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The happy personality: Mediational role of trait emotional intelligence
Abstract
This study examined the relationship between the Big Five personality traits (Gosling et al., 2003), trait emotional intelligence (EI) (Petrides & Furnham, 2001) and happiness (Argyle et al., 1989) in a sample of 112 (61 female) student and non-student participants. Strong dispositional determinants of happiness were identified. In line with previous findings, four of the Big Five, namely stability, extraversion, conscientiousness, and agreeableness, were positively correlated with both happiness and trait EI, which explained 18% of unique variance (over and above age and the Big Five) in happiness. Furthermore, a significant amount of shared variance between happiness and the Big Five was explained by trait EI, which partly mediated the paths from stability and conscientiousness to happiness, and fully mediated the link between agreeableness and happiness. Limitations and implications are discussed.
... Eysenck (1983) famously stated, "Happiness is a thing called stable extraversion". Chamorro-Premuzic, Bennett, and Furnham (2007) argued that personality traits were "the most robust predictors of happiness" and reported that happiness was positively correlated with extraversion, agreeableness, and conscientiousness. These personality traits explained a considerable amount of variance in happiness (Chamorro-Premuzic et al., 2007).Similarly, DeNeve and Cooper (1998) concluded that extraversion and agreeableness were the most reliable predictors of positive affect, while neuroticism was the most reliable predictor of negative affect and life dissatisfaction. ...
... Chamorro-Premuzic, Bennett, and Furnham (2007) argued that personality traits were "the most robust predictors of happiness" and reported that happiness was positively correlated with extraversion, agreeableness, and conscientiousness. These personality traits explained a considerable amount of variance in happiness (Chamorro-Premuzic et al., 2007).Similarly, DeNeve and Cooper (1998) concluded that extraversion and agreeableness were the most reliable predictors of positive affect, while neuroticism was the most reliable predictor of negative affect and life dissatisfaction. Inanother study, Cheung et al. (2001) reported a close relationship between neuroticism and depression. ...
Previous research has demonstrated that gender plays a significant role in influencing happiness and mental well-being in happiness and depression in Chinese society concerning the Five Factor Model (FFM). The present study investigates gender differences in happiness and depression among Chinese undergraduate students as well as the mediating role of personality factors from the FFM. A total of 5,648 undergraduate students (aged between 17 and 29) were recruited from universities across China. Results indicated that females reported significantly higher happiness and higher depression than males. The findings suggest that females are more likely to express emotional feelings than males, such as gratitude and happiness. Furthermore, the results indicate that extraversion mediates the relationship between gender and both happiness and depression, while neuroticism mediates the relationship between gender and depression. Consistent with previous findings, the present study confirms that extraversion is the most reliable predictor of positive affect (e.g., happiness), whereas neuroticism is the most reliable predictor of negative affect (e.g., depression).
... The current study found that the predictors of happiness level were extraversion, agreeableness, conscientiousness, neuroticism, and cognitive reappraisal. Several studies have reported similar results, such as the predictors of happiness level being extraversion (Furnham & Christoforou, 2007;Jalil et al., 2017;Robbins et al., 2010;Ziapour et al., 2018), agreeableness (Aziz et al., 2014;Ziapour et al., 2018), conscientiousness (Chamorro-Premuzic et al., 2007;Ghaderi & Ghaderi, 2012;Robbins et al., 2008;Ziapour et al., 2018), neuroticism (Salimi, 2014), and cognitive reappraisal (Salimi, 2014;Ziapour et al., 2018). However, some studies have shown contradictory results, such as conscientiousness predicting happiness (Chamorro-Premuzic et al., 2007;Momeni et al., 2011;Soto et al., 2013), and the positive relationship between extraversion and happiness being disputed (Momeni et al., 2011;Salimi, 2014). ...
... Several studies have reported similar results, such as the predictors of happiness level being extraversion (Furnham & Christoforou, 2007;Jalil et al., 2017;Robbins et al., 2010;Ziapour et al., 2018), agreeableness (Aziz et al., 2014;Ziapour et al., 2018), conscientiousness (Chamorro-Premuzic et al., 2007;Ghaderi & Ghaderi, 2012;Robbins et al., 2008;Ziapour et al., 2018), neuroticism (Salimi, 2014), and cognitive reappraisal (Salimi, 2014;Ziapour et al., 2018). However, some studies have shown contradictory results, such as conscientiousness predicting happiness (Chamorro-Premuzic et al., 2007;Momeni et al., 2011;Soto et al., 2013), and the positive relationship between extraversion and happiness being disputed (Momeni et al., 2011;Salimi, 2014). ...
This cross-sectional study explored the relationship between emotional regulation, the Big Five personality traits, and happiness among 411 nursing students in Saudi Arabia, with an average age of 19.6. The Oxford Happiness Inventory, Big Five Personality Test, and Emotional Regulation Inventory were used as research instruments through selfadministered questionnaires. The findings revealed that nursing students had a moderate level of happiness (mean = 3.5), with students in their third year being happier than those in their first year. The most expressed personality traits among the students were agreeableness (79%) and conscientiousness (69%). Furthermore, the study discovered that cognitive reappraisal was higher among single students and those aged 19 or younger. Finally, the study identified extraversion, agreeableness, conscientiousness, neuroticism, and cognitive reappraisal as predictors of happiness level (adjusted R ² = 57%). The study suggests that improving emotional regulation could enhance the happiness and well-being of nursing students.
... They learn to distinguish between socially appropriate and inappropriate behavior and acquire important skills such as persistence, endurance, and the ability to solve social problems individually . Prior literature highlights the strong association between happiness and emotional competence, with the emphasis on attaining greater emotional stability through happiness (Bajaj et al., 2019, Chamorro-Premuzic et al., 2007Hills & Argyle, 2001;Niramisa Sutta: Unworldly, 2010). Happiness and social-emotional competence are closely interrelated (Denham et al., 2003). ...
... This happiness intervention has been designed in a way that develops the capability of preschool students to establish positive interactions with peers, participate in interpersonal relationships, develop long-lasting friendships, and become members of social groups, thus making them socially competent (Kennedy, 2018;Lobo & Winsler, 2006). Simultaneously, this happiness intervention is an initiative to help the children in understanding and managing their emotions and enhancing a positive attitude in them, making them emotionally competent (Bajaj et al., 2019;Chamorro-Premuzic et al., 2007;Hills & Argyle, 2001). Finally, this article discussed the role of preschool teachers in implementing the framework using play-based innovative teaching practices. ...
The primary objective of this article is to create a conceptual Early Childhood Care and Education (ECCE) happiness framework for preschool children in India. Although happiness is regarded as one of the key elements that influence early childhood development, an effective happiness framework does not exist for preschools in rural and socio-economically disadvantaged areas in the state of Punjab in India. Therefore, based on research gaps and existing literature, a conceptual framework has been developed to promote social and emotional competence among preschool children through the happiness intervention. The article also discusses (a) the concepts of happiness, and social and emotional competence; (b) the importance of happiness in preschool; (c) the association between happiness and social-emotional competence of preschool children; and (d) the role of preschool teachers in implementing the framework. Future implementation of this framework in the preschools of India will help overcome the limitation that exists in regard to its validation.
... Actualmente las explicaciones disposicionales de la felicidad enfatizan la importancia de la inteligencia emocional, y se señala que esta puede predecir la felicidad más allá de la influencia de los cinco grandes rasgos de personalidad (apertura a la experiencia, responsabilidad, extroversión, amabilidad e inestabilidad emocional o neuroticismo) (Callea, De Rosa, Ferri, Lipari y Costanzi, 2019;Chamorro-Premuzic, Bennett y Furnham, 2007). Así, se ha identificado la inteligencia emocional como predictora del bienestar y de la felicidad subjetiva de estudiantes universitarios (Extremera & Rey, 2016; Ruiz-Aranda, Extremera, & Pineda-Galán, 2014;Ye et al., 2019). ...
... En la presente investigación las tres dimensiones de inteligencia emocional se mostraron como predictoras significativas de la felicidad subjetiva, apoyando estudios previos que han señalado que la inteligencia emocional predice la felicidad, incluso controlando el efecto de los cinco grandes rasgos de la personalidad (Callea et al., 2019;Chamorro-Premuzic et al., 2007). Los hallazgos de este trabajo corroboran las investigaciones con estudiantes universitarios en donde la inteligencia emocional se mostró como predictora del bienestar y la felicidad subjetiva (Extremera y Rey, 2016; Ruiz-Aranda et al., 2014;Sánchez-Álvarez et al., 2016;Ye et al., 2019). ...
Los trabajadores sociales tienen unas elevadas exigencias laborales como consecuencia, entre otros factores, de la excesiva burocratización de las organizaciones de servicios sociales. Ante esta realidad, durante su proceso formativo, los estudiantes de trabajo social deben desarrollar competencias emocionales para hacer frente a estas demandas profesionales que pueden afectar a su bienestar y rendimiento laboral. Se realizó un estudio descriptivo y correlacional de corte transversal del que participaron 187 estudiantes del primer y segundo curso (n = 105 y n = 82, respectivamente) de Trabajo Social de la Universidad de Málaga (España). El 89.30 % eran mujeres y la edad promedio fue de 20.38 años (DT = 3.35). Se desarrolló un modelo de regresión lineal múltiple para evaluar el papel predictor de la inteligencia emocional (atención emocional, claridad emocional y reparación de las emociones) sobre la felicidad subjetiva percibida en estudiantes de trabajo social. La claridad emocional y la reparación de las emociones fueron predictores significativos positivos de la felicidad subjetiva, mientras que la atención emocional fue un predictor significativo negativo. Los estudiantes y futuros trabajadores sociales tienen que entender y manejar sus estados emocionales, de tal manera que les permita tanto afrontar sus propias frustraciones como constituirse en referentes de los usuarios para imponerse a sus dificultades. Se corrobora la necesidad de fomentar la inteligencia emocional entre los estudiantes y futuros trabajadores sociales, ya que esto constituye un factor de protección que puede aumentar su bienestar y concretamente, su felicidad subjetiva. Las experiencias de afecto negativas que sufren los trabajadores sociales demandan planes de estudio en los que se fomente la inteligencia emocional.
... The association between EI and subjective well-being(SWB), which is explicated by a cognitive component (life satisfaction) (Abdollahi et al., 2015;Chamorro-Premuzic et al., 2007) and an affective component (happiness) (Tomlinson et al., 2017), has been shown to exist through research . The potential of emotional intelligence (EI) as a set of skills that can be taught to improve coping mechanisms and foster wellbeing and happiness has made it a focus of research and intervention (Martins et al., 2010;Sánchez-Álvarez et al., 2015;Schutte et al., 2007). ...
Healthy adolescent development is pivotal for future positive growth; where
Emotional intelligence and subjective happiness are considered as fundamental elements. Although the link between emotional intelligence and subjective well-being has been well documented in earlier research, the mechanism of emotional intelligence that may lead to poor or better happiness in an individual is still unclear. Therefore, based on Mayer and Salovey’s model of emotional intelligence, this study examined the relation between perceived emotional intelligence and subjective happiness in adolescence, as mediated by bullying perpetration, victimization and pro-social behavior by conducting two studies. In Study 1, the
Trait Meta Mood Scale- 24 (TMMS-24) and Peer Relations Questionnaire (PRQ) were
adapted for use in Bangladesh. The psychometric properties of both scales were investigated in a sample of 307 adolescents’ population (53.4% girls) of age ranging from 12 to 17 years. Confirmatory factor analysis, reliability analysis, and concurrent validity showed that the Bangla version of both the scale TMMS-24 and PRQ are valid and reliable scale. In Study 2, the relations among adolescents’ emotional intelligence, peer relations and subjective happiness were investigated in a sample of 556 Bangladeshi high school students. As expected, emotional intelligence, particularly emotional clarity and repair, showed positive associations with happiness. Results of path modeling indicated that emotional clarity and
emotional repair had a significant direct and indirect link (via bullying victimization, prosocial behavior) with subjective happiness in adolescents. These findings will be used to increase happiness of teenagers through emotional intelligence and managing effective peer relationship considering combined prevention programs for adolescent’s well-being.
... Theoretically, individuals with high TEI are equipped to effectively manage their emotions and better cope with daily stressors (Bar-On, 1997). Not surprisingly, TEI has been linked to a variety of important life outcomes: educational attainment (Dave et al., 2019), career achievement (Di Fabio & Saklofske, 2014), health (Chamorro-Premuzic et al., 2007), and successful interpersonal relationships (Parker et al., 2021). ...
Although previous research has found trait emotional intelligence (TEI) to be a moderate predictor of bullying behaviors in adolescents, this work has limited generalizability. The current study is the first to use a multidimensional approach to both TEI and bullying behaviors when looking at their relationship in high school students. The study employed two samples: 1,517 adolescents from three high schools in central Ontario, Canada and a subset of 35 bullies and 35 non-bullies from another school in the same region. Participants in both samples completed the Youth Version of the Emotional Quotient Inventory (EQi:YV). In addition, the first sample completed the Bully-Victim Questionnaire, which measures four types of bullying behavior: social, physical, verbal, and electronic. TEI was found to be a significant negative predictor for all types of bullying behaviors. In addition, being a male adolescent and having low interpersonal and stress management scores were the strongest predictors of bullying behaviors. Overall, bullies were found to have significantly lower TEI scores across all dimensions. Based on the findings, TEI should be considered as an addition to current anti-bullying programing.
... Furthermore, our fnding that conscientiousness personality is a predictor of happiness among nursing students is supported by other studies [75,76]. However, this fnding is inconsistent with those of other studies [77,78]. ...
Background: Happiness is crucial for human wellbeing. Nursing students encounter distinct challenges such as stress, burnout, and emotional exhaustion, which can negatively impact their mental health. Cultural and societal factors also influence happiness.
Objective: This study conducted a comparative analysis of Big Five personality traits and emotional regulation (ER) as predictors of happiness among nursing students in Saudi Arabia and Jordan.
Methods: This cross-sectional study included 739 nursing students from Jordan and Saudi Arabia who were selected using a multistage sampling technique. The instruments utilized in this study were the short version of the Big Five Inventory for assessing personality, Oxford Happiness Inventory for measuring happiness levels, and Emotional Regulation Questionnaire for evaluating ER. To identify the predictors of student happiness, stepwise regression analysis was conducted, and cross-country comparisons were made using a “pool analysis” method.
Results: The findings indicated that 62.1% of the participants reported moderate levels of happiness, whereas 36.0% reported high levels. There were significant differences in happiness levels between Jordan and Saudi Arabia (p=0.003), with Jordanian students reporting lower happiness levels. In Saudi Arabia, there were significant variations based on age (p=0.049) and academic year (p=0.013). Multiple regression analysis revealed that higher agreeableness, extraversion, and conscientiousness were positively associated with happiness while openness had a weak association. Conversely, higher Neuroticism, being in Jordan, and being male were negatively associated with happiness. Nominal regression analysis indicated that extraversion and agreeableness are significant predictors of higher levels of happiness, whereas neuroticism is associated with lower levels of happiness. Furthermore, males and non-Saudis were more likely to report lower levels of happiness.
Conclusion: This study revealed notable determinants of happiness among nursing students in Saudi Arabia and Jordan. ER, Big Five personality traits, and demographic factors play influential roles. Overall, the robust regression model emphasized the dependability of these findings, providing valuable insights for nursing education and interventions aimed at improving student wellbeing. From a practical standpoint, these findings can guide the development of personalized mental health support programs and interventions designed to enhance the happiness and wellbeing of nursing students.
... In a conflict situation, agreeable traits boost an individual's self-control by disrupting the connection between angry thoughts and aggressiveness, helping to overcome unpleasant feelings (Riaz and Khan, 2016). Scholars found a substantial correlation between agreeableness and happiness (Chamorro-Premuzic et al., 2007). Highly agreeable and emotionally stable individuals are more relationship-oriented and experience fewer revengeful impulses (Ajmal et al., 2016), which have been demonstrated to be strong predictors of forgiveness. ...
Purpose
This study aims to contribute to the darker side of consumer–brand interactions by examining the relationship between consumer-related antecedents, particularly consumer personality traits, in triggering brand-hate emotions. Additionally, the link between brand hate and brand forgiveness was also taken into account, as well as the moderating impact of personality attributes. The impact of brand forgiveness on consumer coping behavior was investigated, particularly for brand switching (flight) and negative word-of-mouth (NWOM) (fight) on Indian e-commerce shopping websites/apps.
Design/methodology/approach
Using a structured questionnaire survey and a nonprobability purposive sampling approach, data were obtained from 438 online shoppers who had experienced hate directed at a particular shopping website or app. The hypotheses were tested statistically using partial least squares (PLS) structural equation modeling with SmartPLS 4 software.
Findings
First, the findings demonstrate that agreeableness, extraversion and neuroticism significantly affected brand hate. Second, the results indicate that personality traits, particularly extraversion and conscientiousness from the Big-Five model, play a substantial role in moderating the relationship between brand hate and brand forgiveness. Third, the study also reveals the significance of brand forgiveness in mitigating the adverse consequences of NWOM and brand switching in the context of e-commerce platforms.
Practical implications
Practical steps such as complaint-management processes and prompt resolutions through an appropriate means of active interaction and understanding the consumer’s personality when their concerns are heard and handled can help brand managers earn customers’ forgiveness and reduce brand hate toward e-commerce websites/apps.
Originality/value
Based on the authors’ understanding, this study is the initial one to incorporate brand hate, brand forgiveness and coping strategies into the model in a service context with the interaction effect of consumer personality traits.
... More specifically, ability EI correlated in a positive way with professional knowledge education grade, whereas trait EI positively correlated with practical work grade. Additionally, ability EI (i.e., STEU short form) correlated significantly and positively with classical intelligence (i.e., RSPM), as already reported in the literature (Olderbak et al., 2018 According to Chamorro-Premuzic et al. (2007), trait EI (i.e., TEIQue) has positive correlations with all five personality traits measured and grades as well. In light of these preliminary results, we focus here on the respective roles of the two types of EIs in explaining the different grades obtained in a complementary way. ...
Context: Research on emotional intelligence (EI) shows this concept's decades-long positive influence on well-being, self-efficacy, employability, and academic and professional achievement. Indeed, several studies have demonstrated that students with high EI have better grades and quality of life, as well as are more employable than students with low EI. By considering the two conceptualizations of EI as either an ability or personality trait, the present study investigates EI's influence on training achievement in initial vocational education and training (IVET). We posited that the two types of EI positively influence training achievement in a complementary way: Ability EI relates to achievement in theoretical training , while trait EI relates to achievement in practical training. Furthermore, these links are mediated by apprentices' engagement at school and in learning. Method: To test our hypotheses, 92 dual IVET health and social care apprentices in their last year of vocational school completed an online survey composed of validated scales measuring EI as an ability, EI as a personality trait, personality traits, and school engagement. The apprentices' grades were also obtained with their permission.
... Consumers who score low in agreeableness tend to be particularly concerned with how the brand is affecting them, rather than how it affects others, so in brand failures, they are likely to switch to alternatives (Riaz & Khan, 2016). Agreeableness is associated with happiness (Chamorro-Premuzic et al., 2007), and agreeable individuals tend to focus more on whom they love or admire than whom they hate (Aumer et al., 2015). Despite the association of agreeableness with aggression (Kucuk, 2019a), these individuals are unlikely to adopt sabotage behaviors in response to brand hate because sabotage requires a long-term commitment to damage other customers' brand-related associations, which tend to be stable. ...
Limited research has investigated the consequences of brand hate, particularly the pathways and contingent factors. This study addresses a critical gap by investigating the mediation of negative electronic word-of-mouth (NeWOM) intensity between brand hate and the two different forms of consumers' coping behaviors: boycott (instrumental aggression) and brand sabotage (hostile aggression). It also demonstrates the moderating role of the Big Five personality traits in these pathways. An empirical survey with 391 participants recruited through Prolific reveals that brand hate directly affects NeWOM intensity, consumer boycott, and brand sabotage. These effects are more substantial for those who score high in neuroticism, extraversion, and conscientiousness. On the other hand, the effects of brand hate on NeWOM intensity and boycott are more profound when agreeableness is low. In contrast, only brand hate-to-boycott relationship strengthens when openness is low. Interestingly, NeWOM intensity mediates the relationships between brand hate and the two consumer behaviors, i.e., consumer boycott and brand sabotage. These findings enrich the literature on negative consumer-brand relationships and provide managers assistance in developing effective strategies for de-escalating consumers' use of aggressive behaviors in response to brand hate.
... According to Aqqad et al. (2019), human resource managers have begun not only to evaluate employee performance through the delivered output but also to evaluate the efficiency of their dealings with colleagues and staff. This imbalance work environment has placed Malaysia as the 80th happiest country in the world compared with overall ranking for of countries, and happiness is tied to emotional intelligence (Chamorro-Premuzic et al., 2007). However, Mahdinezhad et al. (2017) argued that an organisation should consider the employee's contextual and task performance when assessing and analysing an employee's overall effectiveness and efficiency. ...
... In addition to considering a personality trait that fosters life satisfaction and social adjustment (Baudry et al., 2018;Petrides & Furnham, 2001) and is essentially agreeable (Akhtar et al., 2015;Chamorro-Premuzic et al., 2007), it is also important to evaluate the contribution of less desirable personality-related variables. A wellestablished construct that parsimoniously encapsulates a set of socially aversive personality traits is DT (Furnham et al., 2013), which comprises narcissism, Machiavellianism, and psychopathy. ...
Objective:
Problematic social media use is becoming a significant social and clinical concern, and there is growing research interest in the psychological factors involved, such as personality predispositions and the fear of missing out (FOMO). The present study investigated both the dark triad (DT, namely, narcissism, Machiavellianism, and psychopathy) and trait emotion intelligence (trait EI) in relation to the problematic use of technology and social media engagement and the mediating role of FOMO.
Method:
A total of 788 people between 18 and 35 years old (M = 24.22; SD = 3.91; 75% women) were surveyed.
Results:
The results showed that social media engagement was positively related to problematic social media use and negatively related to trait EI. In addition, problematic social media use was positively related to DT and negatively related to trait EI. Fear of missing out was positively related to social media engagement, problematic social media use, and DT, and negatively related to trait EI. Fear of missing out had a mediating effect on the relationship between personality dimensions, problematic social media use, and social media engagement.
Conclusions:
The extent to which personality traits may underpin problematic use of social media and the practical implications of the findings are discussed.
... Finding ways to increase happiness is one of the most intriguing areas of inquiry in the study of happiness (Bryce & Haworth, 2002;Lyubomirsky, 2008;Seligman, 2002;Sheldon & Lyubomirsky, 2006;. There has been an upsurge in studies on happiness (Chamorro Premuzic et al., 2007; in recent years. In light of the above review of literature, the use of the term WPH over other prevailing terms is justified for the present study. ...
The notion of happiness is in the limelight since the word ‘happiness’ is placed on the global development agenda. Happiness has dragged the attention of many researchers in various fields but when we talk about organizations only a few researchers are shedding the light on the concept of Workplace Happiness (WPH). Business Process Outsourcing (BPO) is one of the flourishing sectors of India. The literature reported that BPO employees are facing psychological and physical problems due to prolonged working hours and odd shift timings. And this is a matter of concern for every Business Process Outsourcing Organizations (BPOs). Here, certain questions are developed like; what parameters are being used to measure the WPH in BPOs, and how WPH can be measured. Therefore, this article is designed to explore WPH in the context of BPOs of Eastern India.
... In addition to considering a personality trait that fosters life satisfaction and social adjustment (Baudry et al., 2018;Petrides & Furnham, 2001) and is essentially agreeable (Akhtar et al., 2015;Chamorro-Premuzic et al., 2007), it is also important to evaluate the contribution of less desirable personality-related variables. A wellestablished construct that parsimoniously encapsulates a set of socially aversive personality traits is DT (Furnham et al., 2013), which comprises narcissism, Machiavellianism, and psychopathy. ...
Citation: Barberis, N., Sanchez-Ruiz, M. J., Cannavò, M., Calaresi, D., Verrastro, V. (2023). The dark triad and trait emotional intelligence as predictors of problematic social media use and engagement: the mediating role of the fear of missing out. Abstract Objective: Problematic social media use is becoming a significant social and clinical concern, and there is growing research interest in the psychological factors involved, such as personality predispositions and the fear of missing out (FOMO). The present study investigated both the dark triad (DT, namely, narcissism, Machiavellianism, and psychopathy) and trait emotion intelligence (trait EI) in relation to the problematic use of technology and social media engagement and the mediating role of FOMO. Method: A total of 788 people between 18 and 35 years old (M = 24.22; SD = 3.91; 75% women) were surveyed. Results: The results showed that social media engagement was positively related to problematic social media use and negatively related to trait EI. In addition, problematic social media use was positively related to DT and negatively related to trait EI. Fear of missing out was positively related to social media engagement, problematic social media use, and DT, and negatively related to trait EI. Fear of missing out had a mediating effect on the relationship between personality dimensions, problematic social media use, and social media engagement. Conclusions: The extent to which personality traits may underpin problematic use of social media and the practical implications of the findings are discussed.
... With age, the motivational balance shifts from learning about new things from negative experiences to finding balance in life by concentrating on the positive aspects. Traits such as emotional stability, conscientiousness, extraversion, and agreeableness as well as openness to new experiences were shown to predispose people to being happier (Chung et al., 2019;Oerlemans et al., 2011;Chamorro-Premuzic et al., 2007) (see chapter on happiness, this book, part III). ...
Emotions play an important role in our daily lives, helping us communicate with others and increase our self-knowledge. Older age is often associated with negative feelings (e.g. sadness, regret, anxiety, etc.). However, research points out that older people can experience increased positive emotions compared to young individuals. The present chapter aims to provide some answers regarding whether people become happier as they grow older, by examining the meanings and characteristics of emotional ageing and emotional development in midlife and older age. The chapter also explores how emotional development is linked to other developmental areas (i.e. social, cognitive, physical, and personality). Finally, the chapter applies a positive psychology perspective to illustrate some general principles concerning how to foster emotional growth in midlife and older age. Other chapters in the present book examine in more detail how to promote happiness in older age (Chap. 13), how to foster love in midlife and older age (Chap. 11), and how to intervene to prevent or reduce loneliness (Chap. 14) and prevent anxiety (Chap. 17) and depression (Chap. 18) among older individuals.
... retirement, grandparenthood) in negative ways. In contrast, traits like emotional stability, openness to new experiences and agreeableness predispose people to being happier in older age (Chung et al., 2019;Oerlemans et al., 2011;Chamorro-Premuzic et al., 2007). ...
Whether personality changes or not over the lifespan has been the subject of a long debate in developmental research. Contrary to assumptions that personality development stops around the age of 30, individuals continue to evolve, and certain traits may get accentuated or diminished while ageing. The present chapter will explore questions such as “how does personality change happen in midlife and older age?” and “is personality change an inevitable development process or something that happens because of conscious time and effort investment?” To answer these questions, the chapter will first define personality and explore how one can measure its development in midlife and older age. Second, it will go on to describe some theoretical models that explain personality development across midlife and older age. Third, the evidence base concerning experiences with personality change in middle and later adulthood will be discussed. Fourth, the chapter will examine how personality development is related to cognitive improvement, emotional and social growth, and physical development. Finally, the chapter will provide some ideas concerning how to foster personality development in midlife and older age by using positive psychology intervention principles.
... Several studies have examined the links between personality and happiness or well-being, with an interest in answering the question why some people are constantly happier than others, regardless of the external circumstances (Pishva et al., 2011). From the Big Five Model of Personality (see also chapter on personality development, part II in this book), emotional stability, conscientiousness, extroversion, and agreeableness, as well as openness to new experiences, were said to predispose people to being happier (Chung et al., 2019;Oerlemans et al., 2011;Chamorro-Premuzic et al., 2007). Emotional stability and extraversion provide the biological basis of happiness, while the agreeableness trait is relevant for the social aspects of well-being and conscientiousness for the achievements that can trigger happiness (Pishva et al., 2011). ...
Happiness represents an important driving force for individuals at any life stage and continues to be so in midlife and older age. While ageing is usually associated with experiencing less happiness, research findings show that people tend to be happier as they grow older (i.e. the positivity effect). In this chapter, I will examine happiness in midlife and older age, including attempts to explain the age-related positivity effect. In this sense, I will describe how happiness is defined in midlife and older age and what factors can influence it. Additionally, I will examine how happiness can be measured objectively by using various scales and how middle-aged and older individuals describe happiness from their point of view. Next, I will consider the existing links between happiness and personal growth in all life domains (i.e. cognitive, emotional, social, personality, physical). Starting from the existing evidence-base and theoretical models concerning happiness in midlife and older age, I will then go on to examine how can positive psychology principles and developmental assets be applied to design interventions to promote happiness among middle-aged and older adults.
... It was discovered that the big five personality traits do somewhat predict learning methodologies. With 221 (111 female and 110 male) British Medical students, [71] investigated how personality and learning styles affect preference for various teaching methods. According to the researchers, the relationships between many personality traits and learning approaches revealed that personality and learning approaches are separate but connected phenomena. ...
The study aimed to investigate the personality traits of students and their preferred teaching methods at the University of Ghana and Huzhou Normal University. The study specifically aimed at identifying personality traits that apply to psychology students, the kinds of teaching methods students preferred, and ascertaining the relationship between personality traits and preferred teaching methods. A descriptive cross-sectional design was used to conduct the research. The sample size of two hundred and five (205) students from UG and Huzhou University was used. In this study, the researchers collected the data with the help of structured questionnaires. Research Question 1 and Question 2 will be analyzed using frequencies and percentages. Null hypothesis (There is no relationship between personality traits and teaching methods), Hypothesis 1 (There is a relationship between personality traits and teaching methods) will be analyzed using the Chi-Square. Data that will be collected will be analyzed using Statistical Package for Social Sciences (*SPSS). The study found that the conscientiousness personality trait among students at both University of Ghana and Huzhou University is the dominant personality trait. The preferred teaching method of students at both University of Ghana and Huzhou University is the cooperative learning method other than teaching methods. There is a relationship between personality traits and teaching methods: There is no relationship between students (participants’) personality traits and teaching methods at both University of Ghana and Huzhou University. It was concluded that most participants possessed conscientiousness personality traits, followed by the agreeableness personality trait and extraversion in UG. For Huzhou University, the conscientiousness personality trait was included by most students, followed by extraversion and agreeableness. It was recommended that the Ministry of Education (MoE) in Ghana and China create, plan and revise their various contents for University Education so that it is geared towards students preferred teaching methods (cooperative method of teaching).
... This may be due to the reason that individuals who are extroverts are talkative, assertive, energetic, outgoing, excitement seekers and enthusiastic. These findings are supported by the empirical study of Sala (2002), Brackett and Mayer (2003), Saklofske et al. (2003), (Gosling et al. 2003), Bennett and Furnham (2007), Athota and Jackson (2009), (Ferrando et al. 2010), (Yusooff et al. 2013), (Chen and Lai, 2015) and (Alghamdi et al. 2017) who suggested that emotional intelligence was significantly correlated related to extraversion trait and negatively with neuroticism trait of personality. ...
... A partir del modelo de Eysenck, la felicidad se ha relacionado positivamente con la extraversión, y negativamente con el neuroticismo (Alarcón, 2006;Argyle y Lu, 1990;Francis, Brown, Lester y Philipchalk, 1998;Furnham y Brewin, 1990;Hills y Argyle, 2002;Stewart, Ebmeier y Deary, 2005). Desde el modelo de los cinco grandes, también se ha obtenido una fuerte relación entre extraversión y neuroticismo, con felicidad (Chamorro-Premuzic, Bennett y Furnham, 2007;DeNeve y Cooper, 1998;Hayes y Joseph, 2003) y, en algunos casos de los estudios citados, también se ha observado una relación entre conciencia y amabilidad, con felicidad. ...
... Higher levels of trait emotional intelligence have been determined to be related to indices of subjective well-being such as life satisfaction (Schutte & Malouff, 2011). People who possess trait emotional intelligence characteristics such as adaptability and self-motivation, assertiveness, emotional management and social awareness experience greater subjective well-being and higher inclination towards satisfaction with their lives (Chamorro-Premuzic et al., 2007). Given the existence of intrapersonal aspects of trait emotional intelligence related to emotion regulation and interpersonal aspects like having positive relations with others (Austin et al., 2005), it seems reasonable to assume that high trait emotional intelligence would be associated with high satisfaction with life and in turn, result in lower levels of depression. ...
Exploring the individual characteristics of Generation Z becomes crucial with this generation's increasing number and significance in business life. This study investigates the mediating role of life satisfaction on emotional intelligence and depression linkage. It examines whether the mediating role is contingent upon Generation Z’s majors (STEM/non-STEM) and gender. The universe was Generation Z university senior students. Data were gathered via an online survey (emotional intelligence, life satisfaction, depression scales) from 844 university students. Findings reveal that emotional intelligence decreases depression via life satisfaction. Gender moderated this relationship so that the mediating role of life satisfaction was more pronounced in female Generation Z.
... With the use of this questionnaire, several studies showed that the trait EI model has good discriminant validity in relation to personality by being independently located in both Eysenck's and five factor spaces . In addition, research has consistently demonstrated the incremental validity of trait EI over personality-related traits and constructs in relation to criteria such as happiness (Chamorro-Premuzic, Bennett, & Furnham, 2007;Gardner & Qualter, 2010), well-being (Singh & Woods, 2008), life satisfaction (Freudenthaler et al., 2008), or sensitivity to stress induction and mood changes (Mikolajczak, Nelis, Hansenne, & Quoidbach, 2008). Moreover, behavioral-genetic research has provided further evidence for the conceptualization of trait EI as an independent personality trait. ...
Creative potential is a set of multidimensional resources concerning the latent ability to produce original and adaptive work. Confluent theoretical models, in particular, stated that, in order to express creative potential in an effective way, resources should converge and interact efficiently. Within such a confluent framework, the present study explored whether the increase in specific cognitive resources defining creative potential during childhood, as induced through a newly developed training intervention based on the creation of fairy tales, could be affected by another constitutional dimension, that is, children’s emotional resources and, in particular, their trait emotional intelligence (EI). A total of 410 children from 3rd to 5th grade of primary school was involved in the study, equally divided in a training group and in a control group. Results showed that the fairy tale–based training protocol was effective in increasing children’s creative potential. More importantly, results showed that the training intervention was particularly effective in increasing the ability to generate original contents in children with low‐to‐medium trait EI levels. These findings showed that emotional intelligence is a central factor to be considered when exploring the efficacy of a training intervention aimed at increasing children’s creative potential.
... Furthermore, certain investigations have revealed that both variables are most likely intertwined [33,42,43]. EI has been found to have a negative and substantial relationship with neuroticism, as well as a positive and significant relationship with extraversion, openness, agreeableness, and conscientiousness [39,[44][45][46][47]. According to these studies, whereas neuroticism and extraversion were the main personality predictors of EI, agreeableness and openness were relatively weak. ...
Background:
Medicine is an incredibly demanding career that appears to leave many medical students at risk of fatigue, anxiety, depression and burnout. Since adaptation and lifestyle changes are important, quality of life (QOL) of students during medical school could be impaired. Personality traits and emotional intelligence (EI) facets may be both linked to medical student's QOL. To our knowledge, no studies have been done on the concurrent and prospective relationship between QOL-related personality traits and EI in Lebanese medical students. This study aimed to investigate the role of EI as a mediator between personality traits and QOL among a sample of Lebanese medical students.
Methods:
This research is a descriptive cross-sectional survey study involving 293 Lebanese medical students recruited from all 7 Faculties of Medicine in Lebanon (June-December 2019). Structural equation modeling (SEM) was performed using SPSS AMOS v.24 to examine the structural relationship between each personality trait taken as independent variables, QOL as the dependent variable, and emotional intelligence as the mediator, among university students. The relative Chi-square (χ2/df), root mean square error of approximation (RMSEA) statistic, Tucker Lewis Index (TFI) and the comparative fit index (CFI) were used to evaluate the goodness-of-fit of the model.
Results:
Higher conscientiousness was significantly associated with more EI (Beta = 0.38; p < 0.001) and lower QOL (Beta = - 0.14; p = 0.025). The indirect relationships between conscientiousness, EI and QOL showed that EI mediated the association between conscientiousness and QOL (Beta = 0.17; 95% CI - 0.73 to - 0.004; p = 0.037). The fit indices of this model were adequate for χ2/df, RMSEA and CFI but not TLI. Higher openness to experience was significantly associated with more EI (Beta = 0.48; p < 0.001) and lower QOL (Beta = - 0.38; p < 0.001). The indirect relationships between openness to experience, EI and QOL showed that EI mediated the association between openness to experience and QOL (Beta = 0.30; 95% CI - 1.11 to - 0.03; p = 0.04). The fit indices were adequate for χ2/df and CFI but not RMSEA and TLI. EI did not mediate the association between the other three personality traits (extroversion, agreeableness and neuroticism) and QOL.
Conclusion:
This current research has shed considerable light on the nexus of associations between EI, personality traits and well-being, nonetheless, led to the creation of more puzzling questions. On the whole, it seems that EI and its components can be used as an evaluation instrument in relates with Lebanese medical students' personality profile as a means of future training to improve quality of life during medical education.
... If the adolescent breaks the rules, the response of the parents should be as calm and natural as possible, the punishment should be used only rarely. Teens with ADHD frequently have trouble controlling their impulsivity and may have strong fits of anger, sometimes a brief "time out" can calm them (National Institute of Mental Health) down (Furnham et al., 1999;Chamorro-Premuzic et al., 2007). ...
This research is considered in the field of cooperative and social learning for a better development of interpersonal relationships in tasks that are carried out together, considering the level of understanding and understanding of each of the people who make up the team. It focuses on adolescents with attention deficit cases, considered in all types of work, whether individual or group, without being discriminated against for suffering from this type of disorder. Different techniques have been implemented that seek to involve both children and adolescents in teamwork, where each of them, despite their personal problems or inconveniences, must carry out their assigned task and carry out productive work. Those who suffer from hyperactivity, attention deficit and other types of disorders, must have the support of the society to which they are exposed, where they must find a way to fit in and be understood by family, friends, colleagues, etc., they also play a game. fundamental role in the treatment of personality. It seeks to provide options such as cooperative learning in educational institutions, they must implement this type of teaching in order to facilitate the learning of students with personality problems.
... The linkage is not significant among those with low emotional intelligence and vice versa. Chamorro-Premuzic et al. (2007) found that emotional intelligence plays a crucial mediating role in personality and happiness relationship. Codier et al. (2008) reported that emotional intelligence is a significant mediator in nurses' work environment and performance association. ...
This study aims to assess the job characteristics and work engagement relationship. This study also investigated emotional intelligence as a moderator in the relationship mentioned above. The respondents were 200 nurses working in public hospitals in the northern states of Peninsular Malaysia. A Partial Least Squares Structural Equation Modelling (PLS‐SEM) technique via Smart PLS 3.0 was used for data analyses. The findings indicated that task significance, autonomy, and feedback were significantly associated with work engagement. However, emotional intelligence failed to moderate the purported relationships. The results contribute to the job demand resources model and job characteristics theory by gauging job characteristics as the predictors of work engagement. The theoretical framework managed to substantiate partial support of the theory. Theoretical and practical implications, limitations, and recommendations for future studies are also presented.
... Mayer et al. [19] posited that individuals with higher trait EI are better at regulating their emotions and, thus, better at managing stresses that are crucial to happiness [20]. Emotional intelligence explains over half of the total variance in happiness [21], and empirical evidence suggests that those higher in trait EI are happier than vice versa [22,23]. Since happiness is related to hopefulness and optimism [24], those with greater trait EI thrive better due to their better competence in managing relationships and events. ...
Perfectionism or a tendency to aim for an unrealistic standard can impair happiness. However, the potential mechanisms of perfectionism to explain the association between trait emotional intelligence (EI) and happiness are still understudied. This study explores the mediating role of perfectionism in the relationship between trait emotional intelligence (EI) and happiness among young adults. A cross-sectional sample of 259 young adults aged between 18 to 35 years old was recruited. All analyses were conducted using SPSS and AMOS Structural Equation Modeling. High trait EI was linked to low perfectionism and high happiness levels. Furthermore, perfectionism mediated the relationship between trait EI and happiness. Although high trait EI lowered maladaptive perfectionism, the negative impact of maladaptive perfectionism remained and subsequently led to decreasing happiness levels of young adults. This study offers an enhanced understanding of the role of perfectionism in explaining the happiness state of young adults. Moreover, it provides practical implications for using trait EI and managing perfectionism tendency to manage the happiness and wellbeing of the young adult population.
... The other traits: agreeableness, conscientiousness, openness to experience and modesty -honesty also correlate with happiness, to a greater or lesser extent. Chamorro-Premuzic, Bennett, and Furnham (2007) proved that extraversion, emotional stability, and agreeableness are predictors of happiness. At the same time, the traits influence how the positive mood persists and the negative one is replaced by a positive one. ...
The main goal of this national HBSC study was to analyse the frequency of first sexual experience being male-female or same-sex in Portuguese adolescents, and to verify if there are differences between first sexual experience regarding well-being and emotional support. The sample consisted of 5695 adolescents, with an average age of 15 years old. The measures included having had a loving relationship, SI, first sexual experience, issues related to well-being, family and friends ’ support, discrimination based on gender and on sexual orientation, self-harm behaviours, involvement in fights, consumption of alcohol, school performance and physical and psychological symptoms. The results showed that 23% of the adolescents mentioned having already had SI, and among these, the majority reported that their first sexual experience was a male-female one (90.5%). When the factors associated with first sexual experience being a same-sex experience one were analysed, it was found higher frequency among adolescents who are younger, never had a loving relationship, had higher frequency of self-harm behaviour, poorer satisfaction and quality of life, worse family and friends ’support, had consumed alcohol 20 times or more, and those who had reported physical and psychological symptoms. These results have significant implications for the promotion of health.
... The first feature is agreeableness, which is equivalent to altruism, affection, kindness, and selflessness for others (Costa & McCrae, 1985). It is positively associated with happiness (Chamorro-Premuzic et al., 2007). In fact, agreeable people are better at identifying people that they love than those they hate (Aumer et al., 2015) which explains the negative relationship between agreeableness and narcissistic individuals . ...
... In spite of the operational boundaries of this report, the current outcomes deliver beneficial material for a forthcoming hierarchical addition of the dissimilar dispositional elements of gladness and highlight the independent involvement of the somewhat under-developed concept of feature EI in the expectation of cheerfulness. While additional repetition, altering for bandwidth reliability and including conditional variables, is required for an additional examination of the incremental rationality of feature EI over personality and other individual difference factors, feature EI seems to be an imperative determining factor of cheerfulness (Chamorro-Premuzic et al., 2007). Based on the results, it is again ascertained that EI and Emotional Self Efficacy are not overlapping constructs, they are somewhat distinct and have separate utility from trait EI and ability EI (Kirk et al., 2011). ...
Previous literature supports the role of online reviews in influencing customer purchase intentions in the online context. However, the research gap exists based on the underlying mechanism of influence of online reviews on customer purchase intentions and the mediating and moderating variables in this relationship. The current study addressed this research gap by developing and testing a model of online reviews and customer purchase intention in the social media-e-commerce context. Additionally, we tested trust as mediator and source credibility as moderator. Data were collected from 360 participants of social media users by using an online survey. The analysis was performed through confirmatory factor analysis using AMOS and consists of two stages. The result indicates that online reviews have positive and significant effects on purchase intentions (β=.352, P<0.05); and customer trust (β=.691, P<0.05). Furthermore, customer trust has positive and significant effects on purchase intention (β=.240, P<0.05). Additionally, we found partial support for the mediating nature of trust between the relationship of online reviews and purchase intention. We also found support that source credibility moderates the mediating relationship of customer trust. Our findings imply that trust and source credibility play significant role in shaping the online reviews and purchase intention relationship.
... In spite of the operational boundaries of this report, the current outcomes deliver beneficial material for a forthcoming hierarchical addition of the dissimilar dispositional elements of gladness and highlight the independent involvement of the somewhat under-developed concept of feature EI in the expectation of cheerfulness. While additional repetition, altering for bandwidth reliability and including conditional variables, is required for an additional examination of the incremental rationality of feature EI over personality and other individual difference factors, feature EI seems to be an imperative determining factor of cheerfulness (Chamorro-Premuzic et al., 2007). Based on the results, it is again ascertained that EI and Emotional Self Efficacy are not overlapping constructs, they are somewhat distinct and have separate utility from trait EI and ability EI (Kirk et al., 2011). ...
The research was conducted for inspecting the bond among Perceived Leadership and Employee Workplace Outcomes as well as the moderating role of Emotional Intelligence on the connection between perceived leadership and Employee Workplace Outcomes. The survey was conducted through 260 employees of high schools of Quetta Pakistan, perceiving their managers as leaders including teaching and non-teaching staff. The results of 232 employees analyzed statistically by SPSS (v. 25.0), Add on Process by Andrew Hayes and AMOS 24. Study findings showed that acting strategies of perceived leadership relate positively to employees workplace outcomes, which increases or decreases with increased or decreased relation between them. The performance results show significant moderating effects of emotional intelligence, i.e. increases employee workplace performance, by upgrading the relationship between leaders and employees. These findings contribute to the literature on perceived leadership and the impact of intelligence level of employees, which may promote the education quality in high schools by improving intelligence level and offering some directions to HR practitioners for some possibly advantageous exercises and recruitment procedures and promoting human empowerment. This study was focused on high schools only, future studies may be conducted on other sectors of the education department and remote areas other than cities.
... Previous research has shown that EI is associated with both kinds of evaluations. For example, EI correlates with higher happiness, life satisfaction, self-esteem, optimism, and positive affect (e.g., Chamorro-Premuzic et al., 2007;Extremera & Rey, 2016;Gallagher & Vella-Brodrick, 2008;Petrides et al., 2007;Schutte et al., 2002). Importantly, Sánchez-Álvarez et al., (2016), in a meta-analysis of 25 studies with 77 effect sizes and a combined sample of 8,520 participants, showed that high-EI individuals who can perceive, express, understand, and regulate their emotions possess greater subjective well-being, especially for cognitive components and if EI was measured using self-report mixed rather ability instruments. ...
Emotional intelligence (EI) is a recently developed construct defined as the ability to process significant information in emotional terms. After Salovey and Mayer’s (1990) formal presentation of the concept of EI, its role as a factor in appropriate personal and social functioning has become the subject of examination in a significant and growing body of research across a variety of fields. However, though multiple empirical investigations have examined its pivotal role in organizational and educational spheres, relatively less attention has been paid to the predictive value of EI in the context of intimate relationships and its salutary effects. Because romantic relationships are characterized as the most interdependent type of interpersonal relationship, in which emotional experiences are very frequent as partners coordinate a life together, it is essential to analyze the role that emotional skills might play in establishing effective, stable, healthy, and happy relationships. In this chapter, we attempt to shed light on this issue, reviewing the impact of EI to facilitate adaptive interactions and outcomes in intimate settings when people do have each other’s interest at heart. First, we analyze EI—and its components—as a factor that contributes to the quality and stability of romantic relationships. Second, we specifically examine how EI promotes constructive behaviors (e.g., adaptive coping) and buffers destructive behaviors (e.g., aggression and violence) from a dyadic perspective, thereby analyzing how people adjust their responses based on their own emotional abilities and those of their partners. Finally, we address whether the utility of emotional abilities might differ among men and women. Implications of the information reviewed are simultaneously discussed.
... Previous research has shown that EI is associated with both kinds of evaluations. For example, EI correlates with higher happiness, life satisfaction, self-esteem, optimism, and positive affect (e.g., Chamorro- Premuzic et al., 2007;Extremera & Rey, 2016;Gallagher & Vella-Brodrick, 2008;Petrides et al., 2007;Schutte et al., 2002). Importantly, Sánchez-Álvarez et al., (2016), in a meta-analysis of 25 studies with 77 effect sizes and a combined sample of 8,520 participants, showed that high-EI individuals who can perceive, express, understand, and regulate their emotions possess greater subjective well-being, especially for cognitive components and if EI was measured using self-report mixed rather ability instruments. ...
... Hence, trait emotional intelligence was selected for analysis in this study. A study with samples of UK adolescents and adults showed that trait emotional intelligence is an important factor influencing people's happiness, but the study had a relatively small sample size (Chamorro-Premuzic et al. 2007). Twentyfive studies, with a total of 8520 participants (mean age 21), were integrated in a meta-analysis that showed that emotional intelligence, particularly its cognitive component (Sánchez-Álvarez et al. 2016), is positively associated with psychological well-being components, including self-esteem, life satisfaction, and self-acceptance, which are closely related to happiness (Carmeli et al. 2009). ...
Subjective happiness has been considered a key indicator of adolescents’ healthy development. The present study aimed at identifying the impact of childhood emotional abuse on adolescents’ subjective happiness and the possible role of emotional intelligence as a mediating variable. Using convenience sampling, a cross-sectional survey was conducted with 9 secondary schools in Hong Kong, China. Participants included a total of 1710 grade 8 to grade 9 secondary school students. The mean age was 13.6, and 61.2% were boys. Measures included child abuse and trauma, emotional intelligence, and subjective happiness. The results showed that childhood emotional abuse in adolescents’ childhood is a significant risk factor for subjective happiness. Emotional intelligence has a partial mediation effect on the relationship between childhood emotional abuse and subjective happiness. It is noteworthy that parenting practices in childhood have a significant impact on children’s happiness even after a period of time. It is suggested that students’ emotional intelligence be enhanced to increase their subjective happiness. Although the conventional parenting style may be rooted in Chinese culture, a paradigm shift in parenting seems to be needed for Chinese parents. Efforts should be made to promote appropriate parenting methods and emotional intelligence in Chinese societies. Limitations of the study and recommendations for future research are also discussed.
... Kumar and Muniandy (2012) stated that EI rises with age up to 50 years and tends to decline as the subjects grow beyond 50 years. Some other previous studies have also identified that age is a factor affecting EI positively (Schutte, Malouff, Thorsteinsson, Bhullar, & Rooke, 2007;Bennett, Chamorro-Premuzic, & Furnham, 2007;Bissessar, 2011). While an American study involving 405 participants aged between 22 and 70 years found that EI increased slightly with age (Farisalli et al., 2006), the findings of Gurol, Ozercan, & Yalcın (2010)'s study suggest that there is no significant relationship between age and EI. ...
Emotions and feelings have come to play a crucial role in people's performance and success at work. Success in business life is not based solely on intellectual quotient (IQ) anymore. Human resources (HR) professionals can make a greater impact in the workplace and add value to HR services they provide through emotional intelligence (EI).This study explores the impact of some demographic factors (i.e., gender, age, work experience) on HR managers' emotional intelligence levels. Using a questionnaire survey, pertinent data were gathered from 140 HR managers who are the members of People Management Association of Turkey (PERYÖN). HR managers' EI was measured using Wong and Low's Emotional Intelligence Scale (WLEIS). The data were analyzed using Microsoft Excel and SPSS. Descriptive statistics were presented. T-tests and ANOVA were conducted to estimate the differences in-group means. Means were further compared using Tukey post-hoc tests. The results of the study show that age is a factor affecting EI of HR managers negatively and most HR managers in Turkey are young (under 41 years old) female professionals who have less than 10 years of work experience.
This correlational study (n = 303) examined whether trait emotional intelligence mediates between trait mindfulness (broadly construed as a manifold of self-awareness, self-regulation, and self-transcendence) and mental health (state and trait anxiety, depression, and positive affect) and wellbeing (flourishing). Emotional intelligence was found to contain two components: Internally focused (understanding and utilizing one’s own emotions) and externally focused (understanding and utilizing other people’s emotions). Internally focused emotional intelligence. mediated between all aspects of mindfulness (except self-preoccupation) and all aspects of mental health and wellbeing; mindfulness alone explained 65% of the variance in internally focused emotional intelligence. Externally focused emotional intelligence did not show any mediational effects. Thus, the ability to understand and utilize one’s own emotions might be one possible mechanism through which the effects of trait mindfulness translate into wellness and wellbeing, although longitudinal and/or experimental research is necessary to fully support this conclusion.
In light of persistent regional inequalities in adaptive outcomes such as health, wellbeing, and related personality traits, psychological research is increasingly adopting a historical perspective to understand the deeper roots of these patterns. In this study, we examine the role of ancient cultures, specifically the impact of Roman civilization around two thousand years ago, on the macro-psychological character of German regions. We compare present-day regions that were advanced by Roman culture with those that remained outside of Roman influence. Even when accounting for more recent historical factors, we find that regions developed by Roman civilization show more adaptive personality patterns (Big Five) and better health and psychological wellbeing today. Results from a spatial regression discontinuity design indicate a significant effect of the Roman border on present-day regional variation in these outcomes. Additional analyses suggest that Roman investments in economic institutions (e.g., trade infrastructure such as Roman roads, markets, and mines) were crucial in creating this long-term effect. Together, these results demonstrate how ancient cultures can imprint a macro-psychological legacy that contributes to present-day regional inequalities.
The long term goal of this study was to investigate the common profile of Math teachers with three factors: personality, cognition and communication and then analyze their teaching style predicted by this profile. The research process lasted two academic semesters and involved 40 Bachelor Math pre-service teachers studying self-knowledge courses and 40 Master Math in-service teachers studying psychology of management. Both groups completed a teacher test portfolio with 15 psychology tests measuring various aspects of their personalities, intelligence, motivation, and communication. Interestingly, only five of those questionnaires revealed a lot of similarities and allowed us to compose a common profile of math teachers. Two personality typology tests such as the MBTI and the Big Five Test, were found to be reliable in identifying common personality traits for math teachers. Multiple intelligence and brain dominance questionnaires brought out specific cognitive abilities, and the Value Docens Series in Education ISSN 2583-1054 94 Communication Test detected similar preferences in math teachers. After compiling a professional portrait of math teachers, the second stream of our research was to predict their teaching approaches and practices they can use in the math classroom. Overall, the findings of this research suggest that personality, communication preferences, and intelligence characteristics can play a role in determining teaching style in the math classroom.
Goal: find out if there is relationship between emotional intelligence and psychological wellbeing. Participants: 112 people aged from 18-36. Method: the research is based on comparison of levels under scales of psychological well-being and scales of emotional intelligence. Results: positive significant correlations where found between both emotional intelligence variables and psychological well-being scales. Conclusion: Detailed analysis demonstrates positive relationship between the components of emotional intelligence and psychological well-being.
Purpose – This study aims to extend the body of knowledge on brand hate and further examine its
significant antecedents and consequences to investigate how brand hate affects consumers’
behavioral responses.
Design/methodology/approach – This study used a questionnaire to collect data from 403
consumers of Pakistan’s mobile telecommunication industry. Smart PLS was then used to analyze
the data.
Findings – This study provides insights into the conception of brand hate in the context of
Pakistani consumers. This study’s findings indicate that “neuroticism” as a consumer-related
antecedent and “perceived price unfairness “poor product/service quality,” and “post-purchase
service failures” as company-controlled determinants have significant impacts on brand hate. This,
in turn, leads to brand avoidance and brand retaliation. Managerial implications and avenues for
future research are also discussed. This study provides insights into the conception of brand hate
in the context of Pakistani consumers.
Originality/value – The original findings of this work can thus provide meaningful guidance for
companies to mitigate the spread of brand hate among consumers.
Abstract: The Office for National Statistics find that productivity in the UK remains sluggish. They describe this as a productivity puzzle. One reason many be associated with the accidental manager. These are people who are appointed to leadership positions with little or no leadership/ management skills and can drain productivity. This suggests that, not withstanding the development of leadership/ management theories, there continues to be a problem that needs to be addressed. This journal article, begins by comparing and contrasting the terms leadership and management and reflects upon a few of the main theories. The findings propose that there is no one right approach to leadership. However, the leader needs to have the requisite skills to adapt and adopt the appropriate leadership style for the situation. This requires the leader to make decisions that involve cognition, intuition and emotion. Therefore, the leader of the twenty first century needs to be able to influence and collaborate with others while recognizing that “words can hurt” and that some people can be more sensitive than others. It is, therefore important that leaders develop their emotional intelligence skills. The leader of the twenty first century also recognizes the damaging impact that passion killers and pathocratic influence can have on the organization. These factors can help build a high performing, passionate and healthy workplace in which people feel valued. In summing up, the role of leader and follower is increasingly blurred. It acknowledges the significance of allowing followers to take responsibility while recognizing leadership is a process not a position.
The primary objective of this paper is to design the framework for enhancing the emotional competence of preschool children by examining the perspective of parents’ involvement with children staying at home. The paper also discusses (1) the concept of social-emotional competence and its importance for preschool children; (2) the concept of emotional competence, happiness, home learning, and sharing among children; and (3) the role of parents in promoting emotional competence in preschool children. The paper examined the impact of home learning, happiness, and sharing habits on the emotional competence of preschool children by using Partial Least Squares-Structural Equation Modeling (PLS-SEM) 2.0. The respondents included 358 randomly selected parents in two districts of Punjab state of India who have children aged 3 to 6 years. The results showed that happiness and home learning had a significant positive impact on the emotional competence of preschool children. However, sharing habits did not impact emotional competence to a significant extent in the current study.
Ett av de mest robusta fynden inom personlighets- och välbefinnandeforskning är det starka sambandet mellan personlighetsdraget extraversion och positiva emotioner, lycka samt subjektivt och psykologiskt välbefinnande. Vad som kunde förklara varför extraverta är lyckligare har i årtionden ingående undersökts, om än osystematiskt och från skilda utgångspunkter. Detta har även noterats på fältet, och för att underlätta fortsatt forskning belyser denna litteraturöversikt hur frågeställningen undersökts till dags dato. Utifrån McCraes och Costas (1991) ursprungliga uppdelning i instrumentella och temperamentella modeller samt Hampsons (2012) indelning av medierande och modererande personlighetsprocesser identifieras, systematiseras och presenteras
de huvudsakliga förklaringarna som förekommer i litteraturen för sambandet mellan extraversion och lycka. Resultatet består av ett konceptuellt diagram (se Figur 1 s. 20–21) med två övergripande förklaringsmodeller, sex distinkta mekanismer, tio personlighetsprocesser och tretton hypoteser som redovisas med tillhörande forskningslitteratur. Förutom en historisk överblick över tillvägagångssätt i forskningen presenteras även aktuell metodik för personlighetsprocesser. Vidare behandlas även hur resultaten är symptomatiska för den rådande problematiken kring konceptualisering, operationalisering samt metodologi inom personlighets- och lyckoforskning, samt resultatens och socialpsykologins relevans för fortsatt forskning och befrämjande av lycka och välbefinnande.
[One of the most robust findings in personality and well-being research is the strong relationship between the personality trait extraversion and positive emotions, happiness, and subjective and psychological well-being. The factors explaining why extraverts are happier has been investigated in depth for decades, albeit unsystematically and from different points of view. This has also been noted in the field, and to facilitate further research, this literature review highlights how the issue has been investigated to date. Based on the original division into instrumental and temperamental models by McCrae and Costa (1991), and the division of mediating and moderating personality processes by Hampson (2012), the main explanations that appear in the literature for the relationship between extraversion and happiness are identified, systematized, and presented. The result consists of a conceptual diagram (see Figure 1, pp. 20–21) with two overall explanatory models, six distinct mechanisms, ten personality processes, and thirteen hypotheses, which are reported with associated research literature. In addition to a historical overview of research approaches, current methodology for personality processes is also presented. Furthermore, the issue of how the results are symptomatic of the prevailing problems around conceptualization, operationalization, and methodology in personality and happiness research is also discussed, as well as the relevance of the results and social psychology for continued research and the promotion of happiness and well-being.]
Disturbances in emotion are associated with the most of the diagnostic criteria of the personality disorders, though the role of emotional intelligence in the diagnosis of personality disorders has been the subject of limited research. The present study was designed to investigate the relationships between trait emotional intelligence (trait EI) and personality disorder symptomatology in an undergraduate student sample. One hundred and twenty university students (28.3% male and 71.7 % female; M of age = 19.23, SD=2.45) were administered with (1) Trait Emotional Intelligence Questionnaire (TEIQue) (Petrides, 2009), along with (2) The Personality Disorder Questionnaire-4 (PDQ-4) (Hyler E. Steven, 1994). A multivariate analysis of variance revealed a significant main effect for group with individuals without any personality disorder symptomatology scoring significantly higher than individuals with some personality accentuations on most TEIQue facets. The results suggest that different components of emotional intelligence contribute to the development of different personality disorder symptomatology, but more research is required to replicate the results with the clinical population. Key words: emotional intelligence, personality disorders.
This article presents a framework for emotional intelligence, a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life. We start by reviewing the debate about the adaptive versus maladaptive qualities of emotion. We then explore the literature on intelligence, and especially social intelligence, to examine the place of emotion in traditional intelligence conceptions. A framework for integrating the research on emotion-related skills is then described. Next, we review the components of emotional intelligence. To conclude the review, the role of emotional intelligence in mental health is discussed and avenues for further investigation are suggested.
This paper presents a comprehensive investigation of the criterion and incremental validity of trait emotional intelligence (trait EI or trait emotional self-efficacy), which is defined as a constellation of emotion-related self-perceptions and dispositions located at the lower levels of personality hierarchies (Petrides & Furnham, 200155.
Petrides , K. V. and
Furnham , A. 2001. Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15: 425–448. [CrossRef], [Web of Science ®], [CSA]View all references). In Studies 1 and 2 (N=166 and 354, respectively) trait EI is shown to be related to measures of rumination, life satisfaction, depression, dysfunctional attitudes, and coping. Most relationships remained statistically significant even after controlling for Big Five variance. In Study 3 (N=212) trait EI is shown to be related to depression and nine distinct personality disorders. Most relationships remained significant, even after controlling for positive and negative affectivity (mood). It is concluded that trait EI has a role to play in personality, clinical, and social psychology, often with effects that are incremental over the basic dimensions of personality and mood.
Participants completed measures of trait emotional intelligence (trait EI), happiness, personality, and cognitive ability. Neuroticism was negatively related to happiness, whereas Extraversion and Openness to Experience were positively related to it. Cognitive ability was not related either to happiness or to trait EI. A three-step hierarchical regression showed that trait EI explained over 50% of the total variance in happiness. The positive relationship between trait EI and happiness persisted in the presence of the Big Five. In contrast, the Big Five did not account for a significant amount of happiness variance when trait EI was partialled out.
This meta-analysis used 9 literature search strategies to examine 137 distinct personality constructs as correlates of subjective well-being (SWB). Personality was found to be equally predictive of life satisfaction, happiness, and positive affect, but significantly less predictive of negative affect. The traits most closely associated with SWB were repressive-defensiveness, trust, emotional stability, locus of control-chance, desire for control, hardiness, positive affectivity, private collective self-esteem, and tension. When personality traits were grouped according to the Big Five factors, Neuroticism was the strongest predictor of life satisfaction, happiness, and negative affect. Positive affect was predicted equally well by Extraversion and Agreeableness. The relative importance of personality for predicting SWB, how personality might influence SWB, and limitations of the present review are discussed.
A science of positive subjective experience, positive individual traits, and positive institutions promises to improve quality of life and prevent the pathologies that arise when life is barren and meaningless. The exclusive focus on pathology that has dominated so much of our discipline results in a model of the human being lacking the positive features that make life worth living. Hope, wisdom, creativity, future mindedness, courage, spirituality, responsibility, and perseverance are ignored or explained as transformations of more authentic negative impulses. The 15 articles in this millennial issue of the American Psychologist discuss such issues as what enables happiness, the effects of autonomy and self-regulation, how optimism and hope affect health, what constitutes wisdom, and how talent and creativity come to fruition. The authors outline a framework for a science of positive psychology, point to gaps in our knowledge, and predict that the next century will see a science and profession that will come to understand and build the factors that allow individuals, communities, and societies to flourish.
One area of positive psychology analyzes subjective well-being (SWB), people's cognitive and affective evaluations of their lives. Progress has been made in understanding the components of SWB, the importance of adaptation and goals to feelings of well-being, the temperament underpinnings of SWB, and the cultural influences on well-being. Representative selection of respondents, naturalistic experience sampling measures, and other methodological refinements are now used to study SWB and could be used to produce national indicators of happiness.
Emotional intelligence 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 (Salovey & Mayer, 1990). We discuss (a) whether intelligence is an appropriate metaphor for the construct, and (b) the abilities and mechanisms that may underlie emotional intelligence. © 1993.
This series of studies describes the development of a measure of emotional intelligence based on the model of emotional intelligence developed by Salovey and Mayer [Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185–211.]. A pool of 62 items represented the different dimensions of the model. A factor analysis of the responses of 346 participants suggested the creation of a 33-item scale. Additional studies showed the 33-item measure to have good internal consistency and testretest reliability. Validation studies showed that scores on the 33-item measure 1.(a) correlated with eight of nine theoretically related constructs, including alexithymia, attention to feelings, clarity of feelings, mood repair, optimism and impulse control;2.(b) predicted first-year college grades;3.(c) were significantly higher for therapists than for therapy clients or for prisoners;4.(d) were significantly higher for females than males, consistent with prior findings in studies of emotional skills;5.(e) were not related to cognitive ability and6.(f) were associated with the openness to experience trait of the big five personality dimensions.
What is happiness? Why are some people happier than others? This new edition of The Psychology of Happiness provides a comprehensive and up-to-date account of research into the nature of happiness. Major research developments have occurred since publication of the first edition in 1987 - here they are brought together for the first time, often with surprising conclusions. Drawing on research from the disciplines of sociology, physiology and economics as well as psychology, Michael Argyle explores the nature of positive and negative emotions, and the psychological and cognitive processes involved in their generation. Accessible and wide-ranging coverage is provided on key issues such as: the measurements and study of happiness, mental and physical health; the effect of friendship, marriage and other relationships on positive moods; happiness, mental and physical health; the effects of work, employment and leisure; and the effects of money, class and education. The importance of individual personality traits such as optimism, purpose in life, internal control and having the right kind of goals is also analysed. New to this edition is additional material on national differences, the role of humour, and the effect of religion. Are some countries happier than others? This is just one of the controversial issues addressed by the author along the way. Finally the book discusses the practical application of research in this area, such as how happiness can be enhanced, and the effects of happiness on health, altruism and sociability. This definitive and thought-provoking work will be compulsive reading for students, researchers and the interested general reader
Self-regulatory models of personality emphasize the system of goals that make up the self, the relationships among goals at different levels of abstraction, and the processes by which people try to move toward goals and away from threats. Our view is that actions are managed by one set of feedback processes, and that feelings arise from a different set of feedback processes. Another element in this view is that when people encounter obstacles to goal attainment, their expectancies of success help determine whether they continue to try, or disengage from further effort. Disengaging can create problems for people, but giving up the unattainable is an important part of life. The view discussed here also assumes that people's aspirations tend to recalibrate over experience, such that successes tend to promote higher goals and failures tend to promote lowering of goals. Sometimes goals conflict, so that trying to attain one means suppressing another. This effort sometimes backfires, though, bringing the suppressed desire even more into awareness. Efforts to suppress also sometimes fail, producing a loss of self-control. Finally, the self-regulatory models discussed here continue to grow. One direction for growth is provided by ideas in recently emerging bodies of thought known as dynamic systems theory and connectionism.
Keywords:
attractors;
connectionism;
disengagement;
dynamic systems;
expectancies;
feedback;
goals;
self-regulation
This paper examines the role of trait emotional intelligence ('trait EI') in academic performance and in deviant behavior at school on a sample of 650 pupils in British secondary education (mean age %16.5 years). Trait EI moderated the relationship between cognitive ability and academic performance. In addi-tion, pupils with high trait EI scores were less likely to have had unauthorized absences and less likely to have been excluded from school. Most trait EI effects persisted even after controlling for personality var-iance. It is concluded that the constellation of emotion-related self-perceived abilities and dispositions that the construct of trait EI encompasses is implicated in academic performance and deviant behavior, with effects that are particularly relevant to vulnerable or disadvantaged adolescents.
This paper presents two experiments concerning trait emotional intelligence (‘trait EI’). In study 1, ten high and ten low trait EI individuals were selected from a sample of 85 persons to participate in a computerized experiment involving the recognition of morphed emotional expressions. As hypothesized, high trait EI participants were faster at identifying the expressions than their low trait EI counterparts. In study 2, trait EI scores from 102 persons were residualized on the Big Five and subsequently 15 high and 15 low trait EI individuals were selected to participate in a mood induction experiment. As hypothesized, high trait EI participants exhibited greater sensitivity to the mood induction procedure than their low trait EI counterparts. The findings are discussed in terms of the construct validity of trait EI, with particular emphasis on the issue of incremental validity vis-à-vis broad personality traits. Copyright © 2002 John Wiley & Sons, Ltd.
This paper sets out the theoretical foundation of emotional intelligence (EI) as a constellation of traits and self-perceived abilities. The discriminant validity of trait EI is explored in two studies. In study 1 (N = 227), the psychometric properties of the BarOn Emotional Quotient inventory were scrutinized through confirmatory factor analysis and the measure was found to be unifactorial. When the EQ-i was examined concurrently with the Eysenck Personality Profiler, a clear trait EI factor emerged in Eysenckian factor space. In study 2 (N = 166), a modified version of the EQ-i was examined concurrently with the NEO PI-R and a truncated trait EI factor was isolated within the Five-Factor Model. Results are discussed with explicit reference to established personality models and it is concluded that trait EI can be conceptualized as a distinct composite construct at the primary level of hierarchical trait structures. Copyright © 2001 John Wiley & Sons, Ltd.
This chapter presents an introduction to the theory and psychometric properties of the Trait Emotional Intelligence Questionnaire
(TEIQue). We discuss the necessity of conceptualizing the increasing number of faux intelligences as personality traits, rather
than as cognitive abilities, and give a detailed description of the TEIQue as the operationalization vehicle for trait emotional
intelligence (trait EI or trait emotional self-efficacy). The inventory shows adequate reliability and temporal stability at the global, factor (4), and facet (15) levels. It has
a clear and replicable factor structure comprising four distinct, but interrelated, dimensions: Emotionality, Self-control,
Sociability, and Well-being. Self-other TEIQue correlations are substantial and similar to those observed for the Big Five.
Preliminary data are presented for the new adolescent form of the TEIQue (TEIQue-AFF), which also shows satisfactory psychometric
characteristics.
One hundred and eleven individuals completed the NEO Five Factor Inventory along with three measures of subjective well-being, the Oxford Happiness Inventory, the Depression–Happiness Scale, and the Satisfaction With Life Scale. Regression analysis showed that although Extraversion and Neuroticism best predicted scores on the Oxford Happiness Inventory, it was Neuroticism and Conscientiousness that best predicted scores on the Satisfaction with Life Scale. These results provide further evidence that Neuroticism and Extraversion are dimensions of personality related to subjective well-being. However, the results also suggest that Conscientiousness is an additional dimension of personality relevant to understanding subjective well-being.
A short self-report emotional intelligence (EI) measure was completed by a sample of 354 students, who also completed a range of affective and personality measures. A subset of the group also completed an intelligence measure. Exploratory and confirmatory factor analysis of the EI scale suggested a hierarchical factor structure with a super-ordinate EI factor and four lower-level factors. EI was found to be negatively and significantly correlated with Neuroticism, and positively and significantly correlated with Extraversion, Openness, Agreeableness and Conscientiousness. Correlations of EI with the other measures were in accordance with theoretical expectations; for example, positive with life satisfaction and negative with depression-proneness. Most of these correlations remained significant when the effects of personality were controlled for. These results and regression modelling show that EI accounts for variance in these measures not accounted for by personality. EI was found not to be significantly correlated with cognitive ability. The relationship between EI and alexithymia was investigated using structural equation modelling and factor analysis. The results indicated that the two constructs are distinct, although strongly correlated.
When time is limited, researchers may be faced with the choice of using an extremely brief measure of the Big-Five personality dimensions or using no measure at all. To meet the need for a very brief measure, 5 and 10-item inventories were developed and evaluated. Although somewhat inferior to standard multi-item instruments, the instruments reached adequate levels in terms of: (a) convergence with widely used Big-Five measures in self, observer, and peer reports, (b) test–retest reliability, (c) patterns of predicted external correlates, and (d) convergence between self and observer ratings. On the basis of these tests, a 10-item measure of the Big-Five dimensions is offered for situations where very short measures are needed, personality is not the primary topic of interest, or researchers can tolerate the somewhat diminished psychometric properties associated with very brief measures.
The convergence on the Big Five in personality theory has produced a demand for efficient yet psychometrically sound measures. Therefore, five single‐item measures, using bipolar response scales, were constructed to measure the Big Five and evaluated in terms of their convergent and off‐diagonal divergent properties, their pattern of criterion correlations and their reliability when compared with four longer Big Five measures. In a combined sample (N = 791) the Single‐Item Measures of Personality (SIMP) demonstrated a mean convergence of r = 0.61 with the longer scales. The SIMP also demonstrated acceptable reliability, self–other accuracy, and divergent correlations, and a closely similar pattern of criterion correlations when compared with the longer scales. It is concluded that the SIMP offer a reasonable alternative to longer scales, balancing the demands of brevity versus reliability and validity. Copyright © 2005 John Wiley & Sons, Ltd.
The relation between individual differences in personality and differences in developmental maturity was studied by relating observations of personality by multiple, independent judges to level of ego development. The personality characteristics of longitudinally followed Ss (104 at age 14; 98 at age 23) were evaluated by the California Adult Q-Set (CAQ); ego level was evaluated by the Washington University Sentence Completion Test of Ego Development (SCT). A priori personality dimensions--consisting of CAQ items for which a common developmental pathway was expected--were constructed and related to the SCT: (a) Ego-resiliency and interpersonal integrity were associated with increasing ego development, (b) conformity was associated with the Conformist level and, unexpectedly, to the Conscientious level, (c) need regulation was associated with the Conscientious level, and (d) self-ease and expressiveness-playfulness were not associated with ego level.
Over 100 subjects completed the Eysenck Personality Questionnaire and the Oxford Happiness Inventory. The results showed a predicted positive correlation between happiness and extraversion (r = 0.55, P < 0.001) and negative correlation between happiness and neuroticism (r = 0.43, P < 0.001). The results provide confirmatory evidence of previous research as well as validation for the happiness inventory.
I do: your guide to a happy marriage
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Eysenck, H. J. (1983). I do: your guide to a happy marriage. London: Century.
Personality and individual differences
- H J Eysenck
- M W Eysenck
Eysenck, H. J., & Eysenck, M. W. (1985). Personality and individual differences. New York: Plenum.
Furnham, A., & Cheng, H. (1997). Personality and happiness. Psychological Reports, 80, 761-762.