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…

The Use of Technology in the Promotion of Children's Emotional Intelligence: The Multimedia Program "Developing Emotional Intelligence"

ERIC Educational Resources Information Center

D'Amico, Antonella

2018-01-01

"Developing Emotional Intelligence" is an Italian language multimedia tool created for children between 8 and 12 years of age. The software is based on the four 'branches' of model of emotional intelligence proposed by Mayer and Salovey and aims to evaluate and improve abilities in perception of emotions; using emotion to facilitate…

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…

TIE: an ability test of emotional intelligence.

PubMed

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.

Emotional intelligence, personality, and gender as factors in disordered eating patterns.

PubMed

Zysberg, Leehu

2014-08-01

We examined the hypotheses that proposing higher levels of emotional intelligence (ability test and self-report) and lower neuroticism, extraversion, and agreeableness associate with lower levels of disordered eating. In a correlational study, 126 Israeli college students completed two measures of emotional intelligence, a brief five-factor personality test, demographic data questionnaires, and questionnaires assessing food preoccupation, namely, the Body Weight, Image and Self-Esteem Scale and the Appearance Schema Inventory. Results suggested that ability emotional intelligence is associated with disordered eating beyond gender and personality. Self-reported emotional intelligence did not associate with any of the outcomes after controlling for personality. Implications and applications are briefly discussed. © The Author(s) 2013.

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.

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…

Implicit theories and ability emotional intelligence

PubMed Central

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

Different aspects of emotional intelligence of borderline personality disorder.

PubMed

Peter, Mathell; Arntz, Arnoud R; Klimstra, Theo; Vingerhoets, Ad J J M

2018-01-01

The present study investigated deficiencies in different components of emotional intelligence in borderline personality disorder (BPD). The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Emotional Quotient Inventory (EQ-i) were used to assess EI dimensions. BPD patients (N = 85; 69 women; M = 33.6 years) were compared with Cluster C personality disorder (PD) patients (N = 39; 23 women; M = 36.6 years) and nonpatients (N = 69; 44 women; M = 35.6 years). Compared to the Cluster C PD patients and the nonpatient group, BPD patients displayed only deficits in their ability to understand emotions as measured with the Mayer-Salovey-Caruso Emotional Intelligence Test. The Emotional Quotient Inventory only revealed deficits in stress management in BPD patients compared to Cluster C PD patients. Our findings suggest that BPD patients have the ability to regulate emotions effectively, but they subjectively experience deficits in emotion regulation and therefore may not use this ability when they need it. Copyright © 2017 John Wiley & Sons, Ltd.

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…

Antecedents of emotion knowledge: Predictors of individual differences in young children

PubMed Central

Bennett, David S.; Bendersky, Margaret; Lewis, Michael

2006-01-01

Individual differences in emotion knowledge were examined among 188 4-year-old, predominantly African American children. Cognitive ability and negative emotionality, maternal characteristics (parenting, verbal intelligence, and depressive symptoms), environmental risk, and child sex were examined as predictors of emotion knowledge. Regression analyses indicated that cognitively skilled children who resided in relatively low risk environments with verbally intelligent mothers possessed greater emotion knowledge. Proximal (4-year) child cognitive ability was a stronger predictor than distal (2-year) cognitive ability. Positive parenting at 4 years was correlated with child emotion knowledge, but this relation disappeared when parenting was examined in the context of other predictors. These findings highlight the potential role of child cognitive ability, along with environmental risk and maternal verbal intelligence, in children’s emotion knowledge and demonstrate the importance of examining a variety of predictors for their unique contribution to emotion knowledge. PMID:16894396

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…

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…

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

Development of emotional intelligence in a team-based learning internal medicine clerkship.

PubMed

Borges, Nicole J; Kirkham, Karen; Deardorff, Adam S; Moore, Jeremy A

2012-01-01

Although increasing number of articles have been published on team-based learning (TBL), none has explored team emotional intelligence. We extend the literature by examining changes in team emotional intelligence during a third year clerkship where TBL is a primary instructional strategy. We hypothesized that team emotional intelligence will change in a positive direction (i.e., increase) during the clerkship. With IRB approval, during the 2009-2010 academic year third-year students in their internal medicine clerkship (N = 105, 100% response rate) completed the Workgroup Emotional Intelligence Profile - Short Version (WEIP-S) at the beginning and at the end of their 12-week clerkship. TBL is an instructional strategy utilized during the internal medicine clerkship. Paired t-tests showed that team emotional intelligence increased significantly pre to post clerkship for three of the four areas: awareness of own emotions (p = 0.018), recognizing emotions in others (p = 0.031), and ability to manage other's emotions (p = 0.013). There was no change for ability to control own emotions (p = 0.570). In an internal medicine clerkship, where TBL is utilized as an instructional strategy, team emotional intelligence increases. This supports TBL as an adjunctive tool to traditional medical education pedagogy.

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.

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. © 2011 American Association for Marriage and Family Therapy.

Measuring Emotional Intelligence: Where We Are Today.

ERIC Educational Resources Information Center

Finegan, Jane E.

Emotional intelligence has been defined as "the ability to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and actions" (P. Salovey and J. Mayer, 1990). As a subset of social intelligence and of personal intelligences (H. Gardner, 1983), emotional…

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…

Emotional intelligence: a primer for practitioners in human communication disorders.

PubMed

Taylor, Brian

2005-05-01

Emerging research clearly shows a link between emotions and the overall productivity of the participants in any service organization or business. The ability to understand one's own emotions and the emotions of others, and to express feelings in a proactive manner, is referred to as "emotional intelligence." The purpose of this article is to introduce the essential components of emotional intelligence and provide practical strategies for improving one's own emotional intelligence and that of colleagues, staff, or clients.

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…

Increases in Emotional Intelligence After an Online Training Program Are Associated With Better Decision-Making on the Iowa Gambling Task.

PubMed

Alkozei, Anna; Smith, Ryan; Demers, Lauren A; Weber, Mareen; Berryhill, Sarah M; Killgore, William D S

2018-01-01

Higher levels of emotional intelligence have been associated with better inter and intrapersonal functioning. In the present study, 59 healthy men and women were randomized into either a three-week online training program targeted to improve emotional intelligence ( n = 29), or a placebo control training program targeted to improve awareness of nonemotional aspects of the environment ( n = 30). Compared to placebo, participants in the emotional intelligence training group showed increased performance on the total emotional intelligence score of the Mayer-Salovey-Caruso Emotional Intelligence Test, a performance measure of emotional intelligence, as well as subscales of perceiving emotions and facilitating thought. Moreover, after emotional intelligence training, but not after placebo training, individuals displayed the ability to arrive at optimal performance faster (i.e., they showed a faster learning rate) during an emotion-guided decision-making task (i.e., the Iowa Gambling Task). More specifically, although both groups showed similar performance at the start of the Iowa Gambling Task from pre- to posttraining, the participants in the emotional intelligence training group learned to choose more advantageous than disadvantageous decks than those in the placebo training group by the time they reached the "hunch" period of the task (i.e., the point in the task when implicit task learning is thought to have occurred). Greater total improvements in performance on the Iowa Gambling Task from pre- to posttraining in the emotional intelligence training group were also positively correlated with pre- to posttraining changes in Mayer-Salovey-Caruso Emotional Intelligence Test scores, in particular with changes in the ability to perceive emotions. The present study provides preliminary evidence that emotional intelligence can be trained with the help of an online training program targeted at adults; it also suggests that changes in emotional intelligence, as a result of such a program, can lead to improved emotion-guided decision-making.

Emotional intelligence: a review of the literature with specific focus on empirical and epistemological perspectives.

PubMed

Akerjordet, Kristin; Severinsson, Elisabeth

2007-08-01

The aim of this literature review was to evaluate and discuss previous research on emotional intelligence with specific focus on empirical and epistemological perspectives. The concept of emotional intelligence is derived from extensive research and theory about thoughts, feelings and abilities that, prior to 1990, were considered to be unrelated phenomena. Today, emotional intelligence attracts growing interest worldwide, contributing to critical reflection as well as to various educational, health and occupational outcomes. Systematic review. The findings revealed that the epistemological tradition of natural science is the most frequently used and that, therefore, few articles related to humanistic sciences or philosophical perspectives were found. There is no agreement as to whether emotional intelligence is an individual ability, non-cognitive skill, capability or competence. One important finding is that, regardless of the theoretical framework used, researchers agree that emotional intelligence embraces emotional awareness in relation to self and others, professional efficiency and emotional management. There have been some interesting theoretical frameworks that relate emotional intelligence to stress and mental health within different contexts. Emotional learning and maturation processes, i.e. personal growth and development in the area of emotional intelligence, are central to professional competence. There is no doubt that the research on emotional intelligence is scarce and still at the developmental stage. Clinical questions pertaining to the nursing profession should be developed with focus on personal qualities of relevance to nursing practice. Different approaches are needed in order to further expand the theoretical, empirical and philosophical foundation of this important and enigmatic concept. Emotional intelligence may have implications for health promotion and quality of working life within nursing. Emotional intelligence seems to lead to more positive attitudes, greater adaptability, improved relationships and increased orientation towards positive values.

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, &…

The Development, Testing, and Evaluation of an Emotional Intelligence Curriculum.

ERIC Educational Resources Information Center

Fischer, Ronald G.; Fischer, Jerome M.

2003-01-01

Adult students using an emotional intelligence (EI) curriculum (n=13) and 15 controls in a composition class completed the Emotional Intelligence Test and Emotional Content Quality Index. Significant pre- to posttest changes in the EI group suggest the curriculum positively increased their ability to identify, reflect on, process, and manage…

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…

Emotional Intelligence: Keeping Your Job. Trends and Issues Alert No. 9.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

Because emotional well-being is increasingly being recognized as a predictor of success in school, family, and work life, many are advocating that emotional intelligence be promoted as early as elementary school. Emotional intelligence involves two competencies important to career success: (1) the ability to recognize personal and others' feelings…

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

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. PsycINFO Database Record (c) 2014 APA, all rights reserved.

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…

Predicting athletic success motivation using mental skin and emotional intelligence and its components in male athletes.

PubMed

Kajbafnezhad, H; Ahadi, H; Heidarie, A; Askari, P; Enayati, M

2012-10-01

The aim of this study was to predict athletic success motivation by mental skills, emotional intelligence and its components. The research sample consisted of 153 male athletes who were selected through random multistage sampling. The subjects completed the Mental Skills Questionnaire, Bar-On Emotional Intelligence questionnaire and the perception of sport success questionnaire. Data were analyzed using Pearson correlation coefficient and multiple regressions. Regression analysis shows that between the two variables of mental skill and emotional intelligence, mental skill is the best predictor for athletic success motivation and has a better ability to predict the success rate of the participants. Regression analysis results showed that among all the components of emotional intelligence, self-respect had a significantly higher ability to predict athletic success motivation. The use of psychological skills and emotional intelligence as an mediating and regulating factor and organizer cause leads to improved performance and can not only can to help athletes in making suitable and effective decisions for reaching a desired goal.

Emotional intelligence and psychological health in a sample of Kuwaiti college students.

PubMed

Alkhadher, Othman

2007-06-01

This summary investigated correlations between emotional intelligence and psychological health amongst 191 Kuwaiti undergraduate students in psychology, 98 men and 93 women (M age=20.6 yr., SD=2.8). There were two measures of emotional intelligence, one based on the ability model, the Arabic Test for Emotional Intelligence, and the other on the mixed model, the Emotional Intelligence Questionnaire. Participants' psychological health was assessed using scales from the Personality Assessment Inventory. A weak relationship between the two types of emotional intelligence was found. A correlation for scores on the Emotional Intelligence Questionnaire with the Personality Assessment Inventory was found but not with those of the Arabic Test for Emotional Intelligence. Regression analysis indicated scores on Managing Emotions and Self-awareness accounted for most of the variance in the association with the Personality Assessment Inventory. Significant sex differences were found only on the Arabic Test for Emotional Intelligence; women scored higher than men. On Emotional Intelligence Questionnaire measures, men had significantly higher means on Managing Emotions and Self-motivation. However, no significant differences were found between the sexes on the Total Emotional Intelligence Questionnaire scores.

Emotional Intelligence: A Novel Outcome Associated with Wellbeing and Self-Management in Chronic Obstructive Pulmonary Disease

PubMed Central

Kirsch, Janae L.; Dulohery, Megan M.; Abascal-Bolado, Beatriz

2016-01-01

Rationale: Individuals with chronic obstructive pulmonary disease (COPD) often struggle with diminished autonomy and quality of life. Emotional factors play a crucial role in the well-being of patients with COPD; they are independently associated with critical outcomes such as dyspnea, quality of life, and health care use. Emotional intelligence is the capacity to understand and manage personal thoughts and feelings, as well as to positively influence interpersonal communication and social well-being. Emotional intelligence is a trainable skill that is extensively used in corporate business to improve well-being and performance, and it may also be significant in the self-management of emotions in patients with chronic disease. Importantly, research supports the proposition that emotional intelligence may be developed and learned at any time or any age, and training programs have been associated with increased well-being and better emotional regulation in patients with chronic disease. However, to date, no research has been done to investigate its value in patients with COPD. Objectives: We aimed to investigate the association between emotional intelligence and two meaningful outcomes in COPD: quality of life and self-management abilities. Methods: Participants with moderate to severe COPD completed a disease-specific quality of life tool (Chronic Respiratory Questionnaire), the Trait Emotional Intelligence Questionnaire, the Self-Management Abilities Scale, the modified Medical Research Council Dyspnea Scale, and pulmonary function tests, and also provided information about living conditions and self-reported health care use. Measurements and Main Results: A total of 310 patients with COPD (mean age, 69 ± 9 yr; 40% female; mean FEV1%, 42.4 ± 15.8) participated in the study. Emotional intelligence was significantly and independently associated with self-management abilities (P < 0.0001) and all domains of quality of life assessed (dyspnea, fatigue, emotions, and mastery; P < 0.0001) after adjusting for age, degree of bronchial obstruction, breathlessness, and other significant confounders. Conclusions: Emotional intelligence may represent an important attribute in COPD, as it is associated with self-management abilities and all domains of quality of life, regardless of age or disease severity. Emotional intelligence can be learned and may complement existing rehabilitation efforts. Attention to it may address the current gap that exists in the treatment of emotional components of COPD responsible for decreased quality of life and increased health care use. PMID:26501370

Emotional Intelligence: A Novel Outcome Associated with Wellbeing and Self-Management in Chronic Obstructive Pulmonary Disease.

PubMed

Benzo, Roberto P; Kirsch, Janae L; Dulohery, Megan M; Abascal-Bolado, Beatriz

2016-01-01

Individuals with chronic obstructive pulmonary disease (COPD) often struggle with diminished autonomy and quality of life. Emotional factors play a crucial role in the well-being of patients with COPD; they are independently associated with critical outcomes such as dyspnea, quality of life, and health care use. Emotional intelligence is the capacity to understand and manage personal thoughts and feelings, as well as to positively influence interpersonal communication and social well-being. Emotional intelligence is a trainable skill that is extensively used in corporate business to improve well-being and performance, and it may also be significant in the self-management of emotions in patients with chronic disease. Importantly, research supports the proposition that emotional intelligence may be developed and learned at any time or any age, and training programs have been associated with increased well-being and better emotional regulation in patients with chronic disease. However, to date, no research has been done to investigate its value in patients with COPD. We aimed to investigate the association between emotional intelligence and two meaningful outcomes in COPD: quality of life and self-management abilities. Participants with moderate to severe COPD completed a disease-specific quality of life tool (Chronic Respiratory Questionnaire), the Trait Emotional Intelligence Questionnaire, the Self-Management Abilities Scale, the modified Medical Research Council Dyspnea Scale, and pulmonary function tests, and also provided information about living conditions and self-reported health care use. A total of 310 patients with COPD (mean age, 69 ± 9 yr; 40% female; mean FEV1%, 42.4 ± 15.8) participated in the study. Emotional intelligence was significantly and independently associated with self-management abilities (P < 0.0001) and all domains of quality of life assessed (dyspnea, fatigue, emotions, and mastery; P < 0.0001) after adjusting for age, degree of bronchial obstruction, breathlessness, and other significant confounders. Emotional intelligence may represent an important attribute in COPD, as it is associated with self-management abilities and all domains of quality of life, regardless of age or disease severity. Emotional intelligence can be learned and may complement existing rehabilitation efforts. Attention to it may address the current gap that exists in the treatment of emotional components of COPD responsible for decreased quality of life and increased health care use.

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…

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 (c) 2016 APA, all rights reserved).

Emotional intelligence education in pre-registration nursing programmes: an integrative review.

PubMed

Foster, Kim; McCloughen, Andrea; Delgado, Cynthia; Kefalas, Claudia; Harkness, Emily

2015-03-01

To investigate the state of knowledge on emotional intelligence (EI) education in pre-registration nursing programmes. Integrative literature review. CINAHL, Medline, Scopus, ERIC, and Web of Knowledge electronic databases were searched for abstracts published in English between 1992-2014. Data extraction and constant comparative analysis of 17 articles. Three categories were identified: Constructs of emotional intelligence; emotional intelligence curricula components; and strategies for emotional intelligence education. A wide range of emotional intelligence constructs were found, with a predominance of trait-based constructs. A variety of strategies to enhance students' emotional intelligence skills were identified, but limited curricula components and frameworks reported in the literature. An ability-based model for curricula and learning and teaching approaches is recommended. Copyright © 2014. Published by Elsevier Ltd.

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…

Emotional Intelligence as a Predictor of Student Success in First-Year Master of Social Work Students

ERIC Educational Resources Information Center

Horne, Dana Meredith

2017-01-01

Emotional intelligence has been defined as "the ability to recognize the meanings of emotions and their relationships, and to reason and problem-solve on the basis of them" (Mayer, Caruso, & Salovey, 1999, p. 267). Despite the relevance of emotional intelligence to social work education, limited research has focused on the assessment…

Tentative Guidelines for the Development of an Ability-Based Emotional Intelligence Intervention Program for Gifted Students

ERIC Educational Resources Information Center

Zeidner, Moshe

2017-01-01

This paper presents a number of general principles and guidelines for the development of an emotional intelligence training program designed to foster emotional abilities in gifted students. The presented guidelines underscore the need for EI theory-driven program planning geared to the needs of gifted students; integrating activities into routine…

The relationship between learning styles, emotional social intelligence, and academic success of undergraduate nursing students.

PubMed

Suliman, Wafika A

2010-06-01

Feelings or emotions and thinking have been identified as forces that may affect one's learning styles (D. A. Kolb, 1984), emotional social intelligence, and success (R. Bar-On, 2004). This study on the relationship between academic success and the two variables of learning abilities or styles and emotional social intelligence was conducted at two colleges of nursing in Saudi Arabia. Both offer conventional and accelerated undergraduate nursing education programs. This study was designed to explore the preferred learning abilities or styles of Saudi nursing students in conventional and accelerated programs, the difference in emotional social intelligence between the two, and the relationships between academic success and learning styles and emotional social intelligence. A convenience sample was recruited, consisting of a total of 98 students, 50 and 48 of whom were enrolled, respectively, in conventional and accelerated programs. Self-administered instruments including the Kolb learning style inventory and the Bar-On emotional quotient inventory (EQ-i) were used to collect data, which were analyzed quantitatively. Both groups were found to favor a diverger style of learning, with total EQ-i scores showing no statistical difference between the two (t = 1.251, p =.214). "Self-regard" and "problem solving" earned the highest EQ-i content subscale scores for both groups. Pearson's correlation coefficient showed no significant relationship between learning abilities or styles and emotional social intelligence and academic success. The findings suggest that either no actual relationship exists or that emotional social intelligence may be confounded with factors such as professional and cultural values.

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…

Emotional Intelligence and Callous-Unemotional Traits in Incarcerated Adolescents.

PubMed

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

2016-12-01

Emotional intelligence (EI) is the ability to perceive, manage, and reason about emotions and to use this information to guide thinking and behavior adaptively. Youth with callous-unemotional (CU) traits demonstrate a variety of affective deficits, including impairment in recognition of emotion and reduced emotional responsiveness to distress or pain in others. We examined the association between ability EI and CU traits in a sample of incarcerated adolescents (n = 141) using an expert-rater device (Psychopathy Checklist Youth Version (PCL-YV; Manual for the Hare psychopathy checklist: Youth version. Multi-Health Systems, Toronto, 2003) and self-report assessments of CU traits. EI was assessed using the Mayer-Salovey-Caruso Emotional Intelligence Test-Youth Version, Research Version (MSCEIT-YV-R; MSCEIT YV: Mayer-Salovey-Caruso emotional intelligence test: Youth version, research version 1.0. Multi-Health Systems, Toronto, Ontario, 2005). Similar to findings in adult forensic populations, high levels of CU traits in incarcerated adolescents were associated with lower EI, particularly higher order EI skills. Identifying impairment on EI abilities may have important implications for emerging treatment and intervention developments for youth with high levels of CU traits.

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

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…

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

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.

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…

[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.

Development of a psychological test to measure ability-based emotional intelligence in the Indonesian workplace using an item response theory.

PubMed

Fajrianthi; Zein, Rizqy Amelia

2017-01-01

This study aimed to develop an emotional intelligence (EI) test that is suitable to the Indonesian workplace context. Airlangga Emotional Intelligence Test (Tes Kecerdasan Emosi Airlangga [TKEA]) was designed to measure three EI domains: 1) emotional appraisal, 2) emotional recognition, and 3) emotional regulation. TKEA consisted of 120 items with 40 items for each subset. TKEA was developed based on the Situational Judgment Test (SJT) approach. To ensure its psychometric qualities, categorical confirmatory factor analysis (CCFA) and item response theory (IRT) were applied to test its validity and reliability. The study was conducted on 752 participants, and the results showed that test information function (TIF) was 3.414 (ability level = 0) for subset 1, 12.183 for subset 2 (ability level = -2), and 2.398 for subset 3 (level of ability = -2). It is concluded that TKEA performs very well to measure individuals with a low level of EI ability. It is worth to note that TKEA is currently at the development stage; therefore, in this study, we investigated TKEA's item analysis and dimensionality test of each TKEA subset.

Increasing Awareness of Emotional Intelligence in a Business Curriculum

ERIC Educational Resources Information Center

Myers, Laura L.; Tucker, Mary L.

2005-01-01

Emotional intelligence (EI) is a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions. EI theory provides another venue for business communication faculty in presenting the importance of how students can…

Assessing Emotional Intelligence in Gifted and Non-Gifted High School Students: Outcomes Depend on the Measure

ERIC Educational Resources Information Center

Zeidner, Moshe; Shani-Zinovich, Inbal; Matthews, Gerald; Roberts, Richard D.

2005-01-01

This study examined academically gifted (N=83) and non-gifted (N=125) high school students from Israel to compare mean emotional intelligence (EI) scores, various assessment procedures, and relations between EI and ability, across different populations. Participants completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the…

Expressive Writing: Enhancing the Emotional Intelligence of Human Services Majors

ERIC Educational Resources Information Center

Castillo, Yuleinys; Fischer, Jerome M.

2017-01-01

The skills and tasks in the human services field are highly connected to emotional intelligence abilities. The purpose of the study was to investigate the effect of an expressive writing program involving human service students in an undergraduate rehabilitation services course. The program was developed to enhance their emotional intelligence.…

Self-compassion and emotional intelligence in nurses.

PubMed

Heffernan, Mary; Quinn Griffin, Mary T; Sister Rita McNulty; Fitzpatrick, Joyce J

2010-08-01

Nurses often provide care for patients and families who are suffering and where emotions are heightened. Compassion is an essential component of the care that nurses provide. Emotions play an important role in the relationship and communication between nurses, patients and families. Self-compassion is the ability to be compassionate to oneself, without this ability nurses might not be prepared to be compassionate to patients. Emotionally intelligent persons perceive themselves as confident, better able to understand, control and manage their emotions. The purpose of this descriptive, correlational study was to examine the relationship between self-compassion and emotional intelligence. Participants were 135 nurses. The setting for this study was a health system with hospitals located in Queens, Nassau and Suffolk counties of New York, USA. Three of the hospitals in the study are located in Queens and/or the Queens/Nassau border. Queens is the most culturally diverse community in the USA. The patients served, as well as the nursing staff, are reflective of this cultural and religious diversity. Results indicated a positive correlation between self-compassion and emotional intelligence (r = 0.55). Recommendations for future research include: exploration of self-compassion and emotional intelligence in nurses, and identification of the benefits of enhancing self-compassion and emotional intelligence in nurses.

Train Your Brain.

ERIC Educational Resources Information Center

Salopek, Jennifer J.

1998-01-01

In an interview, Daniel Goleman, author of "Working with Emotional Intelligence," explains how emotional intelligence outweighs cognitive ability and technical skills as a contributor to success in the workplace. (Author/JOW)

Comparison of trait and ability measures of emotional intelligence in medical students.

PubMed

Brannick, Michael T; Wahi, Monika M; Arce, Melissa; Johnson, Hazel-Anne; Nazian, Stanley; Goldin, Steven B

2009-11-01

Emotional intelligence (EI), the ability to perceive emotions in the self and others, and to understand, regulate and use such information in productive ways, is believed to be important in health care delivery for both recipients and providers of health care. There are two types of EI measure: ability and trait. Ability and trait measures differ in terms of both the definition of constructs and the methods of assessment. Ability measures conceive of EI as a capacity that spans the border between reason and feeling. Items on such a measure include showing a person a picture of a face and asking what emotion the pictured person is feeling; such items are scored by comparing the test-taker's response to a keyed emotion. Trait measures include a very large array of non-cognitive abilities related to success, such as self-control. Items on such measures ask individuals to rate themselves on such statements as: 'I generally know what other people are feeling.' Items are scored by giving higher scores to greater self-assessments. We compared one of each type of test with the other for evidence of reliability, convergence and overlap with personality. Year 1 and 2 medical students completed the Meyer-Salovey-Caruso Emotional Intelligence Test (MSCEIT, an ability measure), the Wong and Law Emotional Intelligence Scale (WLEIS, a trait measure) and an industry standard personality test (the Neuroticism-Extroversion-Openness [NEO] test). The MSCEIT showed problems with reliability. The MSCEIT and the WLEIS did not correlate highly with one another (overall scores correlated at 0.18). The WLEIS was more highly correlated with personality scales than the MSCEIT. Different tests that are supposed to measure EI do not measure the same thing. The ability measure was not correlated with personality, but the trait measure was correlated with personality.

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

PubMed

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

2015-12-01

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. The present study sought to investigate the relationships of emotional intelligence, depressive symptoms, and happiness in a sample of male students in Tehran, Iran. 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. 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. 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.

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

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.…

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…

Development of a psychological test to measure ability-based emotional intelligence in the Indonesian workplace using an item response theory

PubMed Central

Fajrianthi; Zein, Rizqy Amelia

2017-01-01

This study aimed to develop an emotional intelligence (EI) test that is suitable to the Indonesian workplace context. Airlangga Emotional Intelligence Test (Tes Kecerdasan Emosi Airlangga [TKEA]) was designed to measure three EI domains: 1) emotional appraisal, 2) emotional recognition, and 3) emotional regulation. TKEA consisted of 120 items with 40 items for each subset. TKEA was developed based on the Situational Judgment Test (SJT) approach. To ensure its psychometric qualities, categorical confirmatory factor analysis (CCFA) and item response theory (IRT) were applied to test its validity and reliability. The study was conducted on 752 participants, and the results showed that test information function (TIF) was 3.414 (ability level = 0) for subset 1, 12.183 for subset 2 (ability level = −2), and 2.398 for subset 3 (level of ability = −2). It is concluded that TKEA performs very well to measure individuals with a low level of EI ability. It is worth to note that TKEA is currently at the development stage; therefore, in this study, we investigated TKEA’s item analysis and dimensionality test of each TKEA subset. PMID:29238234

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,…

Emotional Intelligence: A Look at Its Effect on Performance at the United States Naval Academy.

DTIC Science & Technology

1999-05-01

emotions in others. (McDowelle and Bell, 1997, p. 1) [EQ is] the ability to recognize feelings, control emotional balance, maintain a positive attitude ...NAVAL POSTGRADUATE SCHOOL Monterey, California 1999§9Q0 oil THESIS EMOTIONAL INTELLIGENCE: A LOOK AT ITS EFFECT ON PERFORMANCE AT THE. UNITED STATES...NUMBERS EMOTIONAL INTELLIGENCE: A LOOK AT ITS EFFECT ON PERFORMANCE AT THE UNITED STATES NAVAL ACADEMY 6. AUTHOR(S) Hoffman, Stephen L. 7. PERFORMING

Emotional Intelligence and Callous-Unemotional Traits in Incarcerated Adolescents

PubMed Central

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

2016-01-01

Emotional intelligence (EI) is the ability to perceive, manage, and reason about emotions and to use this information to guide thinking and behavior adaptively. Youth with callous-unemotional (CU) traits demonstrate a variety of affective deficits, including impairment in recognition of emotion and reduced emotional responsiveness to distress or pain in others. We examined the association between ability EI and CU traits in a sample of incarcerated adolescents (n = 141) using an expert-rater device (Psychopathy Checklist Youth Version (PCL-YV; 1) and self-report assessments of CU traits. EI was assessed using the Mayer-Salovey-Caruso Emotional Intelligence Test-Youth Version, Research Version (MSCEIT-YV-R; 2). Similar to findings in adult forensic populations, high levels of CU traits in high risk youth were associated with lower EI, particularly higher order EI skills. Identifying impairment on EI abilities may have important implications for emerging treatment and intervention developments for youth with high levels of CU traits. PMID:26779640

Learning Disabilities and Emotional Intelligence.

PubMed

Zysberg, Leehu; Kasler, Jon

2017-07-04

The literature is conflicted around the subject of the emotional abilities of individuals with Specific Learning Disabilities (SLDs): While many claim cognitive challenges are associated with emotional difficulties, some suggest emotional and interpersonal abilities are not compromised in such disorders and may help individuals compensate and cope effectively with the challenges they meet in learning environments. Two studies explored differences in emotional intelligence (EI) between young adults with and without SLD. Two samples (matched on gender, approximate age, and program of study; n = 100, and unmatched; n = 584) of college students took self-report and performance-based tests of EI (Ability-EI) as well as a measure of self-esteem and demographics associated with college performance (e.g.: SAT scores, gender, etc.). The results showed that while SAT scores and ability emotional intelligence (Ability-EI) were associated with college GPA, Ability-EI did not differ between the two groups, while self-report measures of EI and self-esteem did show differences, with the group with learning disabilities ranking lower. The effects remained stable when we controlled for demographics and potential intervening factors. The results suggest that EI may play a protective role in the association between background variables and college attainment in students with SLD. The results may provide a basis for interventions to empower students with SLD in academia.

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,"…

Emotional intelligence and social interaction.

PubMed

Lopes, Paulo N; Brackett, Marc A; Nezlek, John B; Schütz, Astrid; Sellin, Ina; Salovey, Peter

2004-08-01

Two studies found positive relationships between the ability to manage emotions and the quality of social interactions, supporting the predictive and incremental validity of an ability measure of emotional intelligence, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). In a sample of 118 American college students (Study 1), higher scores on the managing emotions subscale of the MSCEIT were positively related to the quality of interactions with friends, evaluated separately by participants and two friends. In a diary study of social interaction with 103 German college students (Study 2), managing emotions scores were positively related to the perceived quality of interactions with opposite sex individuals. Scores on this subscale were also positively related to perceived success in impression management in social interactions with individuals of the opposite sex. In both studies, the main findings remained statistically significant after controlling for Big Five personality traits.

'Emotional Intelligence': Lessons from Lesions.

PubMed

Hogeveen, J; Salvi, C; Grafman, J

2016-10-01

'Emotional intelligence' (EI) is one of the most highly used psychological terms in popular nomenclature, yet its construct, divergent, and predictive validities are contentiously debated. Despite this debate, the EI construct is composed of a set of emotional abilities - recognizing emotional states in the self and others, using emotions to guide thought and behavior, understanding how emotions shape behavior, and emotion regulation - that undoubtedly influence important social and personal outcomes. In this review, evidence from human lesion studies is reviewed in order to provide insight into the necessary brain regions for each of these core emotional abilities. Critically, we consider how this neuropsychological evidence might help to guide efforts to define and measure EI. Copyright © 2016 Elsevier Ltd. All rights reserved.

Empirically Based Leadership: Integrating the Science of Psychology in Building a Better Leadership Model

DTIC Science & Technology

2013-02-01

outcomes related to leader performance. Another significant area of interest within the empirical literature is emotional intelligence (EI), which...officers’ overall emotional intelligence and effectiveness as a leader. More specifically, when analyzing the subscales, the researchers detected...commonly asso- ciated qualities like mental abilities or emotional intelligence .17 Similar results have been obtained in other studies with a variety

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…

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

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.

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…

Emotional intelligence, performance, and retention in clinical staff nurses.

PubMed

Codier, Estelle; Kamikawa, Cindy; Kooker, Barbara M; Shoultz, Jan

2009-01-01

Emotional intelligence has been correlated with performance, retention, and organizational commitment in professions other than nursing. A 2006 pilot study provided the first evidence of a correlation between emotional intelligence and performance in clinical staff nurses. A follow-up study was completed, the purpose of which was to explore emotional intelligence, performance level, organizational commitment, and retention. A convenience sample of 350 nurses in a large medical center in urban Hawaii participated in this study. This article reports the findings pertaining to the subset of 193 clinical staff nurses who responded. The Mayer-Salovey-Caruso Emotional Intelligence Test instrument was used to measure emotional intelligence abilities. Performance was defined as ranking on a clinical ladder. Commitment was scored on a Likert scale. The following variables measured retention: total years in nursing, years in current job, total years anticipated in current job, and total anticipated career length. Emotional intelligence scores in clinical staff nurses correlated positively with both performance level and retention variables. Clinical staff nurses with higher emotional intelligence scores demonstrated higher performance, had longer careers, and greater job retention.

What is the Ability Emotional Intelligence Test (MSCEIT) good for? An evaluation using item response theory.

PubMed

Fiori, Marina; Antonietti, Jean-Philippe; Mikolajczak, Moira; Luminet, Olivier; Hansenne, Michel; Rossier, Jérôme

2014-01-01

The ability approach has been indicated as promising for advancing research in emotional intelligence (EI). However, there is scarcity of tests measuring EI as a form of intelligence. The Mayer Salovey Caruso Emotional Intelligence Test, or MSCEIT, is among the few available and the most widespread measure of EI as an ability. This implies that conclusions about the value of EI as a meaningful construct and about its utility in predicting various outcomes mainly rely on the properties of this test. We tested whether individuals who have the highest probability of choosing the most correct response on any item of the test are also those who have the strongest EI ability. Results showed that this is not the case for most items: The answer indicated by experts as the most correct in several cases was not associated with the highest ability; furthermore, items appeared too easy to challenge individuals high in EI. Overall results suggest that the MSCEIT is best suited to discriminate persons at the low end of the trait. Results are discussed in light of applied and theoretical considerations.

Preliminary Data on the Role of Emotional Intelligence in Moderating the Link between Psychopathy and Aggression in a Nonforensic Sample.

PubMed

Lanciano, Tiziana; Curci, Antonietta; Guglielmi, Francesca; Soleti, Emanuela; Grattagliano, Ignazio

2018-05-01

This short report presents preliminary data on the role of emotional intelligence (EI) in moderating the relationship between psychopathy and aggression in a nonforensic sample. A sample of 109 volunteer men was administered the Psychopathic Personality Inventory-Revised (PPI-R), the Reactive-Proactive Aggression Questionnaire, and the Mayer-Salovey-Caruso emotional intelligence Test in individual sessions. Correlation and moderation analyzes showed that, at low levels of EI (in terms of strategic ability to understand and manage one's own and others' emotions), people scoring high on the total PPI-R and impulsivity dimension seemed to be both reactively and proactively aggressive. By contrast, at high levels of strategic ability, the relationships between psychopathy and aggression were no longer significant. These preliminary results encourage further investigation into the role of EI ability in mitigating aggressive outcomes in psychopathic subjects. © 2017 American Academy of Forensic Sciences.

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…

The emotionally competent leader.

PubMed

Goleman, D

1998-01-01

Aristotle once challenged man "to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way" (The Nicomachean Ethics). Daniel Goleman, Ph.D., a journalist for the New York Times, expands on this statement in his new book, "Emotional Intelligence." He defines emotional intelligence as the ability to rein in emotional impulses, to read another's innermost feelings and to handle relationships and conflict smoothly. This new model of intelligence puts emotions at the center of our aptitudes for living. Goleman asserts that these emotional aptitudes can preserve relationships, protect our health and improve our success at work. The following adaptation from "Emotional Intelligence" (Bantam Books, 1995) offers suggestions to managers and supervisors on how they can create a more cost-effective and healthier workplace for their employees by becoming more aware of their own emotional. intelligence.

Divine Emotions: On the Link Between Emotional Intelligence and Religious Belief.

PubMed

Łowicki, Paweł; Zajenkowski, Marcin

2017-12-01

There have been only few attempts to explore the relationship between emotional intelligence (EI) and religiosity. However, none of them included measures of ability EI. In two studies, we investigated the potential associations between various aspects of religious belief and ability and trait EI. In Study 1 (N = 240), we found that ability EI was positively associated with general level of religious belief. Study 2, conducted among Polish Christians (N = 159), replicated the previous result on the connection between ability EI and religion. Moreover, both trait and ability EI were negatively correlated with extrinsic religious orientation and negative religious coping. Additional analysis showed that extrinsic orientation mediated the relationship between ability EI and religiosity.

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.…

Emotional Intelligence and cognitive abilities - associations and sex differences.

PubMed

Pardeller, Silvia; Frajo-Apor, Beatrice; Kemmler, Georg; Hofer, Alex

2017-09-01

In order to expand on previous research, this cross-sectional study investigated the relationship between Emotional Intelligence (EI) and cognitive abilities in healthy adults with a special focus on potential sex differences. EI was assessed by means of the Mayer-Salovey-Caruso-Emotional-Intelligence Test (MSCEIT), whereas cognitive abilities were investigated using the Brief Assessment of Cognition in Schizophrenia (BACS), which measures key aspects of cognitive functioning, i.e. verbal memory, working memory, motor speed, verbal fluency, attention and processing speed, and reasoning and problem solving. 137 subjects (65% female) with a mean age of 38.7 ± 11.8 years were included into the study. While males and females were comparable with regard to EI, men achieved significantly higher BACS composite scores and outperformed women in the BACS subscales motor speed, attention and processing speed, and reasoning and problem solving. Verbal fluency significantly predicted EI, whereas the MSCEIT subscale understanding emotions significantly predicted the BACS composite score. Our findings support previous research and emphasize the relevance of considering cognitive abilities when assessing ability EI in healthy individuals.

Emotional intelligence and affective events in nurse education: A narrative review.

PubMed

Lewis, Gillian M; Neville, Christine; Ashkanasy, Neal M

2017-06-01

To investigate the current state of knowledge about emotional intelligence and affective events that arise during nursing students' clinical placement experiences. Narrative literature review. CINAHL, MEDLINE, PsycINFO, Scopus, Web of Science, ERIC and APAIS-Health databases published in English between 1990 and 2016. Data extraction from and constant comparative analysis of ten (10) research articles. We found four main themes: (1) emotional intelligence buffers stress; (2) emotional intelligence reduces anxiety associated with end of life care; (3) emotional intelligence promotes effective communication; and (4) emotional intelligence improves nursing performance. The articles we analysed adopted a variety of emotional intelligence models. Using the Ashkanasy and Daus "three-stream" taxonomy (Stream 1: ability models; 2: self-report; 3: mixed models), we found that Stream 2 self-report measures were the most popular followed by Stream 3 mixed model measures. None of the studies we surveyed used the Stream 1 approach. Findings nonetheless indicated that emotional intelligence was important in maintaining physical and psychological well-being. We concluded that developing emotional intelligence should be a useful adjunct to improve academic and clinical performance and to reduce the risk of emotional distress during clinical placement experiences. We call for more consistency in the use of emotional intelligence tests as a means to create an empirical evidence base in the field of nurse education. Copyright © 2017 Elsevier Ltd. All rights reserved.

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…

Highways of the emotional intellect: white matter microstructural correlates of an ability-based measure of emotional intelligence.

PubMed

Pisner, Derek A; Smith, Ryan; Alkozei, Anna; Klimova, Aleksandra; Killgore, William D S

2017-06-01

Individuals differ in their ability to understand emotional information and apply that understanding to make decisions and solve problems effectively - a construct known as Emotional Intelligence (EI). While considerable evidence supports the importance of EI in social and occupational functioning, the neural underpinnings of this capacity are relatively unexplored. We used Tract-Based Spatial Statistics (TBSS) to determine the white matter correlates of EI as measured by the ability-based Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Participants included 32 healthy adults (16 men; 16 women), aged 18-45 years. White matter integrity in key tracts was positively correlated with the Strategic Area branches of the MSCEIT (Understanding Emotions and Managing Emotions), but not the Experiential branches (Perceiving and Facilitating Emotions). Specifically, the Understanding Emotions branch was associated with greater fractional anisotropy (FA) within somatosensory and sensory-motor fiber bundles, particularly those of the left superior longitudinal fasciculus and corticospinal tract. Managing Emotions was associated with greater FA within frontal-affective association tracts including the anterior forceps and right uncinate fasciculus, along with frontal-parietal cingulum and interhemispheric corpus callosum tracts. These findings suggest that specific components of EI are directly related to the structural microarchitecture of major axonal pathways.

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…

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…

Trait and Ability Emotional Intelligence in Adolescents with and without Autism Spectrum Disorder

ERIC Educational Resources Information Center

Boily, Roxanne; Kingston, Sydney E.; Montgomery, Janine M.

2017-01-01

Social-emotional impairments are considered core symptoms of Autism Spectrum Disorder (ASD). Although numerous interventions have been developed to remediate the social deficits in children with ASD, few have been designed to meet the needs of youth. Given research demonstrating relations between emotional intelligence (EI) and social outcomes in…

An Analysis of the Relationship between 3rd Grade Teachers' Emotional Intelligence and Classroom Management Styles and Implications on Student Achievement in Title I Elementary Schools: A Correlational Study

ERIC Educational Resources Information Center

Dickey, Kershena A.

2012-01-01

Over the past twenty years extensive research has been conducted on emotional intelligence and its correlation to effective leadership. The initial studies were in large part related to the business sector. However, in recent years, more emphasis has been placed on its impact in the field of education. Emotional intelligence is the ability to…

Identifying emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables.

PubMed

Kahraman, Nilgün; Hiçdurmaz, Duygu

2016-04-01

This study aimed to identify the emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables. Emotional intelligence is "the ability of a person to comprehend self-emotions, to show empathy towards the feelings of others, and to control self-emotions in a way that enriches life." Nurses with a higher emotional intelligence level offer more efficient and professional care, and they accomplish more in their social and professional lives. We designed a descriptive cross-sectional study. The Introductory Information Form and the Bar-On emotional intelligence Inventory were used to collect data between 20th June and 20th August 2012. The study was conducted with 312 nurses from 37 hospitals located within the borders of the metropolitan municipality in Ankara. There were no significant differences between emotional intelligence scores of the nurses according to demographic variables such as age, gender, marital status, having children. Thus, sociodemographic factors did not appear to be key factors, but some professional variables did. Higher total emotional intelligence scores were observed in those who had 10 years or longer experience, who found oneself successful in professional life, who stated that emotional intelligence is an improvable skill and who previously received self-improvement training. Interpersonal skills were higher in those with a graduate degree and in nurses working in polyclinics and paediatric units. These findings indicate which groups require improvement in emotional intelligence skills and which skills need improvement. Additionally, these results provide knowledge and create awareness about emotional intelligence skills of nurses and the distribution of these skills according to sociodemographic and professional variables. Implementation of emotional intelligence improvement programmes targeting the determined clinical nursing groups by nursing administrations can help the increase in emotional intelligence. © 2016 John Wiley & Sons Ltd.

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

Emotional intelligence as a crucial component to medical education.

PubMed

Johnson, Debbi R

2015-12-06

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. 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 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. 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.

Effectiveness of Emotional Intelligence Group Training on Anger in Adolescents with Substance-Abusing Fathers

ERIC Educational Resources Information Center

Hojjat, Seyed Kaveh; Rezaei, Mahdi; Namadian, Gholamreza; Hatami, Seyed Esmaeil; Norozi Khalili, Mina

2017-01-01

Parental substance abuse is associated with impaired skills and ability to take care of children. Children of substance-abusing parents display higher levels of emotional difficulties. This article shows the effectiveness of emotional intelligence group training on anger in adolescents with substance-abusing fathers. The sample consisted of 60…

Giftedness and Academic Success in College and University: Why Emotional Intelligence Matters

ERIC Educational Resources Information Center

Parker, James D. A.; Saklofske, Donald H.; Keefer, Kateryna V.

2017-01-01

Much of the work on predicting academic success in postsecondary education has focused on the impact of various cognitive abilities, although in recent years there has been increased attention to the role played by emotional and social competency [also called emotional intelligence (EI)]. Previous work on the link between EI and giftedness is…

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.

Emotional intelligence, teamwork effectiveness, and job performance: the moderating role of job context.

PubMed

Farh, Crystal I C Chien; Seo, Myeong-Gu; Tesluk, Paul E

2012-07-01

We advance understanding of the role of ability-based emotional intelligence (EI) and its subdimensions in the workplace by examining the mechanisms and context-based boundary conditions of the EI-performance relationship. Using a trait activation framework, we theorize that employees with higher overall EI and emotional perception ability exhibit higher teamwork effectiveness (and subsequent job performance) when working in job contexts characterized by high managerial work demands because such contexts contain salient emotion-based cues that activate employees' emotional capabilities. A sample of 212 professionals from various organizations and industries indicated support for the salutary effect of EI, above and beyond the influence of personality, cognitive ability, emotional labor job demands, job complexity, and demographic control variables. Theoretical and practical implications of the potential value of EI for workplace outcomes under contexts involving managerial complexity are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

The Three Models of Emotional Intelligence and Performance in a Hot and Cool go/no-go Task in Undergraduate Students

PubMed Central

Gutiérrez-Cobo, María J.; Cabello, Rosario; Fernández-Berrocal, Pablo

2017-01-01

Emotional intelligence (EI), or the ability to perceive, use, understand and regulate emotions, appears to be helpful in the performance of “hot” (i.e., emotionally laden) cognitive tasks when using performance-based ability models, but not when using self-report EI models. The aim of this study is to analyze the relationship between EI (as measured through a performance-based ability test, a self-report mixed test and a self-report ability test) and cognitive control ability during the performance of hot and “cool” (i.e., non-emotionally laden) “go/no-go” tasks. An experimental design was used for this study in which 187 undergraduate students (25% men) with a mean age of 21.93 years (standard deviation [SD] = 3.8) completed the three EI tests of interest (Mayer-Salovey-Caruso Emotional Intelligence Test [MSCEIT], Trait Meta-Mood Scale [TMMS] and Emotional Quotient Inventory–Short Form [EQi:S]) as well as go/no-go tasks using faces and geometric figures as stimuli. The results provide evidence for negative associations between the “managing” branch of EI measured through the performance-based ability test of EI and the cognitive control index of the hot go/no-go task, although similar evidence was not found when using the cool task. Further, the present study failed to observe consistent results when using the self-report EI instruments. These findings are discussed in terms of both the validity and implications of the various EI models. PMID:28275343

Educating tomorrow’s doctors: A cross sectional survey of emotional intelligence and empathy in medical students of Lahore

PubMed Central

Imran, Nazish; Awais Aftab, Muhammad; Haider, Imran Ijaz; Farhat, Anam

2013-01-01

Objective: Medical education in Pakistan traditionally emphasizes physician’s biomedical knowledge with less emphasis on interpersonal skills and ability to relate to the patients. This study explored the emotional intelligence & empathy of undergraduate medical students and investigated its relationship with various factors to act as baseline for future work in this area. Methodology: The Schutte Emotional Intelligence scale and Davis' Interpersonal Reactivity Index in addition to socio demographic questionnaire were administered to first year and final year medical undergraduates of two medical Institutions in Lahore, Pakistan. Data was analyzed by using SPSS 17 version. Results: The overall mean scores for medical students both on emotional intelligence and empathy is significantly lower than that found in previous literature, highlighting that medical students do not appear to fare better than average people in EQ. Women showed statistically significant higher scores on Appraisal of emotions , Regulation of emotions, Empathic concern Scale & Personal distress scale. Comparison of EI & IRI of students according to medical college year did not show any statistical significance. Conclusion: Current medical curriculum and training in Pakistan does not appear to increase EI abilities which are building blocks that may allow students and residents to develop competence. Medical educators in Pakistan should look for ways to incorporate emotional intelligence in medical curriculum which will ultimately contribute towards patient centered practice, patient satisfaction as well as effective communication skills. PMID:24353613

Educating tomorrow's doctors: A cross sectional survey of emotional intelligence and empathy in medical students of Lahore.

PubMed

Imran, Nazish; Awais Aftab, Muhammad; Haider, Imran Ijaz; Farhat, Anam

2013-05-01

Medical education in Pakistan traditionally emphasizes physician's biomedical knowledge with less emphasis on interpersonal skills and ability to relate to the patients. This study explored the emotional intelligence & empathy of undergraduate medical students and investigated its relationship with various factors to act as baseline for future work in this area. The Schutte Emotional Intelligence scale and Davis' Interpersonal Reactivity Index in addition to socio demographic questionnaire were administered to first year and final year medical undergraduates of two medical Institutions in Lahore, Pakistan. Data was analyzed by using SPSS 17 version. The overall mean scores for medical students both on emotional intelligence and empathy is significantly lower than that found in previous literature, highlighting that medical students do not appear to fare better than average people in EQ. Women showed statistically significant higher scores on Appraisal of emotions , Regulation of emotions, Empathic concern Scale & Personal distress scale. Comparison of EI & IRI of students according to medical college year did not show any statistical significance. Current medical curriculum and training in Pakistan does not appear to increase EI abilities which are building blocks that may allow students and residents to develop competence. Medical educators in Pakistan should look for ways to incorporate emotional intelligence in medical curriculum which will ultimately contribute towards patient centered practice, patient satisfaction as well as effective communication skills.

Emotional intelligence among medical students: a mixed methods study from Chennai, India.

PubMed

Sundararajan, Subashini; Gopichandran, Vijayaprasad

2018-05-04

Emotional Intelligence is the ability of a person to understand and respond to one's own and others' emotions and use this understanding to guide one's thoughts and actions. To assess the level of emotional intelligence of medical students in a medical college in Chennai and to explore their understanding of the role of emotions in medical practice. A quantitative, cross sectional, questionnaire based, survey was conducted among 207 medical students in a college in Chennai, India using the Quick Emotional Intelligence Self Assessment Test and some hypothetical emotional clinical vignettes. This was followed by a qualitative moderated fish-bowl discussion to elicit the opinion of medical students on role of emotions in the practice of medicine. The mean score of Emotional Intelligence was 107.58 (SD 16.44) out of a maximum possible score of 160. Students who went to government schools for high school education had greater emotional intelligence than students from private schools (p = 0.044) and women were more emotionally intelligent in their response to emotional vignettes than men (p = 0.056). The fish bowl discussion highlighted several positive and negative impacts of emotions in clinical care. The students concluded at the end of the discussion that emotions are inevitable in the practice of medicine and a good physician should know how to handle them. Medical students, both men and women, had good level of emotional intelligence in the college that was studied. Students from collectivist social settings like government high schools have better emotional intelligence, which may indicate that a collectivist, community oriented medical education can serve the same purpose. Though students have diverse opinions on the role of emotions in clinical care, cognitive reflection exercises can help them understand its importance.

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…

Emotional intelligence and its association with orgasmic frequency in women.

PubMed

Burri, Andrea V; Cherkas, Lynn M; Spector, Tim D

2009-07-01

Up to 30% of women suffer from female orgasmic disorder (FOD)-the second most common type of female sexual dysfunction. FOD has been acknowledged to be multifactorial and recent research has implicated the importance of psychosocial risk factors. The aim of this study is to investigate whether normal variations in emotional intelligence--the ability to identify and manage emotions of one's self and others--are associated with orgasmic frequency during intercourse and masturbation. To our knowledge, this is the first such study in a large unselected population. A total of 2035 women from the TwinsUK registry completed questionnaires relating to emotional intelligence and sexual behavior. Global emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). Orgasmic frequency was assessed using two self-constructed questions. Using Spearman's rank correlation and quartile logistic regression, we investigated whether variations in emotional intelligence are associated with female orgasmic frequency during intercourse and masturbation. Emotional intelligence was not associated with the potential confounders of age and years of education, nor did we find a significant association between emotional intelligence and potential risk factors for FOD such as age, body mass index, physical or sexual abuse, or menopause. We found emotional intelligence to be positively correlated with both frequency of orgasm during intercourse (r = 0.13, P < 0.001) and masturbation (r = 0.23, P < 0.001). Women in the lowest quartile of emotional intelligence had an approximate twofold increased risk of infrequent orgasm (Intercourse = odds ratio [OR] 2.3, 95% confidence interval [CI] 1.4-3.9; Masturbation = [OR] 1.8, [CI] 1.3-2.5). Low emotional intelligence seems to be a significant risk factor for low orgasmic frequency. Consideration of this behavioral risk factor may need to be incorporated into research into FOD and possible treatment approaches.

The correlation between emotional intelligence and gray matter volume in university students.

PubMed

Tan, Yafei; Zhang, Qinglin; Li, Wenfu; Wei, Dongtao; Qiao, Lei; Qiu, Jiang; Hitchman, Glenn; Liu, Yijun

2014-11-01

A number of recent studies have investigated the neurological substrates of emotional intelligence (EI), but none of them have considered the neural correlates of EI that are measured using the Schutte Self-Report Emotional Intelligence Scale (SSREIS). This scale was developed based on the EI model of Salovey and Mayer (1990). In the present study, SSREIS was adopted to estimate EI. Meanwhile, magnetic resonance imaging (MRI) and voxel-based morphometry (VBM) were used to evaluate the gray matter volume (GMV) of 328 university students. Results found positive correlations between Monitor of Emotions and VBM measurements in the insula and orbitofrontal cortex. In addition, Utilization of Emotions was positively correlated with the GMV in the parahippocampal gyrus, but was negatively correlated with the VBM measurements in the fusiform gyrus and middle temporal gyrus. Furthermore, Social Ability had volume correlates in the vermis. These findings indicate that the neural correlates of the EI model, which primarily focuses on the abilities of individuals to appraise and express emotions, can also regulate and utilize emotions to solve problems. Copyright © 2014 Elsevier Inc. All rights reserved.

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

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…

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…

Emotional Intelligence and Organizational Context in Educational Leadership

ERIC Educational Resources Information Center

Horne, Matthew R.

2017-01-01

This qualitative, multiple case study investigated how educational leaders used and manifested Emotional Intelligence (EI) skills and abilities in unique organizational contexts. The study was conducted with five principals in a large, urban school district. The principals were selected to participate based on the organizational context of their…

Emotional Intelligence and Mismatching Expressive and Verbal Messages: A Contribution to Detection of Deception

PubMed Central

Wojciechowski, Jerzy; Stolarski, Maciej; Matthews, Gerald

2014-01-01

Processing facial emotion, especially mismatches between facial and verbal messages, is believed to be important in the detection of deception. For example, emotional leakage may accompany lying. Individuals with superior emotion perception abilities may then be more adept in detecting deception by identifying mismatch between facial and verbal messages. Two personal factors that may predict such abilities are female gender and high emotional intelligence (EI). However, evidence on the role of gender and EI in detection of deception is mixed. A key issue is that the facial processing skills required to detect deception may not be the same as those required to identify facial emotion. To test this possibility, we developed a novel facial processing task, the FDT (Face Decoding Test) that requires detection of inconsistencies between facial and verbal cues to emotion. We hypothesized that gender and ability EI would be related to performance when cues were inconsistent. We also hypothesized that gender effects would be mediated by EI, because women tend to score as more emotionally intelligent on ability tests. Data were collected from 210 participants. Analyses of the FDT suggested that EI was correlated with superior face decoding in all conditions. We also confirmed the expected gender difference, the superiority of high EI individuals, and the mediation hypothesis. Also, EI was more strongly associated with facial decoding performance in women than in men, implying there may be gender differences in strategies for processing affective cues. It is concluded that integration of emotional and cognitive cues may be a core attribute of EI that contributes to the detection of deception. PMID:24658500

The relationship between emotional intelligence and task-switching in temporal lobe epilepsy.

PubMed

Gul, Amara; Hussain, Imtiaz

2016-01-01

To examine the role of emotional intelligence (EI) in task-switching performance of patients with temporal lobe epilepsy (TLE). An experimental research design conducted at Sheikh Zayed Hospital, Rahim Yar Khan, Mayo and Services Hospital, Lahore, Pakistan from March 2013 to October 2014. Twenty-five patients with TLE and 25 healthy individuals from local community participated in the study. Participants completed measures of intelligence, EI, depression, anxiety, stress, and task-switching experiment. Patients and controls showed an average intelligence quotient, and normal levels of depression, anxiety, and stress. In contrast to controls, patients showed lower EI and impaired task-switching abilities. This result can be seen in the context of disintegrated white matter and cerebral connectivity in patients with TLE. Emotional intelligence was found to be a significant predictor of task-switching performance. Emotional intelligence is a potential marker of higher order cognitive functioning in patients with TLE.

Emotional intelligence score and performance of dental undergraduates.

PubMed

Hasegawa, Yuh; Ninomiya, Kazunori; Fujii, Kazuyuki; Sekimoto, Tsuneo

2016-09-01

The purpose of this study was to investigate the relationship between emotional intelligence (EI) and undergraduate dental students' ability to deal with different situations of communication in a clinical dentistry practical training course of communication skills. Fourth-year students in 2012 and in 2013 at the Nippon Dental University School of Life Dentistry at Niigata participated in the survey. The total number of participating students was 129 (88 males and 41 females). The students were asked to complete the Japanese version of the Mayer-Salovey-Caruso Emotional Intelligence Test in communication skills. Female students tended to have significantly higher EI score than males. The EI score in the group with high-grade academic performers was higher than in the low-grade group. The influence of EI on academic performance appeared to be mainly due to the students' ability to accurately perceiving emotions and to their ability to understand emotional issues. The importance of EI may also lie in its ability to parse out personality factors from more changeable aspects of a person's behavior. Although further studies are required, we believe that dental educators need to assume the responsibility to help students develop their emotional competencies that they will need to prosper in their chosen careers. In our conclusion, dental educators should support low achievers to increase their levels of self-confidence instead of concentrating mainly on improving their technical skill and academic performance. This may lead to upgrading their skills for managing emotions and to changing their learning approach.

Emotional Intelligence in Incarcerated Female Offenders With Psychopathic Traits.

PubMed

Edwards, Bethany G; Ermer, Elsa; Salovey, Peter; Kiehl, Kent A

2018-03-05

Emotional impairment is a core feature of psychopathy, and the disorder has been linked to an inability to recognize and regulate emotion, leading to deficiencies in empathy and difficulties in social functioning. This study investigated associations among psychopathic traits and ability-based emotional intelligence (EI) in female offenders and integrated data with previously published male offender data (Ermer, Kahn, Salovey, & Kiehl, 2012) to examine gender differences in relationships. Results showed that female offenders were impaired in the understanding and management of emotion relative to the general population, and that female offenders scored higher than male offenders in EI. Affective psychopathic traits (e.g., callousness) yielded a small relationship with difficulties in managing emotion in female offenders, and few gender differences in relationships between psychopathy and EI were found. Findings contribute to literature on emotional functioning in females with psychopathic traits and further understanding of gender differences in emotional abilities among offenders.

Measuring emotional intelligence with the Mayer-Salovery-Caruso Emotional Intelligence Test (MSCEIT).

PubMed

Brackett, Marc A; Salovey, Peter

2006-01-01

This manuscript examines the measurement instrument developed from the ability model of EI (Mayer and Salovey, 1997), the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; Mayer, Salovey and Caruso, 2002). The four subtests, scoring methods, psychometric properties, reliability, and factor structure of the MSCEIT are discussed, with a special focus on the discriminant, convergent, predictive, and incremental validity of the test. The authors review associations between MSCEIT scores and important outcomes such as academic performance, cognitive processes, psychological well-being, depression, anxiety, prosocial and maladaptive behavior, and leadership and organizational behavior. Findings regarding the low correlations between MSCEIT scores and self-report measures of EI also are presented. In the conclusion the authors' provide potential directions for future research on emotional intelligence.

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.

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).

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. Copyright © 2014 Elsevier Inc. All rights reserved.

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,…

Difficulties in Defining Social-Emotional Intelligence, Competences and Skills--A Theoretical Analysis and Structural Suggestion

ERIC Educational Resources Information Center

Moana, Monnier

2015-01-01

Demands related to the frequency of and time required for interactional tasks in everyday occupational routines are continuously growing. When it comes to qualifying a person's ability to interact with others, two prototypical concepts are often used: social competences and emotional intelligence. In connection to discussions about curriculum…

Emotional Intelligence in Gifted Students

ERIC Educational Resources Information Center

Zeidner, Moshe; Matthews, Gerald

2017-01-01

This article aims at shedding light on the emotional intelligence (EI) of gifted and high ability students. We begin by presenting a brief overview of EI theory and research and its relevance to gifted education. We then present theoretical considerations bearing on the nature of the relationship between cognitive and EI. This is followed by a…

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…

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…

Investigating Trait Emotional Intelligence among School Leaders: Demonstrating a Useful Self-Assessment Approach

ERIC Educational Resources Information Center

Benson, Robert; Fearon, Colm; McLaughlin, Heather; Garratt, Sara

2014-01-01

An exploratory study of two grammar schools in the South East of England is used to justify and demonstrate a self-assessed approach that investigates "trait" emotional intelligence (EI) among school leaders. First, the theoretical underpinnings of "ability" and "trait" EI approaches are critically compared based on…

Neurobiological correlates of emotional intelligence in voice and face perception networks

PubMed Central

Karle, Kathrin N; Ethofer, Thomas; Jacob, Heike; Brück, Carolin; Erb, Michael; Lotze, Martin; Nizielski, Sophia; Schütz, Astrid; Wildgruber, Dirk; Kreifelts, Benjamin

2018-01-01

Abstract Facial expressions and voice modulations are among the most important communicational signals to convey emotional information. The ability to correctly interpret this information is highly relevant for successful social interaction and represents an integral component of emotional competencies that have been conceptualized under the term emotional intelligence. Here, we investigated the relationship of emotional intelligence as measured with the Salovey-Caruso-Emotional-Intelligence-Test (MSCEIT) with cerebral voice and face processing using functional and structural magnetic resonance imaging. MSCEIT scores were positively correlated with increased voice-sensitivity and gray matter volume of the insula accompanied by voice-sensitivity enhanced connectivity between the insula and the temporal voice area, indicating generally increased salience of voices. Conversely, in the face processing system, higher MSCEIT scores were associated with decreased face-sensitivity and gray matter volume of the fusiform face area. Taken together, these findings point to an alteration in the balance of cerebral voice and face processing systems in the form of an attenuated face-vs-voice bias as one potential factor underpinning emotional intelligence. PMID:29365199

Neurobiological correlates of emotional intelligence in voice and face perception networks.

PubMed

Karle, Kathrin N; Ethofer, Thomas; Jacob, Heike; Brück, Carolin; Erb, Michael; Lotze, Martin; Nizielski, Sophia; Schütz, Astrid; Wildgruber, Dirk; Kreifelts, Benjamin

2018-02-01

Facial expressions and voice modulations are among the most important communicational signals to convey emotional information. The ability to correctly interpret this information is highly relevant for successful social interaction and represents an integral component of emotional competencies that have been conceptualized under the term emotional intelligence. Here, we investigated the relationship of emotional intelligence as measured with the Salovey-Caruso-Emotional-Intelligence-Test (MSCEIT) with cerebral voice and face processing using functional and structural magnetic resonance imaging. MSCEIT scores were positively correlated with increased voice-sensitivity and gray matter volume of the insula accompanied by voice-sensitivity enhanced connectivity between the insula and the temporal voice area, indicating generally increased salience of voices. Conversely, in the face processing system, higher MSCEIT scores were associated with decreased face-sensitivity and gray matter volume of the fusiform face area. Taken together, these findings point to an alteration in the balance of cerebral voice and face processing systems in the form of an attenuated face-vs-voice bias as one potential factor underpinning emotional intelligence.

Emotional intelligence moderates the relationship between regional gray matter volume in the bilateral temporal pole and critical thinking disposition.

PubMed

Yao, Xiaonan; Yuan, Shuge; Yang, Wenjing; Chen, Qunlin; Wei, Dongtao; Hou, Yuling; Zhang, Lijie; Qiu, Jiang; Yang, Dong

2018-04-01

Critical thinking enables people to form sound beliefs and provides a basis for emotional life. Research has indicated that individuals with better critical thinking disposition can better recognize and regulate their emotions, though the neuroanatomical mechanisms involved in this process remain to be elucidated. Further, the influence of emotional intelligence on the relationship between brain structure and critical thinking disposition has not been examined. The present study utilized voxel-based morphometry (VBM) to investigate the neural structures underlying critical thinking disposition in a large sample of college students (N = 296). Regional gray matter volume (rGMV) in the bilateral temporal pole, which reflects an individual's ability to process social and emotional information, was negatively correlated with critical thinking disposition. In addition, rGMV in bilateral para hippocampal regions -regions involved in contextual association/emotional regulation-exhibited negative correlation with critical thinking disposition. Further analysis revealed that emotional intelligence moderated the relationship between rGMV of the temporal pole and critical thinking disposition. Specifically, critical thinking disposition was associated with decreased GMV of the temporal pole for individuals who have relatively higher emotional intelligence rather than lower emotional intelligence. The results of the present study indicate that people who have higher emotional intelligence exhibit more effective and automatic processing of emotional information and tend to be strong critical thinkers.

Emotional intelligence and attentional bias for threat-related emotion under stress.

PubMed

Davis, Sarah K

2018-06-01

Emotional intelligence (EI) can buffer potentially harmful effects of situational and chronic stressors to safeguard psychological wellbeing (e.g., Mikolajczak, Petrides, Coumans & Luminet, ), yet understanding how and when EI operates to promote adaptation remains a research priority. We explored whether EI (both trait and ability) modulated early attentional processing of threat-related emotion under conditions of stress. Using a dot probe paradigm, eye movement (fixation to emotive facial stimuli, relative to neutral) and manual reaction time data were collected from 161 adults aged 18-57 years (mean age = 25.24; SD = 8.81) exposed to either a stressful (failure task) or non-stressful (control) situation. Whilst emotion management ability and trait wellbeing corresponded to avoidance of negative emotion (angry and sad respectively), high trait sociability and emotionality related to a bias for negative emotions. With most effects not restricted to stressful conditions, it is unclear whether EI underscores 'adaptive' processing, which carries implications for school-based social and emotional learning programs. © 2018 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Leading by feel.

PubMed

2004-01-01

Like it or not, leaders need to manage the mood of their organizations. The most gifted leaders accomplish that by using a mysterious blend of psychological abilities known as emotional intelligence. They are self-aware and empathetic. They can read and regulate their own emotions while intuitively grasping how others feel and gauging their organization's emotional state. But where does emotional intelligence come from, and how do leaders learn to use it? In this article, 18 leaders and scholars (including business executives, leadership researchers, psychologists, an autism expert, and a symphony conductor) explore the nature and management of emotional intelligence--its sources, uses, and abuses. Their responses varied, but some common themes emerged: the importance of consciously--and conscientiously--honing one's skills, the double-edged nature of self-awareness, and the danger of letting any one emotional intelligence skill dominate. Among their observations: Psychology professor John Mayer, who co-developed the concept of emotional intelligence, warns managers not to be confused by popular definitions of the term, which suggest that if you have a certain set of personality traits then you automatically possess emotional intelligence. Neuropsychologist Elkhonon Goldberg agrees with professors Daniel Goleman and Robert Goffee that emotional intelligence can be learned--but only by people who already show an aptitude for it. Cult expert Janja Lalich points out that leaders can use their emotional intelligence skills for ill in the same way they can for good. "Sometimes the only difference is [the leader's] intent," she says. And business leaders Carol Bartz, William George, Sidney Harman, and Andrea jung (of Autodesk, Medtronic, Harman International, and Avon respectively) describe situations in which emotional intelligence traits such as self-awareness and empathy have helped them and their companies perform at a higher level.

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

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

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…

Exploring the role of emotional intelligence in behavior-based safety coaching.

PubMed

Wiegand, Douglas M

2007-01-01

Safety coaching is an applied behavior analysis technique that involves interpersonal interaction to understand and manipulate environmental conditions that are directing (i.e., antecedent to) and motivating (i.e., consequences of) safety-related behavior. A safety coach must be skilled in interacting with others so as to understand their perspectives, communicate a point clearly, and be persuasive with behavior-based feedback. This article discusses the evidence-based "ability model" of emotional intelligence and its relevance to the interpersonal aspect of the safety coaching process. Emotional intelligence has potential for improving safety-related efforts and other aspects of individuals' work and personal lives. Safety researchers and practitioners are therefore encouraged to gain an understanding of emotional intelligence and conduct and support research applying this construct toward injury prevention.

Emotion comprehension: the impact of nonverbal intelligence.

PubMed

Albanese, Ottavia; De Stasio, Simona; Di Chiacchio, Carlo; Fiorilli, Caterina; Pons, Francisco

2010-01-01

A substantial body of research has established that emotion understanding develops throughout early childhood and has identified three hierarchical developmental phases: external, mental, and reflexive. The authors analyzed nonverbal intelligence and its effect on children's improvement of emotion understanding and hypothesized that cognitive level is a consistent predictor of emotion comprehension. In all, 366 children (182 girls, 184 boys) between the ages of 3 and 10 years were tested using the Test of Emotion Comprehension and the Coloured Progressive Matrices. The data obtained by using the path analysis model revealed that nonverbal intelligence was statistically associated with the ability to recognize emotions in the 3 developmental phases. The use of this model showed the significant effect that cognitive aspect plays on the reflexive phase. The authors aim to contribute to the debate about the influence of cognitive factors on emotion understanding.

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…

Utilization of Emotional Intelligence Traits by Public School Superintendents in the State of Arkansas

ERIC Educational Resources Information Center

Adams, Lisa Ann Hoffman

2013-01-01

A leadership shortage has been documented across professions. Emotional intelligence skills, traits, and abilities have received much attention as a tool for business leaders in the past decade as a way to increase leadership skill, meet organizational goals, and enhance profits. The study sought to determine whether public school superintendents…

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…

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. PsycINFO Database Record (c) 2015 APA, all rights reserved.

The role of trait and ability emotional intelligence in bulimic symptoms.

PubMed

Gardner, Kathryn Jane; Quinton, Stephanie; Qualter, Pamela

2014-04-01

Bulimia is characterized by poor affect regulation, yet the role of emotional intelligence (EI) is little understood. This study examined associations between EI and bulimic symptoms using 235 women from community and student populations. They completed measures of trait and ability EI, and the Eating Disorders Diagnostic Scale. Results showed that deficiencies in different aspects of trait EI and/or ability EI are a function of symptom type: binge eating, compensatory behaviours or weight and shape concerns. Consistent with affect regulation models, self-regulatory aspects of trait EI were related to two bulimic symptoms: binge eating and weight and shape concerns. Ability-based self-emotion management was not important, and explanatory power of lower-level EI facets (traits or abilities) was not superior to more broadly defined EI factors. Results support the conclusion that trait and ability EI may maintain subclinical levels of bulimic symptoms but have different paths. Copyright © 2014 Elsevier Ltd. All rights reserved.

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.

Correlating Emotional Intelligence and Job Performance Among Jordanian Hospitals' Registered Nurses.

PubMed

Al-Hamdan, Zaid; Oweidat, Islam Ali; Al-Faouri, Ibrahim; Codier, Estelle

2017-01-01

Emotional intelligence (EI) is an ability to recognize our and others' emotions, and manage emotions in ourselves and in relationships with other people. A large body of research evidence outside nursing shows that measured (EI) abilities correlated with employee performance, motivation, and job satisfaction; and preliminary nursing research evidence shows the correlation between EI ability and nurses' clinical performance. There is less research on the EI ability of Jordanian nurses, and the present study was undertaken to address this gap. A descriptive, cross-sectional, correlation comparative design (nonexperimental) was employed. Six Jordanian hospitals were included in the study. Two hundred fifty questionnaires were distributed to prospective participants. One hundred ninety-four questionnaires were returned, giving a response rate of 78%. EI was measured using the Genos Instrument. Clinical performance was measured using a self-report measure. Findings demonstrated significant positive relationships between all subscales of EI and job performance, ranging from r = .250, p = .000 to r = .193, p = .007. Regression analysis indicated working in medical-surgical wards, recognizing and expressing emotions scores (β = 0.186, p = .048), and controlling emotions (β = 0.255, p = .027) explained 19.1% of variance in nurses' job performance. The study findings confirm the correlation between nurse EI ability and clinical performance. © 2016 Wiley Periodicals, Inc.

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. The results imply that moderate resilience and emotional intelligence can help nursing students cope with adversity in their future clinical work. This study first provided preliminary data suggesting the curvilinear relationship rather than linear relationship between post-traumatic growth and positive factors in the sample of nursing students. © 2014 John Wiley & Sons Ltd.

An Exploratory Study of the Ways in Which Elementary School Principals Use Their Emotional Intelligence to Address Conflict in Their Educational Organizations

ERIC Educational Resources Information Center

Espinoza, Lorissa

2016-01-01

Purpose. This study described the knowledge, skills, behaviors, and strategies associated with emotional intelligence (EI) that elementary school principals used to address conflict in their organizations. This study also determined the impact EI had on elementary school principals' perceptions of their ability to lead their organizations. This…

Measuring Emotional Intelligence Enhances the Psychological Evaluation of Chronic Pain.

PubMed

Doherty, Eva M; Walsh, Rosemary; Andrews, Leanne; McPherson, Susan

2017-12-01

The assessment of emotional factors, in addition to other psychosocial factors, has been recommended as a means of identifying individuals with chronic pain who may not respond to certain pain treatments. Systematic reviews of the evidence regarding the prediction of responsiveness to a treatment called the spinal cord stimulator (SCS) have yielded inconclusive results. Emotional intelligence is a term which refers to the ability to identify and manage emotions in oneself and others and has been shown to be inversely associated with emotional distress and acute pain. This study aims to investigate the relationship between emotional intelligence, chronic pain, and the more established psychosocial factors usually used for SCS evaluations by clinical psychologists in medical settings. A sample of 112 patients with chronic pain on an acute hospital waiting list for SCS procedures in a pain medicine service were recruited. Psychological measures were completed including: a novel measure of emotional intelligence; usual measures of emotional distress and catastrophizing; and a numerical rating scale designed to assess pain intensity, pain-related distress, and interference. As predicted, findings revealed significant associations between most of the measures analyzed and current pain intensity. When entered into a simultaneous regression analysis, emotional intelligence scores remained the only significant predictor of current pain intensity. There are potential clinical, ethical, and organizational implications of emotional intelligence processes partially predicting pain in patients on a waiting list for a medical procedure. These results may offer new insight, understanding, and evaluation targets for clinical psychologists in the field of pain management.

Detrimental Effects of Workplace Bullying: Impediment of Self-Management Competence via Psychological Distress

PubMed Central

Giorgi, Gabriele; Perminienė, Milda; Montani, Francesco; Fiz-Perez, Javier; Mucci, Nicola; Arcangeli, Giulio

2016-01-01

Emotional intelligence has been linked to various positive outcomes, such as organizational effectiveness, commitment, morale, and health. In addition, longitudinal studies demonstrate that the competencies of emotional intelligence may change and be developed over time. Researchers have argued that work relationships are important for the development of emotional competence, but their usefulness depends on the quality of the relationship. Workplace bullying is considered to be one of the most stressful phenomena in the workplace and an example of a dysfunctional and toxic relationship that has detrimental effects on an individual’s physical and psychological health. Hence, the objective of the present study was to analyze the relationship linking workplace bullying, psychological distress and the self-management competence of emotional intelligence. More specifically, we tested part of the model presented by Cherniss and Goleman (2001) in which researchers argued that individual emotional intelligence is a result of relationships at work. In addition, we extended the model by proposing that the relationship between exposure to workplace bullying and the competence of self-management is explained by psychological distress. Data analysis of 326 participants from two private sector organizations in Italy demonstrated that psychological distress fully mediated the relationship between workplace bullying and the emotional intelligence ability of self-management. The present study’s findings point to the idea that, not only may emotional intelligence assist in handling exposure to workplace bullying, but exposure to workplace bullying may impede emotional intelligence via psychological distress. PMID:26913013

Detrimental Effects of Workplace Bullying: Impediment of Self-Management Competence via Psychological Distress.

PubMed

Giorgi, Gabriele; Perminienė, Milda; Montani, Francesco; Fiz-Perez, Javier; Mucci, Nicola; Arcangeli, Giulio

2016-01-01

Emotional intelligence has been linked to various positive outcomes, such as organizational effectiveness, commitment, morale, and health. In addition, longitudinal studies demonstrate that the competencies of emotional intelligence may change and be developed over time. Researchers have argued that work relationships are important for the development of emotional competence, but their usefulness depends on the quality of the relationship. Workplace bullying is considered to be one of the most stressful phenomena in the workplace and an example of a dysfunctional and toxic relationship that has detrimental effects on an individual's physical and psychological health. Hence, the objective of the present study was to analyze the relationship linking workplace bullying, psychological distress and the self-management competence of emotional intelligence. More specifically, we tested part of the model presented by Cherniss and Goleman (2001) in which researchers argued that individual emotional intelligence is a result of relationships at work. In addition, we extended the model by proposing that the relationship between exposure to workplace bullying and the competence of self-management is explained by psychological distress. Data analysis of 326 participants from two private sector organizations in Italy demonstrated that psychological distress fully mediated the relationship between workplace bullying and the emotional intelligence ability of self-management. The present study's findings point to the idea that, not only may emotional intelligence assist in handling exposure to workplace bullying, but exposure to workplace bullying may impede emotional intelligence via psychological distress.

An Increase in Emotional Support, a Reduction in Negative Social Emotional Skills, or Both?: Examining How Universal Social Emotional Programs Achieve Reductions in Aggression

ERIC Educational Resources Information Center

Portnow, Sam; Downer, Jason; Brown, Josh

2015-01-01

Participation in Social Emotional Learning (SEL) programs reduces aggressive and antisocial behavior (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Theoretically, SEL programs foster social and emotionally intelligent youth through improving children's social and emotional skills, defined in the present study as the ability to…

Construct validity of the Italian version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) v2.0.

PubMed

Curci, Antonietta; Lanciano, Tiziana; Soleti, Emanuela; Zammuner, Vanda Lucia; Salovey, Peter

2013-01-01

In 2 studies, we assessed the construct validity of the Italian version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) version 2.0. In Study 1, we administered the MSCEIT together with measures of crystallized and fluid intelligence, personality, and affect. In Study 2, we administered the MSCEIT together with indexes of dispositional coping, emotion regulation strategies, alexithymia, state-trait anxiety, depression, and depressive rumination. We evaluated the factorial structure of the MSCEIT with a confirmatory factor analysis model using data combined from Study 1 and 2. The results confirm that the MSCEIT Italian version satisfactorily discriminates emotional intelligence ability from crystallized and fluid intelligence, personality, and affect, and exhibits significant correlations with various psychological well-being criteria. Furthermore, data from both studies confirm that the factorial structure of MSCEIT is consistent with the theory on which it is based, although it was difficult to rule out alternative structures.

Decomposing self-estimates of intelligence: structure and sex differences across 12 nations.

PubMed

von Stumm, Sophie; Chamorro-Premuzic, Tomas; Furnham, Adrian

2009-05-01

This study examines the structure of self-estimates of intelligence (SEI) across 12 nations (Australia, Austria, Brazil, France, Iran, Israel, Malaysia, South Africa, Spain, Turkey, UK and US). Participants rated themselves on general and specific abilities from three popular models of intelligence: Gardner's multiple intelligences, Sternberg's triarchic theory of intelligence, and Goleman's emotional intelligence. The results showed that (a) laypeople across nations have similar and invariant concepts of intelligence, (b) concepts of intelligence are cross-culturally closely related to academic notions of intellectual ability and (c) sex differences in general and specific SEI favouring men are consistent across countries. Male hubris and female humility in SEI seem independent of sex differences in actual cognitive ability and national levels of masculinity-femininity. Furthermore, international mean differences in general SEI could not be attributed to discrepancies in national intelligence quotient (IQ) levels or to cultural variations.

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…

Validity evidence for the situational judgment test paradigm in emotional intelligence measurement.

PubMed

Libbrecht, Nele; Lievens, Filip

2012-01-01

To date, various measurement approaches have been proposed to assess emotional intelligence (EI). Recently, two new EI tests have been developed based on the situational judgment test (SJT) paradigm: the Situational Test of Emotional Understanding (STEU) and the Situational Test of Emotion Management (STEM). Initial attempts have been made to examine the construct-related validity of these new tests; we extend these findings by placing the tests in a broad nomological network. To this end, 850 undergraduate students completed a personality inventory, a cognitive ability test, a self-report EI test, a performance-based EI measure, the STEU, and the STEM. The SJT-based EI tests were not strongly correlated with personality and fluid cognitive ability. Regarding their relation with existing EI measures, the tests did not capture the same construct as self-report EI measures, but corresponded rather to performance-based EI measures. Overall, these results lend support for the SJT paradigm for measuring EI as an ability.

Sleep deprivation reduces perceived emotional intelligence and constructive thinking skills.

PubMed

Killgore, William D S; Kahn-Greene, Ellen T; Lipizzi, Erica L; Newman, Rachel A; Kamimori, Gary H; Balkin, Thomas J

2008-07-01

Insufficient sleep can adversely affect a variety of cognitive abilities, ranging from simple alertness to higher-order executive functions. Although the effects of sleep loss on mood and cognition are well documented, there have been no controlled studies examining its effects on perceived emotional intelligence (EQ) and constructive thinking, abilities that require the integration of affect and cognition and are central to adaptive functioning. Twenty-six healthy volunteers completed the Bar-On Emotional Quotient Inventory (EQi) and the Constructive Thinking Inventory (CTI) at rested baseline and again after 55.5 and 58 h of continuous wakefulness, respectively. Relative to baseline, sleep deprivation was associated with lower scores on Total EQ (decreased global emotional intelligence), Intrapersonal functioning (reduced self-regard, assertiveness, sense of independence, and self-actualization), Interpersonal functioning (reduced empathy toward others and quality of interpersonal relationships), Stress Management skills (reduced impulse control and difficulty with delay of gratification), and Behavioral Coping (reduced positive thinking and action orientation). Esoteric Thinking (greater reliance on formal superstitions and magical thinking processes) was increased. These findings are consistent with the neurobehavioral model suggesting that sleep loss produces temporary changes in cerebral metabolism, cognition, emotion, and behavior consistent with mild prefrontal lobe dysfunction.

[The relationship between cognitive intelligence, emotional intelligence, coping and stress symptoms in the context of type A personality pattern].

PubMed

Hisli Sahin, Nesrin; Güler, Murat; Basim, H Nejat

2009-01-01

This study aimed to determine the relationships between cognitive and emotional intelligence, coping and stress symptoms in the context of Type A personality pattern. The Raven Progressive Matrices, Emotional Intelligence Questionnaire, Ways of Coping Inventory, Stress Symptoms Scale, and Type A Personality Scale were administered to 271 university students. Two groups, Type As and Type Bs were created according to the Type A Personality Scale scores and were compared in terms of their scores on the other scales that were administered. Our analyses showed that stress symptoms were negatively correlated with effective coping, stress management, and general mood dimensions of the Emotional Intelligence Questionnaire. They were also positively correlated with ineffective coping and Type A behaviors. Being female also significantly predicted stress symptoms. When the participants were grouped according to Type A Personality Scale scores as Type As and Type Bs, the regression analysis showed that the stress symptoms of Type As were significantly predicted by the insufficient use of effective coping styles and deficiencies in the general mood component of emotional intelligence, whereas the stress symptoms of Type Bs were predicted by the insufficient use of effective coping styles, overuse of ineffective coping styles, and increase in the intrapersonal abilities component of emotional intelligence. Stress symptoms can be related to the variables associated with personality styles. It is suggested that stress management programs for Type As should include exercises that increase emotional intelligence, especially the components of drawing pleasure from their life situation, being more positive, hopeful and optimistic.

Emotional abilities and HbA1c levels in patients with type 1 diabetes.

PubMed

Ruiz-Aranda, Desireé; Zysberg, Leehu; García-Linares, Ernesto; Castellano-Guerrero, Ana María; Martínez-Brocca, María Asunción; Gutiérrez-Colosía, Mencía R

2018-07-01

In recent years a growing body of research is focused on the relationships between emotions and health. When it comes to diabetes, findings suggest that distress might play a key role in the acquisition and maintenance of health habits associated with diabetic management. This report describes two studies examining the roles of emotional abilities in diabetic management from two different conceptual points of view using two culturally different samples. In study 1, we examined the relationship between emotional intelligence and HbA1c levels in a sample of eighty-five patients with type 1 diabetes mellitus (DM1) in Israel. In study 2, we examined the relationship between specific emotional regulation strategies and HbA1c in sixty-seven adolescents with DM1, while examining the mediating role of distress in this association. The results showed a negative association between emotional intelligence and HbA1c levels, even after controlling for potential intervening factors. We found that the relationship between difficulties in emotion regulation and HbA1c seemed to be mediated by diabetes-related distress. These findings may aid in the design of psychological models for future research as well as interventions aimed at improving emotional abilities in people with DM1. Copyright © 2018 Elsevier Ltd. All rights reserved.

Emotional intelligence in the workplace: exploring its effects on occupational stress and health outcomes in human service workers.

PubMed

Ogińska-Bulik, Nina

2005-01-01

Emotional intelligence, an essential factor responsible for determining success in life and psychological well-being, seems to play an important role in shaping the interaction between individuals and their work environment. The purpose of the study was to explore the relationship between emotional intelligence and perceived stress in the workplace and health-related consequences in human service workers. A sample of 330 participants (42.4% of men and 57.6% of women), representing various human service professions (physicians, nurses, teachers, probation officers and managers) was eligible for the study. The mean age of the participants was 38.4 years (SD = 8.45), and the employment period was 8.3 years (SD = 6.13). Three methods were used in the study: The Emotional Intelligence Questionnaire--INTE with Polish modification, the Subjective Work Evaluation Questionnaire developed in Poland, and the General Health Questionnaire (GHQ-28) with Polish modification. The results confirmed an essential, but not very strong, role of emotional intelligence in perceiving occupational stress and preventing employees of human services from negative health outcomes. The ability to effectively deal with emotions and emotional information in the workplace assists employees in coping with occupational stress therefore, it should be developed in stress managing trainings.

Sex-Related Neuroanatomical Basis of Emotion Regulation Ability

PubMed Central

Li, Jingguang; Huang, Lijie; Wang, Xu; Song, Yiying; Liu, Jia

2014-01-01

Behavioral research has demonstrated that males have a higher capability of regulating their own and others' emotions than females; however, little is known about the sex-specific brain mechanisms involved in emotion regulation ability. In the present study, we used voxel-based morphometry to investigate the neural basis underlying emotion regulation ability in a large sample of young adults. Assessment of emotion regulation ability was performed using the Wong and Law Emotional Intelligence Scale. As expected, males significantly scored higher in emotion regulation ability than females did. More importantly, we found the sex differences in the neuroanatomical basis of emotion regulation ability. Males showed a stronger positive relation between emotion regulation ability and regional gray matter volume (rGMV) in the right dorsolateral prefrontal cortex. In contrast, females demonstrated a stronger positive relation between emotion regulation ability and rGMV in an anatomical cluster that extends from the left brainstem to the left hippocampus, the left amygdala and the insular cortex. The present study provides the first empirical evidence regarding the sex-linked neuroanatomical correlates of emotion regulation ability. These findings may help understand why there is a higher prevalence of affective disorders in females and maladaptive behaviors in males. PMID:24835267

Sex-related neuroanatomical basis of emotion regulation ability.

PubMed

Kong, Feng; Zhen, Zonglei; Li, Jingguang; Huang, Lijie; Wang, Xu; Song, Yiying; Liu, Jia

2014-01-01

Behavioral research has demonstrated that males have a higher capability of regulating their own and others' emotions than females; however, little is known about the sex-specific brain mechanisms involved in emotion regulation ability. In the present study, we used voxel-based morphometry to investigate the neural basis underlying emotion regulation ability in a large sample of young adults. Assessment of emotion regulation ability was performed using the Wong and Law Emotional Intelligence Scale. As expected, males significantly scored higher in emotion regulation ability than females did. More importantly, we found the sex differences in the neuroanatomical basis of emotion regulation ability. Males showed a stronger positive relation between emotion regulation ability and regional gray matter volume (rGMV) in the right dorsolateral prefrontal cortex. In contrast, females demonstrated a stronger positive relation between emotion regulation ability and rGMV in an anatomical cluster that extends from the left brainstem to the left hippocampus, the left amygdala and the insular cortex. The present study provides the first empirical evidence regarding the sex-linked neuroanatomical correlates of emotion regulation ability. These findings may help understand why there is a higher prevalence of affective disorders in females and maladaptive behaviors in males.

Ability of university-level education to prevent age-related decline in emotional intelligence

PubMed Central

Cabello, Rosario; Navarro Bravo, Beatriz; Latorre, José Miguel; Fernández-Berrocal, Pablo

2014-01-01

Numerous studies have suggested that educational history, as a proxy measure of active cognitive reserve, protects against age-related cognitive decline and risk of dementia. Whether educational history also protects against age-related decline in emotional intelligence (EI) is unclear. The present study examined ability EI in 310 healthy adults ranging in age from 18 to 76 years using the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT). We found that older people had lower scores than younger people for total EI and for the EI branches of perceiving, facilitating, and understanding emotions, whereas age was not associated with the EI branch of managing emotions. We also found that educational history protects against this age-related EI decline by mediating the relationship between age and EI. In particular, the EI scores of older adults with a university education were higher than those of older adults with primary or secondary education, and similar to those of younger adults of any education level. These findings suggest that the cognitive reserve hypothesis, which states that individual differences in cognitive processes as a function of lifetime intellectual activities explain differential susceptibility to functional impairment in the presence of age-related changes and brain pathology, applies also to EI, and that education can help preserve cognitive-emotional structures during aging. PMID:24653697

The relationship between emotional intelligence, previous caring experience and mindfulness in student nurses and midwives: a cross sectional analysis.

PubMed

Snowden, Austyn; Stenhouse, Rosie; Young, Jenny; Carver, Hannah; Carver, Fiona; Brown, Norrie

2015-01-01

Emotional Intelligence (EI), previous caring experience and mindfulness training may have a positive impact on nurse education. More evidence is needed to support the use of these variables in nurse recruitment and retention. To explore the relationship between EI, gender, age, programme of study, previous caring experience and mindfulness training. Cross sectional element of longitudinal study. 938year one nursing, midwifery and computing students at two Scottish Higher Education Institutes (HEIs) who entered their programme in September 2013. Participants completed a measure of 'trait' EI: Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF); and 'ability' EI: Schutte's et al. (1998) Emotional Intelligence Scale (SEIS). Demographics, previous caring experience and previous training in mindfulness were recorded. Relationships between variables were tested using non-parametric tests. Emotional intelligence increased with age on both measures of EI [TEIQ-SF H(5)=15.157 p=0.001; SEIS H(5)=11.388, p=0.044]. Females (n=786) scored higher than males (n=149) on both measures [TEIQ-SF, U=44,931, z=-4.509, p<.001; SEIS, U=44,744, z=-5.563, p<.001]. Nursing students scored higher that computing students [TEIQ-SF H(5)=46,496, p<.001; SEIS H(5)=33.309, p<0.001. There were no statistically significant differences in TEIQ-SF scores between those who had previous mindfulness training (n=50) and those who had not (n=857) [U=22,980, z=0.864, p = 0.388]. However, median SEIS was statistically significantly different according to mindfulness training [U=25,115.5, z=2.05, p=.039]. Neither measure demonstrated statistically significantly differences between those with (n=492) and without (n=479) previous caring experience, [TEIQ-SF, U=112, 102, z=0.938, p=.348; SEIS, U=115,194.5, z=1.863, p=0.063]. Previous caring experience was not associated with higher emotional intelligence. Mindfulness training was associated with higher 'ability' emotional intelligence. Implications for recruitment, retention and further research are explored. Copyright © 2014. Published by Elsevier Ltd.

Is intelligence equivalent to executive functions?

PubMed

Ardila, Alfredo

2018-05-01

Since the mid 19th century, cognitive and behavioral neurosciences have attempted to find the neurological bases of intellectual abilities. During the early 20th century the psychometric concept of "intelligence" was coined; and toward the end of the 20th century the neuropsychological concept of "executive functions" was introduced. Controversies, however, remain about the unity or heterogeneity of so-called executive functions. It is proposed that two major executive functions could be separated: metacognitive -or intelectual- and emotional/motivational. A similar distinction has been suggested by several authors. Standard definitions of intelligence implicitly assume that executive functions represent the fundamental components of intelligence. Research has demonstrated that, if considered as a whole, executive functions only partially correspond to the psychometric concept of intelligence; whereas some specific executive functions clearly correspond to intelligence, some others do not involve intelligence. If using a major distinction between metacognitive -or simply "intellectual"-executive functions, and emotional/ motivational -or simply non-intellectual-executive functions, it becomes evident that general intelligence can be equated with metacognitive executive functions but not with emotional/ motivational executive functions.

Resting-state functional connectivity of antero-medial prefrontal cortex sub-regions in major depression and relationship to emotional intelligence.

PubMed

Sawaya, Helen; Johnson, Kevin; Schmidt, Matthew; Arana, Ashley; Chahine, George; Atoui, Mia; Pincus, David; George, Mark S; Panksepp, Jaak; Nahas, Ziad

2015-03-05

Major depressive disorder has been associated with abnormal resting-state functional connectivity (FC), especially in cognitive processing and emotional regulation networks. Although studies have found abnormal FC in regions of the default mode network (DMN), no study has investigated the FC of specific regions within the anterior DMN based on cytoarchitectonic subdivisions of the antero-medial pre-frontal cortex (PFC). Studies from different areas in the field have shown regions within the anterior DMN to be involved in emotional intelligence. Although abnormalities in this region have been observed in depression, the relationship between the ventromedial PFC (vmPFC) function and emotional intelligence has yet to be investigated in depressed individuals. Twenty-one medication-free, non-treatment resistant, depressed patients and 21 healthy controls underwent a resting state functional magnetic resonance imaging session. The participants also completed an ability-based measure of emotional intelligence: the Mayer-Salovey-Caruso Emotional Intelligence Test. FC maps of Brodmann areas (BA) 25, 10 m, 10r, and 10p were created and compared between the two groups. Mixed-effects analyses showed that the more anterior seeds encompassed larger areas of the DMN. Compared to healthy controls, depressed patients had significantly lower connectivity between BA10p and the right insula and between BA25 and the perigenual anterior cingulate cortex. Exploratory analyses showed an association between vmPFC connectivity and emotional intelligence. These results suggest that individuals with depression have reduced FC between antero-medial PFC regions and regions involved in emotional regulation compared to control subjects. Moreover, vmPFC functional connectivity appears linked to emotional intelligence. © The Author 2015. Published by Oxford University Press on behalf of CINP.

Emotion Regulation Ability and Resilience in a Sample of Adolescents from a Suburban Area.

PubMed

Mestre, José M; Núñez-Lozano, Juan M; Gómez-Molinero, Rocío; Zayas, Antonio; Guil, Rocío

2017-01-01

Earlier research has identified a remarkable number of related factors to resilience during adolescence. Historically, theoretical treatments of resilience have been focused almost exclusively on psychosocial levels of analysis to derive explanatory models. However, there is insufficient understanding of the role of emotion regulation explaining competent functioning despite the experience of adversity (resilience), especially during adolescence. This study explores the relationship between both, emotional regulation abilities and strategies, and resilience in a sample of adolescents from suburbs high-schools (Jerez de la Frontera, Spain). The study also examines how using different emotional regulation strategies may help the development of resilience levels at this stage. Participants of the study were 164 adolescents ranging from 13 to 16 years old ( M = 13.98 ; SD = 0.66). Emotion regulation was measured using the Cognitive Emotional Regulation Questionnaire (CERQ, Garnefski et al., 2001), and sections D and H of Mayer-Salovey-Caruso Emotional Intelligence Test, a performance test (Emotion Regulation Ability sections, MSCEIT, Spanish version, Mayer et al., 2003). Resilience was evaluated with ERE (Educative Resilience Scale for children and adolescents, Saavedra and Castro, 2009). Verbal Intelligence (Yuste, 1997) and personality traits (Cattell and Cattell, 1986) were assessed as two independent variables. Results supported the idea that emotion regulation ability (MSCEIT, D and H sections, Extremera et al., 2006) is a significant predictor of adolescents' resilience. Moreover, cognitive regulation strategies, such as positive reappraisal, predicted perceived resilience among students. Sociability (A factor of HSPQ, sociability) also correlated with resilience levels. Hence, these results are promising, implying that emotion regulation ability may act as a helpful tool preventing adolescents from irrational risky behaviors, commonly assumed at this developmental stage.

Emotion Regulation Ability and Resilience in a Sample of Adolescents from a Suburban Area

PubMed Central

Mestre, José M.; Núñez-Lozano, Juan M.; Gómez-Molinero, Rocío; Zayas, Antonio; Guil, Rocío

2017-01-01

Earlier research has identified a remarkable number of related factors to resilience during adolescence. Historically, theoretical treatments of resilience have been focused almost exclusively on psychosocial levels of analysis to derive explanatory models. However, there is insufficient understanding of the role of emotion regulation explaining competent functioning despite the experience of adversity (resilience), especially during adolescence. This study explores the relationship between both, emotional regulation abilities and strategies, and resilience in a sample of adolescents from suburbs high-schools (Jerez de la Frontera, Spain). The study also examines how using different emotional regulation strategies may help the development of resilience levels at this stage. Participants of the study were 164 adolescents ranging from 13 to 16 years old (M = 13.98; SD = 0.66). Emotion regulation was measured using the Cognitive Emotional Regulation Questionnaire (CERQ, Garnefski et al., 2001), and sections D and H of Mayer-Salovey-Caruso Emotional Intelligence Test, a performance test (Emotion Regulation Ability sections, MSCEIT, Spanish version, Mayer et al., 2003). Resilience was evaluated with ERE (Educative Resilience Scale for children and adolescents, Saavedra and Castro, 2009). Verbal Intelligence (Yuste, 1997) and personality traits (Cattell and Cattell, 1986) were assessed as two independent variables. Results supported the idea that emotion regulation ability (MSCEIT, D and H sections, Extremera et al., 2006) is a significant predictor of adolescents' resilience. Moreover, cognitive regulation strategies, such as positive reappraisal, predicted perceived resilience among students. Sociability (A factor of HSPQ, sociability) also correlated with resilience levels. Hence, these results are promising, implying that emotion regulation ability may act as a helpful tool preventing adolescents from irrational risky behaviors, commonly assumed at this developmental stage. PMID:29180978

Perceived emotional intelligence in nursing: psychometric properties of the Trait Meta-Mood Scale.

PubMed

Aradilla-Herrero, Amor; Tomás-Sábado, Joaquín; Gómez-Benito, Juana

2014-04-01

To examine the psychometric properties of the Trait Meta-Mood Scale in the nursing context and to determine the relationships between emotional intelligence, self-esteem, alexithymia and death anxiety. The Trait Meta-Mood Scale is one of the most widely used self-report measures for assessing perceived emotional intelligence. However, in the nursing context, no extensive analysis has been conducted to examine its psychometric properties. Cross-sectional and observational study. A total of 1417 subjects participated in the study (1208 nursing students and 209 hospital nurses). The Trait Meta-Mood Scale, the Toronto Alexithymia Scale, the Rosenberg Self-Esteem Scale and the Death Anxiety Inventory were all applied to half of the sample (n = 707). A confirmatory factor analysis was carried out, and statistical analyses examined the internal consistency and test-retest reliability of the Trait Meta-Mood Scale, as well as its relationship with relevant variables. Confirmatory factor analysis confirmed the three dimensions of the original scale (Attention, Clarity and Repair). The instrument showed adequate internal consistency and temporal stability. Correlational results indicated that nurses with high scores on emotional Attention experience more death anxiety, report greater difficulties identifying feelings and have less self-esteem. By contrast, nurses with high levels of emotional Clarity and Repair showed less death anxiety and higher levels of self-esteem. The Trait Meta-Mood Scale is an effective, valid and reliable tool for measuring perceived emotional intelligence in the nursing context. Training programmes should seek to promote emotional abilities among nurses. Use of the Trait Meta-Mood Scale in the nursing context would provide information about nurses' perceived abilities to interpret and manage emotions when interacting with patients. © 2013 John Wiley & Sons Ltd.

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.

Measuring emotional intelligence of medical school applicants.

PubMed

Carrothers, R M; Gregory, S W; Gallagher, T J

2000-05-01

To discuss the development, pilot testing, and analysis of a 34-item semantic differential instrument for measuring medical school applicants' emotional intelligence (the EI instrument). The authors analyzed data from the admission interviews of 147 1997 applicants to a six-year BS/MD program that is composed of three consortium universities. They compared the applicants' scores on traditional admission criteria (e.g., GPA and traditional interview assessments) with their scores on the EI instrument (which comprised five dimensions of emotional intelligence), breaking the data out by consortium university (each of which has its own educational ethos) and gender. They assessed the EI instrument's reliability and validity for assessing noncognitive personal and interpersonal qualities of medical school applicants. The five dimensions of emotional intelligence (maturity, compassion, morality, sociability, and calm disposition) indicated fair to excellent internal consistency: reliability coefficients were .66 to .95. Emotional intelligence as measured by the instrument was related to both being female and matriculating at the consortium university that has an educational ethos that values the social sciences and humanities. Based on this pilot study, the 34-item EI instrument demonstrates the ability to measure attributes that indicate desirable personal and interpersonal skills in medical school applicants.

Do Narcissism and Emotional Intelligence Win Us Friends? Modeling Dynamics of Peer Popularity Using Inferential Network Analysis.

PubMed

Czarna, Anna Z; Leifeld, Philip; Śmieja, Magdalena; Dufner, Michael; Salovey, Peter

2016-09-27

This research investigated effects of narcissism and emotional intelligence (EI) on popularity in social networks. In a longitudinal field study, we examined the dynamics of popularity in 15 peer groups in two waves (N = 273). We measured narcissism, ability EI, and explicit and implicit self-esteem. In addition, we measured popularity at zero acquaintance and 3 months later. We analyzed the data using inferential network analysis (temporal exponential random graph modeling, TERGM) accounting for self-organizing network forces. People high in narcissism were popular, but increased less in popularity over time than people lower in narcissism. In contrast, emotionally intelligent people increased more in popularity over time than less emotionally intelligent people. The effects held when we controlled for explicit and implicit self-esteem. These results suggest that narcissism is rather disadvantageous and that EI is rather advantageous for long-term popularity. © 2016 by the Society for Personality and Social Psychology, Inc.

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's technical ability to heal, there also exists his capacity to create within the patient the desire to heal.

Relationship between children's intelligence and their emotional/behavioral problems and social competence: gender differences in first graders.

PubMed

Tong, Lian; Shinohara, Ryoji; Sugisawa, Yuka; Tanaka, Emiko; Watanabe, Taeko; Onda, Yoko; Kawashima, Yuri; Yato, Yuko; Yamakawa, Noriko; Koeda, Tatsuya; Ishida, Hiraku; Terakawa, Shinako; Seki, Ayumi; Anme, Tokie

2010-01-01

The present study examines gender differences in the correlations between intelligence and developmental problems as well as social competence in first graders. Ninety parent-child dyads participated in this study. The children comprised 7-year-olds recruited from the first grade of an elementary school. All the children were administered the Wechsler Intelligence Scale for Children-Third Edition (WISC-III), Parent-child Interaction Rating Scale (IRS), and the parent report version of Strength and Difficulties Questionnaire (SDQ). The findings clarified that the processing speed of boys significantly correlated with their peer relationship. On the other hand, the emotional symptoms exhibited by girls had a more common association with their intellectual abilities. The correlations between parenting and intellectual abilities differed in boys and girls. Children's gender should be taken into account when assessing the diversity in their intellectual abilities and developmental problems. Moreover, parenting also influences the development of children in various ways.

Relationship between Children’s Intelligence and Their Emotional/Behavioral Problems and Social Competence: Gender Differences in First Graders

PubMed Central

Tong, Lian; Shinohara, Ryoji; Sugisawa, Yuka; Tanaka, Emiko; Watanabe, Taeko; Onda, Yoko; Kawashima, Yuri; Yato, Yuko; Yamakawa, Noriko; Koeda, Tatsuya; Ishida, Hiraku; Terakawa, Shinako; Seki, Ayumi; Anme, Tokie

2010-01-01

Background The present study examines gender differences in the correlations between intelligence and developmental problems as well as social competence in first graders. Methods Ninety parent-child dyads participated in this study. The children comprised 7-year-olds recruited from the first grade of an elementary school. All the children were administered the Wechsler Intelligence Scale for Children–Third Edition (WISC-III), Parent-child Interaction Rating Scale (IRS), and the parent report version of Strength and Difficulties Questionnaire (SDQ). Results The findings clarified that the processing speed of boys significantly correlated with their peer relationship. On the other hand, the emotional symptoms exhibited by girls had a more common association with their intellectual abilities. The correlations between parenting and intellectual abilities differed in boys and girls. Conclusions Children’s gender should be taken into account when assessing the diversity in their intellectual abilities and developmental problems. Moreover, parenting also influences the development of children in various ways. PMID:20179377

The Mediating Role of Principals' Transformational Leadership Behaviors in Promoting Teachers' Emotional Wellness at Work: A Study in Israeli Primary Schools

ERIC Educational Resources Information Center

Berkovich, Izhak; Eyal, Ori

2017-01-01

The present study aims to examine whether principals' emotional intelligence (specifically, their ability to recognize emotions in others) makes them more effective transformational leaders, measured by the reframing of teachers' emotions. The study uses multisource data from principals and their teachers in 69 randomly sampled primary schools.…

Spatial Rotation and Recognizing Emotions: Gender Related Differences in Brain Activity

ERIC Educational Resources Information Center

Jausovec, Norbert; Jausovec, Ksenija

2008-01-01

In three experiments, gender and ability (performance and emotional intelligence) related differences in brain activity--assessed with EEG methodology--while respondents were solving a spatial rotation tasks and identifying emotions in faces were investigated. The most robust gender related difference in brain activity was observed in the lower-2…

Using King's interacting systems theory to link emotional intelligence and nursing practice.

PubMed

Shanta, Linda L; Connolly, Maria

2013-01-01

King's theory is a broad theory designed to provide a framework for nursing (I.M. King, 1981), whereas emotional intelligence (EI; J.D. Mayer & P. Salovey, 2004) is a theory that is specific for addressing potential competency in dealing with emotions and emotional information. J.D. Mayer, P. Salovey, D.R. Caruso, and G. Sitarenios (2001) defined EI as the "ability to recognize the meaning of emotions and their relationships and to use them as a basis for reasoning and problem solving" (p. 234). These researchers believed that EI is related to cognitive intellect through the ability to use reasoning by way of information to find meaning. J.D. Mayer and P. Salovey (2004) argued that the skills that comprise EI were likely enhanced through obtaining a liberal education infused with values exploration. J.D. Mayer, P. Salovey, D.R. Caruso, and G. Sitarenios (2001) contended that there are 4 branches of abilities that create EI: (a) the skill of perceiving emotion within oneself and others, (b) assimilation of an emotion to facilitate thinking, (c) understanding and knowledge of emotion, and (d) conscious regulation of emotion. Each level or branch builds upon the previous one, and awareness of what each branch offers the individual in enhancing relationships with others is a key component of healthy emotional interactions. This article will provide a theoretic foundation based upon King's interacting systems theory (IST; 1981) that embraces EI as a crucial component in the nurse's ability to provide holistic care for patients, peers, and themselves. King's IST underscores the necessity of nurses possessing abilities of EI as they care for others but does not fully describe a mechanism to understand and incorporate emotions within the complex nurse-patient interactions and communications that are part of the nursing process. Copyright © 2013 Elsevier Inc. All rights reserved.

A validation of the construct and reliability of an emotional intelligence scale applied to nursing students1

PubMed Central

Espinoza-Venegas, Maritza; Sanhueza-Alvarado, Olivia; Ramírez-Elizondo, Noé; Sáez-Carrillo, Katia

2015-01-01

OBJECTIVE: The current study aimed to validate the construct and reliability of an emotional intelligence scale. METHOD: The Trait Meta-Mood Scale-24 was applied to 349 nursing students. The process included content validation, which involved expert reviews, pilot testing, measurements of reliability using Cronbach's alpha, and factor analysis to corroborate the validity of the theoretical model's construct. RESULTS: Adequate Cronbach coefficients were obtained for all three dimensions, and factor analysis confirmed the scale's dimensions (perception, comprehension, and regulation). CONCLUSION: The Trait Meta-Mood Scale is a reliable and valid tool to measure the emotional intelligence of nursing students. Its use allows for accurate determinations of individuals' abilities to interpret and manage emotions. At the same time, this new construct is of potential importance for measurements in nursing leadership; educational, organizational, and personal improvements; and the establishment of effective relationships with patients. PMID:25806642

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. (c) 2016 APA, all rights reserved).

Emotional competence as antecedent to performance: a contingency framework.

PubMed

Abraham, Rebecca

2004-05-01

Emotional intelligence is the ability to monitor one's own and others' thinking and actions. In this integrative review, the author seeks to determine the causes of the weak relationship between emotional intelligence and performance by positing that certain emotional competencies, rather than emotional intelligence, are the true predictors of performance. The author theorizes that emotional competencies (including self-control, resilience, social skills, conscientiousness, reliability, integrity, and motivation) interact with organizational climate and job demands or job autonomy to influence performance, as represented in the form of 5 empirically testable propositions. Self-control and emotional resilience are considered to delay the onset of a decline in performance from excessive job demands. Social skills, conscientiousness, reliability, and integrity assist to promote trust, which in turn may build cohesiveness among the members of work groups. Motivation may fuel job involvement in environments that promise psychological safety and psychological meaningfulness. A combination of superior social skills and conscientiousness may enhance the self-sacrifice of benevolent employees to heightened levels of dependability and consideration. Finally, emotional honesty, self-confidence, and emotional resilience can promote superior performance, if positive feedback is delivered in an informative manner, and can mitigate the adverse effects of negative feedback.

Cognitive and emotional outcomes after prolonged education: a quasi-experiment on 320 182 Swedish boys

PubMed Central

Lager, Anton; Seblova, Dominika; Falkstedt, Daniel; Lövdén, Martin

2017-01-01

Abstract Background: Cognitive and socio-emotional abilities are powerful predictors of death and disease as well as of social and economic outcomes. Education is societies’ main way of promoting these abilities, ideally so that inequalities by socioeconomic background are reduced. However, the extent to which education serves these cognitive, social-emotional and equality objectives is relatively unknown and intensively debated. Drawing on a Swedish school reform that was explicitly designed as a massive quasi-experiment, we assessed differential impact of education on intelligence and emotional control across childhood socioeconomic position. We also assessed initial differences in abilities by childhood socioeconomic position and how well childhood socioeconomic position and abilities predict all-cause mortality. Methods: The Swedish comprehensive school reform, rolled out during the 1950s, extended compulsory education from 8 to 9 years in some municipalities whereas others were kept as controls for the sake of evaluation. We followed eight full cohorts of Swedish boys born between 1951 and 1958, who lived in 1017 municipalities with known experimental status (344 336 boys) and whose childhood socioeconomic position was known (320 182 boys). At conscription, intelligence was measured by four subtests and emotional control (calm and efficient responses in various situations) was rated by a military psychologist. Both measures were standardized to have a mean of 100 and standard deviation of 15. All-cause mortality was recorded until 49–56 years of age. Results: The reform had an average positive impact on intelligence of 0.75 IQ units (95% confidence interval (CI): 0.54, 0.97; P < 0.0005). The impact on emotional control was negative; −0.50 units (95% CI: −0.72, −0.28; P < 0.0005). Both effects differed by socioeconomic background so that the average IQ difference between sons of high non-manual and unqualified manual workers was reduced from 16.32 to 15.57 units and the difference in emotional control was reduced from 6.50 to 5.63 units. All-cause mortality was predicted by low childhood socioeconomic position [hazard ratio (HR) = 1.15 [95% CI: 1.11, 1.20], P < 0.0005], low intelligence [HR = 1.39 (95% CI: 1.34, 1.44), P < 0.0005] as well as low emotional control [HR = 1.61 (95% CI: 1.55, 1.67), P < 0.0005] in mutually adjusted models. Conclusions: Extending compulsory education promoted intelligence but lowered emotional control, and reduced disparities over social background in both. Emotional control was the strongest predictor of all-cause mortality. Our results are in line with the idea that education is important in our efforts to achieve healthy, competent and fair societies, but much more work is needed to understand the links between education and non-cognitive skills. PMID:27255438

Cognitive and emotional outcomes after prolonged education: a quasi-experiment on 320 182 Swedish boys.

PubMed

Lager, Anton; Seblova, Dominika; Falkstedt, Daniel; Lövdén, Martin

2017-02-01

Cognitive and socio-emotional abilities are powerful predictors of death and disease as well as of social and economic outcomes. Education is societies' main way of promoting these abilities, ideally so that inequalities by socioeconomic background are reduced. However, the extent to which education serves these cognitive, social-emotional and equality objectives is relatively unknown and intensively debated. Drawing on a Swedish school reform that was explicitly designed as a massive quasi-experiment, we assessed differential impact of education on intelligence and emotional control across childhood socioeconomic position. We also assessed initial differences in abilities by childhood socioeconomic position and how well childhood socioeconomic position and abilities predict all-cause mortality. The Swedish comprehensive school reform, rolled out during the 1950s, extended compulsory education from 8 to 9 years in some municipalities whereas others were kept as controls for the sake of evaluation. We followed eight full cohorts of Swedish boys born between 1951 and 1958, who lived in 1017 municipalities with known experimental status (344 336 boys) and whose childhood socioeconomic position was known (320 182 boys). At conscription, intelligence was measured by four subtests and emotional control (calm and efficient responses in various situations) was rated by a military psychologist. Both measures were standardized to have a mean of 100 and standard deviation of 15. All-cause mortality was recorded until 49-56 years of age. The reform had an average positive impact on intelligence of 0.75 IQ units (95% confidence interval (CI): 0.54, 0.97; P < 0.0005). The impact on emotional control was negative; -0.50 units (95% CI: -0.72, -0.28; P < 0.0005). Both effects differed by socioeconomic background so that the average IQ difference between sons of high non-manual and unqualified manual workers was reduced from 16.32 to 15.57 units and the difference in emotional control was reduced from 6.50 to 5.63 units. All-cause mortality was predicted by low childhood socioeconomic position [hazard ratio (HR) = 1.15 [95% CI: 1.11, 1.20], P < 0.0005], low intelligence [HR = 1.39 (95% CI: 1.34, 1.44), P < 0.0005] as well as low emotional control [HR = 1.61 (95% CI: 1.55, 1.67), P < 0.0005] in mutually adjusted models. Extending compulsory education promoted intelligence but lowered emotional control, and reduced disparities over social background in both. Emotional control was the strongest predictor of all-cause mortality. Our results are in line with the idea that education is important in our efforts to achieve healthy, competent and fair societies, but much more work is needed to understand the links between education and non-cognitive skills. © The Author 2016. Published by Oxford University Press on behalf of the International Epidemiological Association.

Young Humeans: The Role of Emotions in Children's Evaluation of Moral Reasoning Abilities

ERIC Educational Resources Information Center

Danovitch, Judith H.; Keil, Frank C.

2008-01-01

Three experiments investigated whether children in grades K, 2, and 4 (n = 144) view emotional comprehension as important in solving moral dilemmas. The experiments asked whether a human or an artificially intelligent machine would be best at solving different types of problems, ranging from moral and emotional to nonmoral and pragmatic. In…

Ability emotional intelligence and its relation to aggression across time and age groups.

PubMed

García-Sancho, Esperanza; Salguero, José M; Fernández-Berrocal, Pablo

2017-02-01

Emotional Intelligence (EI) has been associated with several indicators of psychosocial adjustment, including aggressive behavior, but the relevant research has been mostly cross-sectional, focused on adults, and limited to trait EI measures (García-Sancho, Salguero & Fernández-Berrocal, 2014; Mayer, Roberts & Barsade, ). The present work explored the relationship between Ability Emotional Intelligence (AEI) and aggression in both adults and adolescents using cross-sectional and longitudinal designs. We conducted two studies. Study 1 aimed to provide preliminary evidence about the relationship between AEI and aggression in adults. As literature has shown personality traits act as a strong predictor of aggression, study 1 also examined the potential incremental validity of AEI beyond personality traits in 474 undergraduate students (M = 22.76, SD = 5.13). The results indicated AEI explains a significant amount of unique variance for physical aggression, but not for verbal aggression after controlling personality traits. Study 2 aimed a longitudinal analysis of the relationship between EI and aggression in 151 adolescents (M = 14.74, SD = 0.84). AEI predicted physical aggression over time, but it did not predict verbal aggression. Results from both studies suggest a negative and significant relationship between AEI and physical aggression, however contrary our expectations, it did not for verbal aggression. These results highlight the important explanatory role of emotional abilities in physical aggressive conducts and the implications of these findings are discussed. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

The relationship between critical thinking and emotional intelligence in nursing students: A longitudinal study.

PubMed

Kaya, Hülya; Şenyuva, Emine; Bodur, Gönül

2018-06-01

Emotional Intelligence and critical thinking are regarded as important traits that nurses have which may influence the quality of their work including clinical decision-making and reasoning ability and adoption of evidence-based practice and practice-based knowledge. The aim of this study is to investigate nursing students' critical thinking dispositions and emotional intelligence as an essential skill, over the course of the undergraduate nursing program. A longitudinal design. The research study was conducted as a longitudinal design. The target group of this study consists of 182 students studying at the faculty of nursing. Asymmetrical cluster sampling method has been applied to select the sample group and all students in their first academic year were included in the study. Information Form, California Critical Thinking Disposition Scale and Emotional Intelligence Assessment Scale were used in order to collect data. The data was analyzed by using frequency, standard deviation, Kruskal Wallis and Bonferroni test. There was no relationship between sub-dimensions of emotional intelligence respectively; awareness of emotions, empathy, social skills in the first academic year and critical thinking disposition and the end of academic year. A moderate correlation was found in the positive direction between the self-motivation at the beginning of the academic year and critical thinking disposition at the end of the final academic year. It is recommended that the nursing scholarship investigates the current issues on the subjects of emotional intelligence and critical thinking in detail, discuss different aspects of the subjects and debate over the criticisms. Briefly, the discussion should go beyond the scope of nursing and include different aspects. Copyright © 2018. Published by Elsevier Ltd.

Interpersonal Skills and Education in the Traditional and Online Classroom Environments

ERIC Educational Resources Information Center

Lindsey, Natasha S.; Rice, Margaret L.

2015-01-01

The purpose of this descriptive, cross-sectional, quantitative study was to compare the interpersonal abilities of online students to traditional students by evaluating their Emotional Intelligence (EI) through the Situational Test of Emotional Management (STEM). The study sought to determine whether a relationship exists between the number of…

A Case Study of Air Cleaner by the Intelligent Interaction and Emotion

NASA Astrophysics Data System (ADS)

Cao, Huai; Sun, Yuwen

2018-02-01

The pure and fresh air can not only contribute to our physical and mental health, but also can be beneficial to ease the pressure and relax the mood. The vertical intelligent air cleaner can remove the harmful gases from the air and absorb the suspended particles in the air, especially all kinds of the bacteria and viruses. The air cleaner is good for improving the air quality of the indoor and maintaining the health of the people. The designing of the vertical air cleaner is as follows: The designing of the vertical intelligent make full use of the developed air purification technology. The smart home is inserted into the work. Simultaneously, in the aspect of the design of intelligent products, the intelligent interactive processes are scientifically planned. Moreover, the emotional design and the user experience are fully considered, which can enhance the comprehensive design ability.

Emotional Intelligence Relates to Well-Being: Evidence from the Situational Judgment Test of Emotional Management.

PubMed

Burrus, Jeremy; Betancourt, Anthony; Holtzman, Steven; Minsky, Jennifer; MacCann, Carolyn; Roberts, Richard D

2012-07-01

This research was conducted to examine whether people high in emotional intelligence (EI) have greater well-being than people low in EI. The Situational Test of Emotion Management, Scales of Psychological Well-being, and Day Reconstruction Method were completed by 131 college students. Responses to the Situational Test of Emotion Management were strongly related to eudaimonic well-being as measured by responses on the Scales of Psychological Well-being (r=.54). Furthermore, the ability to manage emotions was related to hedonic well-being, correlating with both the frequency of experienced positive affect and the frequency of experienced negative affect, as measured by the Day Reconstruction Method. Two aspects of these results suggest a relationship between EI and well-being. First, the observed relationship between ability EI and psychological well-being is the largest reported in the literature to date. Second, this study is the first use of the Day Reconstruction Method to examine the relationship between well-being and EI. Results are discussed in terms of the potential for training emotion management to enhance well-being. Methodological advances for future research are also suggested. © 2012 The Authors. Applied Psychology: Health and Well-Being © 2012 The International Association of Applied Psychology.

Non-verbal reasoning ability and academic achievement as moderators of the relation between adverse life events and emotional and behavioural problems in early adolescence: the importance of moderator and outcome specificity.

PubMed

Flouri, Eirini; Tzavidis, Nikos

2011-02-01

This study was carried out to model the functional form of the effect of contextual risk (number of adverse life events) on emotional and behavioural problems in early adolescence, and to test how intelligence and academic achievement compare as moderators of this effect. The effect of number of adverse life events on emotional and behavioural problems was non-quadratic. Intelligence rather than academic achievement moderated the association between contextual risk and children's emotional and behavioural problems. However, the interaction effect was significant only on peer problems. These findings suggest that both moderator and outcome specificity should be considered when evaluating the role of intellectual competence in the association between contextual risk and children's emotional and behavioural problems.

Emotional intelligence in anorexia nervosa: is anxiety a missing piece of the puzzle?

PubMed

Hambrook, David; Brown, Gary; Tchanturia, Kate

2012-11-30

Problematic emotional processing has been implicated in the genesis and maintenance of anorexia nervosa (AN). This study built on existing research and explored performance-based emotional intelligence (EI) in people with AN. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) was administered to 32 women diagnosed with AN and 32 female healthy controls (HC). Compared to HC women, the AN group demonstrated significantly lower total EI scores and poorer ability to understand how emotions can progress and change over time. Despite scores within the broadly average range compared to published EI norms, there was a general pattern of poorer performance in the AN sample. Self-reported anxiety symptoms were the strongest predictor of EI, over and above a diagnosis of AN. This study adds to the literature documenting the socioemotional phenotype of AN, suggesting this group of individuals may find it relatively difficult to carry out accurate reasoning about emotions, and to use emotions and emotional knowledge to enhance thought. Anxiety was highlighted as a putative variable partially explaining why people with AN demonstrated lower EI compared to controls. Implications for further research are discussed, including the need to explore the specificity of EI difficulties in AN using larger samples and additional control groups. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Predicting stress from the ability to eavesdrop on feelings: Emotional intelligence and testosterone jointly predict cortisol reactivity.

PubMed

Bechtoldt, Myriam N; Schneider, Vanessa K

2016-09-01

While emotional intelligence (EI) is recognized as a resource in social interactions, we hypothesized a positive association with stress in socially evaluative contexts. In particular, we expected emotion recognition, the core component of EI, to inflict stress on individuals in negatively valenced interactions. We expected this association to be stronger for status-driven individuals, that is, for individuals scoring high on basal testosterone. In a laboratory experiment, N = 166 male participants underwent the Trier Social Stress Test (Kirschbaum, Pirke, & Hellhammer, 1993). As expected, EI measured by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT V2.0; Mayer et al., 2003) predicted higher cortisol reactivity, including slower recovery from stress. The effect was moderated by basal testosterone, such that the association was positive when basal testosterone was high but not when it was low. On the component level of EI, the interaction was replicated for negative emotion recognition. These findings lend support to the hypothesis that EI is associated with higher activity of the hypothalamic-pituitary-adrenal axis in contexts where social status is at stake, particularly for those individuals who are more status-driven. Thus, the effects of EI are not unequivocally positive: While EI may positively affect the course of social interactions, it also inflicts stress on the emotionally intelligent individuals themselves. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The Relationship between Social-Emotional Difficulties and Underachievement of Gifted Students

ERIC Educational Resources Information Center

Blaas, Sabrina

2014-01-01

Gifted students are a diverse minority group with high intelligence and talent whose needs are often unrecognised and unmet. It is believed that this group of students, from a range of backgrounds, socio-economic statuses and abilities, may experience a range of social-emotional difficulties, including peer exclusion, isolation, stress, anxiety,…

Burnout, Self-Efficacy, and Successful Intelligence among Chinese Prospective and In-Service School Teachers in Hong Kong

ERIC Educational Resources Information Center

Chan, David W.

2007-01-01

This study assessed the three components of burnout (emotional exhaustion, depersonalisation, and reduced personal accomplishment), perceived self-efficacy, and the three triarchic abilities (analytical, synthetic, and practical) of successful intelligence in a sample of 267 Chinese prospective and in-service teachers in Hong Kong. The aim was to…

Cyberbullying Victimization, Self-Esteem and Suicidal Ideation in Adolescence: Does Emotional Intelligence Play a Buffering Role?

PubMed

Extremera, Natalio; Quintana-Orts, Cirenia; Mérida-López, Sergio; Rey, Lourdes

2018-01-01

Cyberbullying has been linked to social, physical and psychological problems for adolescent victims but there has been no analysis of the specific role of emotional intelligence in protecting against the negative symptoms associated with cyberbullying victimization. This study examined the interaction between cyberbullying victimization and emotional intelligence (EI) as predictors of psychological maladjustment (operationalized as high suicidal ideation and low self-esteem) in 1,660 Spanish adolescents. We also investigated whether levels of EI moderated the relationship between cyberbullying victimization and mental health problems. The cyberbullying victimization x EI interaction contributed to variance in suicidal ideation and self-esteem in our sample of adolescent victims. Adolescent victims of cyberbullying with high EI scores reported lower suicidal ideation and higher self-esteem than their less emotionally intelligent counterparts. Thus, our data provide empirical support for theoretical and conceptual work connecting victimization, EI abilities and mental health associated with cyberbullying. This suggests that alone, but also in combination, EI may be particularly relevant in leading to increased levels of mental health issues in cyberbullying victims. Finally, the theoretical implications of our findings on the relationship between these variables and the mental health issues of adolescent victims of cyberbullying are discussed.

Emotional intelligence is a protective factor for suicidal behavior.

PubMed

Cha, Christine; Nock, Matthew

2009-04-01

Little is known about what factors protect against the occurrence of suicidal ideation and attempts. We tested whether emotional intelligence (EI)-the ability to perceive, integrate into thoughts, understand, and manage one's emotions-decreases the likelihood of suicidal ideation and attempts among those at risk. Adolescents (N = 54) aged 12 to 19 years were recruited from local psychiatric clinics and the community to participate in this cross-sectional laboratory-based study. Analyses examined whether the relations between childhood sexual abuse and suicidal ideation and attempts were moderated by adolescents' EI. These constructs were assessed using self-report, structured interviews, and performance-based tests, respectively. Analyses revealed that EI is a protective factor for both suicidal ideation and attempts. Specifically, childhood sexual abuse was strongly predictive of these outcomes among those with low EI, weakly predictive among those with medium EI, and completely unrelated among those with high EI. Follow-up analyses revealed that the protective effect of EI was driven primarily by differences in strategic EI (i.e., ability to understand and manage emotions) but not experiential EI (i.e., ability to perceive emotions and integrate emotions into thoughts). This study provides preliminary evidence that EI is a protective factor for suicidal ideation and attempts. Important next steps include testing the moderating influence of EI on a wider range of stressful life events and self-injurious behaviors, as well as conducting experimental studies to determine whether enhancing EI decreases the subsequent occurrence of these behavior problems.

Emotional intelligence assessment in a graduate entry medical school curriculum.

PubMed

Doherty, Eva M; Cronin, Patricia A; Offiah, Gozie

2013-03-07

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. 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. 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. 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.

The Effect of Emotional Intelligence on Program Completion among Adult Basic Education Students

ERIC Educational Resources Information Center

Batiste, Mildred M.

2014-01-01

Program completion among adult learners attending adult basic education programs has been found to be an area of struggle. Cognitive ability has always been the primary factor for determining an individual's ability. However, non-cognitive ability has been proposed as a significant factor in academic success. Many attrition models have been…

Effects of endogenous and exogenous progesterone on emotional intelligence in cocaine dependent men and women who also abuse alcohol

PubMed Central

Milivojevic, V; Sinha, R; Morgan, PT; Sofuoglu, M; Fox, HC

2015-01-01

Objective As sex differences in substance dependence may impinge upon the perception and regulation of emotion, we assess Emotional Intelligence (EI) as a function of gender, menstrual cycle (MC) phase and hormonal changes in early abstinent cocaine dependent individuals who abuse alcohol (CDA). Methods Study 1: The Mayer, Salovey, and Caruso Emotional Intelligence Test (MSCEIT) was administered to 98 CDA (55M/43F) and 56 healthy (28M/28F) individuals. Performance in women was also assessed by MC phase. Study 2: The MSCEIT was administered to 18 CDA (19M/9F) who received exogenous progesterone (400mg/day) versus placebo for 7 days. (Study 2). Results Study 1: Healthy females were better than healthy males at facilitating thought and managing emotions. This gender discrepancy was not observed in the CDA group. Additionally, all women in the high compared with the low progesterone phase of their MC were better at managing their emotions. Study 2: Exogenous progesterone improved ability to facilitate thought in both males and females. Conclusions CDA women may be vulnerable to difficulties managing and regulating emotions. Gonadal hormones may contribute to this gender effect, as increases in both endogenous and exogenous progesterone improved selective aspects of EI. PMID:25363303

Effects of endogenous and exogenous progesterone on emotional intelligence in cocaine-dependent men and women who also abuse alcohol.

PubMed

Milivojevic, Verica; Sinha, Rajita; Morgan, Peter T; Sofuoglu, Mehmet; Fox, Helen C

2014-11-01

As sex differences in substance dependence may impinge upon the perception and regulation of emotion, we assess emotional intelligence (EI) as a function of gender, menstrual cycle (MC) phase and hormonal changes in early abstinent cocaine-dependent individuals who abuse alcohol (CDA). Study 1: The Mayer, Salovey, and Caruso Emotional Intelligence Test (MSCEIT) was administered to 98 CDA (55 M/43 F) and 56 healthy (28 M/28 F) individuals. Performance in women was also assessed by MC phase. Study 2: The MSCEIT was administered to 28 CDA (19 M/9 F) who received exogenous progesterone (400 mg/day) versus placebo for 7 days (study 2). Study 1: Healthy females were better than healthy males at facilitating thought and managing emotions. This gender discrepancy was not observed in the CDA group. Additionally, all women in the high compared with the low progesterone phase of their MC were better at managing their emotions. Study 2: Exogenous progesterone improved ability to facilitate thought in both males and females. CDA women may be vulnerable to difficulties managing and regulating emotions. Gonadal hormones may contribute to this gender effect, as increases in both endogenous and exogenous progesterone improved selective aspects of EI. Copyright © 2014 John Wiley & Sons, Ltd.

[Social intelligence deficits in autistic children and adolescents--subjective theories of psychosocial health care professionals].

PubMed

Krech, M; Probst, P

1998-10-01

The paper is concerned with personal theories of health care professionals about deficiencies in social intelligence of autistic persons. In the component-model of social intelligence means the ability of individuals or groups, to interact with each other in social situations. This contains social perception, social behavior as well as social conceptions and refers to emotional, cognitive and normative aspects. 33 interviewees, working as psychologists or teachers in kindergartens, schools or therapy institutions, are questioned by a half-standardized single interview concerning their beliefs about nonverbal social abilities, social perspective taking, and construction of a theory of mind in autistic persons. The major finding is: The impairments can be found in all aspects of social intelligence. Especially emotional handicaps, which are quoted by more than 80% of the interviewees, and low cognitive preconditions of mastering social stimuli, which are quoted by nearly all interviewees, are relevant. The subjective theories of the interviewees are in accordance to the models of parents as well as the models of the leading experts. The professional relationship to autistic persons and the practical experiences of the health care professionals lead to their specific personal theories of deficiencies in social intelligence of autistic people with wide consequences in respect to the professional contact with the autistic children and young adults.

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

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.

Differences between multimedia and text-based assessments of emotion management: An exploration with the multimedia emotion management assessment (MEMA).

PubMed

MacCann, Carolyn; Lievens, Filip; Libbrecht, Nele; Roberts, Richard D

2016-11-01

People process emotional information using visual, vocal, and verbal cues. However, emotion management is typically assessed with text based rather than multimedia stimuli. This study (N = 427) presents the new multimedia emotion management assessment (MEMA) and compares it to the text-based assessment of emotion management used in the MSCEIT. The text-based and multimedia assessment showed similar levels of cognitive saturation and similar prediction of relevant criteria. Results demonstrate that the MEMA scores have equivalent evidence of validity to the text-based MSCEIT test scores, demonstrating that multimedia assessment of emotion management is viable. Furthermore, our results inform the debate as to whether cognitive saturation in emotional intelligence (EI) measures represents "noise" or "substance". We find that cognitive ability associations with EI represent substantive variance rather than construct-irrelevant shared variance due to reading comprehension ability required for text-based items.

Differences between the Personal, Social and Emotional Profiles of Teaching and Computer Engineering Professionals and Students

ERIC Educational Resources Information Center

Pertegal-Felices, María L.; Castejón-Costa, Juan L.; Jimeno-Morenilla, Antonio

2014-01-01

The evidence suggests that emotional intelligence and personality traits are important qualities that workers need in order to successfully exercise a profession. This article assumes that the main purpose of universities is to promote employment by providing an education that facilitates the acquisition of abilities, skills, competencies and…

Time course of processing emotional stimuli as a function of perceived emotional intelligence, anxiety, and depression

PubMed Central

Fisher, Joscelyn E.; Sass, Sarah M.; Heller, Wendy; Silton, Rebecca Levin; Edgar, J. Christopher; Stewart, Jennifer L.; Miller, Gregory A.

2014-01-01

An individual’s self-reported abilities to attend to, understand, and reinterpret emotional situations or events have been associated with anxiety and depression, but it is unclear how these abilities affect the processing of emotional stimuli, especially in individuals with these symptoms. The present study recorded event-related brain potentials while individuals reporting features of anxiety and depression completed an emotion-word Stroop task. Results indicated that anxious apprehension, anxious arousal, and depression were associated with self-reported emotion abilities, consistent with prior literature. Additionally, lower anxious apprehension and greater reported emotional clarity were related to slower processing of negative stimuli indexed by event-related potentials (ERPs). Higher anxious arousal and reported attention to emotion were associated with ERP evidence of early attention to all stimuli regardless of emotional content. Reduced later engagement with stimuli was also associated with anxious arousal and with clarity of emotions. Depression was not differentially associated with any emotion processing stage indexed by ERPs. Research in this area may lead to the development of therapies that focus on minimization of anxiety in order to foster successful emotion regulation. PMID:20677866

Self- and other-estimates of multiple abilities in Britain and Turkey: a cross-cultural comparison of subjective ratings of intelligence.

PubMed

Furnham, Adrian; Arteche, Adriane; Chamorro-Premuzic, Tomas; Keser, Askin; Swami, Viren

2009-12-01

This study is part of a programmatic research effort into the determinants of self-assessed abilities. It examined cross-cultural differences in beliefs about intelligence and self- and other-estimated intelligence in two countries at extreme ends of the European continent. In all, 172 British and 272 Turkish students completed a three-part questionnaire where they estimated their parents', partners' and own multiple intelligences (Gardner (10) and Sternberg (3)). They also completed a measure of the 'big five' personality scales and rated six questions about intelligence. The British sample had more experience with IQ tests than the Turks. The majority of participants in both groups did not believe in sex differences in intelligence but did think there were race differences. They also believed that intelligence was primarily inherited. Participants rated their social and emotional intelligence highly (around one standard deviation above the norm). Results suggested that there were more cultural than sex differences in all the ratings, with various interactions mainly due to the British sample differentiating more between the sexes than the Turks. Males rated their overall, verbal, logical, spatial, creative and practical intelligence higher than females. Turks rated their musical, body-kinesthetic, interpersonal and intrapersonal intelligence as well as existential, naturalistic, emotional, creative, and practical intelligence higher than the British. There was evidence of participants rating their fathers' intelligence on most factors higher than their mothers'. Factor analysis of the ten Gardner intelligences yield two clear factors: cognitive and social intelligence. The first factor was impacted by sex but not culture; it was the other way round for the second factor. Regressions showed that five factors predicted overall estimates: sex (male), age (older), test experience (has done tests), extraversion (strong) and openness (strong). Results are discussed in terms of the growing literature in the field.

Cyberbullying Victimization, Self-Esteem and Suicidal Ideation in Adolescence: Does Emotional Intelligence Play a Buffering Role?

PubMed Central

Extremera, Natalio; Quintana-Orts, Cirenia; Mérida-López, Sergio; Rey, Lourdes

2018-01-01

Cyberbullying has been linked to social, physical and psychological problems for adolescent victims but there has been no analysis of the specific role of emotional intelligence in protecting against the negative symptoms associated with cyberbullying victimization. This study examined the interaction between cyberbullying victimization and emotional intelligence (EI) as predictors of psychological maladjustment (operationalized as high suicidal ideation and low self-esteem) in 1,660 Spanish adolescents. We also investigated whether levels of EI moderated the relationship between cyberbullying victimization and mental health problems. The cyberbullying victimization x EI interaction contributed to variance in suicidal ideation and self-esteem in our sample of adolescent victims. Adolescent victims of cyberbullying with high EI scores reported lower suicidal ideation and higher self-esteem than their less emotionally intelligent counterparts. Thus, our data provide empirical support for theoretical and conceptual work connecting victimization, EI abilities and mental health associated with cyberbullying. This suggests that alone, but also in combination, EI may be particularly relevant in leading to increased levels of mental health issues in cyberbullying victims. Finally, the theoretical implications of our findings on the relationship between these variables and the mental health issues of adolescent victims of cyberbullying are discussed. PMID:29623058

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

Validating emotional attention regulation as a component of emotional intelligence: A Stroop approach to individual differences in tuning in to and out of nonverbal cues.

PubMed

Elfenbein, Hillary Anger; Jang, Daisung; Sharma, Sudeep; Sanchez-Burks, Jeffrey

2017-03-01

Emotional intelligence (EI) has captivated researchers and the public alike, but it has been challenging to establish its components as objective abilities. Self-report scales lack divergent validity from personality traits, and few ability tests have objectively correct answers. We adapt the Stroop task to introduce a new facet of EI called emotional attention regulation (EAR), which involves focusing emotion-related attention for the sake of information processing rather than for the sake of regulating one's own internal state. EAR includes 2 distinct components. First, tuning in to nonverbal cues involves identifying nonverbal cues while ignoring alternate content, that is, emotion recognition under conditions of distraction by competing stimuli. Second, tuning out of nonverbal cues involves ignoring nonverbal cues while identifying alternate content, that is, the ability to interrupt emotion recognition when needed to focus attention elsewhere. An auditory test of valence included positive and negative words spoken in positive and negative vocal tones. A visual test of approach-avoidance included green- and red-colored facial expressions depicting happiness and anger. The error rates for incongruent trials met the key criteria for establishing the validity of an EI test, in that the measure demonstrated test-retest reliability, convergent validity with other EI measures, divergent validity from factors such as general processing speed and mostly personality, and predictive validity in this case for well-being. By demonstrating that facets of EI can be validly theorized and empirically assessed, results also speak to the validity of EI more generally. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Coupling between Metacognition and Emotions during STEM Learning with Advanced Learning Technologies: A Critical Analysis, Implications for Future Research, and Design of Learning Systems

ERIC Educational Resources Information Center

Azevedo, Roger; Mudrick, Nicholas; Taub, Michelle; Wortha, Franz

2017-01-01

Metacognition and emotions play a critical role in learners' ability to monitor and regulate their learning about 21st-century skills related to science, technology, engineering, and mathematics (STEM) content while using advanced learning technologies (ALTs; e.g., intelligent tutoring systems, serious games, hypermedia, augmented reality). In…

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

Non-Verbal Reasoning Ability and Academic Achievement as Moderators of the Relation between Adverse Life Events and Emotional and Behavioural Problems in Early Adolescence: The Importance of Moderator and Outcome Specificity

ERIC Educational Resources Information Center

Flouri, Eirini; Tzavidis, Nikos

2011-01-01

This study was carried out to model the functional form of the effect of contextual risk (number of adverse life events) on emotional and behavioural problems in early adolescence, and to test how intelligence and academic achievement compare as moderators of this effect. The effect of number of adverse life events on emotional and behavioural…

The overall impact of emotional intelligence on nursing students and nursing

PubMed Central

Michelangelo, Lori

2015-01-01

Healthcare employers often criticize the lack of emotional competency and critical thinking skills demonstrated by newly licensed nurses. The purpose of this study was to evaluate whether emotional intelligence (EI) training for nurses improves critical thinking and emotional competence enough to justify including EI in nursing curricula. A meta-analysis was conducted inclusive of EI related nursing abilities and traits such as leadership, health, reflection, ethical behavior, nursing student performance, and job retention/satisfaction. Studies of EI constructs, test instruments, and contrary viewpoints were also examined. The analysis included 395 EI studies of approximately 65,300 participants. All the studies reported a positive correlation with EI ranging from weak to strong with a moderate cumulative effect size of r = 0.3022 across all studies. This study may contribute to positive social change by reducing employers time and cost for training newly licensed nurses, thereby decreasing the overall cost of health care to the public. PMID:27981103

The overall impact of emotional intelligence on nursing students and nursing.

PubMed

Michelangelo, Lori

2015-01-01

Healthcare employers often criticize the lack of emotional competency and critical thinking skills demonstrated by newly licensed nurses. The purpose of this study was to evaluate whether emotional intelligence (EI) training for nurses improves critical thinking and emotional competence enough to justify including EI in nursing curricula. A meta-analysis was conducted inclusive of EI related nursing abilities and traits such as leadership, health, reflection, ethical behavior, nursing student performance, and job retention/satisfaction. Studies of EI constructs, test instruments, and contrary viewpoints were also examined. The analysis included 395 EI studies of approximately 65,300 participants. All the studies reported a positive correlation with EI ranging from weak to strong with a moderate cumulative effect size of r = 0.3022 across all studies. This study may contribute to positive social change by reducing employers time and cost for training newly licensed nurses, thereby decreasing the overall cost of health care to the public.

Emotional intelligence of mental health nurses.

PubMed

van Dusseldorp, Loes R L C; van Meijel, Berno K G; Derksen, Jan J L

2011-02-01

The aim of this study is to gain insight into the level of emotional intelligence of mental health nurses in the Netherlands. The focus in research on emotional intelligence to date has been on a variety of professionals. However, little is known about emotional intelligence in mental health nurses. The emotional intelligence of 98 Dutch nurses caring for psychiatric patients is reported. Data were collected with the Bar-On Emotional Quotient Inventory within a cross-sectional research design. The mean level of emotional intelligence of this sample of professionals is statistically significant higher than the emotional intelligence of the general population. Female nurses score significantly higher than men on the subscales Empathy, Social Responsibility, Interpersonal Relationship, Emotional Self-awareness, Self-Actualisation and Assertiveness. No correlations are found between years of experience and age on the one hand and emotional intelligence on the other hand. The results of this study show that nurses in psychiatric care indeed score above average in the emotional intelligence required to cope with the amount of emotional labour involved in daily mental health practice. The ascertained large range in emotional intelligence scores among the mental health nurses challenges us to investigate possible implications which higher or lower emotional intelligence levels may have on the quality of care. For instance, a possible relation between the level of emotional intelligence and the quality of the therapeutic nurse-patient relationship or the relation between the level of emotional intelligence and the manner of coping with situations characterised by a great amount of emotional labour (such as caring for patients who self-harm or are suicidal). © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

Prediction of Marital Satisfaction Based on Emotional Intelligence in Postmenopausal Women.

PubMed

Heidari, Mohammad; Shahbazi, Sara; Ghafourifard, Mansour; Ali Sheikhi, Rahim

2017-12-01

This study was coperinducted with the aim of prediction of marital satisfaction based on emotional intelligence for postmenopausal women. This cross-sectional study was the descriptive-correlation and with a sample size of 134 people to predict marital satisfaction based on emotional intelligence for postmenopausal women was conducted in the Borujen city. The subjects were selected by convenience sampling. Data collection tools included an emotional intelligence questionnaire (Bar-on) and Enrich marital satisfaction questionnaire. The results of this study showed a significant positive relationship between marital satisfaction and emotional intelligence ( P < 0.05, r = 0.25). Also, regression analysis showed that emotional intelligence ( β = 0.31) can predict positively and significantly marital satisfaction. Due to the positive relationship between emotional intelligence and marital satisfaction, adequacy of emotional intelligence is improved as important structural in marital satisfaction. So it seems that can with measuring emotional intelligence in reinforced marital satisfaction during menopause, done appropriate action.

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…

Emotional rescue: the role of emotional intelligence and emotional labour on well-being and job-stress among community nurses.

PubMed

Karimi, Leila; Leggat, Sandra G; Donohue, Lisa; Farrell, Gerald; Couper, Greta E

2014-01-01

To investigate the extent to which emotional labour and emotional intelligence are associated with well-being and job-stress among a group of Australian community nurses. The moderating role of emotional intelligence was evaluated as a key factor in the rescue of healthcare workers from job-stress, thus increasing job retention. Although emotional labour has been broadly investigated in the literature, the contribution of emotional labour and emotional intelligence to the well-being and experience of job-stress in a community nursing setting requires further exploration. This study used a cross-sectional quantitative research design with data collected from Australian community nurses. Australian community nurses (n = 312) reported on their perceived emotional labour, emotional intelligence and their levels of well-being and job-stress using a paper and pencil survey in 2010. Results from structural equation modelling support the hypothesis that both emotional labour and emotional intelligence have significant effects on nurses' well-being and perceived job-stress. Emotional intelligence plays a moderating role in the experience of job-stress. These findings provide additional evidence for the important effects that emotional labour and emotional intelligence can have on well-being and job-stress among community nurses. The potential benefits of emotional intelligence in the nurses' emotional work have been explored. © 2013 John Wiley & Sons Ltd.

When getting angry is smart: emotional preferences and emotional intelligence.

PubMed

Ford, Brett Q; Tamir, Maya

2012-08-01

People who prefer to feel useful emotions, even when they are unpleasant to experience, must understand emotions and seek to regulate them in strategic ways. Such people, therefore, may be more emotionally intelligent compared with people who prefer to feel emotions that may not be useful for the context at hand, even if those emotions are pleasant to experience. We tested this hypothesis by measuring emotional intelligence and preferences to feel pleasant and unpleasant emotions in contexts in which they are likely to be useful or not. We found significant positive associations between emotional intelligence and preferences for useful emotions, even when controlling for trait emotional experiences and cognitive intelligence. People who prefer to feel anger when confronting others tend to be higher in emotional intelligence, whereas people who prefer to feel happiness in such contexts tend to be lower in emotional intelligence. Such findings are consistent with the idea that wanting to feel bad may be good at times, and vice versa.

Reflective Thinking and Emotional Intelligence as Predictive Performance Factors in Problem-Based Learning Situations

ERIC Educational Resources Information Center

Mitchell-White, Kathleen

2010-01-01

Continued improvement of the training and preparation of Federal Bureau of Investigation (FBI) special agents is critical to the organization's ability to protect the national security of the United States. Too little attention has been paid to the factors that improve new agent trainees' (NATs) ability to learn and succeed in their training…

What is the relationship between emotional intelligence and dental student clinical performance?

PubMed

Victoroff, Kristin Zakariasen; Boyatzis, Richard E

2013-04-01

Emotional intelligence has emerged as a key factor in differentiating average from outstanding performers in managerial and leadership positions across multiple business settings, but relatively few studies have examined the role of emotional intelligence in the health care professions. The purpose of this study was to examine the relationship between emotional intelligence (EI) and dental student clinical performance. All third- and fourth-year students at a single U.S. dental school were invited to participate. Participation rate was 74 percent (100/136). Dental students' EI was assessed using the Emotional Competence Inventory-University version (ECI-U), a seventy-two-item, 360-degree questionnaire completed by both self and other raters. The ECI-U measured twenty-two EI competencies grouped into four clusters (Self-Awareness, Self-Management, Social Awareness, and Relationship Management). Clinical performance was assessed using the mean grade assigned by clinical preceptors. This grade represents an overall assessment of a student's clinical performance including diagnostic and treatment planning skills, time utilization, preparation and organization, fundamental knowledge, technical skills, self-evaluation, professionalism, and patient management. Additional variables were didactic grade point average (GPA) in Years 1 and 2, preclinical GPA in Years 1 and 2, Dental Admission Test academic average and Perceptual Ability Test scores, year of study, age, and gender. Multiple linear regression analyses were conducted. The Self-Management cluster of competencies (b=0.448, p<0.05) and preclinical GPA (b=0.317, p<0.01) were significantly correlated with mean clinical grade. The Self-Management competencies were emotional self-control, achievement orientation, initiative, trustworthiness, conscientiousness, adaptability, and optimism. In this sample, dental students' EI competencies related to Self-Management were significant predictors of mean clinical grade assigned by preceptors. Emotional intelligence may be an important predictor of clinical performance, which has important implications for students' development during dental school.

Emotions and trait emotional intelligence among ultra-endurance runners.

PubMed

Lane, Andrew M; Wilson, Mathew

2011-07-01

The aim of this study was to investigate relationships between trait emotional intelligence and emotional state changes over the course of an ultra-endurance foot race covering a route of approximately 175 miles (282 km) and held in set stages over six days. A repeated measures field design that sought to maintain ecological validity was used. Trait emotional intelligence was defined as a relatively stable concept that should predict adaptive emotional states experienced over the duration of the race and therefore associate with pleasant emotions during a 6-stage endurance event. Thirty-four runners completed a self-report measure of trait emotional intelligence before the event started. Participants reported emotional states before and after each of the six races. Repeated measures ANOVA results showed significant variations in emotions over time and a main effect for trait emotional intelligence. Runners high in self-report trait emotional intelligence also reported higher pleasant and lower unpleasant emotions than runners low in trait emotional intelligence. Findings lend support to the notion that trait emotional intelligence associates with adaptive psychological states, suggesting that it may be a key individual difference that explains why some athletes respond to repeated bouts of hard exercise better than others. Future research should test the effectiveness of interventions designed to enhance trait emotional intelligence and examine the attendant impact on emotional responses to intense exercise during multi-stage events. Copyright © 2011. Published by Elsevier Ltd.

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.

Basal salivary oxytocin level predicts extra- but not intra-personal dimensions of emotional intelligence.

PubMed

Koven, Nancy S; Max, Laura K

2014-06-01

A wealth of literature suggests that oxytocin is an important mediator of social cognition, but much of the research to date has relied on pharmaceutical administration methods that can raise oxytocin to artificially high levels. The present study builds upon previous work by examining whether basal oxytocin level predicts intra- and extra-personal (i.e., self- and other-focused) elements of emotional intelligence (EI), independent of shared variance with current mood. The sample included 71 healthy young adults (46 women). Assessment measures included the Mayer-Salovey-Caruso Emotional Intelligence Test Version 2.0 (MSCEIT), the Trait Meta-Mood Scale, and the Profile of Mood States. Peripheral oxytocin levels were examined with enzyme-linked immunosorbent assay from saliva after solid phase extraction. Oxytocin level was unrelated to TMMS scores but was positively associated with performance in the Experiential EI domain of the MSCEIT. However, total mood disturbance was positively related to MSCEIT scores. Hierarchical regression analysis indicated that oxytocin level added unique variance to the prediction of MSCEIT performance beyond that of current mood. These results confirm an association between endogenous levels of oxytocin in healthy adults and a subset of EI abilities, including extra-personal emotion recognition and the channeling of emotions to enhance social proficiency. Copyright © 2014 Elsevier Ltd. All rights reserved.

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)

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…

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

Emotional intelligence and related factors in medical sciences students of an Iranian university.

PubMed

Lolaty, Hamideh Azimi; Tirgari, Abdolhakim; Fard, Jabbar Heydari

2014-03-01

Emotional intelligence has evolved lot of interest in a variety of fields. The aim of this study was to determine the emotional intelligence and its related factors among junior medical sciences students. The research design was a descriptive - analytic analysis. Based on a census sampling method, the emotional intelligence of 322 junior medical sciences students was evaluated using the Bar-On Emotional Quotient Inventory. This study was done from 2008 to 2009 in the Mazandaran University of Medical Sciences. The findings showed that 48.1% and 22.4% of students had effective functioning and enhanced skills in emotional intelligence, respectively, while 29.5% of them needed some interventions in order to enhance the emotional intelligence. The study revealed that the students required intervention in every composite of emotional intelligence. In addition, emotional intelligence was correlated with gender, psychiatric history of the student and his/her family, experience of stressful life events, interest in the field of study, grade of study, and marital status. The results of the present study have shown that the students need some interventions to improve their emotional intelligence.

Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects.

PubMed

Mérida-López, Sergio; Extremera, Natalio; Rey, Lourdes

2017-09-29

This study examined the additive and interactive effects of role stress and emotional intelligence for predicting engagement among 288 teachers. Emotional intelligence and engagement were positively associated. Role ambiguity and role conflict showed negative associations with vigor and dedication scores. The interaction of role ambiguity and emotional intelligence was significant in explaining engagement dimensions. Similar results were found considering overall teacher engagement. Emotional intelligence boosted engagement when the levels of role ambiguity were higher. Our findings suggest the need for future research examining the impact of job hindrances on the links between emotional intelligence and teachers' occupational well-being indicators. Finally, the implications for emotional intelligence training in education are discussed.

Family functioning and trait emotional intelligence among youth.

PubMed

Alavi, Masoumeh; Mehrinezhad, Seyed Abolghasem; Amini, Mansour; Parthaman Singh, Minder Kaur A/P

2017-01-01

This study explored the relationship between family functioning and trait emotional intelligence among 547 respondents, between the age of 16 and 24 years from Malaysia, Iran, China, Sudan, Somalia, Morocco, the United Kingdom, Germany and the Netherlands. The questionnaires were Family Adaptability and Cohesion Evaluation Scale III and Trait Emotional Intelligence Questionnaire Short Form. Pearson correlation analysis revealed a significant relationship between family functioning and trait emotional intelligence. The higher the family functioning, the higher the trait emotional intelligence among youths. The findings provide a deeper understanding in the field of family functioning and trait emotional intelligence and have implications for parents, administrators and child relationships dealing with trait emotional intelligence.

Emotional Intelligence and Nurse Recruitment: Rasch and confirmatory factor analysis of the trait emotional intelligence questionnaire short form.

PubMed

Snowden, Austyn; Watson, Roger; Stenhouse, Rosie; Hale, Claire

2015-12-01

To examine the construct validity of the Trait Emotional Intelligence Questionnaire Short form. Emotional intelligence involves the identification and regulation of our own emotions and the emotions of others. It is therefore a potentially useful construct in the investigation of recruitment and retention in nursing and many questionnaires have been constructed to measure it. Secondary analysis of existing dataset of responses to Trait Emotional Intelligence Questionnaire Short form using concurrent application of Rasch analysis and confirmatory factor analysis. First year undergraduate nursing and computing students completed Trait Emotional Intelligence Questionnaire-Short Form in September 2013. Responses were analysed by synthesising results of Rasch analysis and confirmatory factor analysis. Participants (N = 938) completed Trait Emotional Intelligence Questionnaire Short form. Rasch analysis showed the majority of the Trait Emotional Intelligence Questionnaire-Short Form items made a unique contribution to the latent trait of emotional intelligence. Five items did not fit the model and differential item functioning (gender) accounted for this misfit. Confirmatory factor analysis revealed a four-factor structure consisting of: self-confidence, empathy, uncertainty and social connection. All five misfitting items from the Rasch analysis belonged to the 'social connection' factor. The concurrent use of Rasch and factor analysis allowed for novel interpretation of Trait Emotional Intelligence Questionnaire Short form. Much of the response variation in Trait Emotional Intelligence Questionnaire Short form can be accounted for by the social connection factor. Implications for practice are discussed. © 2015 John Wiley & Sons Ltd.

Distributed neural system for emotional intelligence revealed by lesion mapping.

PubMed

Barbey, Aron K; Colom, Roberto; Grafman, Jordan

2014-03-01

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.

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

Emotional intelligence in orthopedic surgery residents.

PubMed

Chan, Kevin; Petrisor, Brad; Bhandari, Mohit

2014-04-01

Emotional intelligence (EI) is the ability to understand and manage emotions in oneself and others. It was originally popularized in the business literature as a key attribute for success that was distinct from cognitive intelligence. Increasing focus is being placed on EI in medicine to improve clinical and academic performance. Despite the proposed benefits, to our knowledge, there have been no previous studies on the role of EI in orthopedic surgery. We evaluated baseline data on EI in a cohort of orthopedic surgery residents. We asked all orthopedic surgery residents at a single institution to complete an electronic version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). We used completed questionnaires to calculate total EI scores and 4 branch scores. Data were analyzed according to a priori cutoff values to determine the proportion of residents who were considered competent on the test. Data were also analyzed for possible associations with age, sex, race and level of training. Thirty-nine residents (100%) completed the MSCEIT. The mean total EI score was 86 (maximum score 145). Only 4 (10%) respondents demonstrated competence in EI. Junior residents (p = 0.026), Caucasian residents (p = 0.009) and those younger than 30 years (p = 0.008) had significantly higher EI scores. Our findings suggest that orthopedic residents score low on EI based on the MSCEIT. Optimizing resident competency in noncognitive skills may be enhanced by dedicated EI education, training and testing.

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

PubMed

Psilopanagioti, Aristea; Anagnostopoulos, Fotios; Mourtou, Efstratia; Niakas, Dimitris

2012-12-17

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. 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). 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. The results of the present study may contribute to the better understanding of emotion-related parameters that affect the work process with a view to increasing the quality of service in the health sector.

An evaluation of a teaching strategy: The use of literature when teaching pre-registration midwifery students on pregnancy and loss.

PubMed

Patterson, Dorothy; Begley, Ann; Nolan, Ann

2016-03-01

Facilitating emotional intelligence and insight in midwifery can be challenging, and the purpose of this paper is to illustrate how this can be nurtured through the use of poetry, in particular Seamus Heaney's poem Elegy for a Still Born Child. Students' ability to gain insight into the experience of bereaved parents and achieve an emotional grasp of the situation through vicarious experience were evaluated. Qualitative data from evaluations was content analysed and significant themes emerged. Students' comments clearly support the suggestion that use of this poem has enhanced emotional intelligence. The data also indicates that vicarious experience gained through reading this poem has helped to nurture sensitivity and professional insight into the impact of still birth on a father. Copyright © 2016 Elsevier Ltd. All rights reserved.

Emotional intelligence among nursing students: Findings from a cross-sectional study.

PubMed

Štiglic, Gregor; Cilar, Leona; Novak, Žiga; Vrbnjak, Dominika; Stenhouse, Rosie; Snowden, Austyn; Pajnkihar, Majda

2018-07-01

Emotional intelligence in nursing is of global interest. International studies identify that emotional intelligence influences nurses' work and relationships with patients. It is associated with compassion and care. Nursing students scored higher on measures of emotional intelligence compared to students of other study programmes. The level of emotional intelligence increases with age and tends to be higher in women. This study aims to measure the differences in emotional intelligence between nursing students with previous caring experience and those without; to examine the effects of gender on emotional intelligence scores; and to test whether nursing students score higher than engineering colleagues on emotional intelligence measures. A cross-sectional descriptive study design was used. The study included 113 nursing and 104 engineering students at the beginning of their first year of study at a university in Slovenia. Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire (TEIQue) and Schutte Self Report Emotional Intelligence Test (SSEIT). Shapiro-Wilk's test of normality was used to test the sample distribution, while the differences in mean values were tested using Student t-test of independent samples. Emotional intelligence was higher in nursing students (n = 113) than engineering students (n = 104) in both measures [TEIQue t = 3.972; p < 0.001; SSEIT t = 8.288; p < 0.001]. Although nursing female students achieved higher emotional intelligence scores than male students on both measures, the difference was not statistically significant [TEIQue t = -0.839; p = 0.403; SSEIT t = -1.159; p = 0.249]. EI scores in nursing students with previous caring experience were not higher compared to students without such experience for any measure [TEIQue t = -1.633; p = 0.105; SSEIT t = -0.595; p = 0.553]. Emotional intelligence was higher in nursing than engineering students, and slightly higher in women than men. It was not associated with previous caring experience. Copyright © 2018 Elsevier Ltd. All rights reserved.

Exploring the validity of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) with established emotions measures.

PubMed

Roberts, Richard D; Schulze, Ralf; O'Brien, Kristin; MacCann, Carolyn; Reid, John; Maul, Andy

2006-11-01

Emotions measures represent an important means of obtaining construct validity evidence for emotional intelligence (EI) tests because they have the same theoretical underpinnings. Additionally, the extent to which both emotions and EI measures relate to intelligence is poorly understood. The current study was designed to address these issues. Participants (N = 138) completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), two emotions measures, as well as four intelligence tests. Results provide mixed support for the model hypothesized to underlie the MSCEIT, with emotions research and EI measures failing to load on the same factor. The emotions measures loaded on the same factor as intelligence measures. The validity of certain EI components (in particular, Emotion Perception), as currently assessed, appears equivocal. Copyright 2006 APA, all rights reserved.

Regional gray matter density associated with emotional intelligence: evidence from voxel-based morphometry.

PubMed

Takeuchi, Hikaru; Taki, Yasuyuki; Sassa, Yuko; Hashizume, Hiroshi; Sekiguchi, Atsushi; Fukushima, Ai; Kawashima, Ryuta

2011-09-01

Emotional Intelligence (EI) is the ability to monitor one's own and others' emotions and the ability to use the gathered information to guide one's thinking and action. EI is thought to be important for social life making it a popular subject of research. However, despite the existence of previous functional imaging studies on EI, the relationship between regional gray matter morphology and EI has never been investigated. We used voxel-based morphometry (VBM) and a questionnaire (Emotional Intelligence Scale) to measure EI to identify the gray matter correlates of each factor of individual EI (Intrapersonal factor, Interpersonal factor, Situation Management factor). We found significant negative relationships between the Intrapersonal factor and regional gray matter density (rGMD) (1-a) in an anatomical cluster that included the right anterior insula, (1-b) in the right cerebellum, (1-c) in an anatomical cluster that extends from the cuneus to the precuneus, (1-d) and in an anatomical cluster that extends from the medial prefrontal cortex to the left lateral fronto-polar cortex. We also found significant positive correlations between the Interpersonal factor and rGMD in the right superior temporal sulcus, and significant negative correlations between the Situation Management factor and rGMD in the ventromedial prefrontal cortex. These findings suggest that each factor of EI in healthy young people is related to the specific brain regions known to be involved in the networks of social cognition and self-related recognition, and in the somatic marker circuitry. Copyright © 2010 Wiley-Liss, Inc.

Does Emotional Intelligence have a “Dark” Side? A Review of the Literature

PubMed Central

Davis, Sarah K.; Nichols, Rachel

2016-01-01

Emotional intelligence (EI) was once touted as the panacea for a satisfying and successful life. Consequently, there has been much emphasis on developing interventions to promote this personal resource in applied settings. Despite this, a growing body of research has begun to identify particular contexts when EI does not appear helpful and may even be deleterious to a person, or those they have contact with, suggesting a “dark” side to the construct. This paper provides a review of emergent literature to examine when, why and how trait and ability EI may contribute to negative intrapersonal (psychological ill-health; stress reactivity) and interpersonal outcomes (emotional manipulation; antisocial behavior). Negative effects were found to operate across multiple contexts (health, academic, occupational) however these were often indirect, suggesting that outcomes depend on pre-existing qualities of the person. Literature also points to the possibility of “optimal” levels of EI—both within and across EI constructs. Uneven profiles of self-perceptions (trait facets) or actual emotional skills contribute to poorer outcomes, particularly emotional awareness, and management. Moreover, individuals who possess high levels of skill but have lower self-perceptions of their abilities fare worse that those with more balanced profiles. Future research must now improve methodological and statistical practices to better capture EI in context and the negative corollary associated with high levels. PMID:27625627

Specificity of meta-emotion effects on moral decision-making.

PubMed

Koven, Nancy S

2011-10-01

A recently proposed dual process theory of moral decision-making posits that utilitarian reasoning (approving of harmful actions that maximize good consequences) is the result of cognitive control of emotion. This suggests that deficits in emotional awareness will contribute to increased utilitarianism. The present study explored the relative contributions of the different facets of alexithymia and the closely related constructs of emotional intelligence and mood awareness to utilitarian decision making. Participants (N = 86) completed the Toronto Alexithymia Scale, Trait Meta Mood Scale, the Mood Awareness Scale, and a series of high-conflict, personal moral dilemmas validated by Greene et al. (2008). A brief neuropsychological battery was also administered to assess the possible confounds of verbal reasoning and abstract thinking ability. Principal components analysis revealed two latent factors-clarity of emotion and attention to emotion-which cut across all three meta-emotion instruments. Of these, low clarity of emotion-reflecting difficulty in reasoning thoughtfully about one's emotions-predicted utilitarian outcomes and provided unique variance beyond that of verbal and abstract reasoning abilities. Results are discussed in the context of individual differences in emotion regulation.

[Levels of emotional intelligence and types of attachment among third year students of the Faculty of Health Science and the Faculty of Medicine--a comparative analysis].

PubMed

Tyszkiewicz-Bandur, Monika

2013-01-01

For the purposes of this research attachment theory was incorporated into the concept of emotional intelligence. The methodological starting point of this study was the assumption that the level of emotional intelligence and social competence is related to a steady feature, namely the type of attachment. Standardized questionnaires available in the Laboratory of Psychological Tests of the Polish Psychological Association were chosen to measure the level of emotional intelligence. However, the type of attachment was studied by Bartholomew's Self Description Test in my own translation. The study involved two groups of students, who were compared: 147 people from the Faculty of Health Sciences/Faculty of Nursing (nursing, midwifery, health promotion, cosmetology, emergency medicine, dietetics), and 181 people from the Faculty of Medicine (medicine), students in their second and third years of studies. A total of 328 people, aged 19-24, were tested. On the basis of the results it was stated that students of the Faculty of Health Sciences/Faculty of Nursing, as compared to students of the Faculty of Medicine, received significantly higher scores on the scale of the social competence scale, which investigated the efficiency of their behaviour in intimate situations. Moreover, statistical analysis proved that students of the Faculty of Health Sciences showed significantly higher scores than those studying at the Faculty of Medicine in the following fields: KKS-I subscale assessing social competencies in--conditioning effective behaviour in intimate situations, emotional intelligence measured with the INTE questionnaire,--awareness of their own emotional states and understanding their causes (DINEMO-I),--ability to recognize emotions in other people and understanding the reasons for the reactions expressed by them (DINEMO-Others)--emotional intelligence measured with the DINEMO questionnaire (DINEMO-general score). Women from both faculties showed higher social competence than men in the KKS-I, and higher emotional intelligence according to the INTE questionnaire and DINEMO: the overall result, DINEMO-Others and DINEMO-I (in the last scale, at level 0.065). Male students, from both faculties, showed significantly higher social competence in conditioning effectiveness of behaviour in situations requiring assertiveness (KKS-A). Taking into consideration the results of this study, the answer to the question of whether it is reasonable and necessary to develop skills among the examined students seems to be obvious. Indeed, assertive behaviours should be trained for at the Faculty of Health Sciences. At the same time skills related to EI--such as perceiving and processing emotional information, awareness of one's own and others' emotions, and associated social competencies in conditioning effective behaviours in intimate situations--should be trained for at the Faculty of Medicine.

Young Humeans: the role of emotions in children's evaluation of moral reasoning abilities.

PubMed

Danovitch, Judith H; Keil, Frank C

2008-01-01

Three experiments investigated whether children in grades K, 2, and 4 (n = 144) view emotional comprehension as important in solving moral dilemmas. The experiments asked whether a human or an artificially intelligent machine would be best at solving different types of problems, ranging from moral and emotional to nonmoral and pragmatic. In Experiment 1, children in all age groups indicated that a human would be superior to a computer not only at comprehending emotions, but also at solving moral dilemmas. In Experiment 2, older children also indicated that a human could solve moral dilemmas better than a 'robot' with human-like perceptual and physical abilities. Experiment 3 further demonstrated that these effects were not solely due to a bias towards humans. Thus, children as young as age 5 view emotional understanding as an important element for moral, but not for nonmoral, reasoning, suggesting that the basis for Humean intuitions emerges early in life.

Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects

PubMed Central

2017-01-01

This study examined the additive and interactive effects of role stress and emotional intelligence for predicting engagement among 288 teachers. Emotional intelligence and engagement were positively associated. Role ambiguity and role conflict showed negative associations with vigor and dedication scores. The interaction of role ambiguity and emotional intelligence was significant in explaining engagement dimensions. Similar results were found considering overall teacher engagement. Emotional intelligence boosted engagement when the levels of role ambiguity were higher. Our findings suggest the need for future research examining the impact of job hindrances on the links between emotional intelligence and teachers’ occupational well-being indicators. Finally, the implications for emotional intelligence training in education are discussed. PMID:28961218

The mediating effect of emotional intelligence between emotional labour, job stress, burnout and nurses' turnover intention.

PubMed

Hong, Eunyoung; Lee, Young Sook

2016-12-01

This study was designed to construct and test the structural equation modelling on nurses' turnover intention including emotional labour, job stress, emotional intelligence and burnout in order to identify the mediating effect of emotional intelligence between those variables. Emotional labour, job stress and burnout increase turnover intention of nurses. However, emotional intelligence is negatively correlated with emotional labour and reduces job stress, burnout and turnover intention. Structural equation modelling was used to analyse the goodness of fit of the hypothetical model of nurses' turnover intention. Research data were collected via questionnaires from 4 to 22 August 2014 and analysed using SPSS version 18.0 and AMOS version 20.0. The model fit indices for the hypothetical model were suitable for recommended. Emotional intelligence has decreasing effect on turnover intention through burnout, although its direct effect on turnover intention is not significant. Emotional intelligence has mediation effect between emotional labour and burnout. This study's results suggest that increasing emotional intelligence might critically decrease nurses' turnover intention by reducing the effect of emotional labour on burnout. © 2016 John Wiley & Sons Australia, Ltd.

Assessment of emotion processing skills in acquired brain injury using an ability-based test of emotional intelligence.

PubMed

Hall, Sarah E; Wrench, Joanne M; Wilson, Sarah J

2018-04-01

Social and emotional problems are commonly reported after moderate to severe acquired brain injury (ABI) and pose a significant barrier to rehabilitation. However, progress in assessment of emotional skills has been limited by a lack of validated measurement approaches. This study represents the first formal psychometric evaluation of the use of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) V2.0 as a tool for assessing skills in perceiving, using, understanding and managing emotions following ABI. The sample consisted of 82 participants aged 18-80 years in the postacute phase of recovery (2 months-7 years) after moderate to severe ABI. Participants completed the MSCEIT V2.0 and measures of cognition and mood. Sociodemographic and clinical variables were collated from participant interview and medical files. Results revealed deficits across all MSCEIT subscales (approximately 1 SD below the normative mean). Internal consistency was adequate at overall, area, and branch levels, and MSCEIT scores correlated in expected ways with key demographic, clinical, cognitive, and mood variables. MSCEIT performance was related to injury severity and clinician-rated functioning after ABI. Confirmatory factor analysis favored a 3-factor model of EI due to statistical redundancy of the Using Emotions branch. Overall, these findings suggest that the MSCEIT V2.0 is sensitive to emotion processing deficits after moderate to severe ABI, and can yield valid and reliable scores in an ABI sample. In terms of theoretical contributions, our findings support a domain-based, 3-factor approach for characterizing emotion-related abilities in brain-injured individuals. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The impact of emotional intelligence in health care professionals on caring behaviour towards patients in clinical and long-term care settings: Findings from an integrative review.

PubMed

Nightingale, Suzanne; Spiby, Helen; Sheen, Kayleigh; Slade, Pauline

2018-04-01

Over recent years there has been criticism within the United Kingdom's health service regarding a lack of care and compassion, resulting in adverse outcomes for patients. The impact of emotional intelligence in staff on patient health care outcomes has been recently highlighted. Many recruiters now assess emotional intelligence as part of their selection process for health care staff. However, it has been argued that the importance of emotional intelligence in health care has been overestimated. To explore relationships between emotional intelligence in health care professionals, and caring behaviour. To further explore any additional factors related to emotional intelligence that may impact upon caring behaviour. An integrative review design was used. Psychinfo, Medline, CINAHL Plus, Social Sciences Citation Index, Science Citation Index, and Scopus were searched for studies from 1995 to April 2017. Studies providing quantitative or qualitative exploration of how any healthcare professionals' emotional intelligence is linked to caring in healthcare settings were selected. Twenty two studies fulfilled the inclusion criteria. Three main types of health care professional were identified: nurses, nurse leaders, and physicians. Results indicated that the emotional intelligence of nurses was related to both physical and emotional caring, but emotional intelligence may be less relevant for nurse leaders and physicians. Age, experience, burnout, and job satisfaction may also be relevant factors for both caring and emotional intelligence. This review provides evidence that developing emotional intelligence in nurses may positively impact upon certain caring behaviours, and that there may be differences within groups that warrant further investigation. Understanding more about which aspects of emotional intelligence are most relevant for intervention is important, and directions for further large scale research have been identified. Copyright © 2018 Elsevier Ltd. All rights reserved.

The influence of emotional intelligence (EI) on coping and mental health in adolescence: divergent roles for trait and ability EI.

PubMed

Davis, Sarah K; Humphrey, Neil

2012-10-01

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. Using path analysis, the current study specified a series of multiple-mediation and conditional effects models to systematically explore interrelations between coping, EI, depression and disruptive behaviour in 748 adolescents (mean age = 13.52 years; SD = 1.22). Results indicated that whilst ability EI influences mental health via flexible selection of coping strategies, trait EI modifies coping effectiveness; specifically, high levels of trait EI amplify the beneficial effects of active coping and minimise the effects of avoidant coping to reduce symptomotology. However, effects were selective with respect to coping style and outcome. Implications for interventions are discussed alongside directions for future research. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Emotional Intelligence: Directing a Child's Emotional Education.

ERIC Educational Resources Information Center

Richburg, Melanie; Fletcher, Teresa

2002-01-01

Describes the domains of emotional intelligence and proposes that there may be a significant relationship between emotional intelligence and life success. Provides examples of knowing one's emotions, managing emotions, motivating oneself, recognizing emotions in others, and handling relationships. Applies the theory to the case conceptualization…

Relationship between emotional intelligence and organizational citizenship behavior.

PubMed

Turnipseed, David L; Vandewaa, Elizabeth A

2012-06-01

This study evaluated hypothesized positive linkages between organizational citizenship behavior and the emotional intelligence dimensions of perception, using emotion, understanding emotion, and management of emotion, involving two samples. Sample 1 comprised 334 employed college students, 52% male, with a mean age of 23.4 yr., who worked an average of 29.6 hr. per week. Sample 2 comprised 72 professors, 81% female, with a mean age of 47 yr. Measures were the Emotional Intelligence Scale and the Organizational Citizenship Behavior Scale. Results of hierarchical multiple regressions indicated a positive link between organizational citizenship behavior and emotional intelligence. There were differences between the samples. In Sample 1, each of the emotional intelligence dimensions were positively linked to citizenship behavior: using and managing emotion were the greatest contributors. In Sample 2, managing emotion was the only contributor. Emotional intelligence had the strongest relationship with citizenship behavior directed at individuals.

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…

An exploration of the relationship between emotional intelligence (EI) and the Multiple Mini-Interview (MMI).

PubMed

Yen, Wendy; Hovey, Richard; Hodwitz, Kathryn; Zhang, Su

2011-03-01

The present study explored the relationship between the Multiple Mini-Interview (MMI) admissions process and the Bar-On EQ-i emotional intelligence (EI) instrument in order to investigate the potential for the EQ-i to serve as a proxy measure to the MMI. Participants were 196 health science candidates who completed both the MMI and the EQ-i as part of their admissions procedure at the Michener Institute for Applied Health Sciences. Three types of analyses were conducted to examine the relationship between the two tools: reliability analyses, correlational analyses, and a t-test. The tools were found to be moderately reliable. No significant relationships were found between the MMI and the EQ-i at the total or subscale level. The ability of the EQ-i to discriminate between accepted and not-accepted students was also not supported. These findings do not support the use of the EQ-i as a potential pre-screening tool for the MMI, but rather highlight the need to exercise caution when using emotional intelligence instruments for high-stakes admissions purposes.

The profile of conceptual comprehension of pre-service teacher in the mathematical problem solving with low emotional intelligence

NASA Astrophysics Data System (ADS)

Prayitno, S. H.; Suwarsono, St.; Siswono, T. Y. E.

2018-03-01

Conceptual comprehension in this research is the ability to use the procedures that are owned by pre-service teachers to solve problems by finding the relation of the concept to another, or can be done by identifying the type of problem and associating it with a troubleshooting procedures, or connect the mathematical symbols with mathematical ideas and incorporate them into a series of logical reasoning, or by using prior knowledge that occurred directly, through its conceptual knowledge. The goal of this research is to describe the profile of conceptual comprehensin of pre-service teachers with low emotional intelligence in mathematical problems solving. Through observation and in-depth interview with the research subject the conclusion was that: pre-service teachers with low emotional intelligence pertained to the level of formal understanding in understanding the issues, relatively to the level of intuitive understanding in planning problem solving, to the level of relational understanding in implementing the relational problem solving plan, and pertained to the level of formal understanding in looking back to solve the problem.

Does emotional intelligence influence success during medical school admissions and program matriculation?: a systematic review

PubMed Central

2016-01-01

Purpose It aimed at determining whether emotional intelligence is a predictor for success in a medical school program and whether the emotional intelligence construct correlated with other markers for admission into medical school. Methods Three databases (PubMed, CINAHL, and ERIC) were searched up to and including July 2016, using relevant terms. Studies written in English were selected if they included emotional intelligence as a predictor for success in medical school, markers of success such as examination scores and grade point average and association with success defined through traditional medical school admission criteria and failures, and details about the sample. Data extraction included the study authors and year, population description, emotional intelligence I tool, outcome variables, and results. Associations between emotional intelligence scores and reported data were extracted and recorded. Results Six manuscripts were included. Overall, study quality was high. Four of the manuscripts examined emotional intelligence as a predictor for success while in medical school. Three of these four studies supported a weak positive relationship between emotional intelligence scores and success during matriculation. Two of manuscripts examined the relationship of emotional intelligence to medical school admissions. There were no significant relevant correlations between emotional intelligence and medical school admission selection. Conclusion Emotional intelligence was correlated with some, but not all, measures of success during medical school matriculation and none of the measures associated with medical school admissions. Variability in success measures across studies likely explains the variable findings. PMID:27838916

Does emotional intelligence influence success during medical school admissions and program matriculation?: a systematic review.

PubMed

Cook, Christian Jaeger; Cook, Chad E; Hilton, Tiffany N

2016-01-01

It aimed at determining whether emotional intelligence is a predictor for success in a medical school program and whether the emotional intelligence construct correlated with other markers for admission into medical school. Three databases (PubMed, CINAHL, and ERIC) were searched up to and including July 2016, using relevant terms. Studies written in English were selected if they included emotional intelligence as a predictor for success in medical school, markers of success such as examination scores and grade point average and association with success defined through traditional medical school admission criteria and failures, and details about the sample. Data extraction included the study authors and year, population description, emotional intelligence I tool, outcome variables, and results. Associations between emotional intelligence scores and reported data were extracted and recorded. Six manuscripts were included. Overall, study quality was high. Four of the manuscripts examined emotional intelligence as a predictor for success while in medical school. Three of these four studies supported a weak positive relationship between emotional intelligence scores and success during matriculation. Two of manuscripts examined the relationship of emotional intelligence to medical school admissions. There were no significant relevant correlations between emotional intelligence and medical school admission selection. Emotional intelligence was correlated with some, but not all, measures of success during medical school matriculation and none of the measures associated with medical school admissions. Variability in success measures across studies likely explains the variable findings.

Assortative Mating for Emotional Intelligence.

PubMed

Śmieja, Magdalena; Stolarski, Maciej

2018-01-01

Assortative mating has been studied on a broad range of variables, including intelligence and personality traits. In the present study we analysed the effect of assortative mating for ability emotional intelligence (EI) on a sample of heterosexual couples ( N  = 382), including dating and married couples. Correlation analyses revealed moderate similarity of Pearson's r  = .27 for general EI score, and was slightly weaker (from .18 to .23) for branch scores. Regression analyses showed that the Perception branch was the strongest single predictor of a partner's general EI score, both in males and females. Continuous parameter estimation (CPEM) revealed that the magnitude of the correlation does not increase with age, thus it is highly possible that the obtained similarity reflects initial assortment (i.e., similarity at the starting point of the relationship), rather than convergence (i.e., increasing similarity with time). It seems that EI is a significant factor influencing mate assortment processes.

Emotional Intelligence and Interpersonal Relations.

ERIC Educational Resources Information Center

Schutte, Nicola S.; Malouff, John M.; Bobik, Chad; Coston, Tracie D.; Greeson, Cyndy; Jedlicka, Christina; Rhodes, Emily; Wendorf, Greta

2001-01-01

Presents the results of seven studies that focused on the link between emotional intelligence and interpersonal relations. Tests emotional intelligence with empathy and self-monitoring, social skills, cooperation, relations with others, and marital satisfaction. Explores preference for emotionally intelligent partners in the final study. Includes…

[Cold-minded thinking? The role of emotional intelligence and emotional stability in Machiavellian decision-making].

PubMed

Szíjjártó, Linda; Bereczkei, Tamás

2013-01-01

Previous studies clearly show that Machiavellians' thinking and behavior are characterized by some kind of cold attitude, a tendency to be detached from the emotional features of a particular situation. However, very little is known what this cold-minded attitude means, and the presence or the absence of what abilities can lead to emotional detachment. Surprisingly, our study has shown that Machiavellians - contrary to what others believe - happen to exhibit more emotional instability than others. They experience more negative emotions, lose their peace of mind faster, and have a hard time tolerating psychological distress. However, they try to conceal their emotional worries in two different ways. On the one hand, they cannot express their emotions as subtly and precisely as others, and on the other, they are much worse at identifying and differentiating their own emotional states. Maybe it is just the deficit in evaluating and expressing emotions that enables them to implement the strategy to enforce their self-interest successfully. The weak ability to identify and comprehend their own emotions may help them stay detached from the emotional temperature of a situation, while the difficulties in expressing their emotions enable them to disguise their true intentions from their partners.

Affective dysfunctions in adolescents at risk for psychosis: emotion awareness and social functioning.

PubMed

van Rijn, Sophie; Schothorst, Patricia; Wout, Mascha van 't; Sprong, Mirjam; Ziermans, Tim; van Engeland, Herman; Aleman, André; Swaab, Hanna

2011-05-15

Studies of individuals at ultra high risk (UHR) for psychosis have revealed deviations in cognitive and neural development before the onset of psychosis. As affective impairments are among the core dysfunctions in psychotic disorders such as schizophrenia, this study assessed emotion processing and the relationship with social competence in adolescents at risk for psychosis. Thirty-four adolescents at UHR for psychosis and twenty-three non-clinical controls completed the Bermond-Vorst Alexithymia Questionnaire, a measure of emotion awareness. Social inadequacy was measured using the Dutch Personality Questionnaire. Schizophrenia spectrum psychopathology was assessed using self-report and clinical instruments. The Wechsler Adult Intelligence Scale (WAIS) was used to evaluate intellectual functioning. UHR adolescents showed difficulties in identifying and verbalizing their own emotions, independent of intelligence scores. Emotion awareness problems were related to social inadequacy and schizotypal traits in the high risk group. These findings suggest that UHR adolescents may have reduced emotion awareness, independent of intellectual functioning. The relationship with social inadequate behavior fits with the idea that emotion awareness is a prerequisite for the regulation of emotions in social contexts. In the search for early vulnerability markers of risk for psychosis, studying emotion processing besides cognitive abilities might increase our understanding of 'at risk' developmental pathways. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

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…

[Empathy and moral judgements in the elderly population].

PubMed

Ortega, Helga; Cacho, Raúl; López-Goñi, José J; Tirapu-Ustárroz, Javier

2014-08-01

Social cognition refers to mental processes that operate in situations of social interaction and facilitate adjustment and functioning in such scenarios. To study the empathic response in two groups of older people and their relationship to emotional intelligence and moral judgment. We enrolled 60 subjects divided into two groups of 30 subjects each completed a battery of tests: TMMS-24, DEX, IRI and moral dilemmas. RESULTS. In the dimension of the IRI perspective taking older group scored significantly less than the middle age group (U = 279; p < 0.05). In all other variables, no statistically significant differences were found. The results show the absence of a generalized deficit in social cognition in the elderly sample evaluated. However, differences were observed based on age on empathy and executive performance: over time a progressive impairment in theory of mind and a decline in the general empathic capacity occur. With regard to emotional intelligence, the elderly evaluated show a correct perception and understanding of their emotions even report a poorer ability to manage and regulate their emotions.

Thinking chickens: a review of cognition, emotion, and behavior in the domestic chicken.

PubMed

Marino, Lori

2017-03-01

Domestic chickens are members of an order, Aves, which has been the focus of a revolution in our understanding of neuroanatomical, cognitive, and social complexity. At least some birds are now known to be on par with many mammals in terms of their level of intelligence, emotional sophistication, and social interaction. Yet, views of chickens have largely remained unrevised by this new evidence. In this paper, I examine the peer-reviewed scientific data on the leading edge of cognition, emotions, personality, and sociality in chickens, exploring such areas as self-awareness, cognitive bias, social learning and self-control, and comparing their abilities in these areas with other birds and other vertebrates, particularly mammals. My overall conclusion is that chickens are just as cognitively, emotionally and socially complex as most other birds and mammals in many areas, and that there is a need for further noninvasive comparative behavioral research with chickens as well as a re-framing of current views about their intelligence.

The Importance of Emotional Intelligence and Cognitive Style in Institutionalized Older Adults' Quality of Life.

PubMed

Luque-Reca, Octavio; Pulido-Martos, Manuel; Lopez-Zafra, Esther; Augusto-Landa, José M

2018-01-01

Despite previous evidence showing a positive relationship between emotional intelligence (EI) and quality of life (QoL), associating older adults' emotional processing with several health indicators, few studies have explored both the IE and the a mechanisms through which they affect QoL. This cross-sectional study analyzes the mediator role of optimistic and pessimistic cognitive styles in the relationship between perceived EI (PEI) and QoL in 115 institutionalized older adults from Southern Spain. Regression analyses showed, after controlling for cognitive style, that PEI predicted a significant percentage of variance in: Health (β = .25, p < .01), Functional abilities (β = .20, p < .05), Activity and leisure (β = .17, p < .05) and Life satisfaction (β = .21, p < .05). Additionally, multiple mediation analysis revealed that cognitive style partially mediated the relationship between PEI and Health, Activity and leisure and Life satisfaction. Thus, PEI could promote personal but not external or environmental QoL aspects, highlighting the importance of developing emotional skills for healthy aging.

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…

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 may contribute to the better understanding of emotion-related parameters that affect the work process with a view to increasing the quality of service in the health sector. PMID:23244390

Gratitude mediates the effect of emotional intelligence on subjective well-being: A structural equation modeling analysis.

PubMed

Geng, Yuan

2016-11-01

This study investigated the relationship among emotional intelligence, gratitude, and subjective well-being in a sample of university students. A total of 365 undergraduates completed the emotional intelligence scale, the gratitude questionnaire, and the subjective well-being measures. The results of the structural equation model showed that emotional intelligence is positively associated with gratitude and subjective well-being, that gratitude is positively associated with subjective well-being, and that gratitude partially mediates the positive relationship between emotional intelligence and subjective well-being. Bootstrap test results also revealed that emotional intelligence has a significant indirect effect on subjective well-being through gratitude.

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…

Emotional Intelligence Tests: Potential Impacts on the Hiring Process for Accounting Students

ERIC Educational Resources Information Center

Nicholls, Shane; Wegener, Matt; Bay, Darlene; Cook, Gail Lynn

2012-01-01

Emotional intelligence is increasingly recognized as being important for professional career success. Skills related to emotional intelligence (e.g. organizational commitment, public speaking, teamwork, and leadership) are considered essential. Human resource professionals have begun including tests of emotional intelligence (EI) in job applicant…

Emotional Intelligence and Emotion Work: Examining Constructs from an Interdisciplinary Framework

ERIC Educational Resources Information Center

Opengart, Rose

2005-01-01

Emotional intelligence and emotion work are two research areas traditionally presented as distinct. This article reviews their definitions, examines their intersections, and illustrates the advantage of approaching emotion research from an interdisciplinary framework. Conclusions address the following: (a) An employee's emotional intelligence or…

Implications of State Dental Board Disciplinary Actions for Teaching Dental Students About Emotional Intelligence.

PubMed

Munk, Lyle Kris

2016-01-01

The primary emphasis in dental education is on developing students' cognitive intelligence (thinking) and technical intelligence (doing), while emotional intelligence (being) receives less emphasis. The aim of this study was to explore a potential consequence of the paucity of emotional intelligence education by determining the level of emotional intelligence-related (EI-R) infractions in state dental board disciplinary actions and characterizing the types of those infractions. For this study, 1,100 disciplinary action reports from 21 state dental boards were reviewed, and disciplinary infractions were classified as cognitive intelligence-related (CI-R) infractions, technical intelligence-related (TI-R) infractions, and EI-R infractions. EI-R infractions were then subcategorized into emotional intelligence clusters and competencies using the Emotional and Social Competency Inventory (ESCI). The results showed that 56.6% of the infractions were EI-R. When the EI-R infractions were subcategorized, the four competencies most frequently violated involved transparency, teamwork and collaboration, organizational awareness, and accurate self-assessment. Understanding the frequency and nature of EI-R infractions may promote awareness of the need for increased attention to principles of emotional intelligence in dental education and may encourage integration of those principles across dental curricula to help students understand the impact of emotional intelligence on their future well-being and livelihood.

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…

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.…

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. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

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.

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…

Emotional intelligence in patients with posttraumatic stress disorder, borderline personality disorder and healthy controls.

PubMed

Janke, Katrin; Driessen, Martin; Behnia, Behnoush; Wingenfeld, Katja; Roepke, Stefan

2018-06-01

Emotional intelligence as a part of social cognition has, to our knowledge, never been investigated in patients with Posttraumatic Stress Disorder (PTSD), though the disorder is characterized by aspects of emotional dysfunctioning. PTSD often occurs with Borderline Personality Disorder (BPD) as a common comorbidity. Studies about social cognition and emotional intelligence in patients with BPD propose aberrant social cognition, but produced inconsistent results regarding emotional intelligence. The present study aims to assess emotional intelligence in patients with PTSD without comorbid BPD, PTSD with comorbid BPD, and BPD patients without comorbid PTSD, as well as in healthy controls. 71 patients with PTSD (41 patients with PTSD without comorbid BPD, 30 patients with PTSD with comorbid BPD), 56 patients with BPD without PTSD, and 63 healthy controls filled in the Test of Emotional Intelligence (TEMINT). Patients with PTSD without comorbid BPD showed impairments in emotional intelligence compared to patients with BPD without PTSD, and compared to healthy controls. These impairments were not restricted to specific emotions. Patients with BPD did not differ significantly from healthy controls. This study provides evidence for an impaired emotional intelligence in PTSD without comorbid BPD compared to BPD and healthy controls, affecting a wide range of emotions. Copyright © 2018 Elsevier B.V. All rights reserved.

Work Integrated Learning Competencies: Industrial Supervisors' Perspectives

ERIC Educational Resources Information Center

Makhathini, Thobeka Pearl

2016-01-01

Research on student-learning outcomes indicates that university graduates do not possess relevant skills required by the industry such as leadership, emotional intelligence, problem solving, communication, decision-making skills and the ability to function in a multicultural environment. Currently, engineering graduates are expected to perform…

Re-Engineering Graduate Skills--A Case Study

ERIC Educational Resources Information Center

Nair, Chenicheri Sid; Patil, Arun; Mertova, Patricie

2009-01-01

Research on student-learning outcomes indicates that university graduates do not possess important skills required by employers, such as communication, decision-making, problem-solving, leadership, emotional intelligence, social ethics skills as well as the ability to work with people of different backgrounds. Today, engineering graduates are…

General Intelligence, Emotional Intelligence and Academic Knowledge as Predictors of Creativity Domains: A Study of Gifted Students

ERIC Educational Resources Information Center

Sahin, Feyzullah

2016-01-01

Creativity of the individual is dependent on numerous factors, such as knowledge, general intelligence and emotional intelligence. The general purpose of this study is to investigate the effect of general intelligence, emotional intelligence and academic knowledge on the emerging of domain-specific creativity. The study was conducted on 178…

Emotional intelligence, emotions, and feelings of support staff working with clients with intellectual disabilities and challenging behavior: an exploratory study.

PubMed

Zijlmans, Linda J M; Embregts, Petri J C M; Bosman, Anna M T

2013-11-01

Working with clients who show challenging behavior can be emotionally demanding and stressful for support staff, because this behavior may cause a range of negative emotional reactions and feelings. These reactions are of negative influence on staff wellbeing and behavior. Research has focused on negative emotions of staff. However, a distinction between emotions and feelings has never been made in the research field of intellectual disabilities. Negative emotions and feelings may be regulated by emotional intelligence, a psychological construct that takes into account personal style and individual differences. The purpose of this study was to explore the relationship between emotional intelligence on the one hand and emotions and feelings on the other. Participants were 207 support staff serving clients with moderate to borderline intellectual disabilities and challenging behavior. Emotional intelligence, emotions, and feelings were measured with questionnaires. The results show that emotional intelligence, emotions, and feelings are related. However, found relationships were weak. Most significant relations were found between feelings and stress management and adaptation elements of emotional intelligence. Because the explored variables can change over time they call for a longitudinal research approach. Copyright © 2013 Elsevier Ltd. All rights reserved.

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…

Emotional Intelligence, Self-Efficacy, and Coping among Chinese Prospective and In-Service Teachers in Hong Kong

ERIC Educational Resources Information Center

Chan, David W.

2008-01-01

Emotional intelligence (intrapersonal and interpersonal) and general teacher self-efficacy were assessed to represent personal resources facilitating active and passive coping in a sample of 273 Chinese prospective and in-service teachers in Hong Kong. Intrapersonal emotional intelligence and interpersonal emotional intelligence were found to…

The role of cognitive versus emotional intelligence in Iowa Gambling Task performance: What's emotion got to do with it?

PubMed

Webb, Christian A; DelDonno, Sophie; Killgore, William D S

2014-01-01

Debate persists regarding the relative role of cognitive versus emotional processes in driving successful performance on the widely used Iowa Gambling Task (IGT). From the time of its initial development, patterns of IGT performance were commonly interpreted as primarily reflecting implicit, emotion-based processes. Surprisingly, little research has tried to directly compare the extent to which measures tapping relevant cognitive versus emotional competencies predict IGT performance in the same study. The current investigation attempts to address this question by comparing patterns of associations between IGT performance, cognitive intelligence (Wechsler Abbreviated Scale of Intelligence; WASI) and three commonly employed measures of emotional intelligence (EI; Mayer-Salovey-Caruso Emotional Intelligence Test, MSCEIT; Bar-On Emotional Quotient Inventory, EQ-i; Self-Rated Emotional Intelligence Scale, SREIS). Results indicated that IGT performance was more strongly associated with cognitive, than emotional, intelligence. To the extent that the IGT indeed mimics "real-world" decision-making, our findings, coupled with the results of existing research, may highlight the role of deliberate, cognitive capacities over implicit, emotional processes in contributing to at least some domains of decision-making relevant to everyday life.

The role of cognitive versus emotional intelligence in Iowa Gambling Task performance: What’s emotion got to do with it?

PubMed Central

Webb, Christian A.; DelDonno, Sophie; Killgore, William D.S.

2014-01-01

Debate persists regarding the relative role of cognitive versus emotional processes in driving successful performance on the widely used Iowa Gambling Task (IGT). From the time of its initial development, patterns of IGT performance were commonly interpreted as primarily reflecting implicit, emotion-based processes. Surprisingly, little research has tried to directly compare the extent to which measures tapping relevant cognitive versus emotional competencies predict IGT performance in the same study. The current investigation attempts to address this question by comparing patterns of associations between IGT performance, cognitive intelligence (Wechsler Abbreviated Scale of Intelligence; WASI) and three commonly employed measures of emotional intelligence (EI; Mayer–Salovey–Caruso Emotional Intelligence Test, MSCEIT; Bar-On Emotional Quotient Inventory, EQ-i; Self-Rated Emotional Intelligence Scale, SREIS). Results indicated that IGT performance was more strongly associated with cognitive, than emotional, intelligence. To the extent that the IGT indeed mimics “real-world” decision-making, our findings, coupled with the results of existing research, may highlight the role of deliberate, cognitive capacities over implicit, emotional processes in contributing to at least some domains of decision-making relevant to everyday life. PMID:25635149

A reflective framework to foster emotionally intelligent leadership in nursing.

PubMed

Heckemann, Birgit; Schols, Jos M G A; Halfens, Ruud J G

2015-09-01

To propose a reflective framework based on the perspective of emotional intelligence (EI) in nurse leadership literature. Emotional intelligence is a self-development construct aimed at enhancing the management of feelings and interpersonal relationships, which has become increasingly popular in nurse leadership. Reflection is an established means to foster learning. Integrating those aspects of emotional intelligence pertinent to nurse leadership into a reflective framework might support the development of nurse leadership in a practical context. A sample of 22 articles, retrieved via electronic databases (Ovid/Medline, BNI, psycArticles, Zetoc and CINAHL) and published between January 1996 and April 2009, was analysed in a qualitative descriptive content analysis. Three dimensions that characterise emotional intelligence leadership in the context of nursing - the nurse leader as a 'socio-cultural architect', as a 'responsive carer' and as a 'strategic visionary' - emerged from the analysis. To enable practical application, these dimensions were contextualised into a reflective framework. Emotional intelligence skills are regarded as essential for establishing empowering work environments in nursing. A reflective framework might aid the translation of emotional intelligence into a real-world context. The proposed framework may supplement learning about emotional intelligence skills and aid the integration of emotional intelligence in a clinical environment. © 2014 John Wiley & Sons Ltd.

EFL Teachers' Commitment to Professional Ethics and Their Emotional Intelligence: A Relationship Study

ERIC Educational Resources Information Center

Ashraf, Hamid; Hosseinnia, Mansooreh; Domsky, Javad GH.

2017-01-01

Emotional intelligence is the capability to realize, to create, to comprehend emotions and sentimental knowledge, and to reflectively control emotions and to improve emotional and mental growth. The purpose of this study is to examine the relationship between EFL teachers' commitment to professional ethics and their emotional intelligence. To…

Effect of promoting self-esteem by participatory learning process on emotional intelligence among early adolescents.

PubMed

Munsawaengsub, Chokchai; Yimklib, Somkid; Nanthamongkolchai, Sutham; Apinanthavech, Suporn

2009-12-01

To study the effect of promoting self-esteem by participatory learning program on emotional intelligence among early adolescents. The quasi-experimental study was conducted in grade 9 students from two schools in Bangbuathong district, Nonthaburi province. Each experimental and comparative group consisted of 34 students with the lowest score of emotional intelligence. The instruments were questionnaires, Program to Develop Emotional Intelligence and Handbook of Emotional Intelligence Development. The experimental group attended 8 participatory learning activities in 4 weeks to Develop Emotional Intelligence while the comparative group received the handbook for self study. Assessment the effectiveness of program was done by pre-test and post-test immediately and 4 weeks apart concerning the emotional intelligence. Implementation and evaluation was done during May 24-August 12, 2005. Data were analyzed by frequency, percentage, mean, standard deviation, Chi-square, independent sample t-test and paired sample t-test. Before program implementation, both groups had no statistical difference in mean score of emotional intelligence. After intervention, the experimental group had higher mean score of emotional intelligence both immediately and 4 weeks later with statistical significant (p = 0.001 and < 0.001). At 4 weeks after experiment, the mean score in experimental group was higher than the mean score at immediate after experiment with statistical significance (p < 0.001). The program to promote self-esteem by participatory learning process could enhance the emotional intelligence in early-adolescent. This program could be modified and implemented for early adolescent in the community.

Emotional Intelligence: A Theoretical Framework for Individual Differences in Affective Forecasting

PubMed Central

Hoerger, Michael; Chapman, Benjamin P.; Epstein, Ronald M.; Duberstein, Paul R.

2011-01-01

Only recently have researchers begun to examine individual differences in affective forecasting. The present investigation was designed to make a theoretical contribution to this emerging literature by examining the role of emotional intelligence in affective forecasting. Emotional intelligence was hypothesized to be associated with affective forecasting accuracy, memory for emotional reactions, and subsequent improvement on an affective forecasting task involving emotionally-evocative pictures. Results from two studies (N = 511) supported our hypotheses. Emotional intelligence was associated with accuracy in predicting, encoding, and consolidating emotional reactions. Furthermore, emotional intelligence was associated with greater improvement on a second affective forecasting task, with the relationship explained by basic memory processes. Implications for future research on basic and applied decision making are discussed. PMID:22251053

Emotional intelligence: a theoretical framework for individual differences in affective forecasting.

PubMed

Hoerger, Michael; Chapman, Benjamin P; Epstein, Ronald M; Duberstein, Paul R

2012-08-01

Only recently have researchers begun to examine individual differences in affective forecasting. The present investigation was designed to make a theoretical contribution to this emerging literature by examining the role of emotional intelligence in affective forecasting. Emotional intelligence was hypothesized to be associated with affective forecasting accuracy, memory for emotional reactions, and subsequent improvement on an affective forecasting task involving emotionally evocative pictures. Results from two studies (N = 511) supported our hypotheses. Emotional intelligence was associated with accuracy in predicting, encoding, and consolidating emotional reactions. Furthermore, emotional intelligence was associated with greater improvement on a second affective forecasting task, with the relationship explained by basic memory processes. Implications for future research on basic and applied decision making are discussed.

Cognitions as determinants of (mal)adaptive emotions and emotionally intelligent behavior in an organizational context.

PubMed

Spörrle, Matthias; Welpe, Isabell M; Försterling, Friedrich

2006-01-01

This study applies the theoretical concepts of Rational Emotive Behavior Therapy (REBT; Ellis, 1962, 1994) to the analysis of functional and dysfunctional behaviour and emotions in the workplace and tests central assumptions of REBT in an organizational setting. We argue that Ellis' appraisal theory of emotion sheds light on some of the cognitive and emotional antecedents of emotional intelligence and emotionally intelligent behaviour. In an extension of REBT, we posit that adaptive emotions resulting from rational cognitions reflect more emotional intelligence than maladaptive emotions which result from irrational cognitions, because the former lead to functional behaviour. We hypothesize that semantically similar emotions (e.g. annoyance and rage) lead to different behavioural reactions and have a different functionality in an organizational context. The results of scenario experiments using organizational vignettes confirm the central assumptions of Ellis' appraisal theory and support our hypotheses of a correspondence between adaptive emotions and emotionally intelligent behaviour. Additionally, we find evidence that irrational job-related attitudes result in reduced work (but not life) satisfaction.

The mediating effect of job satisfaction between emotional intelligence and organisational commitment of nurses: a questionnaire survey.

PubMed

Güleryüz, Güldal; Güney, Semra; Aydin, Eren Miski; Aşan, Oznur

2008-11-01

The effect of emotional intelligence and its dimensions on job satisfaction and organisational commitment of nurses has been investigated in this study. This paper examines the relations among emotional intelligence, job satisfaction and organisational commitment of nurses and the mediating effect of job satisfaction between emotional intelligence and organisational commitment. A questionnaire survey was carried out to explore the relations between emotional intelligence, job satisfaction and organisational commitment. Teaching hospital in Ankara, Turkey. Questionnaires were distributed by Nursing Services Administration to 550 nurses working at different departments of the hospital and 267 questionnaires were analyzed. A 45-item questionnaire which consists of emotional intelligence, job satisfaction and organisational commitment parts was carried out to investigate the relations among these variables. Some basic socio-demographic questions were included. Emotional intelligence was significantly and positively related to job satisfaction (r=0.236,p< or =0.01) and organisational commitment (r=0.229,p< or =0.01). The positive relation between job satisfaction and organisational commitment was also significant (r=0.667,p< or =0.01). Job satisfaction was found to be related with "regulation of emotion (ROE)"(r=0.228,p< or =0.01) and "use of emotion (UOE)"(r=0.155,p< or =0.01) but not with other dimensions of emotional intelligence. "Others's emotional appraisal" did not have any relations with job satisfaction or organisational commitment and "self-emotional appraisal (SEA)" was found to be a suppressor. It was found that job satisfaction is a mediator between emotional intelligence and organisational commitment. The other finding of the study was that "SEA" and "UOE" have direct effects on organisational commitment whereas job satisfaction is a mediator between "regulation of emotion" and organisational commitment.

Improving Emotional Intelligence through Personality Development: The Effect of the Smart Phone Application based Dharma Life Program on Emotional Intelligence

PubMed Central

Poonamallee, Latha; Harrington, Alex M.; Nagpal, Manisha; Musial, Alec

2018-01-01

Emotional intelligence is established to predict success in leadership effectiveness in various contexts and has been linked to personality factors. This paper introduces Dharma Life Program, a novel approach to improving emotional intelligence by targeting maladaptive personality traits and triggering neuroplasticity through the use of a smart-phone application and mentoring. The program uses neuroplasticity to enable users to create a more adaptive application of their maladaptive traits, thus improving their emotional intelligence. In this study 26 participants underwent the Dharma Life Program in a leadership development setting. We assessed their emotional and social intelligence before and after the Dharma Life Program intervention using the Emotional and Social Competency Inventory (ESCI). The study found a significant improvement in the lowest three competencies and a significant improvement in almost all domains for the entire sample. Our findings suggest that the completion of the Dharma Life Program has a significant positive effect on Emotional and Social Competency scores and offers a new avenue for improving emotional intelligence competencies. PMID:29527182

Improving Emotional Intelligence through Personality Development: The Effect of the Smart Phone Application based Dharma Life Program on Emotional Intelligence.

PubMed

Poonamallee, Latha; Harrington, Alex M; Nagpal, Manisha; Musial, Alec

2018-01-01

Emotional intelligence is established to predict success in leadership effectiveness in various contexts and has been linked to personality factors. This paper introduces Dharma Life Program, a novel approach to improving emotional intelligence by targeting maladaptive personality traits and triggering neuroplasticity through the use of a smart-phone application and mentoring. The program uses neuroplasticity to enable users to create a more adaptive application of their maladaptive traits, thus improving their emotional intelligence. In this study 26 participants underwent the Dharma Life Program in a leadership development setting. We assessed their emotional and social intelligence before and after the Dharma Life Program intervention using the Emotional and Social Competency Inventory (ESCI). The study found a significant improvement in the lowest three competencies and a significant improvement in almost all domains for the entire sample. Our findings suggest that the completion of the Dharma Life Program has a significant positive effect on Emotional and Social Competency scores and offers a new avenue for improving emotional intelligence competencies.

Role-taking ability and social behavior in deaf school children.

PubMed

Cates, D S; Shontz, F C

1990-07-01

This study assessed the relationship between role-taking skill and social-emotional adjustment in deaf children. Twenty-three prelingually deafened boys and girls between 7 and 14 years of age were administered a role-taking task, surreptitious behavioral measures of helping and altruism, and a measure of nonverbal intelligence. In addition, two professionals experienced in working with deaf children rated the social and emotional adjustment, language/communication skills and role-taking ability of the participants. Performance on the role-taking task correlated positively with ratings of emotional adjustment, self-image, communicative effectiveness and role-taking skill. Role-taking performance, however, was not reliably related to any of the measures of social behavior. The study also considered several factors which may account for the apparent independence of role-taking and social behavior.

Report on the Validation of the Emotionally Intelligent Leadership for Students Inventory

ERIC Educational Resources Information Center

Miguel, Rosanna F.; Allen, Scott J.

2016-01-01

The present study was designed to examine the measurement of the Emotionally Intelligent Leadership (EIL) construct and to provide evidence of validation for the multidimensional Emotionally Intelligence Leadership for Students: Inventory 2.0 (EILS:I 2.0). The EILS:I 2.0 is a self-report assessment of emotionally intelligent leadership in the…

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…

Contributions Emotional Intelligence on Cognitive Learning Result of Biology of Senior High School Students in Medan, Indonesia

ERIC Educational Resources Information Center

Pratama, Anggi Tias; Corebima, Aloysius Duran

2016-01-01

Emotional intelligence is one of the factors affecting the success of students' learning results. Students having high emotional intelligence will be able to overcome the problems faced in school and in society. This research aims at investigating the correlation between emotional intelligence (EQ) and students' cognitive learning results of…

Human Performance: Sex Differences and the Influence of the Menstrual Cycle (A Selected Bibliography)

DTIC Science & Technology

1978-05-01

22 C. Vigilance/ Attention .. .... ......... .......... 23 D. Reaction Time .. ... ......... ......... .... 24 E. Time Estimation...24 F. Cognitive Skills/Intelligence. .. ....... ........ .... 25 G. Memory .. ........ ........ ......... .. 26 H. Problem...Sex Differences in Cognitive Abilities. ..... .... 30 IV. SEX DIFFERENCES IN PERSONALITY .. ..... ........ .... 33 A. Emotional ity/Adaptive Styles

Emotional Intelligence and Its Relationship with Levels of Social Anxiety and Stress in Adolescents.

PubMed

Cejudo, Javier; Rodrigo-Ruiz, Débora; López-Delgado, Maria Luz; Losada, Lidia

2018-05-25

The aim of this work is to extend the research on the relationships between emotional intelligence and various indicators of subjective well-being in adolescents, such as stress and social anxiety. The existence of differences in stress and social anxiety as a function of an emotional intelligence score is also analyzed. A total of 505 Spanish adolescents between the ages of 12 and 18 participated in the study. The results obtained support the existence of a positive relationship between trait emotional intelligence and subjective well-being. Likewise, the existence of a negative association between emotional intelligence and stress, and emotional intelligence and social anxiety, is confirmed. These results are consistent with other similar works based on adolescent samples.

The relationship between trait emotional intelligence and interaction with ostracized others' retaliation.

PubMed

Nozaki, Yuki; Koyasu, Masuo

2013-01-01

Regulation of emotions in others is distinct from other activities related to trait emotional intelligence in that only such behavior can directly change other people's psychological states. Although emotional intelligence has generally been associated with prosociality, emotionally intelligent people may manipulate others' behaviors to suit their own interests using high-level capabilities to read and manage the emotions of others. This study investigated how trait emotional intelligence was related to interacting with ostracized others who attempt retaliation. We experimentally manipulated whether two people were simultaneously ostracized or not by using an online ball-tossing game called Cyberball. Eighty university students participated in Cyberball for manipulating ostracism and a "recommendation game," a variation of the ultimatum game for assessing how to interact with others who attempt retaliation, with four participants. After the recommendation game, participants rated their intention to retaliate during the game. People with higher interpersonal emotional intelligence were more likely to recommend that the ostracized other should inhibit retaliation and maximize additional rewards when they have a weaker intention to retaliate. However, they were more likely to recommend that the ostracized other should retaliate against the ostracizers when they have a stronger intention to retaliate. This is the first laboratory study that empirically reveals that people with high interpersonal emotional intelligence influence others' emotions based on their own goals contrary to the general view. Trait emotional intelligence itself is neither positive nor negative, but it can facilitate interpersonal behaviors for achieving goals. Our study offers valuable contributions for the refinement of the trait emotional intelligence concept in the respect of its social function.

Emotional Intelligence (EI): A Therapy for Higher Education Students

ERIC Educational Resources Information Center

Machera, Robert P.; Machera, Precious C.

2017-01-01

This study investigates the need to design and develop emotional intelligence curriculum for students in higher education. Emotional intelligence curriculum may be used as a therapy that provides skills to manage high emotions faced by generation "Y", on a day-to-day basis. Generation "Y" is emotionally challenged with: drug…

The importance of motivation and emotion for explaining human cognition.

PubMed

Güss, C Dominik; Dörner, Dietrich

2017-01-01

Lake et al. discuss building blocks of human intelligence that are quite different from those of artificial intelligence. We argue that a theory of human intelligence has to incorporate human motivations and emotions. The interaction of motivation, emotion, and cognition is the real strength of human intelligence and distinguishes it from artificial intelligence.

Emotional intelligence, anxiety, and emotional eating: A deeper insight into a recently reported association?

PubMed

Zysberg, Leehu

2018-04-01

Recent studies reported a negative association between emotional intelligence (EI: defined here as individual predispositions associated with effective identification and regulation of emotions) and emotional eating. Although theory provides some insights into how the concept represents mechanisms that may serve as protective factors, empirical evidence of the mechanism behind the association has yet to be presented. This study tested a proposed model in which anxiety levels mediate the association between emotional intelligence and emotional-eating patterns in a normative sample of women in Israel. A cross-sectional/correlational design was used to gather data from 208 generally healthy female participants who completed measures of trait emotional intelligence, anxiety, and tendency toward emotional eating, as well as demographics. Anxiety levels mediated the negative association between emotional intelligence and emotional eating. Background variables had only marginal involvement in this model. The results shed light on the mechanisms underlying the association between emotional intelligence and emotional eating. Should future studies corroborate the findings, they may serve as a basis for future screening protocols, prevention and interventions with individuals and groups at risk of EE and eating disorders. Copyright © 2018 Elsevier Ltd. All rights reserved.

Do we develop public health leaders?- association between public health competencies and emotional intelligence: a cross-sectional study

PubMed Central

2014-01-01

Background Professional development of public health leaders requires a form of instruction which is competency-based to help them develop the abilities to address complex and evolving demands of health care systems. Concurrently, emotional intelligence (EI) is a key to organisational success. Our aim was twofold: i) to assess the relationship between the level of self-assessed public health and EI competencies among Master of European Public Health (MEPH) students and graduates at Maastricht University, and; ii) to determine the relationship between different groups of public health competencies and specific EI skills. Methods A cross-sectional study was conducted including all recent MEPH graduates and students from 2009–2012, out of 67 eligible candidates N = 51 were contacted and N = 33 responded (11 males and 22 females; overall response: 64.7%).Two validated tools were employed: i) public health competencies self-assessment questionnaire, and; ii) Assessing Emotions Scale. Results Females scored higher than males in all seven domains of the self-assessed key public health competencies (NS) and emotional intelligence competences (P = 0.022). Overall, the mean value of public health competencies was the lowest in students with “staff” preferences and the highest among students with mixed job preferences (P < 0.001). There was evidence of a correlation between the overall public health competencies and the overall emotional intelligence competencies (r = 0.61, P < 0.001). Conclusions The study shows a positive correlation between public health specific competencies and EI attributes. It can contribute to the improvement of the educational content of PH curricula by rising awareness through self-assessment and supporting the identification of further educational needs related to leadership. PMID:24742091

Do we develop public health leaders?- association between public health competencies and emotional intelligence: a cross-sectional study.

PubMed

Czabanowska, Katarzyna; Malho, André; Schröder-Bäck, Peter; Popa, Daniela; Burazeri, Genc

2014-04-17

Professional development of public health leaders requires a form of instruction which is competency-based to help them develop the abilities to address complex and evolving demands of health care systems. Concurrently, emotional intelligence (EI) is a key to organisational success. Our aim was twofold: i) to assess the relationship between the level of self-assessed public health and EI competencies among Master of European Public Health (MEPH) students and graduates at Maastricht University, and; ii) to determine the relationship between different groups of public health competencies and specific EI skills. A cross-sectional study was conducted including all recent MEPH graduates and students from 2009-2012, out of 67 eligible candidates N = 51 were contacted and N = 33 responded (11 males and 22 females; overall response: 64.7%).Two validated tools were employed: i) public health competencies self-assessment questionnaire, and; ii) Assessing Emotions Scale. Females scored higher than males in all seven domains of the self-assessed key public health competencies (NS) and emotional intelligence competences (P = 0.022). Overall, the mean value of public health competencies was the lowest in students with "staff" preferences and the highest among students with mixed job preferences (P < 0.001). There was evidence of a correlation between the overall public health competencies and the overall emotional intelligence competencies (r = 0.61, P < 0.001). The study shows a positive correlation between public health specific competencies and EI attributes. It can contribute to the improvement of the educational content of PH curricula by rising awareness through self-assessment and supporting the identification of further educational needs related to leadership.

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. Copyright © 2014 Elsevier Inc. All rights reserved.

Relationship between emotional intelligence and organizational citizenship behavior in critical and emergency nurses in south east of Iran.

PubMed

Tofighi, M; Tirgari, B; Fooladvandi, M; Rasouli, F; Jalali, M

2015-01-01

Several factors including emotional intelligence affect the efficiency of people. It seems that organizational behavior of each person is strongly influenced by emotional intelligence. Therefore, the present study is aimed to examine the relationship between emotional intelligence and organizational citizenship behavior in critical and emergency nurses in teaching hospitals supervised by Kerman Medical University in Southeast of Iran. This study employed a descriptive cross sectional design. A census sample consisted of 150 critical and emergency nurses working in teaching hospitals supervised by Kerman Medical University participated in this study. Emotional intelligence and organizational citizenship behavior questionnaire was used to assess nurses' emotional intelligence and organizational citizenship behavior by available sampling method. The results showed that the mean age of the participants was 35 years. Most participants (94%) were females and belonged to the age group of 26-30 years. Overall mean score of organizational citizenship behavior scale was 88.21 (±10.4). In the organizational citizenship behavior categories, altruism mean score was higher than the other mean scores. Overall mean score of emotional intelligence was (121.08 ± 17.56). In the subgroups of emotional intelligence, mean score of the relationship management, was higher than the average of other factors. Pearson's correlation coefficient showed no significant relationship between emotional intelligence and organizational citizenship behavior (p ≥ 0.05). The study suggests that health care managers should organize systematic and dynamic policies and procedures in dealing with emotional intelligence and organizational citizenship behavior to assist critical and emergency nurses.

Evaluation of Emotional Intelligence and Job Satisfaction in Employees of Kashan Hospitals

PubMed Central

Ghoreishi, Fatemeh Sadat; Zahirrodine, Ali Reza; Assarian, Fatemeh; Moosavi, Seyed Gholam Abbas; Zare Zadeh Mehrizi, Maryam

2014-01-01

Background: Job satisfaction and emotional intelligence are two important variables in organizational behavioral studies, and are key factors in promoting the efficiency of organizations. Objectives: The present study was conducted in order to determine the job satisfaction and emotional intelligence of employees of Kashan hospitals in 2011. Materials and Methods: This cross-sectional study was performed on 121 employees of Kashan hospitals who were selected using random stratified method. In this study, Bar-on emotional intelligence and job satisfaction questionnaires were used. The data were analyzed using statistical methods such as odds ratio, Chi-square and Fisher's exact test. Results: The majority of employees (76%) had moderate emotional intelligence while 88.2% of them had moderate job satisfaction. In this study, there were no significant relations between emotional intelligence and variables such as sex, education, and marital and job status (P > 0.05) but significant relations were found between the age and emotional intelligence (P = 0.01). Furthermore, there was no significant relation between job satisfaction and demographic variables. Moreover, no significant relation was found between the emotional intelligence and job satisfaction (P > 0.05). Conclusions: As the majority of the staff had average level of job satisfaction and emotional intelligence and others were lower than average, it seems necessary for authorities to explore the reasons for job dissatisfaction to prevent job burnout, depression and developing a sense of helplessness in the staff. It is also recommended to hold educational workshops for the staff especially who are younger than 40 years to promote their emotional intelligence. PMID:25414889

Young Humeans: the role of emotions in children's evaluation of moral reasoning abilities

PubMed Central

Danovitch, Judith H.; Keil, Frank C.

2009-01-01

Three experiments investigated whether children in grades K, 2, and 4 (n = 144) view emotional comprehension as important in solving moral dilemmas. The experiments asked whether a human or an artificially intelligent machine would be best at solving different types of problems, ranging from moral and emotional to nonmoral and pragmatic. In Experiment 1, children in all age groups indicated that a human would be superior to a computer not only at comprehending emotions, but also at solving moral dilemmas. In Experiment 2, older children also indicated that a human could solve moral dilemmas better than a ‘robot’ with human-like perceptual and physical abilities. Experiment 3 further demonstrated that these effects were not solely due to a bias towards humans. Thus, children as young as age 5 view emotional understanding as an important element for moral, but not for nonmoral, reasoning, suggesting that the basis for Humean intuitions emerges early in life. PMID:18171364

Emotional intelligence as a mediator between rumination and suicidal ideation among depressed inpatients: The moderating role of suicidal history.

PubMed

Abdollahi, Abbas; Talib, Mansor Abu

2015-08-30

Suicide is a substantial public health problem, and it remains a serious cause of death in the world. Therefore, this study was designed to examine the relationships between brooding, reflection, emotional intelligence (assessed by performance-based test), and suicidal ideation; the mediation role of emotional intelligence on the relationships between brooding and reflection with suicidal ideation; and the moderating role of suicidal history on the relationships between brooding, reflection, and emotional intelligence with suicidal ideation among Iranian depressed adolescents. The study consisted of a cross-sectional sample of 202 depressed adolescent inpatients from five public hospitals in Tehran, Iran completed measures of depression, rumination, emotional intelligence, and suicide attempt history as indices of suicidal ideation. Structural Equation Modelling estimated that depressed adolescent inpatients with high levels of brooding and reflective rumination, and low levels of emotional intelligence were more likely to report suicidal ideation. Moreover, emotional intelligence partially mediated the relationships between brooding and reflective rumination with suicidal ideation. Suicidal history moderated the relationships between brooding, reflection, and emotional intelligence with suicidal ideation. These findings reinforce the importance of emotional intelligence as an influencing factor against the deleterious effects of rumination styles and suicidal ideation. The results indicate that brooding and reflection have detrimental effects on suicidal ideation in depressed inpatients. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

When nurse emotional intelligence matters: How transformational leadership influences intent to stay.

PubMed

Wang, Lin; Tao, Hong; Bowers, Barbara J; Brown, Roger; Zhang, Yaqing

2018-05-01

The purpose of this study was to examine the role of staff nurse emotional intelligence between transformational leadership and nurse intent to stay. Nurse intent to stay and transformational leadership are widely recognized as vital components of nurse retention. Staff nurse emotional intelligence that has been confirmed improvable has been recently recognized in the nursing literature as correlated with retention. Yet, the nature of the relationships among these three variables is not known. Cross-sectional data for 535 Chinese nurses were analysed using Structural Equation Modelling. Transformational leadership and staff nurse emotional intelligence were significant predictors of nurse intent to stay, accounting for 34.3% of the variance in nurse intent to stay. Staff nurse emotional intelligence partially mediates the relationship between transformational leadership and nurse intent to stay. The findings of the study emphasized the importance of transformational leadership in enhancing nurse emotional intelligence and to provide a deeper understanding of the mediating role of emotional intelligence in the relationship between nurse manager's transformational leadership and nurse's intent to stay. Nurse leaders should develop training programmes to improve nursing manager transformational leadership and staff nurse emotional intelligence in the workplace. © 2018 John Wiley & Sons Ltd.

Emotionally intelligent nurse leadership: a literature review study.

PubMed

Akerjordet, Kristin; Severinsson, Elisabeth

2008-07-01

To establish a synthesis of the literature on the theoretical and empirical basis of emotional intelligence and it's linkage to nurse leadership, focusing on subjective well-being and professional development. Emotional intelligence has been acknowledged in the literature as supporting nurse leadership that fosters a healthy work environment, creating inspiring relationships based on mutual trust. Nurse leaders who exhibit characteristics of emotional intelligence enhance organizational, staff and patient outcomes. A literature search was undertaken using international data bases covering the period January 1997 to December 2007. Eighteen articles were included in this integrative review and were thoroughly reviewed by both authors. Emotional intelligence was associated with positive empowerment processes as well as positive organizational outcomes. Emotionally intelligent nurse leadership characterized by self-awareness and supervisory skills highlights positive empowerment processes, creating a favourable work climate characterized by resilience, innovation and change. Emotional intelligence cannot be considered a general panacea, but it may offer new ways of thinking and being for nurse leaders, as it takes the intelligence of feelings more seriously by continually reflecting, evaluating and improving leadership and supervisory skills.

Emotional Intelligence Mediates the Relationship between Age and Subjective Well-Being.

PubMed

Chen, Yiwei; Peng, Yisheng; Fang, Ping

2016-07-01

Individuals' Subjective Well-being (SWB) increases as they grow older. Past literature suggests that emotional intelligence may increase with age and lead to higher levels of SWB in older adults. The primary purpose of the present study was to test whether emotional intelligence would mediate the relationship between age and SWB. A total of 360 Chinese adults (age range: 20 to 79 years old) participated in this study. They filled out questionnaires that assessed their age, life satisfaction (The Satisfaction with Life Scale), affective well-being (The Positive and Negative Affect Schedule), and emotional intelligence (The Wong and Law Emotional Intelligence Scale). Using Structural Equation Modeling, the mediation model was supported, χ(2) (75) = 194.21, p < .01; RMSEA = .07; CFI = .91. Emotional intelligence partially mediated the relationship between age and life satisfaction, and fully mediated the relationship between age and affective well-being. The findings suggest that older adults may use their increased emotional intelligence to enhance their SWB. © The Author(s) 2016.

Emotional Intelligence Mediates the Relationship between Age and Subjective Well-Being

PubMed Central

Chen, Yiwei; Peng, Yisheng; Fang, Ping

2017-01-01

Individuals’ Subjective Well-being (SWB) increases as they grow older. Past literature suggests that emotional intelligence may increase with age and lead to higher levels of SWB in older adults. The primary purpose of the present study was to test whether emotional intelligence would mediate the relationship between age and SWB. A total of 360 Chinese adults (age range: 20 to 79 years old) participated in this study. They filled out questionnaires that assessed their age, life satisfaction (The Satisfaction with Life Scale), affective well-being (The Positive and Negative Affect Schedule), and emotional intelligence (The Wong and Law Emotional Intelligence Scale). Using Structural Equation Modeling, the mediation model was supported, χ2 (75) =194.21, p < .01; RMSEA =.07; CFI = .91. Emotional intelligence partially mediated the relationship between age and life satisfaction, and fully mediated the relationship between age and affective well-being. The findings suggest that older adults may use their increased emotional intelligence to enhance their SWB. PMID:27199490

Investigating the effect of emotional intelligence education on baccalaureate nursing students' emotional intelligence scores.

PubMed

Orak, Roohangiz Jamshidi; Farahani, Mansoureh Ashghali; Kelishami, Fatemeh Ghofrani; Seyedfatemi, Naima; Banihashemi, Sara; Havaei, Farinaz

2016-09-01

Nursing students, particularly at the time of entering clinical education, experience a great deal of stress and emotion typically related to their educational and clinical competence. Emotional intelligence is known to be one of the required skills to effectively cope with such feelings. The aim of this study was to investigate the effect of training on first-year nursing students' levels of emotional intelligence. This was a quasi-experiment study in which 69 first-year nursing students affiliated with Tehran University of Medical Sciences were assigned to either the control or the experimental groups. The study intervention included of an emotional intelligence educational program offered in eight two-hour sessions for eight subsequent weeks. In total, 66 students completed the study. The study groups did not differ significantly in terms of emotional intelligence scores before and after educational program. Although the educational program did not have an effect on students' emotional intelligence scores, this study finding can be explained. Limited time for exercising the acquired knowledge and skills may explain the non-significant findings. Moreover, our participants were exclusively first-year students who had no clinical experience and hence, might have felt no real need to learn emotional intelligence skills. Copyright © 2016 Elsevier Ltd. All rights reserved.

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…

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…

Perceived Emotional Intelligence as Predictor of Psychological Adjustment in Adolescents: A 1-Year Prospective Study

ERIC Educational Resources Information Center

Salguero, Jose M.; Palomera, Raquel; Fernandez-Berrocal, Pablo

2012-01-01

In recent years, emotional intelligence has appeared as a predictor of adults' mental health, but little research has examined its involvement in adolescents' psychological adjustment. In this paper, we analyzed the predictive validity of perceived emotional intelligence (attention to feelings, emotional clarity, and emotional repair) over…

Emotional Intelligence and Academic Success: A Conceptual Analysis for Educational Leaders

ERIC Educational Resources Information Center

Labby, Sandy; Lunenburg, Frederick C.; Slate, John R.

2012-01-01

In this review of the literature, we briefly examined the development of intelligence theories as they lead to the emergence of the concept of emotional intelligence(s). In our analysis, we noted that only limited attention had been focused on the emotional intelligence skills of school administrators. Accordingly, we examined the role of…

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)

Emotional intelligence as a basis for self-esteem in young adults.

PubMed

Cheung, Chau-Kiu; Cheung, Hoi Yan; Hue, Ming-Tak

2015-01-01

As self-esteem is likely to build on favorable social experiences, such as those derived from achievement (i.e., GPA) and social competence, emotional intelligence is likely to be pivotal in fostering social experiences conducive to self-esteem. Accordingly, emotional intelligence is likely to underlie social competence and mediate the contribution of achievement to self-esteem. This uncharted role is the focus of this study, which surveyed 405 undergraduates in Hong Kong, China. Results demonstrated the pivotal role of emotional intelligence. Essentially, emotional intelligence appeared to be a strong determinant of self-esteem and explain away the positive effect of social competence on self-esteem. The results imply the value of raising emotional intelligence in order to consolidate the basis for the young adult's self-esteem.

Fostering Emotional Intelligence in Online Higher Education Courses

ERIC Educational Resources Information Center

Majeski, Robin A.; Stover, Merrily; Valais, Teresa; Ronch, Judah

2017-01-01

Given the complex challenges organizations face and the importance of emotional intelligence to effective leadership, management education has begun to help adult learners develop emotional intelligence competencies. These include emotional self-control, conflict management, teamwork, cultural awareness, and inspirational leadership, among other…

Trait emotional intelligence and mental distress: the mediating role of positive and negative affect.

PubMed

Kong, Feng; Zhao, Jingjing; You, Xuqun

2012-01-01

Over the past decade, emotional intelligence (EI) has received much attention in the literature. Previous studies indicated that higher trait or ability EI was associated with greater mental distress. The present study focused on mediating effects of positive and negative affect on the association between trait EI and mental distress in a sample of Chinese adults. The participants were 726 Chinese adults (384 females) with an age range of 18-60 years. Data were collected by using the Wong Law Emotional Intelligence Scale, the Positive Affect and Negative Affect Scale, and the General Health Questionnaire. Hierarchical regression analysis showed that EI was a significant predictor of positive affect, negative affect and mental distress. Further mediation analysis showed that positive and negative affect acted as partial mediators of the relationship between EI and mental distress. Furthermore, effect contrasts showed that there was no significant difference between the specific indirect effects through positive affect and through negative affect. This result indicated that positive affect and negative affect played an equally important function in the association between EI and distress. The significance and limitations of the results are discussed.

Relationship between Emotional Intelligence and Ethical Decision Making in Educational Leaders

ERIC Educational Resources Information Center

Harati, Lina Wagih

2013-01-01

Leadership is a multifaceted skill as it requires the alignment of body, spirit and mind (Brown & Moshavi, 2005). Furthermore, it is a combination of behavior, actions and interaction between leaders and followers. It is characterized by the leaders' decisions' ability to influence followers' performance and achievement through their…

Why does self-reported emotional intelligence predict job performance? A meta-analytic investigation of mixed EI.

PubMed

Joseph, Dana L; Jin, Jing; Newman, Daniel A; O'Boyle, Ernest H

2015-03-01

Recent empirical reviews have claimed a surprisingly strong relationship between job performance and self-reported emotional intelligence (also commonly called trait EI or mixed EI), suggesting self-reported/mixed EI is one of the best known predictors of job performance (e.g., ρ = .47; Joseph & Newman, 2010b). Results further suggest mixed EI can robustly predict job performance beyond cognitive ability and Big Five personality traits (Joseph & Newman, 2010b; O'Boyle, Humphrey, Pollack, Hawver, & Story, 2011). These criterion-related validity results are problematic, given the paucity of evidence and the questionable construct validity of mixed EI measures themselves. In the current research, we update and reevaluate existing evidence for mixed EI, in light of prior work regarding the content of mixed EI measures. Results of the current meta-analysis demonstrate that (a) the content of mixed EI measures strongly overlaps with a set of well-known psychological constructs (i.e., ability EI, self-efficacy, and self-rated performance, in addition to Conscientiousness, Emotional Stability, Extraversion, and general mental ability; multiple R = .79), (b) an updated estimate of the meta-analytic correlation between mixed EI and supervisor-rated job performance is ρ = .29, and (c) the mixed EI-job performance relationship becomes nil (β = -.02) after controlling for the set of covariates listed above. Findings help to establish the construct validity of mixed EI measures and further support an intuitive theoretical explanation for the uncommonly high association between mixed EI and job performance--mixed EI instruments assess a combination of ability EI and self-perceptions, in addition to personality and cognitive ability. PsycINFO Database Record (c) 2015 APA, all rights reserved.

The Relationship between Trait Emotional Intelligence and Interaction with Ostracized Others' Retaliation

PubMed Central

Nozaki, Yuki; Koyasu, Masuo

2013-01-01

Background Regulation of emotions in others is distinct from other activities related to trait emotional intelligence in that only such behavior can directly change other people's psychological states. Although emotional intelligence has generally been associated with prosociality, emotionally intelligent people may manipulate others' behaviors to suit their own interests using high-level capabilities to read and manage the emotions of others. This study investigated how trait emotional intelligence was related to interacting with ostracized others who attempt retaliation. Method We experimentally manipulated whether two people were simultaneously ostracized or not by using an online ball-tossing game called Cyberball. Eighty university students participated in Cyberball for manipulating ostracism and a “recommendation game,” a variation of the ultimatum game for assessing how to interact with others who attempt retaliation, with four participants. After the recommendation game, participants rated their intention to retaliate during the game. Results People with higher interpersonal emotional intelligence were more likely to recommend that the ostracized other should inhibit retaliation and maximize additional rewards when they have a weaker intention to retaliate. However, they were more likely to recommend that the ostracized other should retaliate against the ostracizers when they have a stronger intention to retaliate. Conclusion This is the first laboratory study that empirically reveals that people with high interpersonal emotional intelligence influence others' emotions based on their own goals contrary to the general view. Trait emotional intelligence itself is neither positive nor negative, but it can facilitate interpersonal behaviors for achieving goals. Our study offers valuable contributions for the refinement of the trait emotional intelligence concept in the respect of its social function. PMID:24194890

Face and emotion expression processing and the serotonin transporter polymorphism 5-HTTLPR/rs22531.

PubMed

Hildebrandt, A; Kiy, A; Reuter, M; Sommer, W; Wilhelm, O

2016-06-01

Face cognition, including face identity and facial expression processing, is a crucial component of socio-emotional abilities, characterizing humans as highest developed social beings. However, for these trait domains molecular genetic studies investigating gene-behavior associations based on well-founded phenotype definitions are still rare. We examined the relationship between 5-HTTLPR/rs25531 polymorphisms - related to serotonin-reuptake - and the ability to perceive and recognize faces and emotional expressions in human faces. For this aim we conducted structural equation modeling on data from 230 young adults, obtained by using a comprehensive, multivariate task battery with maximal effort tasks. By additionally modeling fluid intelligence and immediate and delayed memory factors, we aimed to address the discriminant relationships of the 5-HTTLPR/rs25531 polymorphisms with socio-emotional abilities. We found a robust association between the 5-HTTLPR/rs25531 polymorphism and facial emotion perception. Carriers of two long (L) alleles outperformed carriers of one or two S alleles. Weaker associations were present for face identity perception and memory for emotional facial expressions. There was no association between the 5-HTTLPR/rs25531 polymorphism and non-social abilities, demonstrating discriminant validity of the relationships. We discuss the implications and possible neural mechanisms underlying these novel findings. © 2016 John Wiley & Sons Ltd and International Behavioural and Neural Genetics Society.

Emotional intelligence and glycemic management among type I diabetes patients.

PubMed

Zysberg, Leehu; Bar Yoseph, Tal; Goldman, Mor

2017-02-01

Type 1 diabetes is a lifelong physical and emotional challenge. The concept of emotional intelligence may offer better understanding of personal resources facilitating management of such challenges. We therefore hypothesized that emotional intelligence will negatively associate with two measures of diabetic management: HA1c and blood sugar levels. A total of 78 young adults with type 1 diabetes mellitus reported their last HA1c test result and their blood sugar level, as well as demographics and took the audio-visual test of emotional intelligence. The results showed a negative association between emotional intelligence and HA1c and marginal results in the same direction with blood sugar levels even when controlling for demographics.

“Chickens Are a Lot Smarter than I Originally Thought”: Changes in Student Attitudes to Chickens Following a Chicken Training Class

PubMed Central

Hazel, Susan J.; O’Dwyer, Lisel; Ryan, Terry

2015-01-01

Simple Summary Our attitudes to animals are linked to our beliefs about their cognitive abilities, such as intelligence and capacity to experience emotional states. In this study, undergraduate students were surveyed on their attitudes to chickens pre- and post- a practical class in which they learnt to clicker train chickens. Students were more likely to agree that chickens are intelligent and easy to teach tricks to, and that chickens feel emotions such as boredom, frustration and happiness, following the practical class. Similar workshops may be an effective method to improve animal training skills, and promote more positive attitudes to specific animal species. Abstract A practical class using clicker training of chickens to apply knowledge of how animals learn and practice skills in animal training was added to an undergraduate course. Since attitudes to animals are related to their perceived intelligence, surveys of student attitudes were completed pre- and post- the practical class, to determine if (1) the practical class changed students’ attitudes to chickens and their ability to experience affective states, and (2) any changes were related to previous contact with chickens, training experience or gender. In the post- versus pre-surveys, students agreed more that chickens are easy to teach tricks to, are intelligent, and have individual personalities and disagreed more that they are difficult to train and are slow learners. Following the class, they were more likely to believe chickens experience boredom, frustration and happiness. Females rated the intelligence and ability to experience affective states in chickens more highly than males, although there were shifts in attitude in both genders. This study demonstrated shifts in attitudes following a practical class teaching clicker training in chickens. Similar practical classes may provide an effective method of teaching animal training skills and promoting more positive attitudes to animals. PMID:26479388

The Effect of Web Assisted Learning with Emotional Intelligence Content on Students' Information about Energy Saving, Attitudes towards Environment and Emotional Intelligence

ERIC Educational Resources Information Center

Ercan, Orhan; Ural, Evrim; Köse, Sinan

2017-01-01

For a sustainable world, it is very important for students to develop positive environmental attitudes and to have awareness of energy use. The study aims to investigate the effect of web assisted instruction with emotional intelligence content on 8th grade students' emotional intelligence, attitudes towards environment and energy saving, academic…

Effects on incidental memory of affective tone in associated past and future episodes: influence of emotional intelligence.

PubMed

Toyota, Hiroshi

2011-02-01

The present study examined the effects of emotion elicited by episodes (past events or expected future events) and the relationship between individual differences in emotional intelligence and memory. Participants' emotional intelligence was assessed on the Japanese version of Emotional Skills and Competence Questionnaire. They rated the pleasantness of episodes they associated with targets, and then performed unexpected free recall tests. When the targets were associated with episodes that were past events, all participants recalled more of the targets associated with pleasant and unpleasant episodes than those associated with neutral episodes. However, when the targets were associated with episodes expected to occur in the future, only participants with higher emotional intelligence scores recalled more of the targets associated with pleasant and unpleasant episodes. The participants with lower emotional intelligence scores recalled the three target types with similar accuracy. These results were interpreted as showing that emotional intelligence is associated with the processing of targets associated with future episodes as retrieval cues.

Traditional Chinese version of the Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT-TC): Its validation and application to schizophrenic individuals.

PubMed

Mao, Wei-Chung; Chen, Li-Fen; Chi, Chia-Hsing; Lin, Ching-Hung; Kao, Yu-Chen; Hsu, Wen-Yau; Lane, Hsien-Yuan; Hsieh, Jen-Chuen

2016-09-30

Schizophrenia is an illness that impairs a person's social cognition. The Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT) is the most well-known test used to measure emotional intelligence (EI), which is a major component of social cognition. Given the absence of EI ability-based scales adapted to Chinese speakers, we translated the MSCEIT into a Traditional Chinese version (MSCEIT-TC) and validated this scale for use in schizophrenia studies. The specific aims were to validate the MSCEIT-TC, to develop a norm for the MSCEIT-TC, and use this norm to explore the EI performance of schizophrenic individuals. We included in our study seven hundred twenty-eight healthy controls and seventy-six individuals with schizophrenia. The results suggest that the MSCEIT-TC is reliable and valid when assessing EI. The results showed good discrimination and validity when comparing the two study groups. Impairment was the greatest for two branches Understanding and Managing Emotions, which implies that the deficits of schizophrenia individuals involve ToM (theory of mind) tasks. Deficits involving the negative scale of schizophrenia was related to impaired performance when the MSCEIT-TC was used (in branch 2, 3, 4, and the area Strategic). Our findings suggest that the MSCEIT-TC can be used for emotional studies in healthy Chinese and in clinical setting for investigating schizophrenic individuals. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

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…

The influence of inhibitory processes on affective theory of mind in young and old adults.

PubMed

Mahy, Caitlin E V; Vetter, Nora; Kühn-Popp, Nina; Löcher, Carolin; Krautschuk, Susan; Kliegel, Matthias

2014-01-01

The primary aim of this study was to examine the impact of an inhibition manipulation on the effect of age on theory of mind (ToM) in an ecologically valid, affective ToM task. Participants were 30 young and 30 old adults. The Cambridge Mindreading Face-Voice Battery was used to measure ToM; in addition, measures of fluid and crystallized intelligence were taken. Participants were subjected to three levels of inhibitory demand during ToM reasoning: emotional inhibition, non-emotional inhibition, and no inhibition. Old adults performed worse than young adults. The emotional and non-emotional inhibition conditions resulted in worse ToM performance compared to the no inhibition condition. There were no differences in the impact of the inhibition conditions on old and young adults. Regression analyses suggested that old adults' crystallized intelligence was a significant predictor of ToM performance, whereas it did not predict young adults' ToM performance. Results are discussed in terms of verbal ability as a possible compensatory mechanism in coping with verbal inhibitory load in ToM reasoning.

Dental ethics and emotional intelligence.

PubMed

Rosenblum, Alvin B; Wolf, Steve

2014-01-01

Dental ethics is often taught, viewed, and conducted as an intell enterprise, uninformed by other noncognitive factors. Emotional intelligence (EQ) is defined distinguished from the cognitive intelligence measured by Intelligence Quotient (IQ). This essay recommends more inclusion of emotional, noncognitive input to the ethical decision process in dental education and dental practice.

Next generation emotional intelligence (Abstract)

Treesearch

Jim Saveland

2012-01-01

Emotional intelligence has been a hot topic in leadership training since Dan Goleman published his book on the subject in 1995. Emotional intelligence competencies are typically focused on recognition and regulation of emotions in one's self and social situations, yielding four categories: self-awareness, self-management, social awareness and relationship...

Next generation Emotional Intelligence

Treesearch

J. Saveland

2012-01-01

Emotional Intelligence has been a hot topic in leadership training since Dan Goleman published his book on the subject in 1995. Emotional intelligence competencies are typically focused on recognition and regulation of emotions in one's self and social situations, yielding four categories: self-awareness, self-management, social awareness and relationship...

Students Can Control Their Emotions

ERIC Educational Resources Information Center

Harati, Saba; Parsa, Nasrin Arian

2014-01-01

As emotional intelligence contributes extensively in people's lives, it can also find some significance in language teaching. From this perspective, it is inevitable for teachers to know how to improve students' emotional intelligence. This paper made an effort to provide procedures to develop emotional intelligence. Although success has various…

Assessing the relationship between perceived emotional intelligence and academic performance of medical students

NASA Astrophysics Data System (ADS)

Rajasingam, Uma; Suat-Cheng, Peh; Aung, Thidar; Dipolog-Ubanan, Genevieve; Wei, Wee Kok

2014-12-01

This study examines the association between emotional intelligence and its influence on academic performance on medical students to see if emotional intelligence emerges as a significant influencer of academic achievement. The instrument used is the Trait-Meta Mood Scale (TMMS), a 30-item self-report questionnaire designed to measure an individual's perceived emotional intelligence (PEI). Participants are required to rate the extent to which they agree with each item on a 5-point Likert scale. The TMMS consists of three subscales - Attention to Feelings (which measures the extent to which individuals notice and think about their feelings, Clarity (which measures the extent to which an individual is able to discriminate among different moods) and Mood Repair (related to an individual's ability to repair/terminate negative moods or maintain pleasant ones). Of special interest is whether high scores in the Clarity and Repair subscales correlate positively with academic performance, and whether high scores on the Attention subscale, without correspondingly high scores in the Clarity and Mood Repair subscales, correlates negatively with academic performance. Sample population includes all medical students (Years 1-5) of the MD program in UCSI University, Malaysia. Preliminary analysis indicates no significant relationship between overall TMMS scores and academic performance; however, the Attention subscale is significantly correlated to academic performance. Therefore even though PEI has to be ruled out as an influencer on academic performance for this particular sample, the fact that Attention has a significant relationship with academic performance may give some insight into the factors that possibly influence medical students' academic performance.

The mediating role of emotional intelligence between negative life events and psychological distress among nursing students: A cross-sectional study.

PubMed

Zhang, Pan; Li, Chang-Zai; Zhao, Ya-Ning; Xing, Feng-Mei; Chen, Chang-Xiang; Tian, Xi-Feng; Tang, Qi-Qun

2016-09-01

Previous studies have highlighted that negative life events and emotional intelligence are significant predictors of mental health. However, whether emotional intelligence mediates the relationship between negative life events and psychological distress among nursing students have not been given adequate attention. To explore the relationship among negative life events, emotional intelligence and psychological distress and to examine the mediating role of emotional intelligence in psychological distress among Chinese nursing students. A cross-sectional survey using convenience sampling. A total of 467 nursing students who were enrolled in a university in mainland of China. A structured questionnaire was administered from September-November in 2013 to participants who consented to participate in the study. Independent variables were personal variables, emotional intelligence and negative life events. Outcome variable was psychological health. The means and standard deviations were computed. Student's t-test and one-way analysis of variance (ANOVA) were performed, to test the differences among the demographic characteristics on the psychological distress scores. Pearson correlation analyses and hierarchical regression analyses were performed. Negative life events were positively associated with psychological distress. Emotional intelligence was negatively associated with psychological distress and negative life events. Emotional intelligence mediated the relationship between negative life events and psychological distress. The findings support the theory of Salovey and his colleagues, and provide evidence for emotional intelligence as a factor that buffers effects of negative life events on psychological distress. Copyright © 2016 Elsevier Ltd. All rights reserved.

The impact of emotional intelligence on work engagement of registered nurses: the mediating role of organisational justice.

PubMed

Zhu, Yun; Liu, Congcong; Guo, Bingmei; Zhao, Lin; Lou, Fenglan

2015-08-01

To explore the impact of emotional intelligence and organisational justice on work engagement in Chinese nurses and to examine the mediating role of organisational justice to provide implications for promoting clinical nurses' work engagement. The importance of work engagement on nurses' well-being and quality of care has been well documented. Work engagement is significantly predicted by job resources. However, little research has concentrated simultaneously on the influence of both personal and organisational resources on nurses' work engagement. A descriptive, cross-sectional design was employed. A total of 511 nurses from four public hospitals were enrolled by multistage sampling. Data collection was undertaken using the Wong and Law Emotional Intelligence Scale, the Organizational Justice questionnaire and the Utrecht Work Engagement Scale-9. We analysed the data using structural equation modelling. Emotional intelligence and organisational justice were significant predictors and they accounted for 44% of the variance in nurses' work engagement. Bootstrap estimation confirmed an indirect effect of emotional intelligence on work engagement via organisational justice. Emotional intelligence and organisational justice positively predict work engagement and organisational justice partially mediates the relationship between emotional intelligence and work engagement. Our study supports the idea that enhancing organisational justice can increase the impact of emotional intelligence. Managers should take into account the importance of emotional intelligence and perceptions of organisational justice in human resources management and apply targeted interventions to foster work engagement. © 2015 John Wiley & Sons Ltd.

Cognitive contributions to theory of mind ability in children with a traumatic head injury.

PubMed

Levy, Naomi Kahana; Milgram, Noach

2016-01-01

The objective of the current study is to examine the contribution of intellectual abilities, executive functions (EF), and facial emotion recognition to difficulties in Theory of Mind (ToM) abilities in children with a traumatic head injury. Israeli children with a traumatic head injury were compared with their non-injured counterparts. Each group included 18 children (12 males) ages 7-13. Measurements included reading the mind in the eyes, facial emotion recognition, reasoning the other's characteristics based on motive and outcome, Raven's Coloured Progressive Matrices, similarities and digit span (Wechsler Intelligence Scale for Children - Revised 95 subscales), verbal fluency, and the Behaviour Rating Inventory of Executive Functions. Non-injured children performed significantly better on ToM, abstract reasoning, and EF measures compared with children with a traumatic head injury. However, differences in ToM abilities between the groups were no longer significant after controlling for abstract reasoning, working memory, verbal fluency, or facial emotion recognition. Impaired ToM recognition and reasoning abilities after a head injury may result from other cognitive impairments. In children with mild and moderate head injury, poorer performance on ToM tasks may reflect poorer abstract reasoning, a general tendency to concretize stimuli, working memory and verbal fluency deficits, and difficulties in facial emotion recognition, rather than deficits in the ability to understand the other's thoughts and emotions. ToM impairments may be secondary to a range of cognitive deficits in determining social outcomes in this population.

Dimensions of Emotional Intelligence and Online Gaming Addiction in Adolescence: The Indirect Effects of Two Facets of Perceived Stress.

PubMed

Che, Dexin; Hu, Jianping; Zhen, Shuangju; Yu, Chengfu; Li, Bin; Chang, Xi; Zhang, Wei

2017-01-01

This study tested a parallel two-mediator model in which the relationship between dimensions of emotional intelligence and online gaming addiction are mediated by perceived helplessness and perceived self-efficacy, respectively. The sample included 931 male adolescents (mean age = 16.18 years, SD = 0.95) from southern China. Data on emotional intelligence (four dimensions, including self-management of emotion, social skills, empathy and utilization of emotions), perceived stress (two facets, including perceived self-efficacy and perceived helplessness) and online gaming addiction were collected, and bootstrap methods were used to test this parallel two-mediator model. Our findings revealed that perceived self-efficacy mediated the relationship between three dimensions of emotional intelligence (i.e., self-management, social skills, and empathy) and online gaming addiction, and perceived helplessness mediated the relationship between two dimensions of emotional intelligence (i.e., self-management and emotion utilization) and online gaming addiction. These findings underscore the importance of separating the four dimensions of emotional intelligence and two facets of perceived stress to understand the complex relationship between these factors and online gaming addiction.

Dimensions of Emotional Intelligence and Online Gaming Addiction in Adolescence: The Indirect Effects of Two Facets of Perceived Stress

PubMed Central

Che, Dexin; Hu, Jianping; Zhen, Shuangju; Yu, Chengfu; Li, Bin; Chang, Xi; Zhang, Wei

2017-01-01

This study tested a parallel two-mediator model in which the relationship between dimensions of emotional intelligence and online gaming addiction are mediated by perceived helplessness and perceived self-efficacy, respectively. The sample included 931 male adolescents (mean age = 16.18 years, SD = 0.95) from southern China. Data on emotional intelligence (four dimensions, including self-management of emotion, social skills, empathy and utilization of emotions), perceived stress (two facets, including perceived self-efficacy and perceived helplessness) and online gaming addiction were collected, and bootstrap methods were used to test this parallel two-mediator model. Our findings revealed that perceived self-efficacy mediated the relationship between three dimensions of emotional intelligence (i.e., self-management, social skills, and empathy) and online gaming addiction, and perceived helplessness mediated the relationship between two dimensions of emotional intelligence (i.e., self-management and emotion utilization) and online gaming addiction. These findings underscore the importance of separating the four dimensions of emotional intelligence and two facets of perceived stress to understand the complex relationship between these factors and online gaming addiction. PMID:28751876

PERVALE-S: a new cognitive task to assess deaf people's ability to perceive basic and social emotions.

PubMed

Mestre, José M; Larrán, Cristina; Herrero, Joaquín; Guil, Rocío; de la Torre, Gabriel G

2015-01-01

A poorly understood aspect of deaf people (DP) is how their emotional information is processed. Verbal ability is key to improve emotional knowledge in people. Nevertheless, DP are unable to distinguish intonation, intensity, and the rhythm of language due to lack of hearing. Some DP have acquired both lip-reading abilities and sign language, but others have developed only sign language. PERVALE-S was developed to assess the ability of DP to perceive both social and basic emotions. PERVALE-S presents different sets of visual images of a real deaf person expressing both basic and social emotions, according to the normative standard of emotional expressions in Spanish Sign Language. Emotional expression stimuli were presented at two different levels of intensity (1: low; and 2: high) because DP do not distinguish an object in the same way as hearing people (HP) do. Then, participants had to click on the more suitable emotional expression. PERVALE-S contains video instructions (given by a sign language interpreter) to improve DP's understanding about how to use the software. DP had to watch the videos before answering the items. To test PERVALE-S, a sample of 56 individuals was recruited (18 signers, 8 lip-readers, and 30 HP). Participants also performed a personality test (High School Personality Questionnaire adapted) and a fluid intelligence (Gf) measure (RAPM). Moreover, all deaf participants were rated by four teachers for the deaf. there were no significant differences between deaf and HP in performance in PERVALE-S. Confusion matrices revealed that embarrassment, envy, and jealousy were worse perceived. Age was just related to social-emotional tasks (but not in basic emotional tasks). Emotional perception ability was related mainly to warmth and consciousness, but negatively related to tension. Meanwhile, Gf was related to only social-emotional tasks. There were no gender differences.

PERVALE-S: a new cognitive task to assess deaf people’s ability to perceive basic and social emotions

PubMed Central

Mestre, José M.; Larrán, Cristina; Herrero, Joaquín; Guil, Rocío; de la Torre, Gabriel G.

2015-01-01

A poorly understood aspect of deaf people (DP) is how their emotional information is processed. Verbal ability is key to improve emotional knowledge in people. Nevertheless, DP are unable to distinguish intonation, intensity, and the rhythm of language due to lack of hearing. Some DP have acquired both lip-reading abilities and sign language, but others have developed only sign language. PERVALE-S was developed to assess the ability of DP to perceive both social and basic emotions. PERVALE-S presents different sets of visual images of a real deaf person expressing both basic and social emotions, according to the normative standard of emotional expressions in Spanish Sign Language. Emotional expression stimuli were presented at two different levels of intensity (1: low; and 2: high) because DP do not distinguish an object in the same way as hearing people (HP) do. Then, participants had to click on the more suitable emotional expression. PERVALE-S contains video instructions (given by a sign language interpreter) to improve DP’s understanding about how to use the software. DP had to watch the videos before answering the items. To test PERVALE-S, a sample of 56 individuals was recruited (18 signers, 8 lip-readers, and 30 HP). Participants also performed a personality test (High School Personality Questionnaire adapted) and a fluid intelligence (Gf) measure (RAPM). Moreover, all deaf participants were rated by four teachers for the deaf. Results: there were no significant differences between deaf and HP in performance in PERVALE-S. Confusion matrices revealed that embarrassment, envy, and jealousy were worse perceived. Age was just related to social-emotional tasks (but not in basic emotional tasks). Emotional perception ability was related mainly to warmth and consciousness, but negatively related to tension. Meanwhile, Gf was related to only social-emotional tasks. There were no gender differences. PMID:26300828

Gender and gender role differences in self- and other-estimates of multiple intelligences.

PubMed

Szymanowicz, Agata; Furnham, Adrian

2013-01-01

This study examined participant gender and gender role differences in estimates of multiple intelligences for self, partner, and various hypothetical, stereotypical, and counter-stereotypical target persons. A general population sample of 261 British participants completed one of four questionnaires that required them to estimate their own and others' multiple intelligences and personality traits. Males estimated their general IQ slightly, but mathematic IQ significantly higher than females, who rated their social and emotional intelligence higher than males. Masculine individuals awarded themselves somewhat higher verbal and practical IQ scores than did female participants. Both participant gender and gender role differences in IQ estimates were found, with gender effects stronger in cognitive and gender role than in "personal" ability estimates. There was a significant effect of gender role on hypothetical persons' intelligence evaluations, with masculine targets receiving significantly higher intelligence estimates compared to feminine targets. More intelligent hypothetical figures were judged as more masculine and less feminine than less intelligent ones.

Gender and Gender Role Differences in Self- and Other-Estimates of Multiple Intelligences

PubMed Central

Szymanowicz, Agata

2013-01-01

This study examined participant gender and gender role differences in estimates of multiple intelligences for self, partner, and various hypothetical, stereotypical, and counter-stereotypical target persons. A general population sample of 261 British participants completed one of four questionnaires that required them to estimate their own and others’ multiple intelligences and personality traits. Males estimated their general IQ slightly, but mathematic IQ significantly higher than females, who rated their social and emotional intelligence higher than males. Masculine individuals awarded themselves somewhat higher verbal and practical IQ scores than did female participants. Both participant gender and gender role differences in IQ estimates were found, with gender effects stronger in cognitive and gender role than in “personal” ability estimates. There was a significant effect of gender role on hypothetical persons’ intelligence evaluations, with masculine targets receiving significantly higher intelligence estimates compared to feminine targets. More intelligent hypothetical figures were judged as more masculine and less feminine than less intelligent ones. PMID:23951949

Psychological and physical well-being of Lithuanian youth: Relation to emotional intelligence.

PubMed

Antinienė, Dalia; Lekavičienė, Rosita

2017-01-01

The objective of this article is to unveil the ways in which the emotional intelligence (EI) of a young person is linked with subjective assessment of physical state, depressiveness, anxiety, and psychological well-being, as well as to determine whether these factors are reliable predictors of EI constituents. The study was conducted using an original EI test (EI-DARL-V1/V2), which consisted of a traditional 73-item questionnaire; tasks of emotional, social and interpersonal situations; and identification of emotions in facial expressions (pictures). Questionnaire items were multiplexed into 5 subscales using multi-step factor analysis. Special questionnaires were devised and presented to participants together with the EI questionnaire in order to assess subjective assessment of physical and mental health, depressiveness, anxiety, and psychological well-being. There were 1430 participants from various regions of Lithuania who participated in the study. The age of participants varied from 17 to 27 years. Established inverse linear correlation showed that those participants who experienced certain somatic symptoms or unpleasant psychological states had lower EI; a particularly strong correlation was observed between poor subjective assessment of health and understanding and control of one's own emotions. Depressed and anxious participants possessed poorer understanding and ability to regulate emotions of others as well as their own. Also, these participants performed worse when resolving emotional, social, and interpersonal situations. A direct relationship between EI and psychological well-being was established according to three EI indexes i.e. (a) understanding of own emotions; (b) understanding of emotions of other people; (c) control of emotions of others. As perception of psychological well-being increased, participants were able to understand emotions of others better and demonstrated even better ability to understand and control their own emotions. The study failed to determine whether emotion recognition from non-verbal signs (face pictures) was related to at least one of the previously mentioned indexes. The study revealed that the factors such as subjective assessment of physical and mental health, depressiveness, anxiety, and psychological well-being were reliable predictors of certain EI indexes. Copyright © 2017 The Lithuanian University of Health Sciences. Production and hosting by Elsevier Sp. z o.o. All rights reserved.

Effects of nurses' emotional intelligence on their organizational citizenship behavior, with mediating effects of leader trust and value congruence.

PubMed

Lim, So-Hee; Han, Sang-Sook; Joo, Yun-Su

2018-02-20

To investigate the causal relationship between nurses' emotional intelligence and their organizational citizenship behavior and the possible mediating effects of leader trust and value congruence. The participants were 348 nurses who were working in a general hospital in a metropolitan area. The data were collected from December 16, 2012 to February 20, 2013. The hypothetical model of emotional intelligence, organizational citizenship behavior, leader trust, and value congruence was fitted to the actual data via structural equation modeling. The leaders' emotional intelligence had a direct positive effect on leader trust and value congruence; however, the nurses' own emotional intelligence had a negative effect on these two variables. Furthermore, leader trust had a direct positive effect on organizational citizenship behavior; value congruence had no such relationship. The nurses' emotional intelligence had a partial, indirect effect on organizational citizenship behavior via leader trust. In a nursing organization, it is necessary to build a system, such as mentoring, to be able to exchange emotions actively among the members in order to enhance emotional intelligence and have the same values between leaders and members throughout open communication. Therefore, nurse managers can contribute greatly to the enhancement of organizational performance by promoting members' organizational citizenship behavior through improving their relationships with them and gaining their trust, while concurrently making efforts to further develop their emotional intelligence. © 2018 Japan Academy of Nursing Science.

Thinking and feeling in the People's Republic of China: testing the generality of the "laws of emotion".

PubMed

Brown, Jonathon D; Cai, Huajian

2010-04-01

Cognitive theories of emotion assert that emotional reactions to events depend on the manner in which events are interpreted and appraised. From this perspective, the same outcome can produce different emotions. For example, a score of 85% on a test can evoke positive feelings if it is considered a success or negative feelings if it is considered a failure. Among the various appraisal dimensions that have been identified, causal attributions are thought to play a particularly influential role in shaping emotional reactions to various events. For example, success can evoke pride if it is attributed to high ability, gratitude if it is attributed to help from others, relief if it is attributed to a stroke of good fortune, or guilt if it is attained fraudulently or at the expense of others. These cognitive-affective linkages are thought to be universal. In this paper, we report two studies that tested the cross-cultural generality of some of these assumptions. In Study 1, participants from the People's Republic of China were led to succeed or fail on an (alleged) test of their intelligence and creativity. Consistent with previous findings with Western samples, attributions to ability predicted participants' emotional reactions to their test performance, with high ability attributions linked to greater pride following success. In Study 2, we extended these findings with American and Chinese participants, using a different experimental manipulation of success and failure, and a measure of attributions to effort. For both cultural groups, attributions to ability (but not attributions to effort) predicted greater emotional reactions to success. We conclude that attribution-emotion linkages have cross-cultural validity, and that pride is maximized when success is attributed to high ability.

A Cognitive-Creative Profile of Emotional Talent

ERIC Educational Resources Information Center

Bermejo, Rosario; Prieto, María Dolores; Fernández, Mari Carmen; Soto, Gloria; Sainz, Marta

2013-01-01

Much attention has been paid to emotional intelligence and its correlations with other psychological constructs during the last few years. Nevertheless, studies focusing on emotionally intelligent persons are scarce. The present work aims to study the cognitive and creative profile of students who stand out for their high emotional intelligence. A…

The Relationship between Emotional Intelligence and Attitudes toward Computer-Based Instruction of Postsecondary Hospitality Students

ERIC Educational Resources Information Center

Behnke, Carl; Greenan, James P.

2011-01-01

This study examined the relationship between postsecondary students' emotional-social intelligence and attitudes toward computer-based instructional materials. Research indicated that emotions and emotional intelligence directly impact motivation, while instructional design has been shown to impact student attitudes and subsequent engagement with…

The Relationship between Emotional Intelligence and Attitudes toward Computer-Based Instruction of Postsecondary Hospitality Students

ERIC Educational Resources Information Center

Behnke, Carl Alan

2009-01-01

The purpose of this study was to examine the relationship between postsecondary students' emotional-social intelligence and attitudes toward computer-based instructional materials. Research indicated that emotions and emotional intelligence directly impact motivation, while instructional design has been shown to impact student attitudes and…

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…

Emotional Intelligence in Intensive Clinical Experiences for Nursing Students

ERIC Educational Resources Information Center

Zoromski, Lorraine M.

2017-01-01

This study looked for associations between measures of emotional intelligence in an intensive clinical experience for nursing students in their final semester of an associate's degree program. The theory of emotional labor was used to make connections between nursing clinical experience and emotional intelligence. Twenty nursing students from a…

The Relationship between Transformational Leadership and Emotional Intelligence from a Gendered Approach

ERIC Educational Resources Information Center

Lopez-Zafra, Esther; Garcia-Retamero, Rocio; Martos, M. Pilar Berrios

2012-01-01

Studies on both transformational leadership and emotional intelligence have analyzed the relationship between emotions and leadership. Yet the relationships among these concepts and gender roles have not been documented. In this study, we investigated the relations among transformational leadership, emotional intelligence, and gender stereotypes.…

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…

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…

Perspective: Can emotional intelligence training serve as an alternative approach to teaching professionalism to residents?

PubMed

Taylor, Christine; Farver, Carol; Stoller, James K

2011-12-01

Of the Accreditation Council for Graduate Medical Education's six general competencies, professionalism has posed the greatest challenges for medical educators to define and teach. Currently, professionalism is largely taught experientially through role modeling, which has many shortcomings as a sole teaching strategy. Namely, role modeling does not involve an explicit curriculum, the skill is difficult to teach or develop, and physicians may be reluctant to talk about lapses in their own behaviors regarding professionalism.In this article, the authors propose instead using the model of emotional intelligence (EI) to define key elements of professionalism and as the basis for their proposed curriculum for teaching professionalism. EI is a well-developed construct and consists of four types of abilities: emotional self-awareness, self-management, social awareness, and relationship management. EI is grounded in effective performance and leadership success rather than in moral right or wrong. The authors propose that the EI abilities suggest specific curricula which, when successfully taught by faculty and learned by physicians-in-training, would allow trainees' professionalism to be recognized and measured in ways that are not currently possible with existing hidden curricula. The authors hope that those who develop policies regarding professionalism and those who train physicians will find this construct a useful way of developing curricula for the critical professionalism competency.

Coronary Heart Disease and Emotional Intelligence.

PubMed

Vlachaki, Chrisanthy; Maridaki Kassotaki, Katerina

2013-09-23

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. The aim of the present study was to examine the relation between different dimensions of Emotional Intelligence and coronary heart disease. 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. The results showed that there is a link between the regulation of emotions and the occurrence of CHD. The evidence reported in the present study makes stronger the claim that EI plays a significant role in the occurrence of CHD.

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

An Analysis of the Relationship of the Emotional Intelligence of Special Education Teachers and Special Education Student Achievement

ERIC Educational Resources Information Center

Clemmer Hickman, Akweta Eschella Jureia

2017-01-01

For this study Bar-On's (1997) definition of emotional intelligence (EI) was used. "Emotional Intelligence" is defined as a set of emotional and social skills that influence the way we perceive and express ourselves, develop and maintain social relationships, cope with challenges, and use emotional information in an effective and…

[Development and effects of emotional intelligence program for undergraduate nursing students: mixed methods research].

PubMed

Lee, Oi Sun; Gu, Mee Ock

2014-12-01

This study was conducted to develop and test the effects of an emotional intelligence program for undergraduate nursing students. The study design was a mixed method research. Participants were 36 nursing students (intervention group: 17, control group: 19). The emotional intelligence program was provided for 4 weeks (8 sessions, 20 hours). Data were collected between August 6 and October 4, 2013. Quantitative data were analyzed using Chi-square, Fisher's exact test, t-test, repeated measure ANOVA, and paired t-test with SPSS/WIN 18.0. Qualitative data were analyzed using content analysis. Quantitative results showed that emotional intelligence, communication skills, resilience, stress coping strategy, and clinical competence were significantly better in the experimental group compared to the control group. According to the qualitative results, the nursing students experienced improvement in emotional intelligence, interpersonal relationships, and empowerment, as well as a reduction in clinical practice stress after participation in the emotional intelligence program. Study findings indicate that the emotional intelligence program for undergraduate nursing students is effective and can be recommended as an intervention for improving the clinical competence of undergraduate students in a nursing curriculum.

Emotional intelligence and social skills on self-efficacy in Secondary Education students. Are there gender differences?

PubMed

Salavera, Carlos; Usán, Pablo; Jarie, Laurane

2017-10-01

Self-efficacy affects our students' academic results, which may be related to people's social skills and emotional intelligence. This study included 1402 (50.71% males) Secondary Education Spanish students (12-17 years), and analysed the relation of self-efficacy with emotional intelligence and social skills. It showed how these constructs were related, and how the self-efficacy perceived by students varied according to their social skills and emotional intelligence. Gender did not influence self-efficacy, social skills and emotional intelligence. These variables showed similar correlation indices in females and males. Self-efficacy was related with social skills and emotional intelligence in Secondary Education students, but this relation was not gender-sensitive. More studies and research are needed to study and describe these variables according to gender from other perspectives. One proposal is to investigate the association between gender identity and self-efficacy and social skills and emotional intelligence to better understand how these constructs participate in adolescent development. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The Relationship between Emotional Intelligence and Perception of Job Performance among Nurses in North West of Iran.

PubMed

Vahidi, Maryam; Namdar Areshtanab, Hossein; Arshadi Bostanabad, Mohammad

2016-01-01

Emotional intelligence skills help nurses to cope with the emotional demands of healthcare environment. The aim of this study was to identify the relationship between emotional intelligence and perception of job performance among nurses. Using a correlational descriptive design with stratified random sampling, 338 registered nurses from teaching hospitals in North West of Iran were surveyed. Emotional intelligence and perception of job performance were measured using validated self-report measures. The collected data were analyzed through descriptive and inferential methods using SPSS/13. The mean of nurses' emotional intelligence and their perception of job performance was, respectively, 235.83 ± 37.98 and 157.63 ± 33.23. There was no significant relationship between nurses' emotional intelligence and their perception of job performance. Although there was a significant relationship between intrapersonal subscale of emotional intelligence and job performance, there was none with other subscales. In order to get rid of the physical and psychological effects of stressful work in wards, it seems that nurses just do routine activities and refuse working closely with the patients. It seems that fitting the patient to nurse ratio, dividing work between nurses, and supporting each other are necessary.

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

Emotional intelligence components in alcohol dependent and mentally healthy individuals.

PubMed

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

2015-01-01

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. 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. 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. 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.

Maintaining the feelings of others in working memory is associated with activation of the left anterior insula and left frontal-parietal control network

PubMed Central

Lane, Richard D.; Alkozei, Anna; Bao, Jennifer; Smith, Courtney; Sanova, Anna; Nettles, Matthew; Killgore, William D. S.

2017-01-01

Abstract The maintenance of social/emotional information in working memory (SWM/EWM) has recently been the topic of multiple neuroimaging studies. However, some studies find that SWM/EWM involves a medial frontal-parietal network while others instead find lateral frontal-parietal activations similar to studies of verbal and visuospatial WM. In this study, we asked 26 healthy volunteers to complete an EWM task designed to examine whether different cognitive strategies— maintaining emotional images, words, or feelings— might account for these discrepant results. We also examined whether differences in EWM performance were related to general intelligence (IQ), emotional intelligence (EI), and emotional awareness (EA). We found that maintaining emotional feelings, even when accounting for neural activation attributable to maintaining emotional images/words, still activated a left lateral frontal-parietal network (including the anterior insula and posterior dorsomedial frontal cortex). We also found that individual differences in the ability to maintain feelings were positively associated with IQ and EA, but not with EI. These results suggest that maintaining the feelings of others (at least when perceived exteroceptively) involves similar frontal-parietal control networks to exteroceptive WM, and that it is similarly linked to IQ, but that it also may be an important component of EA. PMID:28158779

Emotional Intelligence vs. General Intelligence: Aspects to Consider in Teaching

ERIC Educational Resources Information Center

Martínez-Rubio, José Luis; Moraleda, Esther; Rodríguez, Blanca; García-Salmones, Lourdes; Primo, Manuel

2014-01-01

The main objective of this study was to analyze the way in which emotional competencies (EI) in students are linked to general intelligence (IQ), and how the crossing of the two measurements determines their academic performance. To conduct this research, two tests were applied. First, the TEIQue (Trait Emotional Intelligence Questionnaire)…

Order effects in research on paranormal belief.

PubMed

Dudley, R Thomas

2002-04-01

Measures of paranormal belief and emotional intelligence were given a group of 72 college students using Tobacyk's Revised Paranormal Belief Scale and Schutte, Malouff, Hall, Haggerty, Cooper, Golden, and Dornheim's Emotional Intelligence Scale. Order effects indicated that participants who took the Paranormal Belief Scale first had lower emotional intelligence scores than those who took the Emotional Intelligence Scale first. The study demonstrates the importance of taking order effects into account when conducting research on paranormal belief.

The mediating role of social skills and sensation seeking in the relationship between trait emotional intelligence and school adjustment in adolescents.

PubMed

Nikooyeh, Elika; Zarani, Fariba; Fathabadi, Jalil

2017-08-01

Drawing upon a sample of 400 female high school students in Tehran, Iran, the present study examines the mediating role of social skills and sensation seeking in the relationship between trait emotional intelligence and school adjustment in adolescent girls. Statistical analysis revealed positive correlations between trait emotional intelligence and school adjustment; trait emotional intelligence and social skills; and social skills and school adjustment. The study also revealed a negative correlation between trait emotional intelligence and sensation seeking, as well as sensation seeking and school adjustment. In addition, the data provided a good fit to the hypothesized model of the mediating role of social skills and sensation seeking in the relationship between trait emotional intelligence and school adjustment. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

What it feels like to be me: Linking emotional intelligence, identity, and intimacy.

PubMed

Maher, Hemali; Winston, Christine N; S, Usha Rani

2017-04-01

The search for the self and for an intimate other are the normative tasks of adolescence and early adulthood. The role of emotions in the resolution of these developmental tasks, however, remains largely under-studied, especially in non-western cultures. The objective of the present study, therefore, was to examine the relationships between emotional intelligence, identity, and intimacy, among Indian adolescents. Differences across genders (boys vs. girls) and types of school (gender segregated vs. integrated) were also explored. A sample of 486 adolescents completed measures of emotional intelligence, identity, and intimacy. Girls scored higher than boys on intimacy, and those from segregated schools scored higher, than those from integrated schools, on emotional intelligence. Significant relationships emerged between emotional intelligence, and identity and intimacy, and were invariant across the groups. These findings underscore the pivotal role that emotional intelligence plays in healthy adolescent development, irrespective of personal and environmental variables. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The effect of positive writing on emotional intelligence and life satisfaction.

PubMed

Wing, Joanna F; Schutte, Nicola S; Byrne, Brian

2006-10-01

This study explored the effect of writing about positive emotional experiences on emotional intelligence and life satisfaction. One hundred and seventy-five adults wrote about one of the following three topics: positive experiences with a cue for emotion regulation reflection, positive experiences without this cue, or a control writing topic. Multivariate analysis showed a significant time (pretest, posttest, and follow-up) by group effect. Writing about positive emotional experiences with an emotion regulation cue led to significant increases in emotional intelligence and life satisfaction at posttest and the increase in life satisfaction was maintained at 2-week follow-up. Further, participants who were cued to reflect on emotional regulation while writing about positive experiences rated their emotional intelligence significantly higher than the participants in the control writing group both at posttest and at follow-up. There were no significant differences in emotional intelligence or life satisfaction between those who were cued to reflect on emotional regulation while writing about positive experiences and those who wrote about positive experiences without such a cue. 2006 Wiley Periodicals, Inc.

Educational robotics as an Innovative teaching practice using technology: minimization of risks

NASA Astrophysics Data System (ADS)

Kvesko, S. B.; Kvesko, N. G.; Korniyenko, A. A.; Kabanova, N. N.

2018-05-01

This research is focused on studying educational robotics, specifically robots which provide functions of educational activity. We have considered the questions of intelligent agents’ behavior and have studied their educational opportunities. Educational robotics is a powerful tool of developing person’s skills and abilities in various fields of technical creativity and professional activity. The evolutionary development of robotics is connected with development of artificial intelligence, where emotions play a great role in operations. Nowadays the main thing is to form the ability and skills of optimum interaction with social environment when a person, based on gained knowledge, is capable to put goals of the activity in strict accordance with laws and society conditions and using current technology.

Gender Comparison of Emotional Intelligence of University Students

ERIC Educational Resources Information Center

Fida, Asfandyar; Ghaffar, Abdul; Zaman, Amir; Satti, Asif Niwaz

2018-01-01

Emotional intelligence is a contributing construct to learning and other personal and career developments. It is a perplex notion involving many conceptions which resulted in various tools of emotional intelligence. University education is a terminal stage when young people are ready to enter the job arena and are expected to be emotionally sound.…

Prerequisites for Emotional Intelligence Formation in Second Language Learning and Career Choice

ERIC Educational Resources Information Center

Baklashova, Tatiana A.; Galishnikova, Elena M.; Khafizova, Liliya A.

2016-01-01

The relevance of the topic is due to the enhancing role of emotional intelligence in second language learning. The article aims to substantiate that emotional intelligence (EI) strengthens training quality of future professionals, gives it an emotional color, and thereby increases a variety of intellectual skills. The leading methodical approaches…

Emotional Intelligence Competencies and the Army Leadership Requirements Model

DTIC Science & Technology

2015-06-12

comprised of five dimensions : knowing one’s emotions , managing emotions , motivation, recognizing emotions in others, and handling relationships. Emotional ...... EMOTIONAL INTELLIGENCE COMPETENCIES AND THE ARMY LEADERSHIP REQUIREMENTS MODEL A thesis presented to the Faculty of the U.S

Emotional intelligence as a predictor of self-efficacy among students with different levels of academic achievement at Kermanshah University of Medical Sciences

PubMed Central

GHARETEPEH, AMENEH; SAFARI, YAHYA; PASHAEI, TAHEREH; RAZAEI, MANSOUR; BAGHER KAJBAF, MOHAMMAD

2015-01-01

Introduction studies have indicated that emotional intelligence is positively related to self-efficacy and can predict the academic achievement. The present study aimed to investigate the role of emotional intelligence in identifying self-efficacy among the students of Public Health School with different levels of academic achievement. Methods This correlational study was conducted on all the students of Public Health School. 129 students were included in the study through census method. Data were collected using Emotional Intelligence and self-efficacy questionnaires and analyzed using descriptive statistics and regression analysis by SPSS 14. Results The average score of students with high academic achievement was higher in self-efficacy (39.78±5.82) and emotional intelligence (117.07±10.33) variables and their components than that of students with low academic achievement (39.17±5.91, 112.07±13.23). The overall emotional intelligence score to predict self-efficacy explanation was different among students with different levels of academic achievement (p<0.001). Self-efficacy structure was explained through self-awareness and self-motivation components in students with low academic achievement (r=0.571). In students with high academic achievement, self-awareness, self-motivation and social consciousness played an effective role in explaining self-efficacy (r=0.677, p<0.001). Conclusion Emotional intelligence and self-efficacy play an important role in achieving academic success and emotional intelligence can explain self-efficacy. Therefore, it is recommended to teach emotional intelligence skills to students with low academic achievement through training workshops. PMID:25927067

Developing emotional intelligence in student nurse leaders: a mixed methodology study.

PubMed

Szeles, Heather M

2015-01-01

The purpose of this mixed method, exploratory study was to measure the impact of a peer coaching program on the measured emotional intelligence (EI) of a group of student nurse leaders. Participation in the study was offered to nurses in the Student Ambassador program. Students who consented received instruction on EI and its importance in leadership. Participants then took a preintervention EI test (The Mayer-Salovey-Caruso EI Test, version 2 [MSCEIT]) to obtain a baseline EI ability score. Students then participated in a series of peer coaching sessions across a semester. Participants then completed a postintervention MSCEIT test, and also a qualitative survey. The analysis of the paired sample t -test showed that there was not a statistically significant difference in the total group EI scores from pre to posttest, t (8) = 0.036 >0.05; however, 80% of participants reported perceived changes in EI ability due to the intervention and 90% reported that peer coaching was beneficial to their leadership development. This study contributes to the body of EI literature and research on nursing education and leadership development.

Developing emotional intelligence in student nurse leaders: a mixed methodology study

PubMed Central

Szeles, Heather M.

2015-01-01

Objective: The purpose of this mixed method, exploratory study was to measure the impact of a peer coaching program on the measured emotional intelligence (EI) of a group of student nurse leaders. Methods Participation in the study was offered to nurses in the Student Ambassador program. Students who consented received instruction on EI and its importance in leadership. Participants then took a preintervention EI test (The Mayer-Salovey-Caruso EI Test, version 2 [MSCEIT]) to obtain a baseline EI ability score. Students then participated in a series of peer coaching sessions across a semester. Participants then completed a postintervention MSCEIT test, and also a qualitative survey. Results: The analysis of the paired sample t-test showed that there was not a statistically significant difference in the total group EI scores from pre to posttest, t (8) = 0.036 >0.05; however, 80% of participants reported perceived changes in EI ability due to the intervention and 90% reported that peer coaching was beneficial to their leadership development. Conclusions: This study contributes to the body of EI literature and research on nursing education and leadership development. PMID:27981099

Self-esteem, body-esteem, emotional intelligence, and social anxiety in a college sample: the moderating role of weight.

PubMed

Abdollahi, Abbas; Abu Talib, Mansor

2016-01-01

To examine the relationships between self-esteem, body-esteem, emotional intelligence, and social anxiety, as well as to examine the moderating role of weight between exogenous variables and social anxiety, 520 university students completed the self-report measures. Structural equation modeling revealed that individuals with low self-esteem, body-esteem, and emotional intelligence were more likely to report social anxiety. The findings indicated that obese and overweight individuals with low body-esteem, emotional intelligence, and self-esteem had higher social anxiety than others. Our results highlight the roles of body-esteem, self-esteem, and emotional intelligence as influencing factors for reducing social anxiety.

Diversity of Emotional Intelligence among Nursing and Medical Students.

PubMed

Chun, Kyung Hee; Park, Euna

2016-08-01

The purpose of this study is to identify the types of perception of emotional intelligence among nursing and medical students and their characteristics using Q methodology, and to build the basic data for the development of a program for the would-be medical professionals to effectively adapt to various clinical settings in which their emotions are involved. Data were collected from 35 nursing and medical students by allowing them to classify 40 Q statements related to emotional intelligence and processed using the PC QUANL program. The perceptions of emotional intelligence by nursing and medical students were categorized into three types: "sensitivity-control type", "sympathy-motivation type", and "concern-sympathy type". The perceptions of emotional intelligence by nursing and medical students can represent an effective coping strategy in a situation where emotion is involved. In the medical profession, an occupation with a high level of emotional labor, it is important to identify the types of emotional intelligence for an effective coping strategy, which may have a positive effect on the performance of an organization. Based on the findings of this study, it is necessary to plan an education program for vocational adaptability for nursing and medical students by their types.

Role of Emotional Intelligence in Conflict Management Strategies of Nurses.

PubMed

Başoğul, Ceyda; Özgür, Gönül

2016-09-01

This study analyzes the emotional intelligence levels and conflict management strategies of nurses and the association between them. This cross-sectional, descriptive study was conducted with 277 nurses in a stratified random sample from a university hospital in Turkey. The data were collected from nurses who gave their informed consent to participate using a personal information form, the Rahim Organizational Conflict Inventory-II and Bar-On's Emotional Quotient Inventory (EQ-I). Data were assessed by descriptive statistics, t tests, and Pearson correlation analyses, using SPSS software. The levels of the nurses' strategies were as follows: avoiding (M = 2.98), dominating (M = 2.76), and obliging (M = 2.71) were medium; compromising (M = 1.99) and integration (M = 1.96) were low. The levels of the emotional intelligence of nurses (mean = 2.75) were medium on a 5-point scale. Integration (r = .168), obliging (r = .25), dominating (r = .18), and compromising (r = .33), which are conflict management strategies, were positively correlated with scores of emotional intelligence, and avoiding (r = -.25) was negatively correlated with scores of emotional intelligence (p < .05). The study determined that nurses' emotional intelligence affects conflict management strategies. To use effective strategies in conflict management, nurses must develop emotional intelligence. Training programs on conflict management and emotional intelligence are needed to improve effective conflict management in healthcare facilities. Copyright © 2016. Published by Elsevier B.V.

Cooperative learning model with high order thinking skills questions: an understanding on geometry

NASA Astrophysics Data System (ADS)

Sari, P. P.; Budiyono; Slamet, I.

2018-05-01

Geometry, a branch of mathematics, has an important role in mathematics learning. This research aims to find out the effect of learning model, emotional intelligence, and the interaction between learning model and emotional intelligence toward students’ mathematics achievement. This research is quasi-experimental research with 2 × 3 factorial design. The sample in this research included 179 Senior High School students on 11th grade in Sukoharjo Regency, Central Java, Indonesia in academic year of 2016/2017. The sample was taken by using stratified cluster random sampling. The results showed that: the student are taught by Thinking Aloud Pairs Problem-Solving using HOTs questions provides better mathematics learning achievement than Make A Match using HOTs questions. High emotional intelligence students have better mathematics learning achievement than moderate and low emotional intelligence students, and moderate emotional intelligence students have better mathematics learning achievement than low emotional intelligence students. There is an interaction between learning model and emotional intelligence, and these affect mathematics learning achievement. We conclude that appropriate learning model can support learning activities become more meaningful and facilitate students to understand material. For further research, we suggest to explore the contribution of other aspects in cooperative learning modification to mathematics achievement.

Are executive functions related to emotional intelligence? A correlational study in schizophrenia and borderline personality disorder.

PubMed

Hurtado, M M; Triviño, M; Arnedo, M; Roldán, G; Tudela, P

2016-12-30

This research explored the relationship between executive functions (working memory and reasoning subtests of the Wechsler Adult Intelligence Scale, Trail Making and Stroop tests, fluency and planning tasks, and Wisconsin Card Sorting Test) and emotional intelligence measured by the Mayer-Salovey-Caruso Emotional Intelligence Test in patients with schizophrenia or borderline personality disorder compared to a control group. As expected, both clinical groups performed worse than the control group in executive functions and emotional intelligence, although the impairment was greater in the borderline personality disorder group. Executive functions significantly correlated with social functioning. Results are discussed in relation to the brain circuits that mediate executive functions and emotional intelligence and the findings obtained with other models of social cognition. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Emotional Intelligence in Patients with Spinal Cord Injury (SCI)

PubMed Central

SABERI, Hooshang; GHAJARZADEH, Mahsa

2017-01-01

Background: Spinal Cord Injury (SCI) is a devastating situation. Spinal Cord Injury affects functional, psychological and socioeconomic aspects of patients’ lives. The ability to accomplish and explicate the one’s own and other’s feelings and emotions to spread over appropriate information for confirming thoughts and actions is defined as emotional intelligence (EI). The goal of this study was to evaluate depression and EI in SCI patients in comparison with healthy subjects. Methods: One-hundred-ten patients with SCI and 80 healthy subjects between Aug 2014 and Aug 2015 were enrolled. The study was conducted in Imam Hospital, Tehran, Iran. All participants were asked to fill valid and reliable Persian version Emotional Quotient inventory (EQ-i) and Beck Depression Inventory (BDI). All data were analyzed using SPSS. Data were presented as Mean±SD for continuous or frequencies for categorical variables. Continuous variables compared by means of independent sample t-test. P-values less than 0.05 were considered as significant. Results: Mean age of patients was 28.7 and mean age of controls was 30.2 yr. Spinal cord injury in 20 (18.3%) were at cervical level, in 83 (75.4%) were thoracic and in 7 (6.3%) were lumbar. Mean values of independence, stress tolerance, self-actualization, emotional Self-Awareness, reality testing, Impulse Control, flexibility, responsibility, and assertiveness were significantly different between cases and controls. Mean values of stress tolerance, optimism, self-regard, and responsibility were significantly different between three groups with different injury level. Most scales were not significantly different between male and female cases. Conclusion: Emotional intelligence should be considered in SCI cases as their physical and psychological health is affected by their illness. PMID:28560199

Emotional Intelligence in Patients with Spinal Cord Injury (SCI).

PubMed

Saberi, Hooshang; Ghajarzadeh, Mahsa

2017-05-01

Spinal Cord Injury (SCI) is a devastating situation. Spinal Cord Injury affects functional, psychological and socioeconomic aspects of patients' lives. The ability to accomplish and explicate the one's own and other's feelings and emotions to spread over appropriate information for confirming thoughts and actions is defined as emotional intelligence (EI). The goal of this study was to evaluate depression and EI in SCI patients in comparison with healthy subjects. One-hundred-ten patients with SCI and 80 healthy subjects between Aug 2014 and Aug 2015 were enrolled. The study was conducted in Imam Hospital, Tehran, Iran. All participants were asked to fill valid and reliable Persian version Emotional Quotient inventory (EQ-i) and Beck Depression Inventory (BDI). All data were analyzed using SPSS. Data were presented as Mean±SD for continuous or frequencies for categorical variables. Continuous variables compared by means of independent sample t -test. P -values less than 0.05 were considered as significant. Mean age of patients was 28.7 and mean age of controls was 30.2 yr. Spinal cord injury in 20 (18.3%) were at cervical level, in 83 (75.4%) were thoracic and in 7 (6.3%) were lumbar. Mean values of independence, stress tolerance, self-actualization, emotional Self-Awareness, reality testing, Impulse Control, flexibility, responsibility, and assertiveness were significantly different between cases and controls. Mean values of stress tolerance, optimism, self-regard, and responsibility were significantly different between three groups with different injury level. Most scales were not significantly different between male and female cases. Emotional intelligence should be considered in SCI cases as their physical and psychological health is affected by their illness.

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…

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.

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…

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…

Servant Leadership, Emotional Intelligence: Essential for Baccalaureate Nursing Students.

PubMed

Anderson, Della

2016-08-01

Baker University Bachelor of Science in Nursing students study servant leadership and emotional intelligence in a Leadership and Management in Professional Nursing course. The acquisition of these skills increases collaboration with clients and colleagues. Servant leadership improves care through encouragement and facilitation rather than power (Waterman, 2011). Emotional intelligence allows individuals to deal effectively with emotions and is associated with better health (Por, Barriball, Fitzpatrick, & Roberts, 2011). Knowledge of servant leadership, combined with emotional intelligence, creates a relationship with self; encourages relationships with others, clients, and providers; allows teamwork participation; and impacts the entire community.

A New Layered Model on Emotional Intelligence

PubMed Central

Drigas, Athanasios S.

2018-01-01

Emotional Intelligence (EI) has been an important and controversial topic during the last few decades. Its significance and its correlation with many domains of life has made it the subject of expert study. EI is the rudder for feeling, thinking, learning, problem-solving, and decision-making. In this article, we present an emotional–cognitive based approach to the process of gaining emotional intelligence and thus, we suggest a nine-layer pyramid of emotional intelligence and the gradual development to reach the top of EI. PMID:29724021

Emotional intelligence and job performance: The mediating role of work-family balance.

PubMed

Weinzimmer, Laurence G; Baumann, Heidi M; Gullifor, Daniel P; Koubova, Veronika

2017-01-01

In this study, we examine the dynamics between emotional intelligence, work-family balance, and job performance. A review of the literature to date has shown distinct relationships between emotional intelligence to job performance and work-family balance to job performance. We utilize a sample of 233 respondents to empirically test our set of hypotheses that contend work-family balance mediates the relationship between emotional intelligence and job performance. Our results support these hypotheses. Practical implications and directions for future research are discussed.

A New Layered Model on Emotional Intelligence.

PubMed

Drigas, Athanasios S; Papoutsi, Chara

2018-05-02

Emotional Intelligence (EI) has been an important and controversial topic during the last few decades. Its significance and its correlation with many domains of life has made it the subject of expert study. EI is the rudder for feeling, thinking, learning, problem-solving, and decision-making. In this article, we present an emotional⁻cognitive based approach to the process of gaining emotional intelligence and thus, we suggest a nine-layer pyramid of emotional intelligence and the gradual development to reach the top of EI.

Nursing and pharmacy students' use of emotionally intelligent behaviours to manage challenging interpersonal situations with staff during clinical placement: A qualitative study.

PubMed

McCloughen, Andrea; Foster, Kim

2018-07-01

To identify challenging interpersonal interactions experienced by nursing and pharmacy students during clinical placement, and strategies used to manage those situations. Healthcare students and staff experience elevated stress when exposed to dynamic clinical environments, complex care and challenging professional relationships. Emotionally intelligent behaviours are associated with appropriate recognition and management of emotions evoked by stressful experiences and development of effective relationships. Nursing and pharmacy students' use of emotionally intelligent behaviours to manage challenging interpersonal situations is not well known. A qualitative design, using semi-structured interviews to explore experiences of challenging interpersonal situations during clinical placement (Phase two of a larger mixed-methods study). Final-year Australian university nursing and pharmacy students (n = 20) were purposefully recruited using a range of Emotional Intelligence scores (derived in Phase one), measured using the GENOS Emotional intelligence Inventory (concise version). Challenging interpersonal situations involving student-staff and intrastaff conflict, discourteous behaviour and criticism occurred during clinical placement. Students used personal and relational strategies, incorporating emotionally intelligent behaviours, to manage these encounters. Strategies included reflecting and reframing, being calm, controlling discomfort and expressing emotions appropriately. Emotionally intelligent behaviours are effective to manage stressful interpersonal interactions. Methods for strengthening these behaviours should be integrated into education of nursing and pharmacy students and qualified professionals. Education within the clinical/workplace environment can incorporate key interpersonal skills of collaboration, social interaction and reflection, while also attending to sociocultural contexts of the healthcare setting. Students and staff are frequently exposed to stressful clinical environments and challenging interpersonal encounters within healthcare settings. Use of emotionally intelligent behaviours to recognise and effectively manage these encounters may contribute to greater stress tolerance and enhanced professional relationships. Nursing and pharmacy students, and their qualified counterparts, need to be educated to strengthen their emotional intelligence skills. © 2017 John Wiley & Sons Ltd.

Emotional intelligence and spiritual well-being: implications for spiritual care.

PubMed

Beauvais, Audrey; Stewart, Julie G; DeNisco, Susan

2014-01-01

Understanding factors that influence spiritual well-being may improve nurses' spiritual caregiving. This study examined relationships between emotional intelligence (EI) and spiritual well-being (SWB) in undergraduate and graduate nursing students. Using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the spiritual well-being scale (SWBS) relationships were found between managing emotion and spiritual well-being, and managing emotion and existential well-being. Implications for education and practice are discussed.

Whats Your Acquisition EQ

DTIC Science & Technology

2016-08-01

recently incorporated a new emotional intelligence tool with Defense AT&L: July-August 2016 34 the goal of enhancing the “ Emotional Quotient (EQ...of our workforce. This tool is the EQ­i 2.0® ( Emotional Quotient In­ ventory, Version 2.0). The concept of emotional intelligence goes back to 1983...when Daniel Goleman, a science writer for the New York Times, published his book Emotional Intelligence: Why It Can Matter More Than IQ in 1995

Emotional Intelligence Profiles and Learning Strategies in Secondary School Students

ERIC Educational Resources Information Center

Inglés, Cándido J.; Martínez-Monteagudo, María C.; Pérez Fuentes, Maria C.; García-Fernández, José M.; Molero, María del Mar; Suriá-Martinez, Raquel; Gázquez, José J.

2017-01-01

The aim of this study was to analyse the relationship among emotional intelligence (EI) and learning strategies, identifying different emotional intelligence profiles and determining possible statistically significant differences in learning strategies through the identified profiles. Thousand and seventy-one Spaniards secondary school students…

The Relationship between Emotional Intelligence and Middle School Students with Learning Disabilities

ERIC Educational Resources Information Center

Petersen, Vanessa C.

2010-01-01

The purpose of the present study was to investigate the relationship between emotional intelligence and academic success in middle school students with learning disabilities. Emotional Intelligence (EI) was measured using the BarOn Emotional Quotient Inventory: Youth Version (BarOn EQ-i: YV). The results of the BarOn EQ-i: YV was then compared to…

The effect of learning models and emotional intelligence toward students learning outcomes on reaction rate

NASA Astrophysics Data System (ADS)

Sutiani, Ani; Silitonga, Mei Y.

2017-08-01

This research focused on the effect of learning models and emotional intelligence in students' chemistry learning outcomes on reaction rate teaching topic. In order to achieve the objectives of the research, with 2x2 factorial research design was used. There were two factors tested, namely: the learning models (factor A), and emotional intelligence (factor B) factors. Then, two learning models were used; problem-based learning/PBL (A1), and project-based learning/PjBL (A2). While, the emotional intelligence was divided into higher and lower types. The number of population was six classes containing 243 grade X students of SMAN 10 Medan, Indonesia. There were 15 students of each class were chosen as the sample of the research by applying purposive sampling technique. The data were analyzed by applying two-ways analysis of variance (2X2) at the level of significant α = 0.05. Based on hypothesis testing, there was the interaction between learning models and emotional intelligence in students' chemistry learning outcomes. Then, the finding of the research showed that students' learning outcomes in reaction rate taught by using PBL with higher emotional intelligence is higher than those who were taught by using PjBL. There was no significant effect between students with lower emotional intelligence taught by using both PBL and PjBL in reaction rate topic. Based on the finding, the students with lower emotional intelligence were quite hard to get in touch with other students in group discussion.

The effects of an emotional intelligence program on the quality of life and well-being of patients with type 2 diabetes mellitus.

PubMed

Yalcin, Bektas Murat; Karahan, Tevfik Fikret; Ozcelik, Muhittin; Igde, Fusun Artiran

2008-01-01

The purpose of the study is to investigate the effect of an emotional intelligence program on the health-related quality of life and well-being of individuals with type 2 diabetes. The BarOn Emotional Intelligence Scale (EQ-I), WHO Well-Being Questionnaire (WHO-WBQ-22), WHO Quality of Life Measure (WHOQOL-Bref), and the Medical Outcomes Study 36-Item Health Survey (SF-36) were administered to 184 patients with type 2 diabetes who volunteered to participate. Thirty-six patients with the lowest test scores on the WHO-WBQ-22, WHOQOL-Bref, and SF-36 were randomized into study and control groups (18 patients each). A 12-week emotional intelligence program was administered to the study group. At the end of the program, scales were readministered to both groups and again at 3 and 6 months. There were no differences between the quality of life, well-being, and emotional intelligence levels of the study and control groups before the commencement of the program (P > .05). At the conclusion of the program, quality of life, well-being, and emotional intelligence levels of study group patients increased in comparison with those in the control group (P < .001). The positive effect of the program on study groups' quality of life, wellbeing, and emotional intelligence persisted at the 3- and 6-month follow-up. The emotional intelligence program may have positive effects on quality of life and well-being of individuals with type 2 diabetes.

Leadership and emotional intelligence in nursing and midwifery education and practice: a discussion paper.

PubMed

Carragher, Jean; Gormley, Kevin

2017-01-01

A discussion of the concepts of leadership and emotional intelligence in nursing and midwifery education and practice. The need for emotionally intelligent leadership in the health professions is acknowledged internationally throughout the nursing and midwifery literature. The concepts of emotional intelligence and emotional-social intelligence have emerged as important factors for effective leadership in the healthcare professions and require further exploration and discussion. This paper will explore these concepts and discuss their importance in the healthcare setting with reference to current practices in the UK, Ireland and internationally. Discussion paper. A search of published evidence from 1990-2015 using key words (as outlined below) was undertaken from which relevant sources were selected to build an informed discussion. Fostering emotionally intelligent leadership in nursing and midwifery supports the provision of high quality and compassionate care. Globally, leadership has important implications for all stakeholders in the healthcare professions with responsibility for maintaining high standards of care. This includes all grades of nurses and midwives, students entering the professions, managerial staff, academics and policy makers. This paper discusses the conceptual models of leadership and emotional intelligence and demonstrates an important link between the two. Further robust studies are required for ongoing evaluation of the different models of emotional intelligence and their link with effective leadership behaviour in the healthcare field internationally. This is of particular significance for professional undergraduate education to promote ongoing compassionate, safe and high quality standards of care. © 2016 John Wiley & Sons Ltd.

[The role of emotional intelligence in addiction disorders].

PubMed

Kun, Bernadette; Demetrovics, Zsolt

2010-01-01

Role of emotions in the background of addictions is a long-studied question. Clinical observations and comorbidity studies unambiguously indicate that psychoactive substance use and dependence are related to emotional problems as well. Emotional intelligence is a relatively new concept of the study of managing emotions. On the revelation of this construct's relationship with psychoactive substance use and dependence only a few studies have been carried out so far. Present study systematically reviews articles born between 1990 and October 1, 2010 dealing with the relationship of these two factors. Out of the identified altogether 54 studies, 37 fitted the criteria of analysis. Studies overall indicate that lower levels of emotional intelligence are associated with more intensive drinking, smoking and illicit substance use and also more likely correlate with internet addiction, bulimia, gambling and impulsive buying. According to their results, especially the components called "recognizing emotions" and "regulation of emotions" of emotional intelligence play important roles regarding substance use.

The Mediating Role of Emotional Intelligence on the Autonomic Functioning - Psychopathy Relationship.

PubMed

Ling, Shichun; Raine, Adrian; Gao, Yu; Schug, Robert

2018-06-04

Reduced autonomic activity is a risk factor for psychopathy, but the mechanisms underlying this association are under-researched. We hypothesize that emotional intelligence mediates this relationship. Emotional intelligence, cognitive intelligence, scores on the Psychopathy Checklist- Revised (PCL-R), skin conductance, and heart rate were assessed in 156 men from communities in Los Angeles. Emotional intelligence fully mediated the relationship between autonomic functioning and total psychopathy after controlling for cognitive intelligence for both autonomic measures. Full mediation was also found when using PCL-R factors and facets as outcome variables, with the exception of a partial mediation of the heart rate -Antisocial facet relationship. These findings are the first to document emotional intelligence as a mediator of the blunted physiological stress activity - psychopathy relationship, and are interpreted within the framework of the somatic marker and somatic aphasia theories of psychopathy. Possible implications for treatment interventions are also discussed. Copyright © 2018 Elsevier B.V. All rights reserved.

Antecedents of Emotional Intelligence: An Empirical Study

ERIC Educational Resources Information Center

Barbuto, John E., Jr.; Story, Joana S.

2010-01-01

This study examined the relationships between emotional intelligence, locus of control, and mental boundaries. Three hundred and eighty-two county employees were sampled using a cross-sectional survey design. The results indicated internal locus of control and thin mental boundaries are positively related to emotional intelligence. A hierarchical…

Developing Emotionally Intelligent Leadership: The Need for Deliberate Practice and Collaboration across Disciplines

ERIC Educational Resources Information Center

Allen, Scott J.; Shankman, Marcy Levy; Haber-Curran, Paige

2016-01-01

This chapter continues the discussion of what leadership education is and highlights the importance of emotionally intelligent leadership. The authors assert the need for deliberate practice and better collaboration between student affairs, academic affairs, and academic departments to develop emotionally intelligent leaders.

Relationships between perceived emotional intelligence, aggression, and impulsivity in a population-based adult sample.

PubMed

Coccaro, Emil F; Zagaja, Ciara; Chen, Pan; Jacobson, Kristen

2016-12-30

A diminished capacity to reason about one's own or others' mood states (part of emotional intelligence, EI) may impair one's ability to respond to threat or frustration, leading to aggression and/or impulsivity. In this study, 1544 adult subjects completed the Trait-Meta-Mood Scale (TMMS), an assessment of perceived EI, in order to examine how attention to emotions, clarity of emotions, and repair of emotions were associated with aggression and impulsivity. Correlations among the TMMS subscales of Attention, Clarity, and Repair were all significant. Clarity moderated the relationship between Attention and Repair such that Attention correlated with Repair only at higher levels of Clarity. Aggression and Impulsivity were both associated with all three dimensions of perceived EI; however, Repair was associated more strongly with Aggression than Impulsivity, whereas the reverse was true for Clarity. Finally, a subsample of participants self-identified as having "anger problems" had lower TMMS scores for Clarity and Repair compared to "non-anger problem" participants. Adding aggression and impulsivity to the model eliminated these group differences. Results suggest that Clarity and Repair may be the most important aspect of perceived EI. Interventions that increase these components, along with effective mood regulation techniques, may potentially ameliorate impulsive aggressive behavior. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

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…

The factor structure and psychometric properties of the Spanish version of the Mayer-Salovey-Caruso Emotional Intelligence Test.

PubMed

Sanchez-Garcia, Manuel; Extremera, Natalio; Fernandez-Berrocal, Pablo

2016-11-01

This research examined evidence regarding the reliability and validity of scores on the Spanish version of the Mayer-Salovey-Caruso Emotional Intelligence Test, Version 2.0 (MSCEIT; Mayer, Salovey, & Caruso, 2002). In Study 1, we found a close convergence of the Spanish consensus scores and the general and expert consensus scores determined with Mayer, Salovey, Caruso, and Sitarenios (2003) data. The MSCEIT also demonstrated adequate evidence of reliability of test scores as estimated by internal consistency and test-retest correlation after 12 weeks. Confirmatory factor analysis supported a 3-level higher factor model with 8 manifest variables (task scores), 4 first-level factors (corresponding to the 4-branch model of Mayer & Salovey [1997], with 2 tasks for each branch), 2 second-level factors (experiential and strategic areas, with 2 branches for each area), and 1 third-level factor (overall emotional intelligence [EI]), and multigroup analyses supported MSCEIT cross-gender invariance. Study 2 found evidence for the discriminant validity of scores on the MSCEIT subscales, which were differentially related to personality and self-reported EI. Study 3 provided evidence of the incremental validity of scores on the MSCEIT, which added significant variance to the prospective prediction of psychological well-being after controlling for personality traits. The psychometric properties of the Spanish MSCEIT are similar to those of the original English version, supporting its use for assessing emotional abilities in the Spanish population. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Understanding the Impact of a Half Day Learning Intervention on Emotional Intelligence Competencies: An Exploratory Study

ERIC Educational Resources Information Center

Carrick, Laurie Ann

2010-01-01

Empirical evidence has identified emotional intelligence competencies as part of the transformational leadership style. The development of emotional intelligence competencies has been reviewed in the context of a leadership development learning intervention encompassing the model of assessment, challenge and support. The exploratory study…

Emotional Intelligence of Self Regulated Learners

ERIC Educational Resources Information Center

Rathore, Ami

2018-01-01

The study was conducted on self regulated learners of senior secondary school. The main objectives of the study were to find out significant dimensions of emotional intelligence held by self regulated learners. To compare the emotional intelligence dimensions of self regulated learners, in terms of subject and gender. To find out the relationship…

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…

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…

The Role of Emotional Intelligence in Community College Leadership

ERIC Educational Resources Information Center

Freed, Curt Alan

2016-01-01

The study explores the role of emotional intelligence in community college leaders using a case study design with mixed-methods, including quantitative and qualitative data. Twenty-one leaders among three cases participated in the study, each completing the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and participating in…

Emotional Intelligence and Academic Anxieties: A Literature Review

ERIC Educational Resources Information Center

Jan, Sajjad Ullah; Anwar, Mumtaz Ali; Warraich, Nosheen Fatima

2017-01-01

Emotional intelligence is an important area of psychology, which has gained acceptance in almost every academic discipline. It also seems to influence the various academic activities undertaken by students. This article, which is part of a larger study, reviews the literature on emotional intelligence, and its relationship with the academic and…

The Nature of Reflective Practice and Emotional Intelligence in Tutorial Settings

ERIC Educational Resources Information Center

Gill, Gobinder Singh

2014-01-01

The purpose of this paper was to assess the nature of reflective practice and emotional intelligence in tutorial settings. Following the completion of a self-report measure of emotional intelligence, practitioners incorporated a model of reflective practice into their tutorial sessions. Practitioners were instructed to utilise reflective practice…

The Role of the Principal's Emotional Intelligence in Primary Education Leadership

ERIC Educational Resources Information Center

Brinia, Vasiliki; Zimianiti, Lina; Panagiotopoulos, Konstantinos

2014-01-01

The development of emotional intelligence skills offers sufficient leadership qualities for advancing the organization and for achieving its objectives. In particular, the emotionally intelligent leader--principal is able to inspire and facilitate a self-conscious and organizational culture by adopting the values of understanding, trust, prospect,…

The Predictive Role of Emotional Intelligence on Personality and Shyness

ERIC Educational Resources Information Center

Arslan, Coskun; Bülbül, Ayse Eliüsük; Büyükbayraktar, Çagla Girgin

2017-01-01

The main objective of this research is to determine the relationship between shyness, emotional intelligence and the five factor personality traits in university students. Furthermore it aims to determine whether the emotional intelligence and personality traits predict the Shyness levels at a significant level. The population of this study…

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)…

Quantitative Study of Emotional Intelligence and Communication Levels in Information Technology Professionals

ERIC Educational Resources Information Center

Hendon, Michalina

2016-01-01

This quantitative non-experimental correlational research analyzes the relationship between emotional intelligence and communication due to the lack of this research on information technology professionals in the U.S. One hundred and eleven (111) participants completed a survey that measures both the emotional intelligence and communication…

An Assessment of Perceived Emotional Intelligence and Eating Attitudes among College Students

ERIC Educational Resources Information Center

Pettit, Michele L.; Jacobs, Sue C.; Page, Kyle S.; Porras, Claudia V.

2010-01-01

Background: Disordered eating patterns continue to surface on college campuses. Studies are needed to examine the potential influence of emotional intelligence on disordered eating behavior. Purpose: The purpose of this study was to assess relationships between perceived emotional intelligence factors and eating disorder symptoms among male and…

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…

The Relationship between the Emotional Intelligence of Secondary Public School Principals and School Performance

ERIC Educational Resources Information Center

Ashworth, Stephanie R.

2013-01-01

The study examined the relationship between secondary public school principals' emotional intelligence and school performance. The correlational study employed an explanatory sequential mixed methods model. The non-probability sample consisted of 105 secondary public school principals in Texas. The emotional intelligence characteristics of the…

Effects of a College Outdoor Orientation Program on Trait Emotional Intelligence

ERIC Educational Resources Information Center

Schwartz, Forrest; Belknap, C. J.

2017-01-01

In this research, we investigated the effects of participation in a college outdoor orientation program (OOP) on participants' trait emotional intelligence (TEI). Three hundred seventeen outdoor orientation participants completed the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) before and after participation in an OOP. Four…

The Relationship between Principal's Emotional Intelligence Quotient, School Culture, and Student Achievement

ERIC Educational Resources Information Center

Noe, Jeff

2012-01-01

The purpose of this study was to examine the relationship between secondary school principal's emotional intelligence quotient, school culture, and student achievement. Partial correlation was conducted to examine the degree of relationships between principal's emotional intelligence quotient and school culture controlling for the effect of…

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…

Contribution of Mindfulness and Emotional Intelligence to Burnout among Counseling Interns

ERIC Educational Resources Information Center

Testa, Daniel; Sangganjanavanich, Varunee Faii

2016-01-01

The authors examined the contribution of mindfulness and emotional intelligence to burnout among counseling interns (N = 380). Results indicated that higher scores on mindfulness and emotional intelligence were related to lower burnout scores. Counselor educators and supervisors should be proactive in helping students to cultivate wellness…

Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience

ERIC Educational Resources Information Center

Chen, Shitao

2017-01-01

The constructs of emotional intelligence, perceived social support and resilience have been primarily developed in a Western, individual-oriented societal context. The application of these constructs in Eastern cultures requires further investigation. The aim of the study was to examine the relationships among trait emotional intelligence,…

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,…

Emotional Intelligence as a Predictor of Adolescent Risk Behavior Participation and Perception

ERIC Educational Resources Information Center

Skaar, Nicole R.; Williams, John E.

2012-01-01

The current study aimed to investigate emotional intelligence as a predictor of adolescent risk participation and risk perception. While research has suggested that certain personality traits relate to adolescent risk behavior and perception, the extent to which emotional intelligence relates to risk behavior participation and perception is…

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…

Job characteristics and burnout: The moderating roles of emotional intelligence, motivation and pay among bank employees.

PubMed

Salami, Samuel O; Ajitoni, Sunday O

2016-10-01

This study investigated the prediction of burnout from job characteristics, emotional intelligence, motivation and pay among bank employees. It also examined the interactions of emotional intelligence, motivation, pay and job characteristics in the prediction of burnout. Data obtained from 230 (Males = 127, Females = 103) bank employees were analysed using Pearson's Product Moment Correlation and multiple regression analysis. Results showed that theses variables jointly and separately negatively predicted burnout components. The results further indicated that emotional intelligence, motivation and pay separately interacted with some job characteristic components to negatively predict some burnout components. The findings imply that emotional intelligence, motivation and pay could be considered by counsellors when designing interventions to reduce burnout among bank employees. © 2015 International Union of Psychological Science.

Emotional intelligence in older adults: psychometric properties of the TMMS-24 and relationship with psychological well-being and life satisfaction.

PubMed

Delhom, I; Gutierrez, M; Lucas-Molina, B; Meléndez, J C

2017-08-01

Aging is a process during which important changes occur in different areas of development and emotional intelligence plays an essential role. The objective of this study was twofold: first, to validate the TMMS-24 in an older population; and second, to examine the mediating role of life satisfaction in the relationship between emotional intelligence and psychological well-being. The sample consisted of 215 older adults (60.15% women) with a mean age of 69.56 (SD = 6.42), without cognitive impairment. Data on emotional intelligence, satisfaction with life, and psychological well-being were obtained through the TMMS-24, the SWLS, and Ryff's psychological well-being scales, respectively. Confirmatory factor analyses and structural equation modeling were conducted. Confirmatory factor analyses confirmed the three-dimensional structure of the TMMS-24. The total scale showed an internal consistency of 0.90, ranging from 0.84 to 0.85 for the subscales. Structural equation modeling indicated that emotional intelligence exerted an influence on psychological well-being both directly and indirectly through life satisfaction. These findings show that the TMMS-24 has adequate psychometric properties for assessing emotional intelligence in elderly participants, and they indicate that emotional intelligence influences cognitive and affective judgments of life satisfaction, with these judgments of life satisfaction predicting psychological well-being.

The effectiveness of staff training focused on increasing emotional intelligence and improving interaction between support staff and clients.

PubMed

Zijlmans, L J M; Embregts, P J C M; Gerits, L; Bosman, A M T; Derksen, J J L

2015-07-01

Recent research addressed the relationship between staff behaviour and challenging behaviour of individuals with an intellectual disability (ID). Consequently, research on interventions aimed at staff is warranted. The present study focused on the effectiveness of a staff training aimed at emotional intelligence and interactions between staff and clients. The effects of the training on emotional intelligence, coping style and emotions of support staff were investigated. Participants were 214 support staff working within residential settings for individuals with ID and challenging behaviour. The experimental group consisted of 76 staff members, 138 staff members participated in two different control groups. A pre-test, post-test, follow-up control group design was used. Effectiveness was assessed using questionnaires addressing emotional intelligence, coping and emotions. Emotional intelligence of the experimental group changed significantly more than that of the two control groups. The experimental group showed an increase in task-oriented coping, whereas one control group did not. The results with regard to emotions were mixed. Follow-up data revealed that effects within the experimental group were still present four months after the training ended. A staff training aimed at emotional intelligence and staff-client interactions is effective in improving emotional intelligence and coping styles of support staff. However, the need for more research aiming at the relationship between staff characteristics, organisational factors and their mediating role in the effectiveness of staff training is emphasised. © 2014 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Personality and emotional intelligence in teacher burnout.

PubMed

Pishghadam, Reza; Sahebjam, Samaneh

2012-03-01

This paper aims to investigate the relationship between teacher's personality types, emotional intelligence and burnout and to predict the burnout levels of 147 teachers in the city of Mashhad (Iran). To this end, we have used three inventories: Maslach Burnout Inventory (MBI), NEO Five Factor Inventory (NEO-FFI), and Emotional Quotient Inventory (EQ-I). We used Homogeneity Analysis and Multiple Linear Regression to analyze the data. The results exhibited a significant relationship between personality types and emotional intelligence and the three dimensions of burnout. It was indicated that the best predictors for emotional exhaustion were neuroticism and extroversion, for depersonalization were intrapersonal scale of emotional intelligence and agreeableness, and for personal accomplishment were interpersonal scale and conscientiousness. Finally, the results were discussed in the context of teacher burnout.

A Kaleidoscopic View of Change: Bringing Emotional Literacy into the Library Learning Experience.

ERIC Educational Resources Information Center

Toben, Janice

1997-01-01

Discusses emotional literacy, which combines emotions, intelligence, and literacy, and suggests ways to increase emotional intelligence in school libraries and classrooms. Emotional literacy skills include self-awareness, empathy, social problem solving, mood management, and the understanding of motivation. (LRW)

Relationship between self-compassion and emotional intelligence in nursing students.

PubMed

Şenyuva, Emine; Kaya, Hülya; Işik, Burçin; Bodur, Gönül

2014-12-01

Nursing focuses on meeting physical, social and emotional health-care needs of individuals, families and society. In health care, nurses directly communicate with patients and try to empathize with them. Nurses give care under emotionally intense conditions where the individual undergoes pain and distress. Research is aimed at analysing the correlation of self-compassion and emotional intelligence of nursing students. The population of the research consisted of all the undergraduate students (571 students) of the 2010-2011 fall semester of the department of nursing. An information form, Self-compassion Scale and Emotional Intelligence Assessment Scale were utilized to obtain data for the research. For the assessment of the findings of research, Statistical Package for Social Sciences 16.0 for Windows was utilized for statistical analysis. Results indicated that there is a correlation between self-compassion and emotional intelligence and that emotional intelligence, which includes the individual perceiving one's emotions and using the knowledge one gained from them to function while directing thoughts, actions and professional applications, has positive contributions to the features of nurses with developed self-compassion. © 2013 Wiley Publishing Asia Pty Ltd.

Importance of nonverbal expression to the emergence of emotive artificial intelligence systems

NASA Astrophysics Data System (ADS)

Pioggia, Giovanni; Hanson, David; Dinelli, Serena; Di Francesco, Fabio; Francesconi, R.; De Rossi, Danilo

2002-07-01

The nonverbal expression of the emotions, especially in the human face, has rapidly become an area of intense interest in computer science and robotics. Exploring the emotions as a link between external events and behavioural responses, artificial intelligence designers and psychologists are approaching a theoretical understanding of foundational principles which will be key to the physical embodiment of artificial intelligence. In fact, it has been well demonstrated that many important aspects of intelligence are grounded in intimate communication with the physical world- so-called embodied intelligence . It follows naturally, then, that recent advances in emotive artificial intelligence show clear and undeniable broadening in the capacities of biologically-inspired robots to survive and thrive in a social environment. The means by which AI may express its foundling emotions are clearly integral to such capacities. In effect: powerful facial expressions are critical to the development of intelligent, sociable robots. Following discussion the importance of the nonverbal expression of emotions in humans and robots, this paper describes methods used in robotically emulating nonverbal expressions using human-like robotic faces. Furthermore, it describes the potentially revolutionary impact of electroactive polymer (EAP) actuators as artificial muscles for such robotic devices.

[Correlation between psychological state and emotional intelligence in residents of gynecology, and obstetrics].

PubMed

Carranza-Lira, Sebastián

2016-01-01

Emotional intelligence is our capacity to acknowledge our own emotions, and the emotions of other people; it also has to do with the way emotions must be understood, and used productively. Given that an altered state of mind can have an impact on emotional intelligence, our objective was to correlate the psychological state with emotional intelligence in residents of gynecology, and obstetrics. We assessed 76 gynecology and obstetrics residents by using What's my M3 and TMMS-24 instruments, in order to know the influence of psychological state on emotional intelligence. In male students of second grade, there was a positive correlation between obsessive-compulsive disorder (OCD) and emotional attention (EA), and a negative correlation with emotional clarity (EC). In third grade males, anxiety, bipolar disorder, and posttraumatic stress disorder (PTSD) correlated positively with EA. In male students of fourth grade there was a positive correlation between OCD and EA. In second grade female students, depression correlated negatively with emotional repair (ER). In third grade female students anxiety, bipolar disorder, and PTSD correlated positively with EA. In fourth grade female students there was a negative correlation between depression and EA, and between anxiety, OCD, and PTSD with EC. Psychological status has a favorable impact on EA and a negative effect on EC and ER.

Emotional intelligence as a predictor of academic performance in first-year accelerated graduate entry nursing students.

PubMed

Fernandez, Ritin; Salamonson, Yenna; Griffiths, Rhonda

2012-12-01

To examine the association between trait emotional intelligence and learning strategies and their influence on academic performance among first-year accelerated nursing students. The study used a prospective survey design. A sample size of 81 students (100% response rate) who undertook the accelerated nursing course at a large university in Sydney participated in the study. Emotional intelligence was measured using the adapted version of the 144-item Trait Emotional Intelligence Questionnaire. Four subscales of the Motivated Strategies for Learning Questionnaire were used to measure extrinsic goal motivation, peer learning, help seeking and critical thinking among the students. The grade point average score obtained at the end of six months was used to measure academic achievement. The results demonstrated a statistically significant correlation between emotional intelligence scores and critical thinking (r = 0.41; p < 0.001), help seeking (r = 0.33; p < 0.003) and peer learning (r = 0.32; p < 0.004) but not with extrinsic goal orientation (r = -0.05; p < 0.677). Emotional intelligence emerged as a significant predictor of academic achievement (β = 0.25; p = 0.023). In addition to their learning styles, higher levels of awareness and understanding of their own emotions have a positive impact on students' academic achievement. Higher emotional intelligence may lead students to pursue their interests more vigorously and think more expansively about subjects of interest, which could be an explanatory factor for higher academic performance in this group of nursing students. The concepts of emotional intelligence are central to clinical practice as nurses need to know how to deal with their own emotions as well as provide emotional support to patients and their families. It is therefore essential that these skills are developed among student nurses to enhance the quality of their clinical practice. © 2012 Blackwell Publishing Ltd.

Developing an Emotional Intelligence Program Training and Study Its Effectiveness on Emotional Intelligence of Adolescents with Emotional and Behavioral Problems That Living in Single Parent Families

ERIC Educational Resources Information Center

Motamedi, Farzaneh; Ghobari-Bonab, Bagher; Beh-pajooh, Ahmad; Yekta, Mohsen Shokoohi; Afrooz, Gholam Ali

2017-01-01

Development of children and adolescents' personality is strongly affected by their parents, and absence of one of them has an undesirable effect on their development, and makes them vulnerable to later psychological disorders and behavioral problems. The purpose of this study was to develop an emotional intelligence training program and to…

The necessity, barriers and ways forward to meet user-based needs for emotionally intelligent nurses.

PubMed

Hurley, J

2008-06-01

Emotional intelligence (EI) has enjoyed growing attention from researchers, educationalists and the public. Arguably, disagreement over the exact nature of EI fuelled by a low level of widely accepted empirical data has stalled its wider application into some areas of professional training. While enjoying significant popularity in areas such as business and leadership, EI remains largely absent from the curriculum of nursing. This paper argues that EI forms the very cornerstone upon which sits desirable mental health nursing abilities as identified by users and recent professional reviews. While distance education and e-learning play an increasingly significant role in nurse education, the enhancement of EI occurs primarily through a socialization process necessitating a 'repackaging' of the nursing curriculum. This paper also proposes that through using service user needs and recent professional reviews as a source for learning outcomes an outline of this 'repacking' can be achieved.

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.

The role of emotions in clinical reasoning and decision making.

PubMed

Marcum, James A

2013-10-01

What role, if any, should emotions play in clinical reasoning and decision making? Traditionally, emotions have been excluded from clinical reasoning and decision making, but with recent advances in cognitive neuropsychology they are now considered an important component of them. Today, cognition is thought to be a set of complex processes relying on multiple types of intelligences. The role of mathematical logic (hypothetico-deductive thinking) or verbal linguistic intelligence in cognition, for example, is well documented and accepted; however, the role of emotional intelligence has received less attention-especially because its nature and function are not well understood. In this paper, I argue for the inclusion of emotions in clinical reasoning and decision making. To that end, developments in contemporary cognitive neuropsychology are initially examined and analyzed, followed by a review of the medical literature discussing the role of emotions in clinical practice. Next, a published clinical case is reconstructed and used to illustrate the recognition and regulation of emotions played during a series of clinical consultations, which resulted in a positive medical outcome. The paper's main thesis is that emotions, particularly in terms of emotional intelligence as a practical form of intelligence, afford clinical practitioners a robust cognitive resource for providing quality medical care.

The Relationships between Emotional Intelligence and the Effectiveness of School Leaders

ERIC Educational Resources Information Center

Flores, Juan P.

2009-01-01

The results of the assessment of the emotional intelligence of public school principals, the results of a school quality survey, and students' standardized reading and mathematics test scores from public elementary, middle, and high schools in Hawaii provided the data for determining if there is a relationship between the emotional intelligence of…

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,…

Can Firefighters' Mental Health Be Predicted by Emotional Intelligence and Proactive Coping?

ERIC Educational Resources Information Center

Wagner, Shannon L.; Martin, Crystal A.

2012-01-01

The present study explores emotional intelligence and proactive coping as possible protective factors for both a group of paid-professional firefighters (n = 94) and a group of similar comparison participants (n = 91). Each respondent completed the Impact of Events Scale-Revised, Symptom Checklist 90-Revised, Emotional Intelligence Scale, and…

Emotions Count: Scaffolding Children's Representations of Themselves and Their Feelings To Develop Emotional Intelligence.

ERIC Educational Resources Information Center

Shuster, Claudia

Noting that linguistic intelligence is often the primary focus of teaching young children, this paper examines the relationship between children's learning and their social-emotional development. The paper first describes the preschools of Reggio Emilia and the theory of multiple intelligences. The paper then synthesizes research on children's…

The Analysis of the Emotional Intelligence Skills and Potential Problem Areas of Elementary Educators.

ERIC Educational Resources Information Center

Kaufhold, John A.; Johnson, Lori R.

2005-01-01

The study's purpose was to examine emotional intelligence skills and potential problem areas of elementary educators. The study provided elementary educators with a self-assessment of emotional intelligence skills to utilize in the workplace and beyond. An improved understanding of personal skills and weaknesses may lessen educator's risk of…

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 inventory…

Examining Perceptions of Online Faculty Regarding the Value of Emotional Intelligence in Online Classrooms

ERIC Educational Resources Information Center

Hamilton, Diane

2017-01-01

Due to the growth of interest in soft skills and personality traits in education, the perceptions of the value online instructors place on emotional intelligence (EI), warrants scholarly attention. Organizations have embraced the value of emotional intelligence in employees. If online professors are instrumental in preparing students to be…

Emotionally Intelligent Leadership: An Analysis of Targeted Interventions for Aspiring School Leaders in Texas

ERIC Educational Resources Information Center

Kearney, W. Sean; Kelsey, Cheryl; Sinkfield, Carolin

2014-01-01

This study measures the impact of targeted interventions on the emotional intelligence of aspiring principals. The interventions utilized were designed by Nelson and Low (2011) to increase emotionally intelligent leadership skills in the following six areas: social awareness/active listening; anxiety management; decision making; appropriate use of…

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…

Comparison between Emotional Intelligence and Aggression among Student Teachers at Secondary Level

ERIC Educational Resources Information Center

Jaleel, Sajna; Verghis, Alie Molly

2017-01-01

The study explored the relationship between emotional intelligence and aggression among teacher trainees at secondary level. The hypothesis formulated for the study was, there is no significant relationship between Emotional Intelligence and aggression of teacher trainees at secondary level. The method adopted for the study was descriptive survey,…

An Analysis of Leadership Behavior in Extreme Military Contexts

DTIC Science & Technology

2008-09-01

emotional intelligence . New York: Bantam Books. ———. (1998). What makes a leader? Harvard Business Review, 82-91. 51 Goleman , D., Boyatzis, R...to inform managers and leaders everywhere. 15. NUMBER OF PAGES 69 14. SUBJECT TERMS Emotional Intelligence , Extreme Crisis, Crisis...11 B. EMOTIONAL INTELLIGENCE CHARACTERISTICS ........................14 C. BEHAVIOR PRIOR TO

The Importance of Emotional Intelligence during Transition into Middle School. What Research Says.

ERIC Educational Resources Information Center

Richardson, Tommye Lou

2002-01-01

Recommends that teachers nurture students' emotional intelligence by teaching coping skills, how to acquire and use information, how to work with others, and how to manage personal growth. Discusses usefulness of emotional intelligence during transition to middle school, and suggests educators involve students in common activities that foster…

The Emotional Intelligence of Leaders as Antecedent to Leader-Member Exchanges: A Field Study

ERIC Educational Resources Information Center

Barbuto, John E., Jr.; Bugenhagen, Marilyn J.

2009-01-01

Eighty elected leaders and 388 followers were sampled to test the relationships between leaders' emotional intelligence and the quality of leader-member exchange. Results of the field study found a significant relationship between leaders' emotional intelligence (total) and leader-member exchange quality. Specific subscales of emotional…

Is There a Relation between Mothers' Parenting Styles and Children's Trait Emotional Intelligence?

ERIC Educational Resources Information Center

Alegre, Albert

2012-01-01

Introduction: Emotional intelligence has been proposed as a human faculty that may have a strong impact on a variety of children's developmental outcomes such as: school achievement, peer acceptance, and behavioral adjustment. It has also been proposed that parenting may influence children's development of emotional intelligence. However, very…

Gender as a Moderator of Relation between Emotional Intelligence and Career Development

ERIC Educational Resources Information Center

Salami, Samuel Olayinka

2010-01-01

The purpose of this study is to examine the relationship of emotional intelligence with career development and the moderating role of gender in the relationship. This study adopted a survey research design. Questionnaires were used to obtain data on emotional intelligence, career development and demographic factors from 485 secondary school…

Exploring Emotional Intelligence, Learner Autonomy, and Retention in an Accelerated Undergraduate Degree Completion Program

ERIC Educational Resources Information Center

Buvoltz, Katie A.; Powell, Freda J.; Solan, Ann M.; Longbotham, Gail J.

2008-01-01

This article presents the results of research that explored the relationship between emotional intelligence and learner autonomy in the context of nontraditional higher education and their impact on student retention. This was predicated on previous research that suggested emotional intelligence might lead to student success and that autonomous…

Turkish Prospective Early Childhood Teachers' Emotional Intelligence Level and Its Relationship to Their Parents' Parenting Styles

ERIC Educational Resources Information Center

Kotaman, Hüseyin

2016-01-01

The current study explored Turkish prospective early childhood teachers' emotional intelligence scores in order to determine whether levels indicated differentiations according to grade level, and parenting style. Participants responded to the Turkish version of the Parenting Style Inventory and Emotional Intelligence Scale (EIS). EIS also…

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…

Emotional Intelligence and Creativity: The Mediating Role of Generosity and Vigor

ERIC Educational Resources Information Center

Carmeli, Abraham; McKay, Alexander S.; Kaufman, James C.

2014-01-01

This study examines whether and why emotional intelligence may result in enhanced creativity in the workplace. Using a time-lagged data set collected from employees in three firms, we examined a mediation model where emotional intelligence is indirectly related to creativity serially, through generosity and vigor. The results of structural…

Emotional Intelligence and Cross-Cultural Communication Competence: An Analysis of Group Dynamics and Interpersonal Relationships in a Diverse Classroom

ERIC Educational Resources Information Center

Washington, Melvin C.; Okoro, Ephraim A.; Okoro, Sussie U.

2013-01-01

This study discusses the significance of emotional intelligence and intercultural communication competence in globally diverse classroom settings. Specifically, the research shows a correlation between degrees of emotional intelligence and human communication competence (age, gender, and culture). The dataset consists of 364 participants. Nearly…

Emotional Intelligence: A Moderator of Perceived Alcohol Peer Norms and Alcohol Use

ERIC Educational Resources Information Center

Ghee, Anna Cash; Johnson, Candace S.

2008-01-01

This study investigated the roles of emotional intelligence and perceived alcohol peer norms in relation to alcohol use. Two hundred and forty--two undergraduates completed the Campus Survey of Alcohol and Other Drug Norms (Core Institute, 1997) and the Emotional Intelligence Scale (Schutte, Malouff, Hall, Haggerty, & Cooper, 1998). Contrary to…

Influence of Emotional Intelligence and Need for Achievement on Interpersonal Relations and Academic Achievement of Undergraduates

ERIC Educational Resources Information Center

Afolabi, Olukayode Ayooluwa; Ogunmwonyi, Edosa; Okediji, Abayomi

2009-01-01

This study examined influence of emotional intelligence and need for achievement on interpersonal relations and academic achievement of undergraduates. Questionnaires were administered to one hundred and ten (110) subjects. The independent variables are emotional intelligence and need for achievement, while the dependent variables are…

Is the Emotional Intelligence of Secondary School Principals Correlated with the Job Satisfaction or Performance of Their Teachers?

ERIC Educational Resources Information Center

Cobbs, Ryan E.

2012-01-01

This study examines the association between secondary school administrators' emotional intelligence (EI) and teacher job satisfaction. Two separate questions guided the study. First, does the emotional intelligence of secondary school administrators relate to teacher job satisfaction and secondly, is there a relationship between EI of…

Gender Differences in the Relationship between Emotional Intelligence and Right Hemisphere Lateralization for Facial Processing

ERIC Educational Resources Information Center

Castro-Schilo, Laura; Kee, Daniel W.

2010-01-01

The present study examined relationships between emotional intelligence, measured by the Mayer-Salovey-Caruso Emotional Intelligence Test, and right hemisphere dominance for a free vision chimeric face test. A sample of 122 ethnically diverse college students participated and completed online versions of the forenamed tests. A hierarchical…

An Analytical Model / Emotional Intelligence Quotient and QOL in Mothers with Infants in Japan.

PubMed

Ohashi, Junko; Katsura, Toshiki; Hoshino, Akiko; Usui, Kanae

2013-01-01

The purpose of this study was to examine the relationship between the emotional intelligence quotient and health-related quality of life using structural equation modeling. A self-administered questionnaire survey was conducted among 1,911 mothers who visited the Health Center for an infant medical examination. A hypothetical model was constructed using variables of the emotional intelligence quotient, social support, coping, parenting stress, and perceived health competence. There were a total of 1,104 valid responses (57.8%). Significant standardized estimates were obtained, confirming the goodness of fit issues with the model. The emotional intelligence quotient had a strong impact on physical and psychological quality of life, and showed the greatest association with coping. This study differed from previous studies in that, due to the inclusion of social support and explanatory variables in coping, an increase in coping strategies was more highly associated with emotional intelligence quotient levels than with social support. An enhanced emotional intelligence quotient should be considered a primary objective to promote the health of mothers with infant children.

A slice of π: An exploratory neuroimaging study of digit encoding and retrieval in a superior memorist

PubMed Central

Raz, Amir; Packard, Mark G.; Alexander, Gerianne M.; Buhle, Jason T.; Zhu, Hongtu; Yu, Shan; Peterson, Bradley S.

2015-01-01

Subject PI demonstrated superior memory using a variant of a Method of Loci (MOL) technique to recite the first digits of the mathematical constant π to more than 216 decimal places. We report preliminary behavioral, functional magnetic resonance imaging (fMRI), and brain volumetric data from PI. fMRI data collected while PI recited the first 540 digits of π (i.e., during retrieval) revealed increased activity in medial frontal gyrus and dorsolateral prefrontal cortex. Encoding of a novel string of 100 random digits activated motor association areas, midline frontal regions, and visual association areas. Volumetric analyses indicated an increased volume of the right subgenual cingulate, a brain region implicated in emotion, mentalizing, and autonomic arousal. Wechsler Abbreviated Scale of Intelligence (WASI) testing indicated that PI is of average intelligence, and performance on mirror tracing, rotor pursuit, and the Silverman and Eals Location Memory Task revealed normal procedural and implicit memory. PI’s performance on the Wechsler Memory Scale (WMS-III) revealed average general memory abilities (50th percentile), but superior working memory abilities (99th percentile). Surprisingly, PI’s visual memory (WMS-III) for neutral faces and common events was remarkably poor (3rd percentile). PI’s self-report indicates that imagining affective situations and high emotional content is critical for successful recall. We speculate that PI’s reduced memory for neutral/non-emotional faces and common events, and the observed increase in volume of the right subgenual cingulate, may be related to extensive practice with memorizing highly emotional material. PMID:19585350

A slice of pi : an exploratory neuroimaging study of digit encoding and retrieval in a superior memorist.

PubMed

Raz, Amir; Packard, Mark G; Alexander, Gerianne M; Buhle, Jason T; Zhu, Hongtu; Yu, Shan; Peterson, Bradley S

2009-10-01

Subject PI demonstrated superior memory using a variant of a Method of Loci (MOL) technique to recite the first digits of the mathematical constant pi to more than 2(16) decimal places. We report preliminary behavioral, functional magnetic resonance imaging (fMRI), and brain volumetric data from PI. fMRI data collected while PI recited the first 540 digits of pi (i.e., during retrieval) revealed increased activity in medial frontal gyrus and dorsolateral prefrontal cortex. Encoding of a novel string of 100 random digits activated motor association areas, midline frontal regions, and visual association areas. Volumetric analyses indicated an increased volume of the right subgenual cingulate, a brain region implicated in emotion, mentalizing, and autonomic arousal. Wechsler Abbreviated Scale of Intelligence (WASI) testing indicated that PI is of average intelligence, and performance on mirror tracing, rotor pursuit, and the Silverman and Eals Location Memory Task revealed normal procedural and implicit memory. PI's performance on the Wechsler Memory Scale (WMS-III) revealed average general memory abilities (50th percentile), but superior working memory abilities (99th percentile). Surprisingly, PI's visual memory (WMS-III) for neutral faces and common events was remarkably poor (3rd percentile). PI's self-report indicates that imagining affective situations and high emotional content is critical for successful recall. We speculate that PI's reduced memory for neutral/non-emotional faces and common events, and the observed increase in volume of the right subgenual cingulate, may be related to extensive practice with memorizing highly emotional material.

An exploratory examination of the relationships among emotional intelligence, elementary school science teacher self-efficacy, length of teaching experience, race/ethnicity, gender, and age

NASA Astrophysics Data System (ADS)

Okech, Allan P.

The purpose of the study was to examine the relationships among emotional intelligence, teacher self-efficacy, length of teaching experience, and age in a sample of south Texas public school teachers. Additionally, the study examined differences in emotional intelligence between male teachers and female teachers, and among African American, Hispanics, and White teachers. Participants were 180 elementary science teachers from south Texas public schools. The sample was made up of 14 (7.8%) males and 166 (92.2%) females. Regarding race/ethnicity, the study sample consisted of 31 (17.2%) African Americans (3 males and 28 females), 49 (27.2) Hispanics (7 males and 42 females), 98 (54.4%) Whites (3 males and 95 females), and 2 (1.1%) "Other" (1 male and 1 female). Participants ranged in age from 23 years to 65 years. Five hypotheses were proposed and tested to address the relationships under investigation. The study employed a mixed methods---correlational and causal-comparative---research design approach. Three instruments, the Multifactor Emotional Intelligence Scale (Mayer, Caruso, & Salovey, 1999), the Science Teaching Efficacy Beliefs Instrument (Riggs & Enochs, 1990), and a demographics questionnaire were utilized to collect the data. An independent-measures t test, the Pearson r, and the one-way MANOVA were used to analyze the data. A Significant positive relationship was found between "emotional intelligence" and "teacher self-efficacy." Data analyses, however, failed to support hypothesized relationships between "emotional intelligence" and "length of teaching experience," and between "emotional intelligence" and "age". Additionally, statistical analyses of the data collected for this study supported predicted statistically significant differences in "emotional intelligence" between male and female teachers, and among the three race/ethnicity groupings. Based on these findings, recommendations for the application of the construct of "emotional intelligence" in Texas public schools are discussed.

Developing Self-Esteem and Emotional Well-Being--Inclusion or Intrusion?

ERIC Educational Resources Information Center

Ecclestone, Kathryn

2004-01-01

The growing popularity of notions such as "self esteem" and "emotional intelligence" reflect people's shifts in thinking. From the pages of self-help manuals and women's magazines, self-esteem, emotional well-being and emotional intelligence have gone mainstream. This is leading to new professional activities in emotional management, life…

The effect of life skills training on emotional intelligence of the medical sciences students in iran.

PubMed

Lolaty, Hamideh A; Ghahari, Sharbanoo; Tirgari, Abdolhakim; Fard, Jabbar Heydari

2012-10-01

Emotional intelligence has a major role in mental health and life skills training, and could be viewed as a bridge relating to emotional intelligence and mental health. The present study is aimed at determining the effect of life skills training on the emotional intelligence among the first year students of Mazandaran University of Medical Sciences. MATERIALS AND METHODS: IN THIS EXPERIMENTAL STUDY, THE SUBJECTS WERE SELECTED BY RANDOM SAMPLING AND ALLOCATED INTO TWO GROUPS: Case group (n=20) and control group (n=19); they matched for gender, experience of stressful life events in the past six months, level of interest in the field of study, and level of emotional intelligence. The two groups responded to Bar-on Emotional Quotient Inventory before starting the experiment. Subsequently, the case group underwent life skills training. After the training, Bar-on Emotional Quotient Inventory was responded by the case and control groups again. The data was analyzed using descriptive statistics including Chi-square test, paired and independent t-tests, using SPSS software version 15. In the case group, the scores of emotional intelligence after life skills training were significantly improved (t=11.703 df=19 P=0.001), while no significant difference was observed in the control group (t=0.683 df =18 P=0.503). By performing programs such as life skills training, the levels of emotional intelligence of the students could be increased, which itself could lead to academic success, reduced substance abuse, and increased stress tolerance in the students.

Investigating links between emotional intelligence and observer performance by radiologists in mammography

NASA Astrophysics Data System (ADS)

Lewis, Sarah J.; Brennan, Patrick C.; Cumming, Steven; MacKay, Stuart J.; McEntee, Mark F.; Keane, Kevin; Mello-Thoms, Claudia R.

2014-03-01

A novel direction of radiology research is better understanding the links between cognitive and personality factors and radiologists' accuracy and performance. This study examines relationships between Emotional Intelligence (EI) scores and observer performance by radiologists in breast cancer detection. Three separate samples were collected with Australian and US breast imaging radiologists. The radiologists were asked to undertake a mammographic interpretation task to identify malignant breast lesions and localise them, in addition to use a confidence rating scale to report confidence in the decision. Following this activity, the radiologists were administered the EI Trait (TEIQue-SF) questionnaire. The Trait EI test gives a Global EI score and 4 sub-scores in Well-being, Self-Control, Emotionality and Sociability. Sample 1 (Sydney 2012) radiologists were divided into 2 experience bands; radiologists practicing <13 years as "less" experience and <13 years as "more". There was a significant correlation (r = 0.849, p =0.012) between Self-Control and Location Sensitivity in the "less" experience group; however there was little correlation between this EI trait in "more" experience, although more experienced radiologists had significantly higher EI scores for sociability than their less experienced counterparts (z = -1.981, P = 0.047). In the second sample (Darwin 2013) radiologists were divided into 2 groups: high and low experience, however there were no statistically significant correlation between EI and performance in any band. For sample 3 (Louisville 2013) radiologists were divided into 3 groups of experience, with the "medium "experience radiologists having correlations between EI factors "emotionality" and "sociability" to Location Sensitivity and JAFROC. Our preliminary results indicate EI is correlated to observer performance in lesser experienced radiologists. It is suggested that tasks perceived as more difficult by less experienced radiologists may evoke more emotion (uncertainty, frustration, pressure). As experience increases, radiologists may develop an ability to control their emotions or emotional intelligence becomes less important in decision making.

The personality basis of aggression: The mediating role of anger and the moderating role of emotional intelligence.

PubMed

García-Sancho, Esperanza; Dhont, Kristof; Salguero, José M; Fernández-Berrocal, Pablo

2017-08-01

High neuroticism and low agreeableness have been found to predict higher levels of aggression through an increase of negative emotions such as anger. However, previous research has only investigated these indirect associations for physical aggression, whereas evidence for such indirect effects on other types of aggression (i.e., verbal or indirect aggression) is currently lacking. Moreover, no previous work has investigated the moderating role of Ability Emotional Intelligence (AEI), which may buffer against the effects of anger on aggression. The present study (N = 665) directly addresses these gaps in the literature. The results demonstrate that high neuroticism and low agreeableness were indirectly related to higher levels of physical, verbal, and indirect aggression via increased chronic accessibility to anger. Importantly however, the associations with physical aggression were significantly weaker for those higher (vs. lower) on AEI, confirming the buffering role of AEI. We discuss the implications of our findings for theoretical frameworks aiming to understand and reduce aggression and violent behavior. © 2017 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

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.

Individual differences in perceiving and recognizing faces-One element of social cognition.

PubMed

Wilhelm, Oliver; Herzmann, Grit; Kunina, Olga; Danthiir, Vanessa; Schacht, Annekathrin; Sommer, Werner

2010-09-01

Recognizing faces swiftly and accurately is of paramount importance to humans as a social species. Individual differences in the ability to perform these tasks may therefore reflect important aspects of social or emotional intelligence. Although functional models of face cognition based on group and single case studies postulate multiple component processes, little is known about the ability structure underlying individual differences in face cognition. In 2 large individual differences experiments (N = 151 and N = 209), a broad variety of face-cognition tasks were tested and the component abilities of face cognition-face perception, face memory, and the speed of face cognition-were identified and then replicated. Experiment 2 also showed that the 3 face-cognition abilities are clearly distinct from immediate and delayed memory, mental speed, general cognitive ability, and object cognition. These results converge with functional and neuroanatomical models of face cognition by demonstrating the difference between face perception and face memory. The results also underline the importance of distinguishing between speed and accuracy of face cognition. Together our results provide a first step toward establishing face-processing abilities as an independent ability reflecting elements of social intelligence. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Emotional intelligence and perceived stress of Australian pre-registration healthcare students: A multi-disciplinary cross-sectional study.

PubMed

Foster, Kim; Fethney, Judith; Kozlowski, Desirée; Fois, Romano; Reza, Fareen; McCloughen, Andrea

2018-07-01

Healthcare students can experience high levels of stress. Emotional intelligence can moderate stress and increase wellbeing however there has been no prior research on the relationship between emotional intelligence and stress in Australian healthcare students. To measure emotional intelligence (EI) and perceived stress (PS) in final year healthcare students (nursing, pharmacy and dentistry), and to explore the relationships between EI, PS and discipline. A cross sectional survey of pre-registration healthcare students at a metropolitan university in Australia. 203 pre-registration final year healthcare students (n = 58 nursing; n = 112 pharmacy; n = 34 dentistry). Emotional Intelligence was measured using the GENOS Emotional Intelligence Inventory (Concise Version) and stress was measured using the Perceived Stress Scale (PSS). A significant negative correlation was found between EI and PS in nursing and pharmacy students. No difference was found in EI across disciplines. Mean EI scores were lower than normative means. PS was significantly higher than the normative mean for pharmacy and dentistry students and higher than nursing students. Emotional intelligence can have a protective effect against stress for healthcare students and can be increased via targeted educational interventions. To support student wellbeing there is a clear need for pre-registration healthcare curricula to include educational components on strengthening EI. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Social Embedding of Intelligence

NASA Astrophysics Data System (ADS)

Edmonds, Bruce

I claim that to pass the Turing Test over any period of extended time, it will be necessary to embed the entity into society. This chapter discusses why this is, and how it might be brought about. I start by arguing that intelligence is better characterized by tests of social interaction, especially in open-ended and extended situations. I then argue that learning is an essential component of intelligence and hence that a universal intelligence is impossible. These two arguments support the relevance of the Turing Test as a particular, but appropriate test of interactive intelligence. I look to the human case to argue that individual intelligence uses society to a considerable extent for its development. Taking a lead from the human case, I outline how a socially embedded Artificial Intelligence might be brought about in terms of four aspects: free will, emotion, empathy, and self-modeling. In each case, I try to specify what social 'hooks' might be required for the full ability to develop during a considerable period of in situ acculturation. The chapter ends by speculating what it might be like to live with the result.

The Effects of Motor Remediation with the Mentally Retarded: A Review of Research. Working Paper No. 74.

ERIC Educational Resources Information Center

DiRocco, Patrick J.

The author reviews research on the effects of motor remediation with the mentally retarded on the areas of motor ability, physical fitness, social and emotional competency, reading achievement, and intelligence. It is concluded that motor development theories have led to an increase of motor training programs for the mentally retarded, and that…

Emotional Intelligence and Teacher Efficacy as Predictors of Teacher Effectiveness among Pre-Service Teachers in Some Nigerian Universities

ERIC Educational Resources Information Center

Adeyemo, D. A.; Chukwudi, Agokei R.

2014-01-01

Evidence from teacher-effectiveness studies indicates that teacher effectiveness has yielded a wealth of understanding about the impact that teacher ability has on student growth. However, much is yet to be known on some psychological factors that could influence teaching effectiveness particularly among pre-service teachers. The purpose of the…

HbA1c levels as a function of emotional regulation and emotional intelligence in patients with type 2 diabetes.

PubMed

Coccaro, Emil F; Drossos, Tina; Phillipson, Louis

2016-10-01

Understanding the role of emotion in glycemic control may be critical for the long-term treatment of patients with type 2 diabetes (T2D). In this study we investigated the relationship between measures of emotional regulation and emotional intelligence and HbA1c levels in adult patients with T2 diabetes. 100 adult patients with T2 diabetes completed assessments of emotional regulation (i.e., affect intensity/lability) and emotional intelligence and were then correlated with HbA1c levels with several relevant covariates. HbA1c levels were significantly associated with affect intensity (AI: r=.24, p=.018) and with emotional intelligence (EI: r=-.29, p=.004), but not affect lability. These results were the same even after adding income, state depression scores, insulin-dependent status, serum cholesterol, diabetes literacy and self-care as covariates (AI: β=.33, p=.001; EI: β=-.31, p=.002). Diabetes self-care, but not diabetes literacy, was also associated with HbA1c levels (β=-.29, p=.003). These data suggest that aspects of emotional regulation and emotional intelligence play a role in glycemic control in adult patients with T2 diabetes and do so even in the context of several variables relevant to diabetes. If so, interventions that can reduce affect intensity and/or increase emotional intelligence may represent a new strategy in the glycemic control of adult patients with T2 diabetes. Copyright © 2016 Primary Care Diabetes Europe. Published by Elsevier Ltd. All rights reserved.

Body satisfaction, emotional intelligence, and the development of disturbed eating: a survey of Taiwanese students.

PubMed

Wong, Yueching; Lin, Jing-Shan; Chang, Yu-Jhen

2014-01-01

This study explored the relationship between adolescents' emotional intelligence and the tendency to develop an eating disorder. Senior high school students in Taiwan were recruited for the study. A 3- part anonymous questionnaire measured demographic information, body weight satisfaction, and expectation of body weight. Students also completed the Adolescent Emotional Intelligence Scale and the Eating Disorders Attitude- 26 Test (EAT-26). Height and weight were also measured. The mean of EAT-26 score was 8.66 ± 7.36, and 8.6% students were at high risk to develop eating disorders. Gender, body weight, body dissatisfaction and the expected body shape were significantly related to disturbed eating attitudes and behaviours. Scores of EAT-26 were positively correlated with emotional perception, emotional expression, and emotional application. Disturbed eating behaviours exist among adolescents in Taiwan, and these behaviours may be related to emotional intelligence. However further studies with larger samples are needed.

Construction and Validation of Parental Rating Scale from Children's Emotional Intelligence (4-8 Years Old)

ERIC Educational Resources Information Center

Kajbafnezhad, Hadi

2016-01-01

Emotional intelligence rating tools are not available for children, but mostly for children. So, the present study investigated the measurement and assessment of Emotional Intelligence in children with the age range of 4-8 years old by parents (mothers) through a preliminary research-made questionnaire. This study was based on an…

Emotional Intelligence and Job Satisfaction among Lecturers of Universities in Kano State: Empirical Evidence

ERIC Educational Resources Information Center

Kassim, Sulaiman Ibrahim; Bambale, Abdu Jafaru; Jakada, Balarabe A.

2016-01-01

Emotional intelligence and job satisfaction are two concepts of high interest in modern work environment. They serve as a competitive edge in personal and organizational life. The educational system or lecturing profession is one of those within which the individuals could reap great advantage from the knowledge of emotional intelligence owing to…