preserved the fundamental frequency contour and intensity pattern of the utterances. Utterances were expressed in four basic emotional tones (anger, fear, joy, sadness) and in a neutral condition. Participants also completed an extended questionnaire about music education and activities, and a battery of tests to assess emotional intelligence, musical perception and memory, and fluid intelligence. Emotional intelligence, not music training or music perception abilities, successfully predicted identification of intended emotion in speech and melodic analogues. The ability to recognize cues of emotion accurately and efficiently across domains may reflect the operation of a cross-modal processor that does not rely on gains of perceptual sensitivity such as those related to music training. PMID:19102595

  1. Interrelationship between Personality Traits and Emotional Intelligence of Secondary Teachers in India

    ERIC Educational Resources Information Center

    Kant, Ravi

    2014-01-01

    Emotional intelligence is an ability to control our emotions in abnormal situations. Now it is widely accepted that emotional intelligence also a key determent for success and also in development in personality. Personality is a sum total of emotions. By taking a sample of 200 secondary school teachers an attempt has made to find out the…

  2. Low intelligence and special abilities.

    PubMed

    O'Connor, N; Hermelin, B

    1988-07-01

    In summary, our research enables us to conclude that specific talents are found in people who differ widely in general intelligence levels and such talents should therefore be regarded as at least partly intelligence-independent. However, between normal and mentally handicapped populations and even within the idiot savant group, general cognitive capacity plays some part in determining the manner in which talents manifest themselves. Idiot savant special abilities can neither be regarded as the sole consequence of practice and training, nor are such skills based only on an efficient rote memory. Instead, idiots savants use strategies which are founded on the deduction and application of rules governing the material upon which their special ability operates. They also generate novel or new examples of such rule based structures just as we do in our use of language. Because of the much greater prevalence of idiots savants in the autistic than in the mentally handicapped population, some characteristic common to both autism and specific giftedness might be assumed. An obsessional pre-occupation with a limited section of the environment might be a common factor to both. It may be this rather than autism itself which is relevant to the idiot savant phenomenon. PMID:3063716

  3. To Study the Relationship between Positive Teaching Attitude and Emotional Intelligence of B.Ed. Trainees in Aurangabad City

    ERIC Educational Resources Information Center

    Begum, Farhatunnisa; Khan, Suhail Ahmed

    2015-01-01

    It is said that our act is geared by our emotions, therefore human functioning is determined by emotions and emotions themselves are considered as higher order intelligence. Emotional intelligence is said as, the ability to perceive accurately, appraise and express emotions, generate feeling that facilitate thoughts and ability to regulate emotion…

  4. The Missing Link: Emotional Intelligence in Teacher Preparation

    ERIC Educational Resources Information Center

    Rojas, Michelle

    2012-01-01

    The purpose of this action research study was to examine the effects the Six Seconds model on the emotional intelligence development of teacher candidates in a teacher education program described above. How would this focus impact a teacher candidate's ability to navigate the emotional aspects of teaching, exercise optimism, and make daily choices…

  5. Teaching Emotional Intelligence in the Business School Curriculum

    ERIC Educational Resources Information Center

    Bellizzi, Frank

    2008-01-01

    The ability to manage one's emotions and to manage one's interactions with others is tantamount to effective managerial leadership. Students in business schools will need to be prepared to integrate their emotional intelligence with their everyday behavior if they are to achieve success in whatever field of endeavor they have chosen. In this…

  6. Factor Structure of Emotional Intelligence in Schizophrenia

    PubMed Central

    Lin, Yu-chung; Wynn, Jonathan K.; Hellemann, Gerhard; Green, Michael F.

    2012-01-01

    Social cognition, which includes emotional intelligence, is impaired in schizophrenia. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is a widely-used assessment of emotional intelligence, with a four-factor structure in healthy individual. However, a recent factor analysis in schizophrenia patients revealed a two-factor structure of the MSCEIT. The current study aimed to replicate this finding in a larger, more diverse, schizophrenia sample (n = 194). Our findings revealed an identical two-factor structure as in the previously-reported study, indicating that emotional intelligence is organized in a different manner in schizophrenia than it is in healthy controls. PMID:22584064

  7. Music: The Sounds of Emotional Intelligence.

    ERIC Educational Resources Information Center

    Pellitteri, John; Stern, Robin; Nakhutina, Luba

    1999-01-01

    Defines emotional intelligence. Considers why and how music can be a very useful educational medium for middle school children. Describes some musical activities used for emotional learning programs. (SR)

  8. Coronary Heart Disease and Emotional Intelligence

    PubMed Central

    Vlachaki, Chrisanthy P.; Maridaki-Kassotaki, Katerina

    2013-01-01

    Background: Coronary Heart Disease (CHD) is associated with emotions, especially negative ones, namely anxiety and depression. Emotional Intelligence (EI) is a psychological model that consists of a variety of emotional skills. Aims: The aim of the present study was to examine the relation between different dimensions of Emotional Intelligence and coronary heart disease. Methods: A total of 300 participants were studied during a 3-year period in an attempt to partially replicate and further expand a previous study conducted in Greece among CHD patients, which indicated a strong association between certain dimensions of Emotional Intelligence and the incidence of CHD. All participants completed a self-report questionnaire, assessing several aspects of Emotional Intelligence. Findings: The results showed that there is a link between the regulation of emotions and the occurrence of CHD. Conclusions: The evidence reported in the present study makes stronger the claim that EI plays a significant role in the occurrence of CHD. PMID:24171883

  9. Outdoor Leaders' Emotional Intelligence and Transformational Leadership

    ERIC Educational Resources Information Center

    Hayashi, Aya; Ewert, Alan

    2006-01-01

    This study explored the concept of outdoor leadership from the perspectives of emotional intelligence and transformational leadership. Levels of emotional intelligence, multifactor leadership, outdoor experience, and social desirability were examined using 46 individuals designated as outdoor leaders. The results revealed a number of unique…

  10. Emotional Intelligence in Christian Higher Education

    ERIC Educational Resources Information Center

    Gliebe, Sudi Kate

    2012-01-01

    This paper explores the importance of emotional intelligence in Christian higher education. Specifically, it addresses possible implications between emotional intelligence skills and success in the areas of learning, mental health, and career preparation. The paper addresses the following questions: Is there a positive relationship between…

  11. Emotional Intelligence and Teaching: Further Validation Evidence

    ERIC Educational Resources Information Center

    Perry, Chris; Ball, Ian

    2005-01-01

    Further evidence is presented to demonstrate the validity of a new measure of emotional intelligence: Reactions to Teaching Situations (RTS). Using criterion-related groups of high and low scorers on the RTS, it is shown that high scorers give more responses coded as emotional intelligence in their answers to sentence completion tasks relating to…

  12. Encouraging Preadolescent Emotional Intelligence through Leadership Activity

    ERIC Educational Resources Information Center

    Alvarado, John Henry

    2010-01-01

    The study sought to determine effects of leadership activity on emotional intelligence in preadolescents. Ninety-two Central California Valley sixth grade students in two schools and four classes were assessed on emotional intelligence. Treatment and comparison groups were identified. A Two-Way Repeated Measures ANOVA examined change over time…

  13. Emotional intelligence: district nurses' lived experiences.

    PubMed

    Davies, Sarah; Jenkins, Emrys; Mabbett, Gaynor

    2010-03-01

    Emotional Intelligence, recognizing and handling ones' own and others' emotions is beginning to figure in nursing literature, with potential to enhance care, teamwork and wellbeing. District nursing is laden with complex and emotional issues yet little research investigates the value of emotional intelligence in district nursing specifically. This qualitative study adopts interpretative phenomenological analysis with five district nurses, (of different grades), to illuminate perceptions and experiences of emotional intelligence. Findings show district nurses perceive emotional intelligence to be an essential part of their role, regardless of grade or position. Despite being a relatively new concept to nurses, each participant perceived relevant attributes as essential to quality care in the home, especially in relation to palliative care. Themes identified include: self awareness, control, assessment, experience, palliative care and leadership. Only some of these are consistent with existing literature and illustrate a need to investigate this interesting area further. PMID:20220631

  14. Emotional intelligence: an integrative meta-analysis and cascading model.

    PubMed

    Joseph, Dana L; Newman, Daniel A

    2010-01-01

    Research and valid practice in emotional intelligence (EI) have been impeded by lack of theoretical clarity regarding (a) the relative roles of emotion perception, emotion understanding, and emotion regulation facets in explaining job performance; (b) conceptual redundancy of EI with cognitive intelligence and Big Five personality; and (c) application of the EI label to 2 distinct sets of constructs (i.e., ability-based EI and mixed-based EI). In the current article, the authors propose and then test a theoretical model that integrates these factors. They specify a progressive (cascading) pattern among ability-based EI facets, in which emotion perception must causally precede emotion understanding, which in turn precedes conscious emotion regulation and job performance. The sequential elements in this progressive model are believed to selectively reflect Conscientiousness, cognitive ability, and Neuroticism, respectively. "Mixed-based" measures of EI are expected to explain variance in job performance beyond cognitive ability and personality. The cascading model of EI is empirically confirmed via meta-analytic data, although relationships between ability-based EI and job performance are shown to be inconsistent (i.e., EI positively predicts performance for high emotional labor jobs and negatively predicts performance for low emotional labor jobs). Gender and race differences in EI are also meta-analyzed. Implications for linking the EI fad in personnel selection to established psychological theory are discussed. PMID:20085406

  15. The Relationship between Emotional Maturity, Intelligence and Creativity in Gifted Children.

    ERIC Educational Resources Information Center

    Landau, Erika; Weissler, Kineret

    1998-01-01

    This study examined the relationships among emotional maturity, intelligence, and creativity in 221 gifted children at a special school in Israel. Emotional maturity was defined as the strength and courage to actualize individual abilities within the frame of social demands. Highly intelligent and emotionally mature children were more creative…

  16. Measures of Emotional Intelligence and Social Acceptability in Children: A Concurrent Validity Study

    ERIC Educational Resources Information Center

    Windingstad, Sunny; McCallum, R. Steve; Bell, Sherry Mee; Dunn, Patrick

    2011-01-01

    The concurrent validity of two measures of Emotional Intelligence (EI), one considered a trait measure, the other an ability measure, was examined by administering the Emotional Quotient Inventory: Youth Version (EQi:YV; Bar-On & Parker, 2000), the Mayer-Salovey-Caruso Emotional Intelligence Test: Youth Version (MSCEIT:YV; Mayer, Salovey, &…

  17. The Impact of Emotional Intelligence on Solution-Focused Therapy with an Adolescent

    ERIC Educational Resources Information Center

    Maree, J. G.; Fernandes, M. P. J.

    2003-01-01

    Researchers have come to the realisation that an individual's intellectual potential cannot be the only predictor for future success and a stable life. It has been found that emotional intelligence plays an important role in an individual's optimal functioning. Emotional intelligence entails an individual's ability to deal with emotional issues,…

  18. Trait Emotional Intelligence and the Big Five: A Study on Italian Children and Preadolescents

    ERIC Educational Resources Information Center

    Russo, Paolo Maria; Mancini, Giacomo; Trombini, Elena; Baldaro, Bruno; Mavroveli, Stella; Petrides, K. V.

    2012-01-01

    Trait emotional intelligence (EI) is a constellation of emotion-related self-perceptions located at the lower levels of personality hierarchies. This article examines the validity of the Trait Emotional Intelligence Questionnaire-Child Form and investigates its relationships with Big Five factors and cognitive ability. A total of 690 children (317…

  19. Emotional Awareness and Emotional Intelligence in Leadership Teaching

    ERIC Educational Resources Information Center

    Ashkanasy, Neal M.; Dasborough, Marie T.

    2003-01-01

    Recent research has highlighted the importance of emotional awareness and emotional intelligence in organizations, and these topics are attracting increasing attention. In this article, the authors present the results of a preliminary classroom study in which emotion concepts were incorporated into an undergraduate leadership course. In the study,…

  20. Emotional Intelligence of Women Who Experience Domestic Violence.

    PubMed

    Tsirigotis, Konstantinos; Łuczak, Joanna

    2016-03-01

    Violence in family constitutes serious social and psychological problem with harmful consequences leading, among others, to changes in emotional functioning of victim and, secondarily, also perpetrator. The aim of this study was to examine emotional intelligence of women experiencing domestic violence. INTE, i.e. Polish version of "Assessing Emotional Scale" by Schutte, was used to study two groups of women. Study (criterion) group included 40 women aged 23-47 years (mean age 35.28) using assistance of Crisis Intervention Centre due to experienced domestic violence. Reference (control) group was well-matched in terms of socio-demographic characteristics and consisted of 140 women not experiencing domestic violence. Study women experiencing domestic violence have significantly lower scores on all INTE indicators (general score, Factor I and Factor II). Women not experiencing domestic violence achieved significantly higher scores on Factor I than on Factor II. In this group all INTE components (general score, Factor I, Factor II) are positively correlated, whereas in group of women experiencing domestic violence there is no significant correlation between Factor I and Factor II and coefficients are lower. Emotional intelligence of study women experiencing domestic violence is lower than emotional intelligence of women not experiencing domestic violence. Their abilities and skills making up emotional intelligence are also less developed. The internal structure of emotional intelligence of study women experiencing domestic violence differs from emotional intelligence of women not experiencing domestic violence. It seems advisable to consider emotional intelligence in the process of providing women experiencing domestic violence with psychosocial help. PMID:25982081

  1. Can Emotionally Intelligent Volleyball Players Be More Prone to Sportspersonship?

    ERIC Educational Resources Information Center

    Can, Suleyman

    2016-01-01

    Emotional intelligence concept has been examined by researchers in the field of education as well as field of sports. When emotional intelligence theory examined, it comes to mind that emotional intelligence can be related to moral behaviors in sport. In this regard, the question of "Can emotional intelligence predict sportspersonship…

  2. Emotionally Intelligent Interventions for Students with Reading Disabilities

    ERIC Educational Resources Information Center

    Pellitteri, John; Dealy, Michael; Fasano, Charles; Kugler, John

    2006-01-01

    The construct of emotional intelligence provides a framework for understanding emotional processes in students with reading disabilities. The components of emotional intelligence include the perception of emotions, emotional facilitation of thinking, emotional knowledge, and emotional regulation. This article examines underlying affective…

  3. A Psychometric Evaluation of the Mayer-Salovey-Caruso Emotional Intelligence Test Version 2.0

    ERIC Educational Resources Information Center

    Palmer, B.R.; Gignac, G.; Manocha, R.; Stough, C.

    2005-01-01

    and discussed.There has been some debate recently over the scoring, reliability and factor structure of ability measures of emotional intelligence (EI). This study examined these three psychometric properties with the most recent ability test of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT V2.0; Mayer, Salovey, & Caruso,…

  4. Emotions, Intelligence, and Performance. Symposium 45. [Concurrent Symposium Session at AHRD Annual Conference, 2000.

    ERIC Educational Resources Information Center

    Bryant, Doug

    This paper, titled "The Components of Emotional Intelligence and the Relationship to Sales Performance," presents two general approaches to studying emotional intelligence. The first is a broad model approach that considers abilities as well as a series of personality traits. The second is based on ability models. The possible correlation between…

  5. EMOTIONAL INTELLIGENCE AND IMPULSIVE AGGRESSION IN INTERMITTENT EXPLOSIVE DISORDER

    PubMed Central

    Coccaro, Emil F.; Solis, Oscar; Fanning, Jennifer; Lee, Royce

    2016-01-01

    Emotional Intelligence (EI) relates to one's ability to recognize and understand emotional information and then, to use it for planning and self-management. Given evidence of abnormalities of emotional processing in impulsively aggressive individuals, we hypothesized that EI would be reduced in subjects with Intermittent Explosive Disorder (IED: n = 43) compared with healthy (n = 44) and psychiatric (n = 44) controls. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) was used to assess both Experiential EI and Strategic EI. Strategic, but not Experiential, EI was lower in IED compared with control subjects. These differences were not accounted for demographic characteristics, cognitive intelligence, or the presence of clinical syndromes or personality disorder. In contrast, the relationship between IED and Strategic EI was fully accounted for by a dimension of hostile cognition defined by hostile attribution and hostile automatic thoughts. Interventions targeted at improving Strategic EI and reducing hostile cognition will be key to reducing aggressive behavior in individuals with IED. PMID:25477263

  6. Emotional intelligence and impulsive aggression in Intermittent Explosive Disorder.

    PubMed

    Coccaro, Emil F; Solis, Oscar; Fanning, Jennifer; Lee, Royce

    2015-02-01

    Emotional intelligence (EI) relates to one's ability to recognize and understand emotional information and then, to use it for planning and self-management. Given evidence of abnormalities of emotional processing in impulsively aggressive individuals, we hypothesized that EI would be reduced in subjects with Intermittent Explosive Disorder (IED: n = 43) compared with healthy (n = 44) and psychiatric (n = 44) controls. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) was used to assess both Experiential EI and Strategic EI. Strategic, but not Experiential, EI was lower in IED compared with control subjects. These differences were not accounted for demographic characteristics, cognitive intelligence, or the presence of clinical syndromes or personality disorder. In contrast, the relationship between IED and Strategic EI was fully accounted for by a dimension of hostile cognition defined by hostile attribution and hostile automatic thoughts. Interventions targeted at improving Strategic EI and reducing hostile cognition will be key to reducing aggressive behavior in individuals with IED. PMID:25477263

  7. Emotional intelligence and conflict resolution in nursing.

    PubMed

    Jordan, Peter J; Troth, Ashlea C

    2002-08-01

    How nurses maintain relationships and resolve conflict in the workplace is considered an important skill in the nursing profession (Hillhouse & Adler, 1997). In this paper we explore the utility of emotional intelligence in predicting an individual's preferred style of conflict resolution. Theorists such as Goleman (1998) have proposed a strong link between emotional intelligence and successful conflict resolution. A preliminary analysis of our empirical study indicates that individuals with high emotional intelligence prefer to seek collaborative solutions when confronted with conflict. Implications for the nursing profession are discussed. PMID:16118974

  8. Emotional intelligence as a crucial component to medical education

    PubMed Central

    2015-01-01

    Objectives The primary focus of this review was to discover what is already known about Emotional Intelligence (EI) and the role it plays within social relationships, as well as its importance in the fields of health care and health care education. This article analyzes the importance of EI in the field of health care and recommends various ways that this important skill can be built into medical programs. Methods Information was gathered using various database searches including EBSCOHOST, Academic Search Premier and ERIC. The search was conducted in English language journals from the last ten years. Descriptors include: Emotional Intelligence, medical students and communication skills, graduate medical education, Emotional Intelligence and graduate medical education, Emotional Intelligence training programs, program evaluation and development. Results Results of the study show a direct correlation between medical education and emotional intelligence competencies, which makes the field of medical education an ideal one in which to integrate further EI training. Conclusions The definition of EI as an ability-based skill allows for training in specific competencies that can be directly applied to a specialized field. When EI is conceptualized as an ability that can be taught, learned, and changed, it may be used to address the specific aspects of the clinician–patient relationship that are not working well. For this reason, teaching EI should be a priority in the field of medical education in order to better facilitate this relationship in the future. PMID:26638080

  9. Scholastic Success: Fluid Intelligence, Personality, and Emotional Intelligence

    ERIC Educational Resources Information Center

    Downey, Luke A.; Lomas, Justine; Billings, Clare; Hansen, Karen; Stough, Con

    2014-01-01

    The aim of the current study was to examine the role of fluid intelligence, personality traits, and emotional intelligence (EI) in predicting female Year 9 students' grade point average (GPA) and to determine whether any differences in scholastic performance were related to differences in EI or Personality. Two-hundred and forty-three female…

  10. Emotional intelligence scale for medical students

    PubMed Central

    Srivastava, Kalpana; Joshi, Saumya; Raichaudhuri, Arkojyoti; Ryali, VSSR; Bhat, P. S.; Shashikumar, R.; Prakash, J.; Basannar, D.

    2011-01-01

    Background: Emotional Intelligence has been associated with positive outcome process in varied professions. There is paucity of Indian literature on the subject; especially involving medical undergraduates; and presently there is no scale available to measure the same in the Indian scenario. Objective: To develop a scale to measure Emotional Intelligence among medical undergraduates. Materials and Methods: Four domains of Emotional intelligence were selected, viz. Self-Awareness, Self-Management, Social-Awareness & Social-Skills and these were included for the purpose of domains of the scale. On the basis of focused group discussions and in-depth deliberations with experts, undergraduate and postgraduate medical students a pool of 50 items was generated. The items were reduced to 27 based on expert consensus and on the basis of frequency of endorsement by expert reviews. It was followed by a pilot study of 50 undergraduates. This completed the preparation of the preliminary draft based on content analysis. The questionnaire was then administered in 480 students and the data was analyzed by appropriate statistical methods. For the purpose of concurrent validity, emotional intelligence scale developed by Dr. Ekta was used. Results: The Cronbach's Alpha for Internal Consistency Reliability was 0.68. The EIS had a significant correlation with social awareness domain of Emotional Intelligence Test (EIT) establishing Concurrent Validity. Conclusion: Emotional Intelligence Scale for medical undergraduates was constructed. Reliability and concurrent validity were also established for the same. PMID:22969179

  11. Emotional Intelligence and Nursing Student Retention

    ERIC Educational Resources Information Center

    Wilson, Victoria Jane

    2013-01-01

    The study examined the constructs of a Multi-Intelligence Model of Retention with four constructs: cognitive and emotional-social intelligence, student characteristics, and environmental factors. Data were obtained from sophomore students entering two diploma, nine associate, and five baccalaureate nursing programs. One year later, retention and…

  12. Exploring the Relationship of Emotional Intelligence and Conflict Management Styles

    ERIC Educational Resources Information Center

    Ellis, Andrea Claire

    2010-01-01

    A growing emphasis exists in higher education and corporate America on the importance of interpersonal skills, emotional intelligence, and ability to resolve conflict in the workforce. As MBA schools across the country seek to prepare students for prominent business careers, the concern is that the general graduate level curriculum does not…

  13. Emotional intelligence in incarcerated men with psychopathic traits.

    PubMed

    Ermer, Elsa; Kahn, Rachel E; Salovey, Peter; Kiehl, Kent A

    2012-07-01

    The expression, recognition, and communication of emotional states are ubiquitous features of the human social world. Emotional intelligence (EI) is defined as the ability to perceive, manage, and reason about emotions, in oneself and others. Individuals with psychopathy have numerous difficulties in social interaction and show impairment on some emotional tasks. Here, the authors investigate the relation between EI and psychopathy in a sample of incarcerated men (N = 374), using the Psychopathy Checklist-Revised (PCL-R; Hare, 2003) and the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; Mayer, Salovey, & Caruso, 2002). The MSCEIT is a well-validated ability-based EI measure that does not rely on self-report judgments of emotional skills. The Hare PCL-R is the gold standard for the assessment of psychopathy in clinical populations. Controlling for general intelligence, psychopathy was associated with lower EI. These findings suggest individuals with psychopathy are impaired on a range of EI abilities and that EI is an important area for understanding deficits in psychopathy. PMID:22329657

  14. Emotional Intelligence and Job Satisfaction

    NASA Astrophysics Data System (ADS)

    Hosseinian, Simin; Yazdi, Seyedeh-Monavar; Zahraie, Shaghayegh; Fathi-Ashtiani, Ali

    This study aims to investigate the effect of training some aspects of Emotional Intelligence (EI) on job satisfaction and productivity of employees. The results can help organizations to realize human capabilities and the way to improve them by paying more attention to psychological issues. We used a quasi-experimental method using a pre-test and a post-test designed with control group and a four-month follow-up. Study population consists of employees of Marine Installations and Construction Company. Considering variables like age, education and job rank, we selected 28 employees who earned the lowest score for EI. They were then randomly assigned to experimental and control groups. Each employee got job satisfaction and productivity questionnaires and their managers were given employee evaluation questionnaire. Then some aspects of EI were taught to the experimental group once a week for 10 sessions. Four months later, both groups were evaluated by managers. The results show that education did not increase employees` job satisfaction nor did it improve managers` evaluation. However, employees` productivity score after training sessions and managers` evaluation improved in the long run. The results reveal that training EI by further controlling the above-mentioned variables is effective and essential to improve human resources.

  15. Teachers' Emotional Intelligence: The Impact of Training

    ERIC Educational Resources Information Center

    Dolev, Nina; Leshem, Shosh

    2016-01-01

    A growing number of studies have suggested that teachers' personal competencies, and more specifically Emotional Intelligence (EI), are particularly important for teacher effectiveness. Recently, there has also been a growing recognition of the importance of social-emotional competencies to students' learning and academic achievement. However,…

  16. Developing Emotionally Intelligent Leadership in Higher Education

    ERIC Educational Resources Information Center

    Parrish, Dominique

    2011-01-01

    It is widely accepted that the success of higher education institutions is dependent on effective competent leaders and leadership. There is also growing evidence to support the proposition that emotional intelligence is strongly linked to effective leadership in the higher education setting. Additionally, the premise that emotional intelligence…

  17. The Emotional Foundations of High Moral Intelligence

    ERIC Educational Resources Information Center

    Narvaez, Darcia

    2010-01-01

    Moral intelligence is grounded in emotion and reason. Neuroscientific and clinical research illustrate how early life co-regulation with caregivers influences emotion, cognition, and moral character. Triune ethics theory (Narvaez, 2008) integrates neuroscientific, evolutionary, and developmental findings to explain differences in moral…

  18. Promoting Well-Being: The Contribution of Emotional Intelligence

    PubMed Central

    Di Fabio, Annamaria; Kenny, Maureen E.

    2016-01-01

    Adopting a primary prevention perspective, this study examines competencies with the potential to enhance well-being and performance among future workers. More specifically, the contributions of ability-based and trait models of emotional intelligence (EI), assessed through well-established measures, to indices of hedonic and eudaimonic well-being were examined for a sample of 157 Italian high school students. The Mayer–Salovey–Caruso Emotional Intelligence Test was used to assess ability-based EI, the Bar-On Emotional Intelligence Inventory and the Trait Emotional Intelligence Questionnaire were used to assess trait EI, the Positive and Negative Affect Scale and the Satisfaction With Life Scale were used to assess hedonic well-being, and the Meaningful Life Measure was used to assess eudaimonic well-being. The results highlight the contributions of trait EI in explaining both hedonic and eudaimonic well-being, after controlling for the effects of fluid intelligence and personality traits. Implications for further research and intervention regarding future workers are discussed. PMID:27582713

  19. Promoting Well-Being: The Contribution of Emotional Intelligence.

    PubMed

    Di Fabio, Annamaria; Kenny, Maureen E

    2016-01-01

    Adopting a primary prevention perspective, this study examines competencies with the potential to enhance well-being and performance among future workers. More specifically, the contributions of ability-based and trait models of emotional intelligence (EI), assessed through well-established measures, to indices of hedonic and eudaimonic well-being were examined for a sample of 157 Italian high school students. The Mayer-Salovey-Caruso Emotional Intelligence Test was used to assess ability-based EI, the Bar-On Emotional Intelligence Inventory and the Trait Emotional Intelligence Questionnaire were used to assess trait EI, the Positive and Negative Affect Scale and the Satisfaction With Life Scale were used to assess hedonic well-being, and the Meaningful Life Measure was used to assess eudaimonic well-being. The results highlight the contributions of trait EI in explaining both hedonic and eudaimonic well-being, after controlling for the effects of fluid intelligence and personality traits. Implications for further research and intervention regarding future workers are discussed. PMID:27582713

  20. The Relevance of Emotional Intelligence in Personnel Selection for High Emotional Labor Jobs

    PubMed Central

    Hock, Michael; Schütz, Astrid

    2016-01-01

    Although a large number of studies have pointed to the potential of emotional intelligence (EI) in the context of personnel selection, research in real-life selection contexts is still scarce. The aim of the present study was to examine whether EI would predict Assessment Center (AC) ratings of job-relevant competencies in a sample of applicants for the position of a flight attendant. Applicants’ ability to regulate emotions predicted performance in group exercises. However, there were inconsistent effects of applicants’ ability to understand emotions: Whereas the ability to understand emotions had a positive effect on performance in interview and role play, the effect on performance in group exercises was negative. We suppose that the effect depends on task type and conclude that tests of emotional abilities should be used judiciously in personnel selection procedures. PMID:27124201

  1. The Relevance of Emotional Intelligence in Personnel Selection for High Emotional Labor Jobs.

    PubMed

    Herpertz, Sarah; Nizielski, Sophia; Hock, Michael; Schütz, Astrid

    2016-01-01

    Although a large number of studies have pointed to the potential of emotional intelligence (EI) in the context of personnel selection, research in real-life selection contexts is still scarce. The aim of the present study was to examine whether EI would predict Assessment Center (AC) ratings of job-relevant competencies in a sample of applicants for the position of a flight attendant. Applicants' ability to regulate emotions predicted performance in group exercises. However, there were inconsistent effects of applicants' ability to understand emotions: Whereas the ability to understand emotions had a positive effect on performance in interview and role play, the effect on performance in group exercises was negative. We suppose that the effect depends on task type and conclude that tests of emotional abilities should be used judiciously in personnel selection procedures. PMID:27124201

  2. Keeping Current: Emotional Intelligence and the School Library Media Specialist.

    ERIC Educational Resources Information Center

    Barron, Daniel D.

    1997-01-01

    Discusses emotional intelligence and its importance for school library media specialists, based on a book by Daniel Goleman called "Emotional Intelligence." Highlights include managing emotions and relationships; self-motivation; and how emotional intelligence fits in with Standards for Information Literacy. (LRW)

  3. Second Language Ability and Emotional Prosody Perception

    PubMed Central

    Bhatara, Anjali; Laukka, Petri; Boll-Avetisyan, Natalie; Granjon, Lionel; Anger Elfenbein, Hillary; Bänziger, Tanja

    2016-01-01

    The present study examines the effect of language experience on vocal emotion perception in a second language. Native speakers of French with varying levels of self-reported English ability were asked to identify emotions from vocal expressions produced by American actors in a forced-choice task, and to rate their pleasantness, power, alertness and intensity on continuous scales. Stimuli included emotionally expressive English speech (emotional prosody) and non-linguistic vocalizations (affect bursts), and a baseline condition with Swiss-French pseudo-speech. Results revealed effects of English ability on the recognition of emotions in English speech but not in non-linguistic vocalizations. Specifically, higher English ability was associated with less accurate identification of positive emotions, but not with the interpretation of negative emotions. Moreover, higher English ability was associated with lower ratings of pleasantness and power, again only for emotional prosody. This suggests that second language skills may sometimes interfere with emotion recognition from speech prosody, particularly for positive emotions. PMID:27253326

  4. [Emotional competence in the multiple intelligences theory from the perspective of laypersons].

    PubMed

    Nozaki, Yuki; Koyasu, Masuo

    2016-02-01

    Emotional competence has recently, become a widespread concern in schools and workplaces, both which deeplyinvolve laypersons. While academic researchers have discussed the status of emotional competence comparedto the traditional intelligence, it is very important to elucidate how laypersons regard emotional competencecompared to traditional intelligence as well. The present study investigated the position of emotional competencein the multiple intelligences theory by assessing laypersons' self-estimates of their abilities and their rating ofthe importance of emotional competence for thriving in society. Participants (N = 584) answered a questionnaireonline. Results showed that laypersons regarded emotional competence as a distinct construct, and most stronglyrelated it to personal intelligence. Moreover, their ratings of the importance of emotional competence and personalintelligence for thriving in society were higher than that of traditional intelligence. PMID:26964370

  5. Emotional Intelligence as a Predictor of Academic and/or Professional Success

    PubMed Central

    Cain, Jeff; Smith, Kelly M.

    2006-01-01

    The concept of “emotional intelligence” has been extensively popularized in the lay press and corporate world as individuals purport the potential ability of emotional intelligence to predict various markers of success. Emotional intelligence (EI) most commonly incorporates concepts of emotional expression and regulation, self-awareness, and empathy. The concept has been criticized by some for its loose definition and parallels to personality traits. Additionally, several limitations to the instruments used to measure emotional intelligence have been identified. This review examines the foundations of the definitions of emotional intelligence as well as existing educational research involving emotional intelligence, both within the health professions and externally. Recommendations for future research and research potential are discussed. PMID:17136189

  6. The Teachers Level of Emotional Intelligence Some of the Demographic Variables for Investigation

    ERIC Educational Resources Information Center

    Adilogullari, Ilhan

    2011-01-01

    The study aims to examine the level of emotional intelligence of some of the demographic variables of the teachers working in the province of Gaziantep. Acar (2002) adapted to Turkish by Bar-On Emotional Intelligence Ability Scale 5-item scale used in grading and answered 87. The study evaluated data; descriptive statistical methods (frequency,…

  7. A Sequential Mixed Methods Study: An Exploration of the Use of Emotional Intelligence by Senior Student Affairs Officers in Managing Critical Incidents

    ERIC Educational Resources Information Center

    Johnson, Brian

    2013-01-01

    Emotional intelligence is a relatively new academic discipline that began forming in the early 1990s. Currently, emotional intelligence is used in academia and in business as a new intelligence quotient. This research study investigates how Senior Student Affairs Officers' use their emotional intelligence ability during critical incidents. The…

  8. Emotion-Regulation Ability, Burnout, and Job Satisfaction among British Secondary-School Teachers

    ERIC Educational Resources Information Center

    Brackett, Marc A.; Palomera, Raquel; Mojsa-Kaja, Justyna; Reyes, Maria Regina; Salovey, Peter

    2010-01-01

    The topic of emotion regulation and its relationship with teacher effectiveness is beginning to garner attention by researchers. This study examined the relationship between emotion-regulation ability (ERA), as assessed by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), and both job satisfaction and burnout among secondary-school…

  9. Development and validation of the Emotional Self-Awareness Questionnaire: a measure of emotional intelligence.

    PubMed

    Killian, Kyle D

    2012-07-01

    This study examined the psychometric characteristics of the Emotional Self-Awareness Questionnaire (ESQ), a self-report measure of emotional intelligence. The ESQ, Emotional Intelligence Scale, and measures of alexithymia, positive negative affect, personality, cognitive ability, life satisfaction, and leadership aspirations were administered to 1,406 undergraduate psychology students. The ESQ was reduced from 118 to 60 items via factor and reliability analyses, retaining 11 subscales and a normal score distribution with a reliability of .92. The ESQ had significant positive correlations with the Emotional Intelligence Test and positive affect, significant negative correlations with alexithymia and negative affect, and an insignificant correlation with cognitive ability. The ESQ accounted for 35% of the variance in life satisfaction over and above the Big Five, cognitive ability, and self-esteem, and demonstrated incremental validity in explaining GPA and leadership aspirations. The significance of emotional intelligence as a unique contributor to psychological well-being and performance, and applications for the ESQ in assessment and outcome research in couple and family therapy are discussed. PMID:22804468

  10. An investigation of emotional intelligence measures using item response theory.

    PubMed

    Cho, Seonghee; Drasgow, Fritz; Cao, Mengyang

    2015-12-01

    This study investigated the psychometric properties of 3 frequently administered emotional intelligence (EI) scales (Wong and Law Emotional Intelligence Scale [WLEIS], Schutte Self-Report Emotional Intelligence Test [SEIT], and Trait Emotional Intelligence Questionnaire [TEIQue]), which were developed on the basis of different theoretical frameworks (i.e., ability EI and mixed EI). By conducting item response theory (IRT) analyses, the authors examined the item parameters and compared the fits of 2 response process models (i.e., dominance model and ideal point model) for these scales with data from 355 undergraduate sample recruited from the subject pool. Several important findings were obtained. First, the EI scales seem better able to differentiate individuals at low trait levels than high trait levels. Second, a dominance model showed better model fit to the self-report ability EI scale (WLEIS) and also fit better with most subfactors of the SEIT, except for the mood regulation/optimism factor. Both dominance and ideal point models fit a self-report mixed EI scale (TEIQue). Our findings suggest (a) the EI scales should be revised to include more items at moderate and higher trait levels; and (b) the nature of the EI construct should be considered during the process of scale development. PMID:25961137

  11. Regulating and facilitating: the role of emotional intelligence in maintaining and using positive affect for creativity.

    PubMed

    Parke, Michael R; Seo, Myeong-Gu; Sherf, Elad N

    2015-05-01

    Although past research has identified the effects of emotional intelligence on numerous employee outcomes, the relationship between emotional intelligence and creativity has not been well established. We draw upon affective information processing theory to explain how two facets of emotional intelligence-emotion regulation and emotion facilitation-shape employee creativity. Specifically, we propose that emotion regulation ability enables employees to maintain higher positive affect (PA) when faced with unique knowledge processing requirements, while emotion facilitation ability enables employees to use their PA to enhance their creativity. We find support for our hypotheses using a multimethod (ability test, experience sampling, survey) and multisource (archival, self-reported, supervisor-reported) research design of early career managers across a wide range of jobs. PMID:25528247

  12. Emotional intelligence and recovering from induced negative emotional state

    PubMed Central

    Limonero, Joaquín T.; Fernández-Castro, Jordi; Soler-Oritja, Jordi; Álvarez-Moleiro, María

    2015-01-01

    The aim of the present study was to examine the relationship between emotional intelligence (EI) and recovering from negative emotions induction, using a performance test to measure EI. Sixty seven undergraduates participated in the procedure, which lasted 75 min and was divided into three stages. At Time 1, subjects answered the State-Trait Anxiety Inventory (STAI)-S, Profile of Mood States (POMS)-A, and EI was assessed by Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT). At Time 2, negative emotions were induced by nine pictures taken from the International Affective Picture System and participants were asked to complete a second STAI-S and POMS-B questionnaires. At Time 3 participants were allowed to rest doing a distracting task and participants were asked to complete a third STAI-S and POMS-A questionnaires. Results showed that the branches of the MSCEIT emotional facilitation and emotional understanding are related to previous mood states and mood recovery, but not to mood reactivity. This finding contrasts nicely with studies on which emotional recovery was assessed in relation to EI self-reported measures, highlighting the perception and emotional regulation. PMID:26150794

  13. Emotional intelligence and recovering from induced negative emotional state.

    PubMed

    Limonero, Joaquín T; Fernández-Castro, Jordi; Soler-Oritja, Jordi; Álvarez-Moleiro, María

    2015-01-01

    The aim of the present study was to examine the relationship between emotional intelligence (EI) and recovering from negative emotions induction, using a performance test to measure EI. Sixty seven undergraduates participated in the procedure, which lasted 75 min and was divided into three stages. At Time 1, subjects answered the State-Trait Anxiety Inventory (STAI)-S, Profile of Mood States (POMS)-A, and EI was assessed by Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). At Time 2, negative emotions were induced by nine pictures taken from the International Affective Picture System and participants were asked to complete a second STAI-S and POMS-B questionnaires. At Time 3 participants were allowed to rest doing a distracting task and participants were asked to complete a third STAI-S and POMS-A questionnaires. Results showed that the branches of the MSCEIT emotional facilitation and emotional understanding are related to previous mood states and mood recovery, but not to mood reactivity. This finding contrasts nicely with studies on which emotional recovery was assessed in relation to EI self-reported measures, highlighting the perception and emotional regulation. PMID:26150794

  14. Emotional Intelligence of Science and Mathematics Teachers: A Malaysian Experience

    ERIC Educational Resources Information Center

    Subramaniam, Selva Ranee; Cheong, Loh Sau

    2008-01-01

    This study sought to explore the emotional intelligence of Form One mathematics and science teachers. The emotional intelligence of the teachers was determined using the Emotional Intelligence for Mathematics and Science Teachers (EIMST) survey instrument. It was adapted and adopted from related instruments and then pilot tested for validity and…

  15. Parenting Styles and Children's Emotional Intelligence: What Do We Know?

    ERIC Educational Resources Information Center

    Alegre, Alberto

    2011-01-01

    The theory of emotional intelligence has elicited great interest both in the academic and the nonacademic world. Therapists, educators, and parents want to know what they can do to help children develop their emotional intelligence. However, most of the research in this field has investigated adults' emotional intelligence. This study reviews the…

  16. The Relationship between Emotional Intelligence and Productive Language Skills

    ERIC Educational Resources Information Center

    Genç, Gülten; Kulusakh, Emine; Aydin, Savas

    2016-01-01

    Emotional intelligence has recently attracted educators' attention around the world. Educators who try to investigate the factors in language learning achievement have decided to pave the way to success through emotional intelligence. The relationship between emotional intelligence and language learning is the major concern of this study. The…

  17. Strategies to Foster Emotional Intelligence in Christian Higher Education

    ERIC Educational Resources Information Center

    Gliebe, Sudi Kate

    2012-01-01

    This article proposes five initiatives to foster emotional intelligence (EI) education throughout institutions of Christian higher education. Goleman (1995) identifies self-awareness, managing emotions, motivation, empathy, and social intelligence as the hallmark skills of emotional intelligence. The importance of mastering these skills and their…

  18. Emotional Intelligence in Learners with Attention Deficit Disorder

    ERIC Educational Resources Information Center

    Wootton, Carol Anne; Roets, H. E.

    2013-01-01

    This study was undertaken to analyse and evaluate the nature and quality of emotional intelligence in learners with Attention Deficit Disorder (ADD), and to investigate whether their emotional intelligence was enhanced, and whether the symptoms and behaviour of these learners improved, after exposure to a programme on emotional intelligence.…

  19. Supporting the Development of Emotional Intelligence through Technology.

    ERIC Educational Resources Information Center

    Goldsworthy, Richard

    2002-01-01

    Explains emotional intelligence, traces its history, and proposes a framework for the design and development of technology-based instruction for emotional intelligence that will be used to elucidate potential uses of computer technology to support the development of emotional intelligence. Reviews the literature related to computers and emotional…

  20. Should Emotional Intelligence in the Workplace Be Taught in CTCs?

    ERIC Educational Resources Information Center

    Viviano, Thomas

    2012-01-01

    Many studies and much research have been done verifying the significance and importance of emotional intelligence in the workplace in dealing with individuals or teams. This article looks at the importance of emotional and social intelligence in the workplace and how important it is to include emotional intelligence as part of the comprehensive…

  1. What We Know about Emotional Intelligence: How It Affects Learning, Work, Relationships, and Our Mental Health

    ERIC Educational Resources Information Center

    Zeidner, Moshe; Matthews, Gerald; Roberts, Richard D.

    2009-01-01

    Emotional intelligence (or EI)--the ability to perceive, regulate, and communicate emotions, to understand emotions in ourselves and others--has been the subject of best-selling books, magazine cover stories, and countless media mentions. It has been touted as a solution for problems ranging from relationship issues to the inadequacies of local…

  2. Emotional Intelligence throughout Portuguese Secondary School: A Longitudinal Study Comparing Performance and Self-Report Measures

    ERIC Educational Resources Information Center

    Costa, Ana; Faria, Luísa

    2016-01-01

    This study examines the developmental trajectories of ability and trait emotional intelligence (EI) in the Portuguese secondary school. Within a three-wave longitudinal design, 395 students (M[subscript age] = 15.4; SD = 0.74) completed both the Emotional Skills and Competence Questionnaire (ESCQ) and the Vocabulary of Emotions Test (VET). Results…

  3. Job Competencies and the Curriculum: An Inquiry into Emotional Intelligence in Graduate Professional Education.

    ERIC Educational Resources Information Center

    Jaeger, Audrey J.

    Empirical research has produced evidence suggesting that the ability to assess, regulate, and utilize emotions (i.e., emotional intelligence) is important to the performance of workers. Yet, few graduate professional program curricula adequately address the emotional and interpersonal skills that prospective employers most want in their employees…

  4. Emotional Intelligence, Identity Salience, and Metaphors. Symposium.

    ERIC Educational Resources Information Center

    2002

    This document contains three papers from a symposium on emotional intelligence, identity salience, and metaphors in human resource development (HRD). "Applying Client and Consultant Generated Metaphors in HRD: Lessons from Psychotherapy" (Darren Short) reviews some techniques that psychotherapists have devised for using their own metaphors and the…

  5. Creativity, Mood Disorders, and Emotional Intelligence

    ERIC Educational Resources Information Center

    Guastello, Stephen J.; Guastello, Denise D.; Hanson, Casey A.

    2004-01-01

    The study addressed two findings in the creativity literature that show, on the one hand, that bipolar disorder and other clinical dysfunctions are overrepresented among eminently creative people, and that positive affect is positively associated with creativity. The central hypothesis of the study was that emotional intelligence could be an…

  6. Emotional Intelligence: Popular but Elusive Construct.

    ERIC Educational Resources Information Center

    Pfeiffer, Steven I.

    2001-01-01

    Important work of Daniel Goleman, Peter Salovey and John Mayer on emotional intelligence (EI) is discussed to illustrate recent theorizing on EI. The article discusses conceptual and measurement problems that presently challenge the usefulness of the EI construct and urges further research. (Author/CR)

  7. Emotional Intelligence in Medical Laboratory Science

    ERIC Educational Resources Information Center

    Price, Travis

    2013-01-01

    The purpose of this study was to explore the role of emotional intelligence (EI) in medical laboratory science, as perceived by laboratory administrators. To collect and evaluate these perceptions, a survey was developed and distributed to over 1,400 medical laboratory administrators throughout the U.S. during January and February of 2013. In…

  8. Effects of Emotional Intelligence on Teacher Retention

    ERIC Educational Resources Information Center

    Gerald, Grant Ronald

    2010-01-01

    This mixed methods, explanatory design study focused on determining if the emotional intelligence of principals affects the retention of new teachers. In phase one, a non-random cluster sample of 138 public school principals in the state of Louisiana was surveyed using a quantitative instrument. A Factor Analysis, Analysis of Variance (ANOVA), and…

  9. Emotional Intelligence in Everyday Life. Second Edition

    ERIC Educational Resources Information Center

    Beck, John H., Ed.

    2006-01-01

    Since the release of the very successful first edition in 2001, the field of emotional intelligence has grown in sophistication and importance. Many new and talented researchers have come into the field and techniques in EI measurement have dramatically increased so that we now know much more about the distinctiveness and utility of the different…

  10. How Emotionally Intelligent Are Pre-Service Teachers?

    ERIC Educational Resources Information Center

    Corcoran, Roisin P.; Tormey, Roland

    2012-01-01

    Although there is evidence that teacher emotional intelligence is important for pupil adjustment and learning and for teachers in managing the emotional demands of their work, little is known about the levels of emotional skill of teachers and beginning teachers. Using Mayer and Salovey's emotional intelligence (EI) model and the MSCEIT test of…

  11. The Relationship between Emotional Intelligence and Student Teacher Performance

    ERIC Educational Resources Information Center

    Drew, Todd L.

    2010-01-01

    The purpose of this study was to determine whether student teacher performance is associated with emotional intelligence. The results indicate that emotional intelligence (as assessed by the Bar-On Emotional Quotient Inventory) and college supervisors' assessments of student teacher performance are related. While total emotional quotient scores…

  12. Emotional Intelligence of Malaysian Academia towards Work Performance

    ERIC Educational Resources Information Center

    Ngah, Rohana; Jusoff, Kamaruzaman; Rahman, Zanariah Abdul

    2009-01-01

    This paper describes the research conducted in relating to emotional intelligence of university staff to work attitude. The Emotional Intelligence (EI) Scale devised by Schutte et al. (1998) is used in this study, which is more suitable compared to BarOn Emotional Quotient Inventory. Beside their experiences, knowledge and skills, emotion play an…

  13. Investigation of the construct of trait emotional intelligence in children.

    PubMed

    Mavroveli, Stella; Petrides, K V; Shove, Chloe; Whitehead, Amanda

    2008-12-01

    This paper discusses the construct of trait emotional intelligence (trait EI or trait emotional self-efficacy) with emphasis on measurement in children. The Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF) is introduced and its development and theoretical background are briefly explained. It is shown in two independent studies that the TEIQue-CF has satisfactory levels of internal consistency (alpha = 0.76 and alpha = 0.73, respectively) and temporal stability [r = 0.79 and r ((corrected)) = 1.00]. Trait EI scores were generally unrelated to proxies of cognitive ability, as hypothesized in trait EI theory (Petrides et al. in Matthews et al. (eds) Emotional intelligence: knowns and unknowns -- series in affective science. Oxford University Press, Oxford, pp 151-166). They also differentiated between pupils with unauthorized absences or exclusions from school and controls. Trait EI correlated positively with teacher-rated positive behavior and negatively with negative behavior (emotional symptoms, conduct problems, peer problems, and hyperactivity). PMID:18563477

  14. The Relationship between Emotional Intelligence, Self-Efficacy, and Clinical Performance in Associate Degree Nursing Students

    ERIC Educational Resources Information Center

    Rice, Eileen W.

    2013-01-01

    The purpose of this study was to explore self-efficacy, an individual's beliefs about his or her ability to perform a series of tasks, and emotional intelligence, an individual's ability to perceive, use, understand, and manage emotions, as predictors for successful clinical performance in nursing students. The participants were 49 female and 7…

  15. Lesion Mapping the Four-Factor Structure of Emotional Intelligence

    PubMed Central

    Operskalski, Joachim T.; Paul, Erick J.; Colom, Roberto; Barbey, Aron K.; Grafman, Jordan

    2015-01-01

    Emotional intelligence (EI) refers to an individual’s ability to process and respond to emotions, including recognizing the expression of emotions in others, using emotions to enhance thought and decision making, and regulating emotions to drive effective behaviors. Despite their importance for goal-directed social behavior, little is known about the neural mechanisms underlying specific facets of EI. Here, we report findings from a study investigating the neural bases of these specific components for EI in a sample of 130 combat veterans with penetrating traumatic brain injury. We examined the neural mechanisms underlying experiential (perceiving and using emotional information) and strategic (understanding and managing emotions) facets of EI. Factor scores were submitted to voxel-based lesion symptom mapping to elucidate their neural substrates. The results indicate that two facets of EI (perceiving and managing emotions) engage common and distinctive neural systems, with shared dependence on the social knowledge network, and selective engagement of the orbitofrontal and parietal cortex for strategic aspects of emotional information processing. The observed pattern of findings suggests that sub-facets of experiential and strategic EI can be characterized as separable but related processes that depend upon a core network of brain structures within frontal, temporal and parietal cortex. PMID:26858627

  16. Emotional Intelligence Instruction in a Pharmacy Communications Course

    PubMed Central

    Lust, Elaine; Moore, Frances C.

    2006-01-01

    Objectives To determine the benefits of incorporating emotional intelligence instruction into a required pharmacy communications course. Design Specific learning objectives were developed based upon the emotional intelligence framework and how it can be applied to pharmacy practice. Qualitative data on student perceptions were collected and analyzed using theme analysis. Assessment Students found instruction on emotional intelligence to be a positive experience. Students reported learning the taxonomy of emotional intelligence – a concept that previously was difficult for them to articulate or describe, and could use this knowledge in future pharmacy management situations. Students also recognized that their new knowledge of emotional intelligence would lead to better patient outcomes. Conclusion Students had positive perceptions of the importance of emotional intelligence. They valued its inclusion in the pharmacy curriculum and saw practical applications of emotional intelligence to the practice of pharmacy. PMID:17136149

  17. Emotional intelligence and emotions associated with optimal and dysfunctional athletic performance.

    PubMed

    Lane, Andrew M; Devonport, Tracey J; Soos, Istvan; Karsai, Istvan; Leibinger, Eva; Hamar, Pal

    2010-01-01

    This study investigated relationships between self-report measures of emotional intelligence and memories of pre-competitive emotions before optimal and dysfunctional athletic performance. Participant-athletes (n = 284) completed a self-report measure of emotional intelligence and two measures of pre-competitive emotions; a) emotions experienced before an optimal performance, and b) emotions experienced before a dysfunctional performance. Consistent with theoretical predictions, repeated MANOVA results demonstrated pleasant emotions associated with optimal performance and unpleasant emotions associated with dysfunctional performance. Emotional intelligence correlated with pleasant emotions in both performances with individuals reporting low scores on the self-report emotional intelligence scale appearing to experience intense unpleasant emotions before dysfunctional performance. We suggest that future research should investigate relationships between emotional intelligence and emotion-regulation strategies used by athletes. Key pointsAthletes reporting high scores of self-report emotional intelligence tend to experience pleasant emotions.Optimal performance is associated with pleasant emotions and dysfunctional performance is associated with unpleasant emotions.Emotional intelligence might help athletes recognize which emotional states help performance. PMID:24149631

  18. Emotional Intelligence and Emotions Associated with Optimal and Dysfunctional Athletic Performance

    PubMed Central

    Lane, Andrew M.; Devonport, Tracey J.; Soos, Istvan; Karsai, Istvan; Leibinger, Eva; Hamar, Pal

    2010-01-01

    This study investigated relationships between self-report measures of emotional intelligence and memories of pre-competitive emotions before optimal and dysfunctional athletic performance. Participant-athletes (n = 284) completed a self-report measure of emotional intelligence and two measures of pre-competitive emotions; a) emotions experienced before an optimal performance, and b) emotions experienced before a dysfunctional performance. Consistent with theoretical predictions, repeated MANOVA results demonstrated pleasant emotions associated with optimal performance and unpleasant emotions associated with dysfunctional performance. Emotional intelligence correlated with pleasant emotions in both performances with individuals reporting low scores on the self-report emotional intelligence scale appearing to experience intense unpleasant emotions before dysfunctional performance. We suggest that future research should investigate relationships between emotional intelligence and emotion-regulation strategies used by athletes. Key points Athletes reporting high scores of self-report emotional intelligence tend to experience pleasant emotions. Optimal performance is associated with pleasant emotions and dysfunctional performance is associated with unpleasant emotions. Emotional intelligence might help athletes recognize which emotional states help performance. PMID:24149631

  19. Self-Assessing of the Emotional Intelligence and Organizational Intelligence in Schools

    ERIC Educational Resources Information Center

    Dagiene, Valentina; Juškeviciene, Anita; Carneiro, Roberto; Child, Camilla; Cullen, Joe

    2015-01-01

    The paper presents the results of an evaluation of the Emotional Intelligence (EI) and Organisational Intelligence (OI) competences self-assessment tools developed and applied by the IGUANA project. In the paper Emotional Intelligence and Organisational Intelligence competences are discussed, their use in action research experiments to assess and…

  20. The Role of Intelligence Quotient and Emotional Intelligence in Cognitive Control Processes

    PubMed Central

    Checa, Purificación; Fernández-Berrocal, Pablo

    2015-01-01

    The relationship between intelligence quotient (IQ) and cognitive control processes has been extensively established. Several studies have shown that IQ correlates with cognitive control abilities, such as interference suppression, as measured with experimental tasks like the Stroop and Flanker tasks. By contrast, there is a debate about the role of Emotional Intelligence (EI) in individuals' cognitive control abilities. The aim of this study is to examine the relation between IQ and EI, and cognitive control abilities evaluated by a typical laboratory control cognitive task, the Stroop task. Results show a negative correlation between IQ and the interference suppression index, the ability to inhibit processing of irrelevant information. However, the Managing Emotions dimension of EI measured by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), but not self-reported of EI, negatively correlates with the impulsivity index, the premature execution of the response. These results suggest that not only is IQ crucial, but also competences related to EI are essential to human cognitive control processes. Limitations and implications of these results are also discussed. PMID:26648901

  1. The Role of Intelligence Quotient and Emotional Intelligence in Cognitive Control Processes.

    PubMed

    Checa, Purificación; Fernández-Berrocal, Pablo

    2015-01-01

    The relationship between intelligence quotient (IQ) and cognitive control processes has been extensively established. Several studies have shown that IQ correlates with cognitive control abilities, such as interference suppression, as measured with experimental tasks like the Stroop and Flanker tasks. By contrast, there is a debate about the role of Emotional Intelligence (EI) in individuals' cognitive control abilities. The aim of this study is to examine the relation between IQ and EI, and cognitive control abilities evaluated by a typical laboratory control cognitive task, the Stroop task. Results show a negative correlation between IQ and the interference suppression index, the ability to inhibit processing of irrelevant information. However, the Managing Emotions dimension of EI measured by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), but not self-reported of EI, negatively correlates with the impulsivity index, the premature execution of the response. These results suggest that not only is IQ crucial, but also competences related to EI are essential to human cognitive control processes. Limitations and implications of these results are also discussed. PMID:26648901

  2. Neural correlates of emotional intelligence in a visual emotional oddball task: an ERP study.

    PubMed

    Raz, Sivan; Dan, Orrie; Zysberg, Leehu

    2014-11-01

    The present study was aimed at identifying potential behavioral and neural correlates of Emotional Intelligence (EI) by using scalp-recorded Event-Related Potentials (ERPs). EI levels were defined according to both self-report questionnaire and a performance-based ability test. We identified ERP correlates of emotional processing by using a visual-emotional oddball paradigm, in which subjects were confronted with one frequent standard stimulus (a neutral face) and two deviant stimuli (a happy and an angry face). The effects of these faces were then compared across groups with low and high EI levels. The ERP results indicate that participants with high EI exhibited significantly greater mean amplitudes of the P1, P2, N2, and P3 ERP components in response to emotional and neutral faces, at frontal, posterior-parietal and occipital scalp locations. P1, P2 and N2 are considered indexes of attention-related processes and have been associated with early attention to emotional stimuli. The later P3 component has been thought to reflect more elaborative, top-down, emotional information processing including emotional evaluation and memory encoding and formation. These results may suggest greater recruitment of resources to process all emotional and non-emotional faces at early and late processing stages among individuals with higher EI. The present study underscores the usefulness of ERP methodology as a sensitive measure for the study of emotional stimuli processing in the research field of EI. PMID:25265320

  3. Emotional Intelligence: A Study of Female Secondary School Headteachers

    ERIC Educational Resources Information Center

    Cliffe, Joanne

    2011-01-01

    The notion that emotional intelligence can be correlated with work success is well documented, particularly with regard to leadership in the business world. However, there are few empirical studies which detail the interplay of intelligent use of emotions in school leadership. This article explores the relationship between emotional intelligence…

  4. Emotional Intelligence. Why It Can Matter More than IQ.

    ERIC Educational Resources Information Center

    Goleman, Daniel

    1996-01-01

    Because school success is predicted largely by emotional and social measures, teachers and parents cannot start too early in helping children develop their emotional intelligence. The paper describes emotional intelligence, discusses how to teach it, and presents resources for learning how other schools are helping students build emotional…

  5. Exploring the Relationships between Trait Emotional Intelligence and Objective Socio-Emotional Outcomes in Childhood

    ERIC Educational Resources Information Center

    Mavroveli, Stella; Petrides, K. V.; Sangareau, Yolanda; Furnham, Adrian

    2009-01-01

    Background: Trait emotional intelligence ("trait EI" or "trait emotional self-efficacy") is a constellation of emotion-related self-perceptions and dispositions located at the lower levels of personality hierarchies. This paper examines the validity of this construct, as operationalized by the Trait Emotional Intelligence Questionnaire-Child Form…

  6. Functional architecture of visual emotion recognition ability: A latent variable approach.

    PubMed

    Lewis, Gary J; Lefevre, Carmen E; Young, Andrew W

    2016-05-01

    Emotion recognition has been a focus of considerable attention for several decades. However, despite this interest, the underlying structure of individual differences in emotion recognition ability has been largely overlooked and thus is poorly understood. For example, limited knowledge exists concerning whether recognition ability for one emotion (e.g., disgust) generalizes to other emotions (e.g., anger, fear). Furthermore, it is unclear whether emotion recognition ability generalizes across modalities, such that those who are good at recognizing emotions from the face, for example, are also good at identifying emotions from nonfacial cues (such as cues conveyed via the body). The primary goal of the current set of studies was to address these questions through establishing the structure of individual differences in visual emotion recognition ability. In three independent samples (Study 1: n = 640; Study 2: n = 389; Study 3: n = 303), we observed that the ability to recognize visually presented emotions is based on different sources of variation: a supramodal emotion-general factor, supramodal emotion-specific factors, and face- and within-modality emotion-specific factors. In addition, we found evidence that general intelligence and alexithymia were associated with supramodal emotion recognition ability. Autism-like traits, empathic concern, and alexithymia were independently associated with face-specific emotion recognition ability. These results (a) provide a platform for further individual differences research on emotion recognition ability, (b) indicate that differentiating levels within the architecture of emotion recognition ability is of high importance, and (c) show that the capacity to understand expressions of emotion in others is linked to broader affective and cognitive processes. PMID:26986040

  7. Emotional intelligence in young and middle adulthood: cross-sectional analysis of latent structure and means.

    PubMed

    Chapman, Benjamin P; Hayslip, Bert

    2006-06-01

    Differentiation of the construct of emotional intelligence was investigated in young and middle-aged adults, on the basis of hypotheses generated from differential emotions theory, discrete emotions functionalist theory, and empirical literature on age-related changes in affective complexity and differentiation of abilities. Both age groups were characterized by the same set of comparably related dimensions. However, midlife adults reported significantly greater use of optimism as a mood-regulation strategy than was reported by young adults. This study considers implications of possible structural continuity in emotional intelligence in conjunction with mean increases in the use of optimism as a strategy for managing affect. PMID:16768586

  8. Frontal Electroencephalogram Activation Asymmetry, Emotional Intelligence, and Externalizing Behaviors in 10-Year-Old Children

    ERIC Educational Resources Information Center

    Santesso, L. Diane; Dana, L. Reker; Schmidt, Louis A.; Segalowitz, Sidney J.

    2006-01-01

    The purpose of the present study was to examine the relations among resting frontal brain electrical activity (EEG) (hypothesized to reflect a predisposition to positive versus negative affect and ability to regulate emotions), emotional intelligence, and externalizing behaviors in a sample of non-clinical 10-year-old children. We found that boys…

  9. Emotional Intelligence in Asperger Syndrome: Implications of Dissonance between Intellect and Affect

    ERIC Educational Resources Information Center

    Montgomery, Janine M.; McCrimmon, Adam W.; Schwean, Vicki L.; Saklofske, Donald H.

    2010-01-01

    Although many individuals with AS keenly desire social relationships, they are often unsuccessful in developing and maintaining them. Emotional intelligence (EI) as both an ability and trait is a construct that offers potential to enhance understanding of emotional and social characteristics of individuals with AS. Twenty-five young adults (aged…

  10. Nursing students' post-traumatic growth, emotional intelligence and psychological resilience.

    PubMed

    Li, Y; Cao, F; Cao, D; Liu, J

    2015-06-01

    Nursing students in the present sample who have experienced childhood adversity have a certain level of post-traumatic growth. If introduced into nursing curricula, emotional intelligence interventions may increase emotional coping resources and enhance social skills for nurses, which may benefit their long-term occupational health. As researchers consider personal resilience a strategy for responding to workplace adversity in nurses, resilience building should be incorporated into nursing education. This is a preliminary study that may guide future investigations of the curvilinear relationship rather than linear relationship between post-traumatic growth and positive factors in the special sample of nursing students. Resilience, emotional intelligence and post-traumatic growth may benefit nursing students' careers and personal well-being in clinical work. Developing both their emotional intelligence and resilience may assist their individual post-traumatic growth and enhance their ability to cope with clinical stress. To investigate the relationships among post-traumatic growth, emotional intelligence and psychological resilience in vocational school nursing students who have experienced childhood adversities, a cross-sectional research design with anonymous questionnaires was conducted and self-report data were analysed. The Childhood Adversities Checklist (Chinese version), Posttraumatic Growth Inventory, Emotional Intelligence Scale and the 10-item Connor-Davidson Resilience Scale were used. Survey data were collected from 202 Chinese vocational school nursing students during 2011. Post-traumatic growth was associated with emotional intelligence and psychological resilience. Results indicated a curvilinear relationship between emotional intelligence and post-traumatic growth, and between psychological resilience and post-traumatic growth. Moderate-level emotional intelligence and psychological resilience were most associated with the greatest levels of growth

  11. Emotional intelligence, risk perception in abstinent cocaine dependent individuals.

    PubMed

    Romero-Ayuso, Dulce; Mayoral-Gontán, Yolanda; Triviño-Juárez, José-Matías

    2016-01-01

    Cocaine is now responsible for the second-highest number of cessation intervention requests. In this study we analyze the different skills of emotional intelligence in cocaine- dependent patients maintaining abstinence. The Mayer- Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Balloon Analogue Risk Task (BART) were administered to 50 subjects (25 individuals with no history of drug use and 25 individuals in treatment at the Addictive Behaviors Unit in a state of withdrawal at the time of evaluation). The results showed differences between these groups in overall emotional intelligence quotient, strategic emotional intelligence, understanding emotions and emotional management. Cocaine-addicted participants showed difficulties in analyzing complex emotions and regulating their emotional response, aspects that can interfere with interactions in daily life. PMID:27099213

  12. Prospective associations between loneliness and emotional intelligence.

    PubMed

    Wols, A; Scholte, R H J; Qualter, P

    2015-02-01

    Loneliness has been linked cross-sectionally to emotional skill deficits (e.g., Zysberg, 2012), but missing from the literature is a longitudinal examination of these relationships. The present study fills that gap by examining the prospective relationships between loneliness and emotional functioning in young adolescents in England. One hundred and ninety-six adolescents aged 11-13 years (90 females) took part in the study and completed the youth version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT-YV) and the peer-related subscale of the Loneliness and Aloneness Scale for Children and Adolescents (LACA) at two time points, which were 10 months apart. Prospective associations were obtained for male and female adolescents separately using cross-lagged statistical techniques. Our results showed prospective links between understanding and managing emotions and loneliness for both females and males. Perceiving and using emotions were prospectively linked to loneliness in males only. Possible explanations and directions for future research are discussed. PMID:25576768

  13. "Emotional Intelligence" in the Classroom? An Aristotelian Critique

    ERIC Educational Resources Information Center

    Kristjansson, Kristjan

    2006-01-01

    A recent trend in moral education, social and emotional learning, incorporates the mantra of emotional intelligence (EI) as a key element in an extensive program of character building. In making his famous claim that the good life would have to include appropriate emotions, Aristotle obviously considered the schooling of emotions to be an…

  14. Emotional Intelligence (EI) of Patients with Multiple Sclerosis (MS)

    PubMed Central

    GHAJARZADEH, Mahsa; OWJI, Mahsa; SAURAIAN, Mohammad Ali; NASER MOGHADASI, Abdorreza; AZIMI, Amirreza

    2014-01-01

    Abstract Background Multiple sclerosis (MS) is an autoimmune disease that affects physical and emotional aspects of patient’s lives. The aim of this study was to evaluate Emotional Intelligence (EI) in cases with MS. Methods One hundred sixty six clinically definite MS and 110 healthy subjects were enrolled in this study. All participants filled valid and reliable Persian version Emotional Quotient inventory (EQ-i) questionnaire, which had been developed due to Bar-On model. Results Mean EI total score and 12 out of 15 subscales were significantly different between patients and controls. Total EI score and most of its subscales were significantly higher in patients with RR (Relapsing Remitting) than Secondary Progressive (SP) ones. There was significant negative correlation between EDSS and total EI score (rho=-0.4, P<0.001). Multiple linear regression analysis between the EI as a dependent variable and sex, type of disease, level of education, age and marital status as independent variables in patients showed that type of disease and level of education were independent predictors of EI. Conclusion Emotional intelligence as the ability to behave better and communicate with others should be considered in MS cases as their physical and psychological health are affected by their illness. PMID:26060723

  15. Emotional intelligence, emotional labor, and job satisfaction among physicians in Greece

    PubMed Central

    2012-01-01

    Background There is increasing evidence that psychological constructs, such as emotional intelligence and emotional labor, play an important role in various organizational outcomes in service sector. Recently, in the “emotionally charged” healthcare field, emotional intelligence and emotional labor have both emerged as research tools, rather than just as theoretical concepts, influencing various organizational parameters including job satisfaction. The present study aimed at investigating the relationships, direct and/or indirect, between emotional intelligence, the surface acting component of emotional labor, and job satisfaction in medical staff working in tertiary healthcare. Methods Data were collected from 130 physicians in Greece, who completed a series of self-report questionnaires including: a) the Wong Law Emotional Intelligence Scale, which assessed the four dimensions of emotional intelligence, i.e. Self-Emotion Appraisal, Others’ Emotion Appraisal, Use of Emotion, and Regulation of Emotion, b) the General Index of Job Satisfaction, and c) the Dutch Questionnaire on Emotional Labor (surface acting component). Results Emotional intelligence (Use of Emotion dimension) was significantly and positively correlated with job satisfaction (r=.42, p<.001), whereas a significant negative correlation between surface acting and job satisfaction was observed (r=−.39, p<.001). Furthermore, Self-Emotion Appraisal was negatively correlated with surface acting (r=−.20, p<.01). Self-Emotion Appraisal was found to influence job satisfaction both directly and indirectly through surface acting, while this indirect effect was moderated by gender. Apart from its mediating role, surface acting was also a moderator of the emotional intelligence-job satisfaction relationship. Hierarchical multiple regression analysis revealed that surface acting could predict job satisfaction over and above emotional intelligence dimensions. Conclusions The results of the present study

  16. Distributed neural system for emotional intelligence revealed by lesion mapping

    PubMed Central

    Colom, Roberto; Grafman, Jordan

    2014-01-01

    Cognitive neuroscience has made considerable progress in understanding the neural architecture of human intelligence, identifying a broadly distributed network of frontal and parietal regions that support goal-directed, intelligent behavior. However, the contributions of this network to social and emotional aspects of intellectual function remain to be well characterized. Here we investigated the neural basis of emotional intelligence in 152 patients with focal brain injuries using voxel-based lesion-symptom mapping. Latent variable modeling was applied to obtain measures of emotional intelligence, general intelligence and personality from the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT), the Wechsler Adult Intelligence Scale and the Neuroticism-Extroversion-Openness Inventory, respectively. Regression analyses revealed that latent scores for measures of general intelligence and personality reliably predicted latent scores for emotional intelligence. Lesion mapping results further indicated that these convergent processes depend on a shared network of frontal, temporal and parietal brain regions. The results support an integrative framework for understanding the architecture of executive, social and emotional processes and make specific recommendations for the interpretation and application of the MSCEIT to the study of emotional intelligence in health and disease. PMID:23171618

  17. Emotional Intelligence: A Quantitative Study of the Relationship among Academic Success Factors and Emotional Intelligence

    ERIC Educational Resources Information Center

    Iannucci, Brian A.

    2013-01-01

    Researchers have found a correlation between emotional intelligence (EI) and success in the workplace. As a result, many companies have invested a large amount of resources into EI testing during their hiring process. In the United States, corporations are spending over $33 billion on hiring, training, and development. In addition to the increase…

  18. Trait emotional intelligence and inflammatory diseases.

    PubMed

    Costa, Sebastiano; Petrides, K V; Tillmann, Taavi

    2014-01-01

    Researchers have become increasingly interested in the psychological aspects of inflammatory disorders. Within this line of research, the present study compares the trait emotional intelligence (trait EI) profiles of 827 individuals with various inflammatory conditions (rheumatoid arthritis [RA], ankylosing spondylitis, multiple sclerosis, and RA plus one comorbidity) against 496 healthy controls. Global trait EI scores did not show significant differences between these groups, although some differences were observed when comparisons were carried out against alternative control groups. Significant differences were found on the trait EI factors of Well-being (where the healthy group scored higher than the RA group) and Sociability (where the healthy group scored higher than both the RA group and the RA plus one comorbidity group). The discussion centers on the multifarious links and interplay between emotions and inflammatory conditions. PMID:23725416

  19. Relationships between a Social-Emotional Learning Program and Emotional Intelligence in Middle School Students

    ERIC Educational Resources Information Center

    Brown, Katherine Marie

    2013-01-01

    This study examined the relationships between a social-emotional learning program and the 5 dimensions of emotional intelligence and whether the relationships were moderated by gender. The problem addressed in the study was the lack of research focused on the development of emotional intelligence at the middle school level. The participants…

  20. A Construct Validity Study of the Mayer-Salovey-Caruso Emotional Intelligence Test V2.0 with CASE/Carnegie U.S. "Professor of the Year" Award Winners

    ERIC Educational Resources Information Center

    Ganus, Melissa

    2009-01-01

    This study examines the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT V2.0) for use as a formative faculty development tool. The MSCEIT was designed to measure emotional intelligence abilities as defined by Mayer-Salovey's EI Ability model. Individuals can deliberately develop emotional intelligence skills; a formative assessment of EI…

  1. The Relationship between Cognitive and Emotional Intelligence and High School Academic Achievement.

    PubMed

    Matešić, Krunoslav

    2015-06-01

    The study investigated the relationship between intelligence, emotional intelligence and academic achievement in high school. The study was conducted within the standardization of two instruments for Croatian samples. A total of 369 high school students from the Republic of Croatia participated in the study. They completed the Naglieri Nonverbal Ability Test (NNAT)--a test of cognitive intelligence and the BarOn Emotional Quotient Inventory: Youth Version (EQ-i:YV). Academic achievement criteria were general school achievement, Croatian language and mathematics. Several regression analyses were conducted on the results. The results show that cognitive intelligence and the adaptability scale to be consistent predictors of academic achievement. Emotional intelligence was not shown to be a significant predictor of school success. PMID:26753453

  2. The Impact of Intervention Methods on Emotional Intelligence

    ERIC Educational Resources Information Center

    Davis, Christopher M.

    2013-01-01

    This experimental study continued the exploration surrounding emotional intelligence (EI). Emotional intelligence was examined through past and present literature, instrumentation, didactic teaching methods employing EI concepts, and data analysis. The experiment involved participants from two sections of an undergraduate economics class at a…

  3. Emotional Intelligence for School Administrators: A Priority for School Reform?

    ERIC Educational Resources Information Center

    Moore, Bobby

    2009-01-01

    In order to cultivate a culture that challenges the status quo and expects excellence, school leaders need to learn, develop, and demonstrate high levels of emotional intelligence. Studying emotional intelligence provides leaders with the awareness necessary to meet the needs of a staff that is engaged in developing a common vision for their…

  4. IS Learning: The Impact of Gender and Team Emotional Intelligence

    ERIC Educational Resources Information Center

    Dunaway, Mary M.

    2013-01-01

    In university settings, dysfunction in teamwork often challenges problem-based learning in IS projects. Researchers of IS Education have largely overlooked Team Emotional Intelligence (TEI), which offers a collective cognitive skill that may benefit the student learning experience. Hypothesized are four dimensions of emotional intelligence (EI)…

  5. The Emotionally Intelligent School: Where Leaders Lead Learning

    ERIC Educational Resources Information Center

    Brearley, Michael

    2006-01-01

    Emotional intelligence (E.I.) is the pursuit and expression of personal excellence, an excellence that, according to the author, all educators encounter at some time in their lives although they use rarely, as though fearful that they might wear it out. By developing their emotional intelligence, stumbling blocks that inhibit learning can be…

  6. Factor Structure of Japanese Versions of Two Emotional Intelligence Scales

    ERIC Educational Resources Information Center

    Fukuda, Eriko; Saklofske, Donald H.; Tamaoka, Katsuo; Fung, Tak Shing; Miyaoka, Yayoi; Kiyama, Sachiko

    2011-01-01

    This article reports the psychometric properties of two emotional intelligence measures translated into Japanese. Confirmatory factor analysis (CFA) was conducted to examine the factor structure of a Japanese version of the Wong and Law Emotional Intelligence Scale (WLEIS) completed by 310 Japanese university students. A second study employed CFA…

  7. Leadership Institute: Building Leadership Capacity through Emotional Intelligence

    ERIC Educational Resources Information Center

    Argabright, Karen J.; King, Jeff; Cochran, Graham R.; Chen, Claire Yueh-Ti

    2013-01-01

    Given the changing dynamics of society and the pressures on Extension organizations to adapt, leadership effectiveness has become a crucial element of success. The program presented here is designed to enhance individual emotional intelligence. Through in-depth engagement of the participants, they learn to apply dynamics of emotional intelligence,…

  8. Teachers: Emotional Intelligence, Job Satisfaction, and Organizational Commitment

    ERIC Educational Resources Information Center

    Anari, Nahid Naderi

    2012-01-01

    Purpose: The purpose of this study is to investigate the relationship between emotional intelligence and job satisfaction, between emotional intelligence and organizational commitment, and between job satisfaction and organizational commitment among high-school English teachers. Furthermore, the study aims to examine the role of gender and age in…

  9. Emotional Intelligence as a Tool for Innovative Teaching

    ERIC Educational Resources Information Center

    Joshith, V. P.

    2012-01-01

    Interest in Emotional Intelligence can, in part, be gauged by the amount of research activity it has stimulated since first making an appearance in the psychological literature about 20 years ago. Everyone can profit from enhancing his or her emotional intelligence, because this important construct has a positive impact on human performance,…

  10. Teaching the Teachers: Emotional Intelligence Training for Teachers

    ERIC Educational Resources Information Center

    Hen, Meirav; Sharabi-Nov, Adi

    2014-01-01

    A growing body of research in recent years has supported the value of emotional intelligence in both effective teaching and student achievement. This paper presents a pre-post, quasi-experimental design study conducted to evaluate the contributions of a 56-h "Emotional Intelligence" training model. The model has been developed and…

  11. Do Students Experience "Social Intelligence," Laughter, and Other Emotions Online?

    ERIC Educational Resources Information Center

    Meyer, Katrina A.; Jones, Stephanie J.

    2012-01-01

    Are online activities devoid of emotion and social intelligence? Graduate students in online and blended programs at Texas Tech University and the University of Memphis were surveyed about how often they laughed, felt other emotions, and expressed social intelligence. Laughter, chuckling, and smiling occurred "sometimes" as did other emotions…

  12. Emotional Intelligence Is a Protective Factor for Suicidal Behavior

    ERIC Educational Resources Information Center

    Cha, Christine B.; Nock, Matthew K.

    2009-01-01

    Emotional intelligence is found to be a protective factor for suicidal behavior after examining the relations between childhood sexual abuse and suicidal ideation and attempts to emotional intelligence. Childhood sexual abuse is found to be a strong predictive of the results.

  13. Raising Emotionally Intelligent Teenagers: Parenting with Love, Laughter, and Limits.

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Tobias, Steven E.; Friedlander, Brian S.

    Based on the formula of love, laughter, limits, and linkages, this book presents practical, parent-tested ways parents can help their adolescent children become emotionally intelligent. The book is presented in three parts. Part 1 concerns parent preparation for raising an emotionally intelligent teenager, discusses the importance of parenting by…

  14. Emotional Intelligence and Self-Efficacy among Physical Education Teachers

    ERIC Educational Resources Information Center

    Mouton, Alexandre; Hansenne, Michel; Delcour, Romy; Cloes, Marc

    2013-01-01

    Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations between EI and self-efficacy among physical education teachers. The Trait Emotional Intelligence Questionnaire (TEIQue) and the Teacher Sense of…

  15. Emotional Intelligence: The Effect of Gender, GPA, and Ethnicity.

    ERIC Educational Resources Information Center

    Tapia, Martha; Marsh, George E., II

    The effects of gender, grade point average (GPA), and ethnicity on emotional intelligence were examined using an inventory called the Emotional Intelligence Inventory Revised (M. Tapia and J. Burry-Stock, 1998) in this study. The inventory was completed by 319 students (162 boys, 157 girls) at a college preparatory bilingual school in Mexico City,…

  16. Emotional Intelligence and Teaching Situations: Development of a New Measure

    ERIC Educational Resources Information Center

    Perry, Chris; Ball, Ian; Stacey, Elizabeth

    2004-01-01

    This article reports on the development of a new measure entitled: "Reactions to Teaching Situations" to indicate levels of emotional intelligence among beginning teachers. This article discusses the concept of emotional intelligence and defends the development of such a measure specifically related to the situations in the teaching environment,…

  17. Gender Differences in the Role of Emotional Intelligence during the Primary-Secondary School Transition

    ERIC Educational Resources Information Center

    Jordan, Julie-Ann; McRorie, Margaret; Ewing, Cathy

    2010-01-01

    The relationship between components of emotional intelligence (EI) (interpersonal ability, intrapersonal ability, adaptability and stress management) and academic performance in English, maths and science was examined in a sample of 86 children (49 males and 37 females) aged 11-12 years during the primary-secondary school transition period.…

  18. Promoting Emotional Intelligence and Career Decision Making among Italian High School Students

    ERIC Educational Resources Information Center

    Di Fabio, Annamaria; Kenny, Maureen E.

    2011-01-01

    This article evaluates the efficacy of a training program focused on increasing emotional intelligence (EI), which was developed for Italian high school students. The training was constructed using an ability-based model of EI. It was hypothesized that specific training would increase both ability and self-reported EI and reduce levels of…

  19. Trait Emotional Intelligence and Children's Peer Relations at School

    ERIC Educational Resources Information Center

    Petrides, K. V.; Sangareau, Yolanda; Furnham, Adrian; Frederickson, Norah

    2006-01-01

    Trait emotional intelligence ("trait EI" or "trait emotional self-efficacy") is a constellation of emotion"related self"perceptions and dispositions comprising the affective aspects of personality. The present study investigated the role of trait EI in children's peer relations at school. One hundred and sixty pupils (83 girls; mean age = 10.8…

  20. Are You a Highly Qualified, Emotionally Intelligent Early Childhood Educator?

    ERIC Educational Resources Information Center

    Kremenitzer, Janet Pickard; Miller, Regina

    2008-01-01

    Emotions have an impact on teacher effectiveness, behavior, cognition, and motivation, as well as on children's behavior. The authors discuss emotional intelligence and offer a teacher self-assessment tool to help teachers reflect on and improve their sensitivity. They include suggestions for making the classroom an emotionally intelligent…

  1. Emotional intelligence and patient-centred care

    PubMed Central

    Birks, Yvonne F; Watt, Ian S

    2007-01-01

    The principles of patient-centred care are increasingly stressed as part of health care policy and practice. Explanations for why some practitioners seem more successful in achieving patient-centred care vary, but a possible role for individual differences in personality has been postulated. One of these, emotional intelligence (EI), is increasingly referred to in health care literature. This paper reviews the literature on EI in health care and poses a series of questions about the links between EI and patient-centred outcomes. Papers concerning empirical examinations of EI in a variety of settings were identified to determine the evidence base for its increasing popularity. The review suggests that a substantial amount of further research is required before the value of EI as a useful concept can be substantiated. PMID:17682030

  2. Emotional intelligence assessment in a graduate entry medical school curriculum

    PubMed Central

    2013-01-01

    Background The management of emotions in the workplace is a skill related to the ability to demonstrate empathic behaviour towards patients; to manage emotional reactions in oneself and to lead others as part of a team. This ability has been defined as emotional intelligence (EI) and doctor’s EI may be related to communication skills and to patient satisfaction levels. This study reports on the use of two assessments of EI as part of a course on Personal and Professional Development (PPD) in a graduate medical school curriculum. Methods Fifty one graduate entry medical students completed an eight session course on PPD between December 2005 and January 2006. Students completed two measures of EI: self-report (EQ-i) and ability (MSCEIT V2.0) over a two year study period. The data gathered were used to explore the relationship between self-report and ability EI and between EI and student demographics, academic performance and change over time. Results Analysis of the EI data demonstrated that self-report EI did not change over time and was not related to ability EI. Females scored higher than males on a number of self-report and ability EI scores. Self-reported self-awareness was found to deteriorate in males and females over time. High self-reported EI was found to be associated with poor performance on clinical competency assessments but with good performance on a number of bio-medical knowledge based assessments. Conclusions This report concludes that assessments of EI can be incorporated into a medical school curriculum as part of a PPD programme and that the concept of EI may be associated with performance in medical school. PMID:23497237

  3. The moderating role of personality traits on emotional intelligence and conflict management styles.

    PubMed

    Ann, Bao-Yi; Yang, Chun-Chi

    2012-06-01

    In a sample of 442 part-time MBA and undergraduate students, the relationships between emotional intelligence and the integrating style and between emotional intelligence and the dominating style of conflict management were moderated by extraversion. In addition, agreeableness moderated the relationships between emotional intelligence and compromising style and between emotional intelligence and dominating style. PMID:22897103

  4. Cognitive enhancement therapy improves emotional intelligence in early course schizophrenia: preliminary effects.

    PubMed

    Eack, Shaun M; Hogarty, Gerard E; Greenwald, Deborah P; Hogarty, Susan S; Keshavan, Matcheri S

    2007-01-01

    This research examined the preliminary effects of Cognitive Enhancement Therapy (CET) on social cognition in early course schizophrenia, using an objective, performance-based measure of emotional intelligence. Individuals in the early course of schizophrenia were randomly assigned to either CET (n=18) or Enriched Supportive Therapy (n=20), and assessed at baseline and after 1 year of treatment with the Mayer-Salovey-Caruso Emotional Intelligence Test. A series of analyses of covariance showed highly significant (p=.005) and large (Cohen's d=.96) effects favoring CET for improving emotional intelligence, with the most pronounced improvements occurring in patients' ability to understand and manage their own and others' emotions. These findings lend preliminary support to the previously documented benefits of CET on social cognition in schizophrenia, and suggest that such benefits can be extended to patients in the early course of the illness. PMID:17055227

  5. The Role of Emotional Intelligence in Predicting Postpartum Depression.

    PubMed

    Rode, Jennifer L

    2016-04-01

    This study examines the direct and moderating effects of emotional intelligence on postpartum depression (PPD), while taking into account social support and stressful life events. Using a prospective cohort design, 165 women were surveyed in their third trimester and again at 9 weeks postpartum. Results support the direct effects of emotional intelligence (β = -.20, p = .01), social support (β = -.17, p = .04), and stressful life events (β = .17, p = .04) on PPD. Moderating effects are also supported with significant effects on PPD: stressful life events × emotional intelligence (β = -.17, p = .04) and stressful life events × social support (β = -.21, p = .01). PMID:26106112

  6. The Benefits of Exploring Opera for the Social and Emotional Development of High-Ability Students.

    ERIC Educational Resources Information Center

    Berman, Kristin B.

    2003-01-01

    This article discusses how the exploration of opera with high-ability students can contribute to positive social and emotional development, particularly the development of humane intelligence, by stimulating ethical and moral awareness, making connections with age-old truths of humanity, and providing a powerful genre for self-expression. Teaching…

  7. Emotional Intelligence Components in Alcohol Dependent and Mentally Healthy Individuals

    PubMed Central

    Mohagheghi, Arash; Amiri, Shahrokh; Mousavi Rizi, Seyedreza; Safikhanlou, Salman

    2015-01-01

    Objective. Emotional intelligence might play an important role in the onset and persistence of different psychopathologies. This study investigated the relationship between emotional intelligence and alcohol dependence. Methods. In this case-control study, participants included alcohol dependent individuals and mentally healthy inpatients. Each group consisted of 40 individuals (male/female: 1). The diagnosis was based on the criteria of the DSM-IV-TR using the Structured Clinical Interview for DSM-IV (SCID-IV). All the participants completed Bar-On emotional intelligence test. Results. 20 males and 20 females were included in each group. Mean age of alcohol dependent participants and controls was 31.28 ± 7.82 and 34.93 ± 9.83 years in that order. The analyses showed that the alcohol dependent individuals had a significant difference compared with the control group and received lower scores in empathy, responsibility, impulse control, self-esteem, optimism, emotional consciousness, stress tolerance, autonomy, problem-solving, and total score of emotional intelligence components. Conclusion. Patients with alcohol dependence have deficits in components of emotional intelligence. Identifying and targeted training of the individuals with lower scores in components of emotional intelligence may be effective in prevention of alcohol dependence. PMID:25893214

  8. Deliberate faking on personality and emotional intelligence measures.

    PubMed

    Hartman, Nathan S; Grubb, W Lee

    2011-02-01

    This study examined the extent the Big Five personality traits and emotional intelligence can be faked. Using a student sample, the equivalence of measurement and theoretical structure of models in a faking and honest condition was tested. Comparisons of the models for the honest and faking groups showed the data fit better in the faking condition. These results suggest that faking does change the rank orders of high scoring participants. The personality dimensions most affected by faking were emotional stability and conscientiousness within the Big Five and the general mood and stress management dimensions of Bar-On's Emotional Quotient Inventory-Short Form (1997) measure of emotional intelligence. PMID:21526598

  9. Studies in Emotional Intelligence Redefine Our Approach to Leadership Development.

    ERIC Educational Resources Information Center

    Dearborn, Katie

    2002-01-01

    Traditional management training often fails to transfer to work. Returns on training investment may be improved through a self-directed learning model that bolsters and sustains emotional intelligence, resulting in leaders who behave more intuitively and empathically. (SK)

  10. Emotional intelligence and depressive symptoms in Spanish institutionalized elders: does emotional self-efficacy act as a mediator?

    PubMed

    Luque-Reca, Octavio; Augusto-Landa, José María; Pulido-Martos, Manuel

    2016-01-01

    Background. This work examines the relationship between emotional intelligence (EI) and depressive symptomatology in institutionalized older adults, delving into the mechanisms underlying this relationship. Considering that previous evidence of the variation of the EI-depression relationship depending on whether the emotional ability or the perception of that ability is evaluated, a model of multiple mediation was tested in which the dimensions of emotional self-efficacy (ESE) act as mediators in the relationship between ability EI and depressive symptomatology. Methods. The sample consisted of 115 institutionalized older adults (47.82% women; 80.3 ± 7.9 years of age) from the province of Jaén (Spain) who completed a test of ESE, a measure of ability EI, and a self-administered questionnaire of depressive symptoms. Results. The results showed a positive association between older adults' emotional performance and depressive symptomatology, finding stronger associations with ESE than with EI abilities. In addition, multiple mediation analyses showed that two of the four dimensions of ESE fully mediated the relationship between ability EI and depressive symptoms. Discussion. These findings suggest that older adults' high levels of emotional competence generate a feeling of ESE which can protect them against depressive symptoms. This work supports the predictive validity of emotional abilities and ESE for the mental health of a group that is particularly vulnerable to depression, institutionalized older adults. The limitations of the work are discussed, and future lines of research were considered. PMID:27547553

  11. Emotional intelligence and depressive symptoms in Spanish institutionalized elders: does emotional self-efficacy act as a mediator?

    PubMed Central

    2016-01-01

    Background. This work examines the relationship between emotional intelligence (EI) and depressive symptomatology in institutionalized older adults, delving into the mechanisms underlying this relationship. Considering that previous evidence of the variation of the EI-depression relationship depending on whether the emotional ability or the perception of that ability is evaluated, a model of multiple mediation was tested in which the dimensions of emotional self-efficacy (ESE) act as mediators in the relationship between ability EI and depressive symptomatology. Methods. The sample consisted of 115 institutionalized older adults (47.82% women; 80.3 ± 7.9 years of age) from the province of Jaén (Spain) who completed a test of ESE, a measure of ability EI, and a self-administered questionnaire of depressive symptoms. Results. The results showed a positive association between older adults’ emotional performance and depressive symptomatology, finding stronger associations with ESE than with EI abilities. In addition, multiple mediation analyses showed that two of the four dimensions of ESE fully mediated the relationship between ability EI and depressive symptoms. Discussion. These findings suggest that older adults’ high levels of emotional competence generate a feeling of ESE which can protect them against depressive symptoms. This work supports the predictive validity of emotional abilities and ESE for the mental health of a group that is particularly vulnerable to depression, institutionalized older adults. The limitations of the work are discussed, and future lines of research were considered. PMID:27547553

  12. Nursing students' leadership and emotional intelligence in Turkey.

    PubMed

    Duygulu, Sergul; Hicdurmaz, Duygu; Akyar, Imatullah

    2011-05-01

    The purpose of this study was to determine nursing students' leadership and emotional intelligence. The study was conducted as a descriptive study in a nursing school in 2008. The sample comprised 69 junior and 85 senior nursing students and was based on voluntary participation. Data were collected through a data sheet, a leadership style questionnaire, and the Bar-On Emotional Intelligence Quotient Inventory. There were no statistically significant differences in leadership orientations and emotional intelligence between junior and senior students (p > 0.05). Although there was a significant relationship between emotional intelligence and task-oriented leadership (r = 0.427, p = 0.001), there was no significant relationship between emotional intelligence and people-oriented leadership (r = 0.076, p = 0.367). Students' emotional intelligence score was average, and their people-oriented leadership score was approximately half of the total score. It is recommended to develop strategies for improving nursing students' people-oriented leadership skills during their nursing education. PMID:21323258

  13. Does Implementing an Emotional Intelligence Program Guarantee Student Achievement?

    ERIC Educational Resources Information Center

    Wilkens, Coral L.; Wilmore, Elaine

    2015-01-01

    Being a 21st century learner may require a shift in the education paradigm. To be successful students may need to possess a different type of intelligence. Cherniss (2001), Goleman (1995), and O'Neil (1996), suggest that the key to positive life outcomes might consider emotional intelligence as more important than intellectual quotient (IQ).…

  14. Emotional Intelligence and Emotional Eating Patterns: A New Insight into the Antecedents of Eating Disorders?

    ERIC Educational Resources Information Center

    Zysberg, Leehu; Rubanov, Anna

    2010-01-01

    Objective: To examine the association between emotional intelligence (EI) and emotional eating. The authors hypothesized that EI will negatively associate with emotional eating. Methods: A correlational study, conducted in a convenience sample. The researchers personally approached working adults in their workplaces. Ninety Israelis, selected to…

  15. The Learning Organisation Part II. "Getting Emotional": The Learning Organisation and Emotional Intelligence. CLMS Working Paper.

    ERIC Educational Resources Information Center

    Hughes, Jason

    Emotional intelligence (EI) can be a diagnostic tool and a set of guiding principals to address the learning organization's concern of overcoming the barriers to collective learning. EI can be defined as "how well you handle yourself." It refers to "emotional literacy" and a person's capacity to manage emotions and use them as a resource. This is…

  16. Improving Emotional Intelligence and Emotional Self-Efficacy through a Teaching Intervention for University Students

    ERIC Educational Resources Information Center

    Pool, Lorraine Dacre; Qualter, Pamela

    2012-01-01

    Emotional intelligence continues to receive a substantial amount of attention from researchers who argue that it is an important predictor of health, wellbeing and in particular, work-related outcomes. Emotional self-efficacy, which is concerned with beliefs in one's emotional functioning capabilities, has recently been shown to be important in…

  17. Emotional Intelligence and Organizational Performance: Implications for Performance Consultants and Educators

    ERIC Educational Resources Information Center

    Holt, Svetlana; Jones, Steve

    2005-01-01

    Economic value of Emotional Intelligence (EI) has been mentioned extensively in recent organizational behavior research. In the age of information and highly specialized work teams, EI is becoming a vital skill as people must accomplish their work by collaborating with each other, and their ability to communicate effectively becomes as critical,…

  18. Effects of the Spock Videogame on Improving Emotional Intelligence in Adolescents

    ERIC Educational Resources Information Center

    Cejudo, Javier; Latorre, Sebastián

    2015-01-01

    Introduction: The aim of the present research is to experimentally assess the effects of a videogame program ("Spock") for improving emotional intelligence (EI) as an ability among a sample of adolescents. Method: The sample was made up of 92 adolescents, aged 17 to 19, who were currently studying the second year of…

  19. The Contribution of Emotional Intelligence to Decisional Styles among Italian High School Students

    ERIC Educational Resources Information Center

    Di Fabio, Annamaria; Kenny, Maureen E.

    2012-01-01

    This study examined the relationship between emotional intelligence (EI) and styles of decision making. Two hundred and six Italian high school students completed two measures of EI, the Bar-On EI Inventory, based on a mixed model of EI, and the Mayer Salovey Caruso EI Test, based on an ability-based model of EI, in addition to the General…

  20. The Relative Importance of Psychological Acceptance and Emotional Intelligence to Workplace Well-Being

    ERIC Educational Resources Information Center

    Donaldson-Feilder, Emma J.; Bond, Frank W.

    2004-01-01

    Psychological acceptance (acceptance) and emotional intelligence (EI) are two relatively new individual characteristics that are hypothesised to affect well-being and performance at work. This study compares both of them, in terms of their ability to predict various well-being outcomes (i.e. general mental health, physical well-being, and job…

  1. Emotional Intelligence and Spiritual Formation Scores as Predictors for College Freshman at Risk for Dropping Out

    ERIC Educational Resources Information Center

    Gilliland, Sandra Le' Ann

    2013-01-01

    The current research examined the relationship between two non-academic factors associated with retention: emotional intelligence (EI) and spiritual formation. The primary goal of this research was to determine whether using a combination of academic and non-academic factors could increase the researcher's ability to identify students most at risk…

  2. Need for Emotional Intelligence to Develop Principals' Social Skills

    ERIC Educational Resources Information Center

    Singh, Prakash; Dali, Christopher Malizo

    2013-01-01

    Principals are constantly challenged in their schools to serve as emotional anchors, provide professional guidance and be responsible for the effectiveness and improvement of their schools. This study therefore explored the need for emotional intelligence (EI) to be an integral part of the work-integrated learning competencies (WILCs) for…

  3. Emotional Intelligence and Selection to Administrative Chief Residency

    ERIC Educational Resources Information Center

    Kilpatrick, Charlie C.; Doyle, Peter D.; Reichman, Eric F.; Chohan, Lubna; Uthman, Margaret O.; Orejuela, Francisco J.

    2012-01-01

    Objective: The authors sought to determine whether emotional intelligence, as measured by the BarOn Emotional Quotient Inventory (EQ-i), is associated with selection to administrative chief resident. Method: Authors invited senior-year residents at the University of Texas Health Science Center at Houston to participate in an observational…

  4. The Correlation of IQ and Emotional Intelligence with Reading Comprehension

    ERIC Educational Resources Information Center

    Ghabanchi, Zargham; Rastegar, Rabe'e

    2014-01-01

    The aim of this study was to determine the impact of both IQ and emotional intelligence on reading comprehension in Iran. Forty-five EFL college students from Payame Noor University of Gonbad and Azad University of Gorgan participated in this study. Three independent tests were administrated, including Bar-On's emotional intelligence…

  5. Examining Teacher Burnout Using Emotional Intelligence Quotients: A Correlational Study

    ERIC Educational Resources Information Center

    Hammett, Jennifer

    2013-01-01

    The purpose of this study was to discern if there are significant differences in a teacher's level of burnout based on his or her emotional intelligence quotient. This quantitative study examined the relationship between demographic characteristics, an emotional quotient inventory, and a burnout inventory to find significant relationships…

  6. Emotional Intelligence and Staff Training in After-School Environments

    ERIC Educational Resources Information Center

    Seligson, Michelle; MacPhee, Marybeth

    2004-01-01

    The core concept of emotional intelligence is the ever-emerging process of self-awareness, where individuals are able to identify their emotions and manage them in various social environments. This capacity is viewed as an asset in child care because new insights in human development have highlighted the importance of children's social and…

  7. Emotional Intelligence, Personality Traits and Career Decision Difficulties

    ERIC Educational Resources Information Center

    Di Fabio, Annamaria; Palazzeschi, Letizia

    2009-01-01

    This study aims to take an in-depth look at the role of emotional intelligence and personality traits in relation to career decision difficulties. The Italian version of the Career Decision Difficulties Questionnaire (CDDQ), the Bar-On Emotional Quotient Inventory: Short (Bar-On EQ-i: S), and the Big Five Questionnaire (BFQ) were administered to…

  8. Emotional Intelligence--A New Evaluation for Management Development?

    ERIC Educational Resources Information Center

    Langley, Andrew

    2000-01-01

    Comparison of emotional intelligence competencies in senior and middle managers showed that senior managers scored significantly higher in the personal competencies of emotional awareness, innovation, and commitment and the social competencies of political awareness, leadership, change catalyst, and teamwork. The usefulness of emotional…

  9. On Emotional Intelligence: A Conversation with Daniel Goleman.

    ERIC Educational Resources Information Center

    O'Neil, John

    1996-01-01

    Emotional intelligence involves a cluster of skills, including self-control, zeal, persistence, and self-motivation. Every child must be taught the essentials of handling anger, managing conflicts, developing empathy, and controlling impulses. Schools must help children recognize and manage their emotions. Educators should model emotional…

  10. Emotional Intelligence as Educational Goal: A Case for Caution

    ERIC Educational Resources Information Center

    Rietti, Sophie

    2008-01-01

    Originally conceptualised as a set of capacities for understanding and managing emotions, emotional intelligence (EI) has become associated, mainly due to the work of Daniel Goleman, with life success skills, prosocial attitudes and moral and civic virtues. But EI, which may not in itself be teachable, need not lead to these outcomes, which may…

  11. Psychological Gender and Emotional Intelligence in Youth Female Soccer Players

    PubMed Central

    Rutkowska, Katarzyna; Bergier, Józef

    2015-01-01

    Many sports (for instance soccer) are stereotypically perceived as a male activity. Even so, more and more women decide to become competitive athletes. Since the theory of sport requires comprehensive explanations and the practice of sport needs clear guidelines, interdisciplinary studies into the nature of sport, including its psychological aspects, are necessary. Analysing the psychological profile of female soccer players, particularly those who are about to become professional athletes, can provide many interesting insights into the specific character of female youth sport and show where improvements can be made in athletic training programmes (especially in mental training). It is therefore important to study psychological gender that determines social behaviours and to analyse female athletes’ emotional intelligence. Emotional intelligence is defined as a set of emotional competencies that determine the effectiveness of human behaviours. Psychological gender and emotional intelligence have a significant effect on human adaptability and the efficiency of psychosocial functioning. This research was undertaken with the dual purpose of identifying the psychological gender and emotional intelligence of female soccer players. It involved 54 secondary-school girls, some of whom attended a sports class and others played on the Polish national team. The following tools were used to carry out the research: the Gender Assessment Inventory (IPP [This and the other acronyms derive from the Polish language]-developed by Kuczyńska) and the Emotional Intelligence Questionnaire (INTE; created by Jaworowska and Matczak). As shown by the analysis of the results, most female soccer players in the study were androgynous and the level of their emotional intelligence was significantly higher than in other participants. This also seems to point to their significantly greater adaptability. At the same time, the level of emotional intelligence in many players was average or low

  12. Psychological Gender and Emotional Intelligence in Youth Female Soccer Players.

    PubMed

    Rutkowska, Katarzyna; Bergier, Józef

    2015-09-29

    Many sports (for instance soccer) are stereotypically perceived as a male activity. Even so, more and more women decide to become competitive athletes. Since the theory of sport requires comprehensive explanations and the practice of sport needs clear guidelines, interdisciplinary studies into the nature of sport, including its psychological aspects, are necessary. Analysing the psychological profile of female soccer players, particularly those who are about to become professional athletes, can provide many interesting insights into the specific character of female youth sport and show where improvements can be made in athletic training programmes (especially in mental training). It is therefore important to study psychological gender that determines social behaviours and to analyse female athletes' emotional intelligence. Emotional intelligence is defined as a set of emotional competencies that determine the effectiveness of human behaviours. Psychological gender and emotional intelligence have a significant effect on human adaptability and the efficiency of psychosocial functioning. This research was undertaken with the dual purpose of identifying the psychological gender and emotional intelligence of female soccer players. It involved 54 secondary-school girls, some of whom attended a sports class and others played on the Polish national team. The following tools were used to carry out the research: the Gender Assessment Inventory (IPP [This and the other acronyms derive from the Polish language]-developed by Kuczyńska) and the Emotional Intelligence Questionnaire (INTE; created by Jaworowska and Matczak). As shown by the analysis of the results, most female soccer players in the study were androgynous and the level of their emotional intelligence was significantly higher than in other participants. This also seems to point to their significantly greater adaptability. At the same time, the level of emotional intelligence in many players was average or low

  13. Using emotional intelligence to facilitate strengthened appraiser development.

    PubMed

    Tavabie, Abdol; Koczwara, Anna; Patterson, Fiona

    2010-01-01

    This paper describes a new approach to developing strengthened medical appraiser skills prior to the introduction of medical revalidation. We describe how we extended previous skills-based models and competency checklists to produce a behavioural model of effective appraiser performance. Development centre (DC) methods were used to produce a one-day workshop to encourage appraisers to reflect on their current level of ability and to identify and address additional required skills through observation, practice and feedback. In describing the DC, we discuss the impact of using the concept of emotional intelligence (EI) to develop appraiser skills and improve self-awareness. This aimed to support appraisers to effectively influence appraisees' continual professional development (CPD) and review appraisee practice through audit, significant events and patient and colleague feedback, with the ultimate aim of improving patient care. Finally, we provide initial evaluation data for our DC approach. PMID:20202316

  14. Emotional intelligence in sport and exercise: A systematic review.

    PubMed

    Laborde, S; Dosseville, F; Allen, M S

    2016-08-01

    This review targets emotional intelligence (EI) in sport and physical activity. We systematically review the available literature and offer a sound theoretical integration of differing EI perspectives (the tripartite model of EI) before considering applied practice in the form of EI training. Our review identified 36 studies assessing EI in an athletic or physical activity context. EI has most often been conceptualized as a trait. In the context of sport performance, we found that EI relates to emotions, physiological stress responses, successful psychological skill usage, and more successful athletic performance. In the context of physical activity, we found that trait EI relates to physical activity levels and positive attitudes toward physical activity. There was a shortage of research into the EI of coaches, officials, and spectators, non-adult samples, and longitudinal and experimental methods. The tripartite model proposes that EI operates on three levels - knowledge, ability, and trait - and predicts an interplay between the different levels of EI. We present this framework as a promising alternative to trait and ability EI conceptualizations that can guide applied research and professional practice. Further research into EI training, measurement validation and cultural diversity is recommended. PMID:26104015

  15. Demographic Variables and Its Effect on Emotional Intelligence: A Study on Indian Service Sector Employees.

    PubMed

    Pooja, Pooja; Kumar, Pranab

    2016-03-01

    In past few decades, emotional intelligence (EI) has gained much popularity worldwide. Intelligence quotient alone is not enough in today's age for achieving success and hence for developing a person's ability, the fields of psychology and neurosciences have highlighted the importance of EI, which is a person's response toward feelings and emotions. In this study, relationship of various demographic variables with EI, as measured by Trait Emotional Intelligence Questionnaire-Short Form, has been highlighted. The study has been conducted on a sample of 424 employees belonging to the Indian service sector. The results showed that demographic variables have an impact over EI. Organizations can take a cue from the study and adhere to diversity management practices to ensure financial gains and growth. PMID:27536018

  16. Demographic Variables and Its Effect on Emotional Intelligence: A Study on Indian Service Sector Employees

    PubMed Central

    Pooja, Pooja; Kumar, Pranab

    2016-01-01

    In past few decades, emotional intelligence (EI) has gained much popularity worldwide. Intelligence quotient alone is not enough in today's age for achieving success and hence for developing a person's ability, the fields of psychology and neurosciences have highlighted the importance of EI, which is a person's response toward feelings and emotions. In this study, relationship of various demographic variables with EI, as measured by Trait Emotional Intelligence Questionnaire-Short Form, has been highlighted. The study has been conducted on a sample of 424 employees belonging to the Indian service sector. The results showed that demographic variables have an impact over EI. Organizations can take a cue from the study and adhere to diversity management practices to ensure financial gains and growth. PMID:27536018

  17. The Relationship between Emotional Intelligence and Cool and Hot Cognitive Processes: A Systematic Review.

    PubMed

    Gutiérrez-Cobo, María José; Cabello, Rosario; Fernández-Berrocal, Pablo

    2016-01-01

    Although emotion and cognition were considered to be separate aspects of the psyche in the past, researchers today have demonstrated the existence of an interplay between the two processes. Emotional intelligence (EI), or the ability to perceive, use, understand, and regulate emotions, is a relatively young concept that attempts to connect both emotion and cognition. While EI has been demonstrated to be positively related to well-being, mental and physical health, and non-aggressive behaviors, little is known about its underlying cognitive processes. The aim of the present study was to systematically review available evidence about the relationship between EI and cognitive processes as measured through "cool" (i.e., not emotionally laden) and "hot" (i.e., emotionally laden) laboratory tasks. We searched Scopus and Medline to find relevant articles in Spanish and English, and divided the studies following two variables: cognitive processes (hot vs. cool) and EI instruments used (performance-based ability test, self-report ability test, and self-report mixed test). We identified 26 eligible studies. The results provide a fair amount of evidence that performance-based ability EI (but not self-report EI tests) is positively related with efficiency in hot cognitive tasks. EI, however, does not appear to be related with cool cognitive tasks: neither through self-reporting nor through performance-based ability instruments. These findings suggest that performance-based ability EI could improve individuals' emotional information processing abilities. PMID:27303277

  18. The Relationship between Emotional Intelligence and Cool and Hot Cognitive Processes: A Systematic Review

    PubMed Central

    Gutiérrez-Cobo, María José; Cabello, Rosario; Fernández-Berrocal, Pablo

    2016-01-01

    Although emotion and cognition were considered to be separate aspects of the psyche in the past, researchers today have demonstrated the existence of an interplay between the two processes. Emotional intelligence (EI), or the ability to perceive, use, understand, and regulate emotions, is a relatively young concept that attempts to connect both emotion and cognition. While EI has been demonstrated to be positively related to well-being, mental and physical health, and non-aggressive behaviors, little is known about its underlying cognitive processes. The aim of the present study was to systematically review available evidence about the relationship between EI and cognitive processes as measured through “cool” (i.e., not emotionally laden) and “hot” (i.e., emotionally laden) laboratory tasks. We searched Scopus and Medline to find relevant articles in Spanish and English, and divided the studies following two variables: cognitive processes (hot vs. cool) and EI instruments used (performance-based ability test, self-report ability test, and self-report mixed test). We identified 26 eligible studies. The results provide a fair amount of evidence that performance-based ability EI (but not self-report EI tests) is positively related with efficiency in hot cognitive tasks. EI, however, does not appear to be related with cool cognitive tasks: neither through self-reporting nor through performance-based ability instruments. These findings suggest that performance-based ability EI could improve individuals’ emotional information processing abilities. PMID:27303277

  19. Developing Emotional Intelligence in Learners with Behavioral Problems: Refocusing Special Education.

    ERIC Educational Resources Information Center

    Obiakor, Festus E.

    2001-01-01

    This article explains the operational conceptualizations of emotional intelligence, the benefits of emotional intelligence, and consequences of ignoring emotional intelligence. The roles of general and special educators in developing such intelligence in students with behavior problems are discussed, and an inclusive model for building emotional…

  20. Study of emotional intelligence and empathy in medical postgraduates

    PubMed Central

    Faye, Abhijeet; Kalra, Gurvinder; Swamy, Rajeev; Shukla, Aniket; Subramanyam, Alka; Kamath, Ravindra

    2011-01-01

    Objectives: The important domains of emotional intelligence (EI) are self-awareness and control of emotions, motivating oneself, and empathy. These are necessary to handle any relationship. This study aims to (i) assess emotional intelligence focusing specifically on empathy; (ii) to study the level of anger; and (iii) correlating level of anger with (a) EI and (b) empathy in medical postgraduates. Materials and Methods: Subjects were assessed randomly after obtaining informed consent, through semi-structured proforma and various scales, including Emotional Quotient Self-Assessment Checklist, Multi-Dimensional Emotional Empathy Scale, and Clinical Anger Scale. Data was analyzed using multivariate analysis with analysis of covariance test. Results: On Emotional Quotient Self-Assessment checklist, more than 70% had poor emotional intelligence. Married males in the study were more confident and empathizing. Those with some major problem at home were more aware of their own emotions and other's feelings. Residents who had voluntarily chosen their specialty postgraduation training course (eg, medicine, surgery, and others), those who had less work load, those who had time for recreational activities, and exercise had scored high on EI. Good control of emotions in self was associated with good relationship with superiors and colleagues. Score on Clinical anger was moderate to severe in 10.6% of the subjects. EI and clinical anger correlated negatively. PMID:21772646

  1. A Study of School District Superintendents and the Connection of Emotional Intelligence to Leadership

    ERIC Educational Resources Information Center

    Hansen, Richard A.

    2009-01-01

    This study highlights the lack of studies that connect emotional intelligence to leadership. There are numerous studies of leadership and several studies about emotional intelligence; however, there are few studies that connect emotional intelligence to leadership. The study utilized the Bar-On Emotional Quotient Inventory (EQ-i) survey and the…

  2. Emotion Recognition Abilities and Empathy of Victims of Bullying

    ERIC Educational Resources Information Center

    Woods, Sarah; Wolke, Dieter; Nowicki, Stephen; Hall, Lynne

    2009-01-01

    Objectives: Bullying is a form of systematic abuse by peers with often serious consequences for victims. Few studies have considered the role of emotion recognition abilities and empathic behaviour for different bullying roles. This study investigated physical and relational bullying involvement in relation to basic emotion recognition abilities,…

  3. Emotional Development, Intellectual Ability, and Gender.

    ERIC Educational Resources Information Center

    Miller, Nancy B.; And Others

    1994-01-01

    K. Dabrowski's Theory of Emotional Development was used to compare 41 gifted adults (mean age 37) and 42 graduate students (mean age 29). Greater overexcitability scores by the gifted adults suggested substantially greater potential for emotional development, but no significant differences between groups were found for actual level of emotional…

  4. Short Research Report: A Comparison of Emotional Intelligence Levels between Students in Experiential and Didactic College Programs

    ERIC Educational Resources Information Center

    Davis, Wayne L.; Leslie, Paul J.

    2015-01-01

    The importance of Emotional Intelligence (EI) in daily life has received extensive attention over the past decade (Goleman, 1998). EI has been defined as the ability to observe the emotions of oneself and others while utilizing these observations in the direction of one's behavior and thinking (Salovey & Mayer, 1989). It has been suggested…

  5. Emotional Intelligence and Depressive Symptoms as Predictors of Happiness Among Adolescents

    PubMed Central

    Abdollahi, Abbas; Abu Talib, Mansor; Motalebi, Seyedeh Ameneh

    2015-01-01

    Background: Given that happiness is an important construct to enable adolescents to cope better with difficulties and stress of life, it is necessary to advance our knowledge about the possible etiology of happiness in adolescents. Objectives: The present study sought to investigate the relationships of emotional intelligence, depressive symptoms, and happiness in a sample of male students in Tehran, Iran. Materials and Methods: This cross-sectional study was conducted on a sample of high school students in Tehran in 2012. The participants comprised of 188 male students (aged 16 to 19 years old) selected by multi-stage cluster sampling method. For gathering the data, the students filled out assessing emotions scale, Beck depression inventory-II, and Oxford happiness inventory. Data analysis was carried out using descriptive and analytical statistics in statistical package for social sciences (SPSS) software. Results: The findings showed that a significant positive association existed between high ability of emotional intelligence and happiness (P < 0.01). Conversely, the low ability of emotional intelligence was associated with unhappiness (P < 0.01), there was a positive association between non-depression symptoms and happiness (P < 0.05), and severe depressive symptoms were positively associated with unhappiness (P < 0.01). High ability of emotional intelligence (P < 0.01) and non-depression symptoms (P < 0.05) were the strongest predictors of happiness. Conclusions: These findings reinforced the importance of emotional intelligence as a facilitating factor for happiness in adolescences. In addition, the findings suggested that depression symptoms may be harmful for happiness in adolescents. PMID:26834804

  6. Gender Differentiation of Relationships Between Manifestations of Indirect Self-Destructiveness and Dimensions of Emotional Intelligence.

    PubMed

    Tsirigotis, Konstantinos; Łuczak, Joanna

    2016-09-01

    The aim of this study has been to explore the gender differentiation of relationships between individual manifestations of indirect self-destructiveness and particular dimensions of emotional intelligence. A population of 260 individuals (130 women and 130 men) aged 20-30 (mean age of 24.5) was studied by using the Polish version of the Chronic Self-Destructiveness Scale (CS-DS) and INTE, i.e. the Polish version of the Assessing Emotions Scale (AES). Manifestations of indirect self-destructiveness showed significant correlations with INTE variables, and those correlations were mainly negative. Relationships between specific dimensions of emotional intelligence and specific manifestations of self-destructiveness differed between women and men. One of the most important differences was the relationship between transgression and ability to recognize emotions. The knowledge of the differentiation of the above relationships may allow to orient prophylactic and therapeutic actions, and adjust them to the specific gender. PMID:26589424

  7. A study of the influence of nursing education on development of emotional intelligence.

    PubMed

    Shanta, Linda; Gargiulo, Leslie

    2014-01-01

    The Future of Nursing, Leading Change, Advancing Health (Institute of Medicine 2011) challenged the profession of nursing to assume leadership of interdisciplinary health care teams. Leading these teams requires cognitive ability to manage highly charged and emotional work. Emotional intelligence (EI) is a characteristic necessary to process emotional information for creative problem solving. In addition, emerging evidence indicates there may be an association of nurses' EI and quality patient care (K. Adams et al., 2011). The foundation for development of competencies essential for nursing practice begins with nursing education. This quasi-experimental study investigated if baccalaureate-level nursing education increased the level of EI as operationalized by J. D. Mayer and P. Salovey's (2004) four-branch abilities model. Findings indicated that senior nursing students scored higher on the ability to understand and reason about emotions over pre-nursing students (P < .05); however, pre-nursing students scored higher than senior nursing students on the ability to accurately perceive emotions (P < .05). Regression analysis found that self-estimated grade point average was the only significant predictor of overall EI. Although the senior nursing students demonstrated strength in the ability to reason about emotion, the ability to perceive emotion seemed to have declined. This problem requires further research and action through transformed nursing education. PMID:25455333

  8. Emotional intelligence in medical laboratory science

    NASA Astrophysics Data System (ADS)

    Price, Travis

    The purpose of this study was to explore the role of emotional intelligence (EI) in medical laboratory science, as perceived by laboratory administrators. To collect and evaluate these perceptions, a survey was developed and distributed to over 1,400 medical laboratory administrators throughout the U.S. during January and February of 2013. In addition to demographic-based questions, the survey contained a list of 16 items, three skills traditionally considered important for successful work in the medical laboratory as well as 13 EI-related items. Laboratory administrators were asked to rate each item for its importance for job performance, their satisfaction with the item's demonstration among currently working medical laboratory scientists (MLS) and the amount of responsibility college-based medical laboratory science programs should assume for the development of each skill or attribute. Participants were also asked about EI training in their laboratories and were given the opportunity to express any thoughts or opinions about EI as it related to medical laboratory science. This study revealed that each EI item, as well as each of the three other items, was considered to be very or extremely important for successful job performance. Administrators conveyed that they were satisfied overall, but indicated room for improvement in all areas, especially those related to EI. Those surveyed emphasized that medical laboratory science programs should continue to carry the bulk of the responsibility for the development of technical skills and theoretical knowledge and expressed support for increased attention to EI concepts at the individual, laboratory, and program levels.

  9. Relationship between Emotional Intelligence and Mental Health in School Counselors (Relación entre Inteligencia Emocional y salud mental en Orientadores Educativos)

    ERIC Educational Resources Information Center

    Cejudo, Javier

    2016-01-01

    Introduction: The purpose of the present research is aimed at studying the relationship between emotional intelligence as an ability and emotional intelligence as a trait and mental health of a sample of school counsellors. Method: The sample has been made up of 203 school counsellors. The instruments used have been: Mayer-Salovey-Caruso Emotional…

  10. An Exploration on the Differences in Emotional Intelligence of First Year Students Examined across Disciplines within the School of Business in a Liberal Arts College

    ERIC Educational Resources Information Center

    Yarrish, Karen K.; Law, Mark D.

    2009-01-01

    In preparing the next generation of business professionals, educators need to take seriously the responsibility of empowering students with tools to assist them in their pursuits. One area of interest is Emotional Intelligence. Emotional Intelligence determines how students exercise self-control, zeal and persistence, and the ability to motivate…

  11. Inadequate Evidence for Multiple Intelligences, Mozart Effect, and Emotional Intelligence Theories

    ERIC Educational Resources Information Center

    Waterhouse, Lynn

    2006-01-01

    I (Waterhouse, 2006) argued that, because multiple intelligences, the Mozart effect, and emotional intelligence theories have inadequate empirical support and are not consistent with cognitive neuroscience findings, these theories should not be applied in education. Proponents countered that their theories had sufficient empirical support, were…

  12. Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review

    ERIC Educational Resources Information Center

    Waterhouse, Lynn

    2006-01-01

    This article reviews evidence for multiple intelligences theory, the Mozart effect theory, and emotional intelligence theory and argues that despite their wide currency in education these theories lack adequate empirical support and should not be the basis for educational practice. Each theory is compared to theory counterparts in cognitive…

  13. Emotional intelligence (EI) and nursing leadership styles among nurse managers.

    PubMed

    Tyczkowski, Brenda; Vandenhouten, Christine; Reilly, Janet; Bansal, Gaurav; Kubsch, Sylvia M; Jakkola, Raelynn

    2015-01-01

    Less than 12.5% of nurses aspire to leadership roles, noting lack of support and stress as major factors in their decision not to pursue this area of practice. Psychological resiliency, described as the ability to properly adapt to stress and adversity, is key to successful nurse managers. Emotional intelligence (EI) is a related concept to resiliency and is another noteworthy predictor of leadership and management success. This study was undertaken to determine the level of and relationship between EI and leadership style of nurse managers employed in Wisconsin and Illinois facilities. A descriptive, exploratory study design was utilized, with a convenience sample of nurse managers working in 6 large Midwestern health systems. Nurse managers were invited to participate in the study by their employer, completing the online consent form and the demographic, Multifactor Leadership Questionnaire (MLQ) Form 5X and the Emotional Quotient Inventory (EQ-i 2.0) surveys. Statistically significant positive relationships were noted between EI and transformational leadership and the outcomes of leadership (extra effort, effectiveness, and satisfaction). No statistically significant relationships were noted between EI and transactional or laissez-faire leadership styles. PMID:25714956

  14. EMOTIONAL INTELLIGENCE, MORAL, ETHICS, BIO-ETHICS AND WHAT IS IN BETWEEN.

    PubMed

    Keidar, Daniella; Yagoda, Arie

    2014-10-01

    In recent years, the study of emotions has broadened its scope and established its standing as a new scientific discipline. Humanity has become increasingly conscious of the seminal role played by the emotional components in both intrapersonal and interpersonal behavior. A deeply rooted and inherent correlation exists between emotional intelligence (E.I. - Emotional Intelligence) and positive social results: social adaptation, quality social relationships, the capacity for healthy social behaviors, caring, altruism, empathy, enlightened communication and the efficacy and personal coherence essential to moral and ethical behavior, including its manifestation in the sphere of bio-ethics. The importance of the personal relationship between the doctor and the patient is especially fundamental in the current era of immense and accelerated scientific-technological development, forcing doctors to cope with an increasingly complicated technical environment. Precisely because of this reality, it is essential that a doctor's actions and interpersonal relationship with the patient proceed from an ethical base, grounded in both professional and emotional responsibility. Emotional responsibility is one of the central elements underlying bioethical conduct and is the element that provides the guideposts for the treatment of others. The symbiotic connection between emotional intelligence and the sphere of ethics and morals is what delineates human beings. Human beings, by definition and in essence, bear responsibility for their actions. The beginning of ethics is in the human being's consciousness of choice in relation to self and to others. An individual's choices integrate emotion and cognition. That ability to integrate alongside the capacity for choice enables the human race to act in accordance with ethical and moral codes. At work, on a daily basis, a doctor is positioned opposite to the physical, emotional, cognitive and ethical entirety of the patient. Beyond the doctor

  15. Leaders and emotional intelligence: a view from those who follow.

    PubMed

    Zakariasen, Ken; Victoroff, Kristin Zakariasen

    2012-01-01

    Abstract-Boyatzis and Goleman state that Emotional Intelligence (EI) "is an important predictor of success." In their book Primal Leadership, they refer to "the leadership competencies of emotional intelligence: how leaders handle themselves and their relationships." The leadership exercises reported here examined the practices of effective and ineffective leaders as identified by individuals who have worked under such leaders (ie, followers/subordinates). We sought to ascertain to what extent these practices are related to EI. The 2-year data from these leadership exercises show the strong relationships between perceived leadership effectiveness and emotionally intelligent leadership practices as observed by leaders' followers. For example, whether considering the practices that made effective leaders effective or the practices that ineffective leaders needed to adopt or significantly improve upon (in the eyes of subordinates), these practices were almost exclusively related to EI. These findings are supported in the EI literature, as is the strength of subordinates' assessments in predicting leadership effectiveness. PMID:22931014

  16. Integrating emotion regulation and emotional intelligence traditions: a meta-analysis

    PubMed Central

    Peña-Sarrionandia, Ainize; Mikolajczak, Moïra; Gross, James J.

    2015-01-01

    Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER) tradition, which focuses on the processes which permit individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI) tradition, which focuses—among other things—on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998b) to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration. PMID:25759676

  17. Integrating emotion regulation and emotional intelligence traditions: a meta-analysis.

    PubMed

    Peña-Sarrionandia, Ainize; Mikolajczak, Moïra; Gross, James J

    2015-01-01

    Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER) tradition, which focuses on the processes which permit individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI) tradition, which focuses-among other things-on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998b) to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration. PMID:25759676

  18. Can We Be Intelligent about Intelligence? Why Education Needs the Concept of Plastic General Ability

    ERIC Educational Resources Information Center

    Adey, Philip; Csapo, Beno; Demetriou, Andreas; Hautamaki, Jarkko; Shayer, Michael

    2007-01-01

    The notion of general cognitive ability (or "intelligence") is explored and why the time might now be ripe for educators to re-consider the power offered by a general intellectual capacity which is itself amenable to educational influence. We review existing knowledge concerning general intelligence, including the cohabitation of general and…

  19. Emotional intelligence and perceived employability for internship curriculum.

    PubMed

    Maynard, Michael L

    2003-12-01

    Emotional Intelligence dimensions of motivation as well as social and communication skills were associated with perceived entry-level employability. Feedback from internship hosts was the measure of association for 77 college juniors or seniors between the ages of 18 and 22 (49 women, 28 men), enrolled in a one-semester communications internship. Chi squared supported the hypothesis that interns scoring high on emotional intelligence are more likely to be considered for employment by the internship host than those scoring low. Given replication of this work applications for an internship curriculum can be identified. PMID:14723444

  20. Quantifying Emotional Intelligence: The Relationship between Thinking Patterns and Emotional Skills

    ERIC Educational Resources Information Center

    Cox, Judith E.; Nelson, Darwin B.

    2008-01-01

    This article explores the relationship between thinking patterns and emotional skills identified by 2 research-derived measures of emotional intelligence that reflect integrative and positive theories of human behavior. Findings suggest implications for planning educational and counseling interventions to facilitate positive growth and future…

  1. How Are Trait Emotional Intelligence and Social Skills Related to Emotional and Behavioural Difficulties in Adolescents?

    ERIC Educational Resources Information Center

    Poulou, Maria S.

    2014-01-01

    Trait emotional intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. The Social and Emotional Learning (SEL) movement emphasised the cultivation of social skills for positive relationships. In this paper we investigate the role of students'…

  2. Mathematical Literacy in Undergraduates: Role of Gender, Emotional Intelligence and Emotional Self-Efficacy

    ERIC Educational Resources Information Center

    Tariq, Vicki N.; Qualter, Pamela; Roberts, Sian; Appleby, Yvon; Barnes, Lynne

    2013-01-01

    This empirical study explores the roles that Emotional Intelligence (EI) and Emotional Self-Efficacy (ESE) play in undergraduates' mathematical literacy, and the influence of EI and ESE on students' attitudes towards and beliefs about mathematics. A convenience sample of 93 female and 82 male first-year undergraduates completed a test of…

  3. Nurses' Emotional Intelligence Impact on the Quality of Hospital Services

    PubMed Central

    Ranjbar Ezzatabadi, Mohammad; Bahrami, Mohammad Amin; Hadizadeh, Farzaneh; Arab, Masoomeh; Nasiri, Soheyla; Amiresmaili, Mohammadreza; Ahmadi Tehrani, Gholamreza

    2012-01-01

    Background Emotional intelligence is the potential to feel, use, communicate, recognize, remember, describe, identify, learn from, manage, understand and explain emotions. Service quality also can be defined as the post-consumption assessment of the services by consumers that are determined by many variables. Objectives This study was aimed to determine the nurses’ emotional intelligence impact on the delivered services quality. Materials and Methods This descriptive - applied study was carried out through a cross-sectional method in 2010. The research had 2 populations comprising of patients admitted to three academic hospitals of Yazd and the hospital nurses. Sample size was calculated by sample size formula for unlimited (patients) and limited (nursing staff) populations and obtained with stratified- random method. The data was collected by 4 valid questionnaires. Results The results of study indicated that nurses' emotional intelligence has a direct effect on the hospital services quality. The study also revealed that nurse's job satisfaction and communication skills have an intermediate role in the emotional intelligence and service quality relation. Conclusions This paper reports a new determinant of hospital services quality. PMID:23482866

  4. Disruptive Behaviour of Students in Primary Education and Emotional Intelligence

    ERIC Educational Resources Information Center

    Esturgo-Deu, M. Estrella; Sala-Roca, Josefina

    2010-01-01

    This study analyses the relation between disruptive behaviours and the emotional abilities of children in primary education. To do this, disruptive behaviour and emotional abilities were evaluated in 1422 pupils aged between 6 and 12 years of age at 11 education centres using EQIjv. No relation was found between disruptive behaviours and age, but…

  5. On English Speakers' Ability to Communicate Emotion in Mandarin

    ERIC Educational Resources Information Center

    Jian, Hua-Li

    2015-01-01

    The ability of Mandarin learners to express emotion in Mandarin has received little attention. This study examines how English L1 users express emotions in Mandarin and how this expression differs from that of Mandarin L1 users. Scenarios were adopted to elicit joy, anger, sadness, fear, and neutrality. Both groups articulated anger, joy, and fear…

  6. Emotion Recognition Ability: A Multimethod-Multitrait Study.

    ERIC Educational Resources Information Center

    Gaines, Margie; And Others

    A common paradigm in measuring the ability to recognize facial expressions of emotion is to present photographs of facial expressions and to ask subjects to identify the emotion. The Affect Blend Test (ABT) uses this method of assessment and is scored for accuracy on specific affects as well as total accuracy. Another method of measuring affect…

  7. Emotions, Emotional Intelligence and Leadership: A Brief, Pragmatic Perspective

    ERIC Educational Resources Information Center

    Ingram, Jay; Cangemi, Joseph

    2012-01-01

    When people think of emotions, usually they think of different states of being, such as happiness, sadness, or anger. However, emotions generate very powerful chemicals that can create positive feelings, such as motivation and enthusiasm, or they can create more negative responses, such as offending and even attacking others. When an emotionally…

  8. Contribution to Language Teaching and Learning: A Review of Emotional Intelligence

    ERIC Educational Resources Information Center

    Sucaromana, Usaporn

    2012-01-01

    The aim of this paper is to introduce the importance of emotional intelligence and the extent to which emotional intelligence can be implemented and used to improve language teaching and learning. Since emotional intelligence is perceived to play a crucial part in every aspect of people's lives, it can be extended to language teaching and…

  9. Emotional Intelligence, Job Satisfaction, and Students' Perceptions of the Quality of Online Adjunct Faculty

    ERIC Educational Resources Information Center

    Sander, Sara K.

    2011-01-01

    This study explored the relationship between emotional intelligence and students' perceptions of quality of online adjunct faculty and the relationship between emotional intelligence and the job satisfaction of online adjunct faculty. Online adjunct faculty participants completed the Trait Emotional Intelligence Questionnaire--Short Form…

  10. Relation of Employee and Manager Emotional Intelligence to Job Satisfaction and Performance

    ERIC Educational Resources Information Center

    Sy, Thomas; Tram, Susanna; O'Hara, Linda A.

    2006-01-01

    This study examined the relationships among employees' emotional intelligence, their manager's emotional intelligence, employees' job satisfaction, and performance for 187 food service employees from nine different locations of the same restaurant franchise. We predicted and found that employees' emotional intelligence was positively associated…