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A comprehensive meta-analysis of the relationship between Emotional Intelligence and health
Abstract
In everyday life, people have the notion that acknowledging and dealing effectively with emotions contributes to their wellbeing. A recent meta-analysis by Schutte, Malouff, Thorsteinsson, Bhullar, and Rooke (2007) indicated that Emotional Intelligence (EI) is associated with better health. Our purpose is to expand their work by including: (1) studies published after the date considered by them; (2) non-English studies; and (3) a cumulative meta-analysis to check for the sufficiency and stability in the history of this research domain. Based on 105 effect sizes and 19,815 participants, the results globally support previous findings. When measured as a trait, EI was more strongly associated with health ( = .34) than when it was measured as an ability ( = .17). The weighted average association with mental ( = .36) and psychosomatic health ( = .33) was higher, than the association with physical health ( = .27). Within the trait approach, the TEIQue showed the strongest association with mental health ( = .50), followed by the EQ-i ( = .44), SEIS ( = .29) and TMMS ( = .24). Furthermore, the cumulative meta-analysis indicated that this line of research has already reached sufficiency and stability. Overall, the results are encouraging regarding the value of EI as a plausible health predictor.
... The way people perceive and appraise emotions and access and generate emotions to enhance thought, understand both emotions and emotional knowledge, and regulate emotions is known as emotional intelligence (EI) (Salovey & Mayer, 1990). EI is a significant personal resource systematically associated with higher levels of psychological health in adults (Martins et al., 2010). Conceptually, EI has been categorized into three "streams," each grouped according to the measurement approach used (Ashkanasy & Daus, 2005;Bru-Luna et al., 2021). ...
... In line with the notion that EI is considered a protector factor for mental health, different meta-analyses have shown that people demonstrating high levels of EI also report lower rates of depressive symptomatology (Martins et al., 2010;Schutte et al., 2007). Similarly, unemployed people with high emotional abilities also experience lower levels of depressive and stress symptoms (Hodzic et al., 2015;Peláez-Fernández et al., 2021). ...
... Gender has been the sociodemographic attribute most studies of unemployment have focused on, showing that unemployment has a more negative impact on the mental health of men than women (Hollederer, 2015). Also, there is a clear pattern in the interaction between gender and emotional abilities in which women typically score higher on EI, with significant differences in the relationship between EI and mental health (Martins et al., 2010). Another moderating factor that research has focused on is the length of unemployment. ...
The main goal of this study was to examine the moderating role of age in the relationship between emotional intelligence (EI) and mental health indicators among unemployed individuals. A sample of 401 unemployed participants were evaluated per EI, depressive symptoms, and happiness. Moderation analyses showed that age moderated the relationship between EI and depressive symptoms after controlling for gender and length of unemployment, showing a stronger association among the younger participants with lower EI scores. However, this pattern was not found for happiness. These findings address knowledge gaps regarding age–EI interactions within mental health contexts and age’s moderating effect on unemployment. Also, the importance of developing targeted EI training interventions to mitigate the negative mental health effects of unemployment is highlighted, especially among vulnerable demographic groups like the young unemployed.
... Other research conducted by Martins, et al., [89], demonstrated a favorable correlation between higher EI and mental health, including less stress and increased life satisfaction [89]. Higher EI help people better understand and control their emotions, which mitigates the damaging psychological impacts of ACE's. ...
... Other research conducted by Martins, et al., [89], demonstrated a favorable correlation between higher EI and mental health, including less stress and increased life satisfaction [89]. Higher EI help people better understand and control their emotions, which mitigates the damaging psychological impacts of ACE's. ...
Background
Adverse Childhood Experience (ACEs) have been linked to several detrimental health outcomes, including poor mental health. Due to the change from high school to college life and the increasing pressures, university students are especially susceptible to the harmful effects of ACEs. Emotional intelligence (EI) has been identified as a protective factor against the negative impact of ACEs on psychological well-being (PWB).
Objectives
This study aims to explore and examine the relationship between ACEs, PWB, and EI among university students in Al-Hasa Governorate of Saudi Arabia.
Methodology
A cross-sectional study was carried out with a convenience sample of 272 university students recruited from different academic disciplines in King Faisal University, Al-Hasa, Saudi Arabia. Participants completed a web-based survey in which they were asked to retrospectively self-report on ACEs, PWB and EI. Chi-square and t-tests were performed to examine differences in demographic characteristics, and ACE scores. Linear regression model was applied to predict the PWB and EI from total ACE score and p value was considered statistically significant at p < 0.05.
Result
Only 27.5% of the study sample experienced no ACEs, and 18.01% participants experienced ≥ 4 ACEs. Participants aged between 18–24 years old had a significantly higher frequency of ACEs for emotional abuse (p = 0.01), emotional neglect (p = 0.01), and household mental illness (p = 0.01) than the other age group. Results clearly revealed that participants who had never experienced any ACE’s reported better PSW and high EI. Correlation results indicated fair to moderately strong relationship between ACE, PSW and EI. ACE was found significant predictor of autonomy (r² = .11, b = -.75, p < 0.01), environmental maturity (r² = .15, b = -.90, p < 0.01), personal growth (r² = .10, b = -.77, p < 0.01), positive relations (r² = .07, b = -.67, p < 0 .01) and self-acceptance (r² = .19, b = -1.17, p < 0.01) dimensions of PWB. Appraisal of own emotions (p < 0.01), appraisal of others emotions (p < 0.05), regulation of own emotions (p < 0.05), regulation of others emotions (p < 0.05), and utilization of emotions (p < 0.01) were found significant predictors of ACE.
Conclusion
These findings may have implications for mental health professional and university administration, as students with higher number of adverse experiences need higher level of service and support.
... Additionally, mental health symptoms and psychiatric disorders likely impact EI. For instance, a meta-analysis (Martins et al., 2010) observed a stable association between EI and mental health symptoms (e.g., higher EI associated with lower symptoms of depression or anxiety). Other research suggests that higher EI predicts lower stress, anxiety, depression and loneliness scores (Dasor et al., 2023). ...
... While the presence or absence of a psychiatric illness was correlated with mental health symptoms, multicollinearity analyses detected no significant impact on the regressions. Mental health symptoms have been consistently associated with EI in both adolescent and adult populations (Foster et al., 2018;Martins et al., 2010) as well as in clinical populations (Ahmed Okasha et al., 2023). Further, longitudinal studies found EI to be a predictor of symptoms of depression and anxiety (Gomez-Baya et al., 2017), which is not consistent with our results (albeit our results were not longitudinal). ...
Background
Emotional intelligence (EI) is a critical skill for understanding and managing emotions, and navigating daily social interactions. Emotion recognition is a crucial aspect of EI; however, our understanding of the impact of EI on facial expression identification, while accounting for both sex and mental health symptoms (i.e., anxiety, depression, stress and loneliness), is limited.
Methods
In this study, we examined the influence of EI on facial expression recognition of masked faces [i.e., accuracy and reaction time (RT)] via an online study in N = 469 adult males and females, while also assessing mental health symptoms.
Results
Females tended to exhibit higher EI scores than males; higher EI scores were found in individuals without vs. with a self-reported current psychiatric illness. Higher levels of loneliness and perceived stress were predictive of lower EI scores. Further, higher EI predicted greater accuracy to all faces and to happy faces, in particular. Females vs. males had greater accuracy in recognizing all faces and happy faces. Finally, being younger also predicted higher accuracy in recognizing masked faces overall.
Impact
Our results demonstrate the influence of sex and mental health symptoms on EI, as well as how they influence emotion recognition ability. These results can help inform public health and training programs in the realms of education, the workplace and mental health settings.
... 37 The study of emotional intelligence in a multicultural and multidisciplinary settings has been much advanced by the development of accessible, valid, and reliable measurement tools. 44 Emotional intelligence has been positively linked with health, 45 There is some support for the view that elevated levels of emotional intelligence serve as a buffer against the undesirable impact of stress, moderating its relationship with mental health. 50 In their survey of adolescents, Cejudo et al 51 established that EI was linked with depressed levels of stress. ...
... The findings supporting Hypothesis 4 are consistent with literature that has shown the positive correlations between emotional intelligence and health-related outcomes. [45][46][47][48] In contrast, the examination of Hypothesis 5, which proposed spiritual intelligence as a mediator, revealed divergences from some existing literature, suggesting a more intricate interplay between spiritual intelligence and wellbeing. 22,[64][65][66] Regression analyses further elucidated that high emotional intelligence, combined with a present focus, predicted increased satisfaction with life. ...
Objectives: We investigated the impact of temporal focus, and emotional and spiritual intelligence on the well- being of emerging adults in Israel's Palestinian minority population in a time of war. Methods: There were 194 Palestinian students enrolled in higher education in Israel who participated in the study. A machine-learning random forest model was employed to explore the interaction of predictors using traditional linear regression and a regression tree. Results: High emotional intelligence and present temporal focus were linked with elevated satisfaction with life. High past temporal focus and older variables were associated with low levels of satisfaction with life. We found no statistically significant differences by time of questionnaire completion (before or after the outbreak of war). Conclusions: For the Palestinian minority in Israel, personal indicators of agency were predictive of life satisfaction, but advent of war had no significant effect on any of these indicators.
... EI, evaluated through self-reports and performance-based instruments, has been proposed as a protective factor in various life domains. For instance, this construct has been related to better physical and mental health [20,21], greater subjective well-being [22], and PA, as well as lower NA, in the general population [23]. In people with diabetes, EI has been linked to less diabetes-related distress [24] and, especially relevant for the purpose of the present study, better HbA1c [25]. ...
... Likewise, EI appears to be a protective factor that eliminates the relationship between HbA1c and NA when the levels are moderate or high. This observation aligns with previous research demonstrating the protective role of EI in enhancing the psychological well-being of both the general population and individuals with diabetes [21,22,24]. ...
Previous research has shown that higher glycosylated haemoglobin (HbA1c) levels are related to poorer quality of life. The objective was to analyse the moderating role of emotional intelligence (EI) in the relationship between HbA1c levels and quality of life through both positive (PA) and negative affect (NA) in individuals with Type 1 diabetes (T1D). A total of 72 participants with T1D (mean age = 41.10, SD = 10.73) were assessed on HbA1c. Psychological constructs were measured through the following questionnaires: MSCEIT (EI), PANAS (affect), and EsDQOL (quality of life). Higher levels of HbA1c and NA were related to a worse quality of life. In contrast, higher PA was related to a better quality of life. In addition, higher EI was associated with lower NA and worries about diabetes. In individuals with low EI scores, EI had a positive moderating effect on the relationship between HbA1c and NA. The moderated mediation analysis revealed a significant positive indirect effect of HbA1c on quality of life through NA moderated by EI for these individuals with low EI scores. This study shows how higher HbA1c levels have a negative impact on the quality of life of individuals with T1D and low EI levels by increasing their NA.
... The development of emotional competences at an early age can be a protective factor (Miles et al., 2018). Several meta-analyses have confirmed the existence of a significant relationship between emotional competences and health (Martins et al., 2010). In fact, these studies hold that people who present a high level of emotional competence have fewer anxiety symptoms (Sánchez-Gómez et al., 2020). ...
The acquisition of emotional competences plays a vital role in children's development. Recognizing its significance, this paper focuses on evaluating a specific program designed to enhance emotional competences, reduce state anxiety, and ultimately improve academic performance in children in 1st, 2nd and 3rd grade of Primary Education. The program consists of 25 activities per grade (5 activities for each emotional competence: emotional awareness, emotional regulation, social competence, emotional autonomy, and life skills and well-being), incorporating the Happy 8-12 video-game for 3rd-grade students. A sample of 773 primary school students from various regions of Spain is used (594 from the experimental group and 179 from the control group), sampling being non-random convenience. The following questionnaires have been administered: CAS, CDE 9-13, Emotional Development Observation Scale, as well as considering the students’ grades. A quasi-experimental pretest-postest design with a negative control group has been used. For the statistical analysis, a mixed linear model is employed, considering the following factors: group (experimental and control), time (pretest and posttest), and gender. These analyses enable a rigorous evaluation of the program's impact on the development of emotional competences. The evaluation of the program reveals positive outcomes, with first- and third-grade students showing enhanced emotional competences. However, there are no notable differences observed in anxiety levels and academic performance variables among the participants. These findings underscore the significance of implementing emotional education programs in schools as a systematic practice.
... The level of emotional intelligence and the degree of development of emotional-social competences are aspects that significantly influence an individual's ability to function within social formations. According to research carried out in the past two decades, a higher level of emotional intelligence development is associated with a lower level of interpersonal problems or better stress management (Mayer et al., 2004), positive results in the area of health (Martins, Ramalho, & Morin, 2010), but also, for example, with a lower rate of violence or a lower rate of problems with addictive substances, especially among men (Brackett et al., 2006;Mayer et al., 2004). ...
Based on a comprehensive theoretical analysis and a research investigation, the article presents findings in the field of comparison of the achieved level of development of the basic components of emotional intelligence in a total of 37 convicted persons serving a prison sentence. The research method used was the Emotional Intelligence Test - MSCEIT (Mayer et al., 2012). The results can contribute to a more significant individualization of the approach in penitentiary practice.
... A growing body of research suggests that Trait EI plays a crucial role in psychological well-being, acting as a protective factor against mental health disorders and maladaptive behaviors in adulthood (Sánchez-Álvarez et al., 2016;Martins et al., 2010) and in adolescence (Gómez-Baya & Mendoza, 2018). More specifically, individuals with high Trait EI tend to employ adaptive emotional regulation strategies, which help them maintain positive emotional states and mitigate the impact of stressors (Andrei et al., 2022;Beath et al., 2015;Epifanio et al., 2023). ...
Trait Emotional Intelligence (Trait EI) is considered a protective factor for adolescents’ psychological well-being and may play a critical role in mitigating the risk of developing eating disorders (EDs), particularly in the context of pervasive social media use. However, the psychological mechanisms underlying this relationship, such as the driving factors of social media engagement, remain underexplored. This cross-sectional study aimed to examine whether motivating factors for social media use mediate the relationship between Trait EI and ED risk, as well as whether perceived social support moderates this relationship. A total of 388 Italian adolescents (Mage = 14.2; 50.7% girls) completed self-report questionnaires, including the Trait Emotional Intelligence Questionnaire—Adolescent Short Form (TEIQue-ASF), the Eating Attitudes Test (EAT-26), the Multidimensional Scale of Perceived Social Support (MSPSS), and the Motivations for Social Media Use Scale (MSMU). Data were collected between November 2023 and June 2024. Mediation and moderation analyses were conducted using the PROCESS macro (Model 5). The results showed that lower Trait EI scores were significantly associated with higher EAT-26 scores (β = −11.03, p < 0.001). Motivation for social media use in terms of popularity, (β = −0.35, p < 0.05), appearance (β = −0.68, p < 0.01), and connection (β = −0.44, p < 0.05) significantly mediated this relationship. Perceived social support moderated this relationship in all models (β range = 0.08–0.10, p < 0.05), suggesting a buffering effect. The findings highlight the importance of Emotional Intelligence and social support as key psychological resources that may protect adolescents from disordered eating behaviors. Moreover, understanding the motivating factors behind social media use, particularly those centered on appearance and popularity, may help identify adolescents at greater risk and inform tailored prevention strategies.
... At the same time, high EQ individuals tend to have a higher capacity for emotion regulation (Goleman, 1998;Peña-Sarrionandia et al., 2015) and a higher awareness of effective and healthy strategies to manage stressors in daily life (Peña-Sarrionandia et al., 2015). Meta-analyses have also shown that EQ is a predictor of physical and mental health (Martins et al., 2010;Schutte et al., 2007). Thus, studies have shown that people with higher EQ are more likely to participate in healthpromoting behaviors, such as engaging in physical activity and eating a healthy diet (Acebes-Sánchez et al., 2019;Faye et al., 2011;Fernán- et al., 2016;Li et al., 2009;Mikolajczak et al., 2015;Shetty et al., 2013). ...
... 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). It is well known that among adolescents, EI is associated with diverse favorable outcomes in the academic, social, psychological, and vocational domains (Di Fabio et al., 2014;Perera & DiGiacomo, 2015).Emotional intelligence has probable health benefits on both physical and mental arena. ...
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.
... Similarly, high (vs. low) scores on emotion attention and related measures such as emotion clarity are associated with better mental health (for a meta-analysis, see Martins et al., 2010). This suggests that people who generally attend to their F. Grundmann et al. ...
People react very differently to negative feedback. From an emotion-regulation perspective, this can be explained by reference to their salient goals, such as to feel or to perform better. In the present research, we adopted a person-centered approach to 1) identify subgroups of negative feedback recipients based on the salience of their goals to feel and to perform better, 2) predict profile membership using situational and dispositional context factors, and 3) link these profiles to differences in strategy use. Based on a secondary dataset from four negative-feedback studies (N = 666), latent profile analysis revealed four profiles with relatively similar levels of the salience of the goal to feel better but differences in the salience of the goal to perform better. The extent to which negative feedback recipients pay attention to their emotions, consider the feedback legitimate, and experience intense negative affect predicted profile membership. Members of profiles with a strong goal to perform better tended to use more engagement (reappraisal, feedback focus) and less disengagement strategies (distraction, feedback removal). These results demonstrate the value of the person-centered approach when studying emotion regulation and illustrate shared characteristics of negative feedback recipients that differ in their emotion-regulation strategy use.
... The managerial judgment is somewhat associated with openness to experience, which is generally compatible with increasing flexibility and innovative thinking for problem-solving skills in the scope of the employee's emotional competencies [13] .Age differences in EI have also been shown in empirical Study while, Gender differences in EI have also been reported but are inconclusive. Several Study indicate that females have significantly higher EI scores in emotional empathy than males in self-regulation [14] . This variance supports the suggestion that the future study of EI should study demographics in which stressors and personal development occur differently compared to university students, for example, and that it should focus on particular populations such as university students [15] . ...
Objective: To compare the scores obtained in the students' emotional intelligence and the Big Five personality traits (Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism) to establish their correlation and to further see the effect of these traits on the level of the students' emotional intelligence. Methods: The study design was cross-sectional and descriptive. The study was carried out at International Islamic University, Islamabad. A convenient sample of 70 students (Female n= 39, Male n=31) with age ranging from 20-30 years was selected. A self-structured Performa was used to assess socio-demographic variables. To measure emotional intelligence and personality trait, Schutte Self Report Emotional Test and Big Five Invento ry were administered respectively. Results: Emotional Intelligence has a significant positive relationship with Extraversion (r=.43, p<0.05). Conscientiousness (r=.35 p<0.05) and Openness to experiences (r=.36,p<0.05) and with Agreeableness (r= .29, p<0.05). However, no significant relationship was indicated by results between Emotional Intelligence and Neuroticism (r =.41, p<0.09). Conclusion: It is found out that emotional intelligence has effects on certain personality traits such as extraversion, openness to experience, agreeability and conscientiousness however, it does not seem to affect neuroticism.
... Second, emotional intelligence has also been beneficially associated with a number of psychological outcomes, such as anxiety and depression (e.g., Fernandez-Berrocal et al., 2006), affect (e.g., Kafetsios & Zampetakis, 2008), and wellbeing (e.g., Chamorro-Premuzic et al., 2007). Two meta-analyses more broadly corroborate this claim: Martins et al. (2010) found a positive correlation between trait emotional intelligence and indicators of mental health (r = .36) and Sánchez-Álvarez et al. (2016) found a positive significant relationship between trait emotional intelligence and subjective wellbeing (r = .29). ...
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.
... Jednotlivci s vysokou črtovou emočnou inteligenciou majú taktiež väčšiu tendenciu byť vnímaní ako lídri, prejavovať transformačný štýl vedenia a vytvárať pozitívnejšiu emočnú klímu v tíme (Harms & Credé, 2010;Petrides et al., 2016). V oblasti duševného zdravia a well-beingu bola črtová emočná inteligencia negatívne korelovaná s úzkosťou, depresiou, stresom a vyhorením a pozitívne korelovaná so životnou spokojnosťou, optimizmom a rezilienciou (Martins et al., 2010). Čo sa týka sociálneho kontextu, črtová emočná inteligencia je spájaná s vyššou kvalitou interpersonálnych vzťahov, väčšou sociálnou podporou a lepšími sociálnymi zručnosťami (Mavroveli et al., 2007;. ...
V publikácii sa prelínajú témy sledujúce emočnú reguláciu v súvislostiach so psychopatológiou, zvládaním, emočnou inteligenciou, socializáciou emócií či psychickou pohodou, s témami, ktoré sa viac koncentrujú na tvorbu a overovanie existujúcich či nových nástrojov na meranie emočnej flexibility. Špecifické postavenie má posledná kapitola, v ktorej je predstavený novovytváraný autorský test riešiteľov projektu zameraný na meranie flexibility stratégií regulácie emócií nesúci názov Situačný test emočnej flexibility (STEF.02).
... Similarly, EI influences children's peer relations and facilitates prosocial behaviour at school (Petrides et al., 2006). Moreover, EI positively impacts overall physical health (Martins et al., 2010), correlating with increased participation in physical activity (PA) due to stronger self-efficacy and interpersonal adaptability (Amado-Alonso et al., 2019). Therefore, promoting EI through socially interactive PAs can enhance emotional development (Khan et al., 2021). ...
Movement competence (MC) and emotional intelligence (EI) are positively associated and important for child development. Intervention research is needed to determine causal relationships between these outcomes. Gamification is a pedagogical model that may enhance MC and EI, but implementing interventions in schools is complex and requires multi-stakeholder involvement to ensure feasibility, acceptability and sustainability. However, methodological evidence to inform co-development work within physical education (PE) is lacking and further research is required. This study describes the process of co-developing a gamified PE intervention with school stakeholders to increase MC and EI among primary-aged children. A total of 91 children and four classroom teachers from three primary schools participated in a series of co-development workshops. Data from the workshops were thematically analysed and informed the development of three school-specific gamified PE curriculums. Findings from children included: (1) the social and foundational movement skills (FMS) to improve during the intervention; (2) the enjoyable components of PE, which included skill development and social interaction; (3) a desire to include more equipment in PE lessons; and (4) games, activities and gamification strategies to incorporate in the intervention. Findings from teachers included: (1) the barriers and facilitators to implementing a gamified model in PE; (2) the successful components of PE lessons; and (3) the overall development of the intervention. This methodology provides a framework for co-developing PE interventions within a school context. Results provide strategies to operationalise gamification. Future research should explore the feasibility and acceptability of the co-developed interventions to increase MC and EI.
... Since these ideas of emotional intelligence were founded, several investigations on emotional intelligence and other components have been conducted. For instance, studies on the relationship between emotional intelligence and academic performance (Shipley, Jackson, & Segrest, 2010;Swanepoel & Britz, 2017), emotional intelligence and personality (Alghamdi, Aslam, & Khan, 2017), emotional intelligence and stress (Arora et al., 2011;Boshoff, 2011;Mérida-López & Extremera, 2017), emotional intelligence and health (Martins, Ramalho, & Morin, 2010;Smith et al., 2012) were investigated by past researchers. According to Goleman (1995), emotional intelligence (EQ) is the capacity to monitor one's own and others' emotions, differentiate between good versus bad, and use the information to aid one's ideas and actions. ...
The purpose of this pilot study was to measure the level of emotional intelligence among teachers in the Malaysian state of Pahang. A simple random sampling was used to pick participants, and a total of 40 teachers were chosen. The study was conducted quantitatively using a questionnaire to collect data and then analysed using descriptive statistics using Statistical Packages for Social Sciences. The questionnaire derived from the Wong and Law Emotional Intelligence Scale (WLEIS) included sixteen items that assessed emotional intelligence. Socio-demographic data and emotional intelligence levels were quantified using percentage, frequency, and mean scores. The descriptive analysis revealed that the respondents' emotional intelligence was relatively high, with a mean score of 4.34. Teachers are educational agents who contribute significantly to the advancement of education and should understand emotional intelligence's critical function in the learning process. With a high level of emotional intelligence, teachers will be able to control their emotions, demonstrate greater empathy, adjust to new situations, and deliver the best education possible to their students.
... This is because they are more adept at using adaptive coping strategies, such as reassessment and problem solving to manage stress. In addition, Martins et al. (42) conducted a meta-analysis on EI and work stress, showing that emotional regulation is one of the most important predictors of workplace stress reduction. In auditing, where https://doi.org/10.56294/saludcyt20251149 ...
Introduction: This study was conducted to examine how emotional intelligence can affect audit quality through its impact on job stress. Objectives: The aim of the study is to determine whether higher levels of emotional intelligence can reduce job stress and improve audit quality, taking into account the pressures that auditors face in Vietnam, such as tight deadlines and complex regulatory requirements. Methods: Using quantitative research methods, using a structured survey to collect data from 327 auditors, audit team leaders, audit department heads and directors of 125 independent auditing companies in Vietnam and using the SEM structure model on SPSS and AMOS 20 software to test hypotheses. Results: The results show that all dimensions of emotional intelligence (Assessing one's own emotions, Assessing others' emotions, Using Emotions, and Regulating Emotions) significantly reduce work stress and work stress, which in turn negatively affect audit quality. Conclusions: These findings are significant because they highlight the importance of emotional intelligence training and stress management interventions in improving auditor health and improving audit quality. By addressing work stress, audit firms can ensure better performance and higher audit standards in a fiercely competitive market like Vietnam, where Big4 audit firms account for 70% of the audit market share
... The consequences of this issue include the many ethical, social, cultural, economic and political problems that have tainted the society, which automatically impede the development and progress of the country (1, 6). Since teachers have been important and respected members of all societies throughout history, identifying motivational factors and promoting them can help teachers be more successful and productive; thus establish better relationships of tolerance and kindness with their students and reinforce their interest in gaining knowledge in addition to promoting their self-belief and creativity (2,7). ...
Background: Based on some suggestions, emotional intelligence can affect job motivation and job performance. Objectives: The current study aims at examining the relationship between emotional intelligence and job motivation among faculty staff of Mazandaran University of Medical Sciences, Iran, in 2015. Methods: The present descriptive correlational study was conducted on 120 faculty staff of Mazandaran University of Medical Sciences using stratified random sampling method. The data collection tools included the job motivation levels questionnaire and the standard emotional intelligence questionnaire. Results: The mean ± standard deviation (SD) overall score of job motivation was 173.76 ± 25.62 (confidence interval (CI) 95%: 172.03 - 175.1) and that of emotional intelligence was 116.52 ± 7.91 (CI 95%: 115.6 - 117.69). The results of the present study suggested that the overall score of emotional intelligence was significantly correlated with that of job motivation as well as with all the variables examined in the job motivation levels questionnaire (P < 0.05). Conclusions: Based on the obtained results, emotional intelligence can increase job motivation level. Therefore, improving emotional intelligence skills, contributes to job motivation levels, professional and functional progresses, and ultimate productivity and profits. Hence, universities and organizations should try to identify the factors that reduce job motivation among faculty staff and establish methods to change the situation.
... These interventions often focus on developing skills such as emotion regulation, empathy, and interpersonal communication, which are critical for effective social functioning. In the context of mental health, higher EI has been associated with lower levels of depression, anxiety, and stress, suggesting that EI may serve as a protective factor against psychological distress (Martins, Ramalho, & Morin, 2010). Moreover, the integration of EI training in organizational settings has been found to enhance teamwork, reduce conflict, and increase overall productivity (Clarke, 2010). ...
This study explores the potential of Pokémon GO, a popular augmented reality (AR) game, in fostering emotional intelligence (EI). EI involves recognizing, understanding, and managing emotions, which are crucial for relationships and well-being. Given the game's blend of interactive gameplay and social interaction, this research examines how Pokémon GO may develop EI skills. Using a bibliometric study approach, it will analyze literature on the game's impact on EI, reviewing academic publications from major databases like Scopus. The analysis will focus on citation counts, publication trends, and co-authorship networks to identify key studies and themes. The research will explore core elements of Pokémon GO, such as collaborative tasks, real-time feedback, and social dynamics, and their correlation with emotional learning. This systematic review aims to highlight the educational potential of AR games in promoting EI, contributing to digital learning discourse, and guiding future interventions for developing social and emotional skills through interactive platforms.
... Research findings suggest that high emotional literacy reduces stress, improves self-esteem and reduces rates of emotional difficulties later in life. A meta-analysis conducted in 2010, 13 which includes adult and adolescent participants (from the general population) found evidence that higher emotional literacy is linked to better mental health. A more recent study 14 also suggests that emotional literacy predicts mental health in adolescents (without a learning disability) and concludes that teaching emotional literacy is an effective preventative intervention, as emotional literacy was a significant predictor of psychological well-being and adjustment. ...
Background
Children with a learning disability experience a range of inequalities and adverse life events that put them at greater risk of mental health problems. The construct of emotional literacy has been shown to be a moderating factor of how life stress affects mental health. Teaching emotional literacy in schools may therefore be an effective way to promote positive mental health. There is an identified need for adapted emotional literacy programmes in special schools.
Objectives
To evaluate whether it is feasible to conduct a large-scale randomised controlled trial of the effectiveness and cost-effectiveness of an emotional literacy programme (Zippy’s Friends special educational needs and disabilities) for children with a learning disability in special schools. The key aims were to assess the acceptability and feasibility of participating in the trial, data collection and the Zippy’s Friends special educational needs and disabilities intervention through quantitative and qualitative data collection.
Design
A feasibility, cluster randomised controlled trial that aimed to recruit and randomise 12 special schools to either deliver the intervention over 1 academic year or continue with practice as usual and to collect data from 96 pupils at baseline (pre randomisation) and 12 months post randomisation.
Setting
Special schools in England and Scotland.
Participants
Pupils with a learning disability, aged 9–11 years, attending special schools in England. Follow-up interviews were conducted with 8 pupils, 4 parents/carers and 11 school staff members.
Intervention
Zippy’s Friends for Special Educational Needs and Disabilities is a manual-based, classroom-based emotional literacy programme focused on a problem-solving approach to develop and improve children’s emotional literacy. The mainstream programme has been adapted for children with a learning disability by simplifying the activities, shortening the sessions and introducing more repetition.
Main outcome measures
Feasibility and acceptability of: (1) participation in the research trial; (2) the collection of the outcome measure data and (3) the Zippy’s Friends for Special Educational Needs and Disabilities intervention.
Results
A total of 8 schools and 53 pupils were recruited. Retention of schools after randomisation (100%) and retention of pupils (100%) met the prespecified progression criteria. For recruitment of schools (20.5% of those approached), pupil engagement with the intervention (50%) and collection of outcome and service use data (62.3%) the criteria were partially met. Fidelity of the intervention delivery (48%) fell just below the progression criteria. Thus, the feasibility and acceptability outcome progression criteria were largely met, suggesting that progression to a full trial is warranted with amendments to the study design.
Limitations
This feasibility trial was conducted during the COVID-19 pandemic, resulting in unusually high absences of pupils and teachers, different classroom arrangements (bubbles) and unprecedented stress and emotional challenges for pupils, parents and teaching staff. The findings are therefore specific to that period and all three main outcomes of this feasibility trial were adversely affected.
Conclusions
The findings of this study indicate that a large-scale randomised controlled trial is feasible provided that a number of amendments to the study design are made to improve: (1) the timing of the project to suit the demands of special schools’ yearly timetable; (2) recruitment and (3) outcome and service use data collection.
Future work
On the basis of the current findings, an application for a full trial will be prepared and submitted with a number of amendments.
Trial registration
This trial is registered as ISRCTN83610691.
Funding
This award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: NIHR129064) and is published in full in Public Health Research; Vol. 12, No. 15. See the NIHR Funding and Awards website for further award information.
... Another recent meta-analysis supported this relationship after controlling for intelligence and Big Five personality factors (MacCann et al., 2020). In addition, self-reported ability EI has been demonstrated to predict important outcomes later in life, such as job performance (Joseph et al., 2015), health (Martins et al., 2010), and civic engagement (Miao et al., 2017). ...
Introduction: The study of emotional intelligence (EI) has garnered significant attention due to its relevance to diverse age- and population-groups, and persons of various social and academic backgrounds. The capacity for an individual to effectively understand and manage one’s own emotions and understand and manage the emotions of others has been identified as important life skill and antecedent to personal, social, and professional success. While the dimensionality of EI has been explored extensively in Western contexts, there is a relative dearth of research in post-Soviet and Central Asian contexts. Methodology: Building upon the EI instrumentation developed in Russia by Lyusin and a large sample of adolescents (N = 658) from 12 schools, we find very little differences in average levels of EI in the schools sampled. Thereafter, using first-order confirmatory factor analysis, this study finds evidence for a Four-Factor Model of EI inclusive of Understanding and Managing One’s Own Emotions, and Understanding and Managing Others’ Emotions. Results: The model exhibits adequate model fit, discriminant validity, inter-factor correlations similar to those in other studies, and is strongly invariant for gender (though partially invariant for language). We also find evidence for female adolescents exhibiting slightly higher levels of Understanding Other’s Emotions, and lower levels of Managing Own Emotions. Conclusions: The four-factor model may be a useful tool for gauging the EI of adolescents, though further research as to its utility in other post-Soviet, Central Asian, and other contexts is required.
Introducción: El estudio de la inteligencia emocional (IE) ha suscitado una atención significativa debido a su relevancia para diversos grupos de edades y poblaciones, así como para personas de diferentes contextos sociales y académicos. La capacidad de un individuo para comprender y gestionar eficazmente sus propias emociones, así como comprender y manejar las emociones de los demás, se ha identificado como una habilidad vital y un antecedente del éxito personal, social y profesional. Aunque la dimensionalidad de la IE se ha explorado ampliamente en contextos occidentales, existe una relativa falta de investigación en contextos post-soviéticos y en Asia Central. Metodología: Basándonos en una herramienta construida en Rusia por Lyusin y en una muestra amplia de adolescentes (N = 658) de 12 escuelas, encontramos muy pocas diferencias en la media de la IE las escuelas muestreadas. Utilizando un análisis factorial confirmatorio de primer orden, este estudio encontró evidencia de un modelo de IE de cuatro factores que incluye la comprensión y gestión de las propias emociones, así como la comprensión y gestión de las emociones de los demás. Results: El modelo presenta un ajuste de modelo adecuado, validez discriminante, correlaciones entre factores similares a las de otros estudios, así como una sólida invarianza según el género (aunque parcialmente invariance para el idioma). También encontramos evidencia de que las adolescentes muestran niveles ligeramente más altos de comprensión de las emociones de los demás y niveles más bajos de gestión de sus propias emociones. Conclusión: El modelo de cuatro factores puede ser una herramienta útil para medir la IE de los adolescentes, aunque se requieren más investigaciones sobre su utilidad en otros contextos postsoviéticos, de Asia Central y más allá.
... The importance of emotional competencies is also widely supported by research, with several meta-analyses and systematic reviews highlighting how higher levels of EI are associated with improved physical and psychological health [8,9], better relationship quality [10,11] and different work-related outcomes like constructive conflict management [12,13], less occupational stress [13], better job performance [14][15][16], authentic leadership [17], higher job satisfaction [18], more organizational commitment and fewer turnover intentions of their employees [19]. Higher levels of empathy are also related to enhanced personal relationships and prosocial behavior [20]. ...
Recent systematic reviews have shown that emotional competencies can be improved through training. In the workplace, such training has become increasingly popular over the last decade. These programs aim to enhance emotional intelligence, empathy or emotion regulation. This study wants to assess the training effects and potential moderators of these workplace interventions. To our knowledge, this is the first systematic review that focuses on the workplace context and integrates emotional intelligence, empathy, and emotion regulation training interventions. This study has been preregistered with PROSPERO and a protocol has been published before the review was conducted (CRD42021267073). We conducted a systematic literature search using Embase, PsycInfo, PSYNDEX, Web of Science and the Cochrane Central Register of Controlled Trials. The included studies were analyzed in two metaanalyses. In the primary analysis, we analyzed standardized mean changes in emotional competencies before and after the training for 50 included studies, depending on (a) training construct and (b) participants’ profession (teachers, health professionals, managers, and others). To determine the efficacy of the trainings, we conducted a separate metaanalysis of controlled trials only (k = 27). Both metaanalyses yielded moderate overall effect sizes that also persisted more than three months after the training end: (1) SMDpre-post = 0.44 (95% CI [0.29, 0.59]), (2) SMDEG-CG = 0.46 (95% CI [0.30, 0.63]). All professions benefited equally from the interventions and we observed no significant differences in the effectiveness of emotional intelligence, empathy, and emotion regulation trainings. Overall, our results suggest that workplace interventions effectively train emotional competencies, regardless of profession or specific training focus. Limitations are the high heterogeneity and the low methodological quality of the studies analyzed. Our study shows the need for more high-quality studies, like randomized controlled trials. Additionally, companies may consider incorporating emotional competence training into their employee and leadership development programs routinely. This study was preregistered on PROSPERO (CRD42021267073).
Supplementary Information
The online version contains supplementary material available at 10.1186/s40359-024-02198-3.
... Conversely, if a teacher does not use his or her emotional intelligence, the value of his or her expertise in the subject and his or her knowledge of teaching and learning methods will be severely diminished, leading to widespread failure [10,11]. Teachers with high emotional intelligence are less vulnerable to stress [12][13][14][15][16]; as a result, burnout among them is reduced and they have more well-being [12,13,17,18]. Such teachers are known for behaviors such as self-confidence, more flexible, intentional reflective, more optimistic, and commitment ethics [19]. ...
Background
Clinical teaching is an essential part of medical education and clinical teacher must acquire the necessary competencies to perform such a role. In this regard, there is emphasis on emotional intelligence as an essential competency. The aim of this study was to develop a model for clinical teaching with emotional intelligence based on the experiences of clinical teachers.
Methods
A workshop on teaching with emotional intelligence was designed and conducted three times. One month after, a sample of workshop participants (N = 18) was selected through purposive sampling and their experiences of clinical teaching with emotional intelligence were described using focus groups (n = 3) and deductive content analysis.
Results
A model consisting of four themes: preparation and start communication before round, sustained communication during rounds, promotion after the round, and managing social interactions throughout the presence in the ward were presented for describing clinical teachers’ experiences.
Conclusion
In this study, a model for using emotional intelligence in clinical setting was extracted. This model can be used in faculty development programs. A suggestion for future research is to examine the effect of using the model on learning outcomes and patient care.
... Trait emotional intelligence (TEI), a subtype of EI, precisely refers to emotion-related self-perceptions and dispositions that can significantly contribute to resilience in stressful situations [3]. Given the high demands of quality and productivity in healthcare coupled with the rising prevalence of mental illness among medical students, EI seems to be vital for both academic success and mental health protection [4,5]. Training in EI among healthcare workers is purported to improve leadership qualities and enhance communication skills, with improvements in patient satisfaction and compliance at the same time preventing burnout [6]. ...
Introduction: Medical education, which generally relied heavily on intelligence quotients, has found a new value in emotional intelligence (EI), specifically after the challenges faced during the COVID-19 pandemic. The COVID-19 pandemic has had some apparent and some intangible effects, as this required an emergency switch to online teaching and learning.
Aim: This study was conducted to compare the trait emotional intelligence (TEI) score of medical undergraduates with the increasing number of years of medical curriculum. The COVID-19 pandemic serendipitously provided an opportunity to compare the TEI scores in pre-pandemic and during pandemic times.
Materials and methods: Trait emotional intelligence was computed using a pre-validated Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). The study was conducted in two time frames and in two study groups, the Class of 2019 (pre-pandemic cohort) and the Class of 2020 (pandemic cohort). Further, the pre-pandemic cohort’s EI score was assessed twice, initially in August 2019 (Timeframe 1 (T1) which was before the pandemic) and secondly in October 2020 (Timeframe 2 (T2) which was during the pandemic) in Phase II and the COVID-19 first wave was peaking in India. The TEI scores of the pre-pandemic cohort and pandemic cohort were compared using an unpaired T-test. The pre-pandemic cohort scores assessed in two time frames were compared using a paired T-test.
Results: The pandemic cohort showed significantly less total TEI (p < 0.05) and well-being score (p < 0.05) in the pre-pandemic cohort from August 2019 (T1) to October 2020 (T2) (p = 0.036).
Conclusions: The low TEI scores in the pandemic cohort may be attributed to the sudden psychological and social effects of the pandemic. Moreover, with advancing age and years of medical curriculum, the TEI scores increased.
... 2003).; Personal positive emotions are related to positive work attitudes and performance, while negative emotions are related to a decrease in work attitudes and performance (Martins et al., 2010;Mayer et al., 2008；Beal et al., 2006. When the theory of paternalistic leadership was proposed, authoritarian leadership included authoritarian style, belittling subordinate abilities, image decoration, and educational behavior. ...
Most athletes have experienced negative anger when facing coach authority, but coach authority may also evoke positive emotions in athletes, as coach authority contains two layers of connotations: authoritarianism and strictness. This study explores the relationship between coach authority and athlete's emotional and behavioral tendencies based on Lazarus's emotional theory, elucidates the emotional changes of athletes facing coach authority, summarizes the theoretical framework and possible development process of coach authority and athlete's emotional and behavioral tendencies, and provides important references for the training skills and team management of sports coaches.
... In line with the findings regarding the impacts of SEL interventions for teachers, interventions targeting these other professional 1127922A SMXXX10.1177/10731911221127922AssessmentOliveira et al. groups also appear to contribute to workers' health and performance (Martins et al., 2010;Mattingly & Kraiger, 2019). However, this human resource management line of research and practice has been guided by the Emotional intelligence theory which, despite being central to the SEL framework does not cover all five core areas of SEC, thus promoting unclear overlaps and distinctions (Oliveira et al., 2021a;Tolan et al., 2016). ...
In M. Greenberg (Coord.), International perspectives on assessment and intervention with Educator SEL [Symposium].
The study aimed to address the pressing need for an effective assessment tool to evaluate adults' Social and Emotional Competence (SEC), resulting in the development of the Social and Emotional Competence Assessment Battery for Adults (SECAB-A). A total of 796 adults participated in the study, with 63 elementary school teachers included in a subsample for further validation. Despite sample size variation, the SECAB-A was subjected to rigorous examination for its factor structure, reliability, and validity. No statistically significant differences between groups were observed across various scales of the SECAB-A, affirming its consistency across different demographics. Factor analysis confirmed the anticipated structures, while coefficient omegas indicated strong internal consistency. The test–retest reliability was demonstrated through highly correlated scores across data waves. Additionally, the SECAB-A exhibited promising convergent and discriminant validities when compared to external measures assessing related constructs. These findings underscore the potential of the SECAB-A as a parsimonious and reliable tool for evaluating adult SEC. The study contributes to bridging the gap in research and practice by offering a comprehensive instrument tailored to assess SEC in adults. Future research endeavors will focus on further validating the SECAB-A, including its English, Spanish and Iranian versions currently under development. Overall, our study highlights the importance of investing in the promotion of SEC in adults and provides a valuable resource for researchers and practitioners in this field.
... The concept of emotional intelligence (EI) has attracted much interest in the scientific community, proving relevant for the organizational/business sector (e.g., Dong et al., 2022), the educational context (e.g., Mestre, 2020;Rivers & Brackett, 2020), and the field of mental health (e.g., Martins et al., 2010). This surge in attention has not come without considerable controversy, though, a large part of the debates around EI concerning its assessment. ...
... Considering that the expression of anger in the workplace is emotional, the ability to control emotions may affect this self-defense mechanism. When individuals maintain strong emotional regulation, they can alleviate their negative emotions, and reduce their levels of stress, anxiety, and depression (Martins et al., 2010); they do not feel the need to shift blame from the leaders to their family members. However, individuals with low emotional regulation may respond to their emotions through dysfunctional strategies and even show antisocial behavior (Petrides et al., 2004). ...
Supervisor ostracism is commonplace in work settings. Previous studies have mainly focused on the influence of supervisor ostracism on employees’ work behavior and performance, while the impact of supervisor ostracism on employees’ family harmony has garnered less attention. Based on the affective events theory, we analyzed data collected from 3 time points and 343 employees in the Chinese context. We found that supervisor ostracism significantly undermines employee-family harmony, which is mediated by workplace anger. In addition, our study demonstrated that high emotional regulation alleviates the relationship between workplace anger and family undermining, reducing the destructive consequences for the family. Our results indicated that individual differences in emotional regulation are responsible for moderating the mediating effects of workplace ange between supervisor ostracism and family undermining, shedding light on future research directions and providing practical implications for solving work-family conflict.
... Several meta-analyses study confirm that EI has a significant relationship with better mental health and helps in relieving stress. 3,4 EI is thus better among individuals who spent time for leisure activities and exercise compared with the individuals who do not. Also in the last few decades, the life tasks are being reorganized by the introduction of various time-saving gadgets, home appliances, entertainment devices, and communication instruments (e.g. ...
INTRODUCTION Emotions are the vital and important feature of human nature and the inspiration for behaviour. According to Goleman (1995) being able to monitor and regulate one's own feelings, understand the feelings of others, and use that "emotion" or "feeling" knowledge to guide thoughts and actions is known as EI. 1 EI helps one to build stronger relationships, succeed at work, and achieve career and personal goals. The concept of EI was introduced by Salovey and Mayer and is described as 'a type of social intelligence that involves the ability to monitor one's own and other's emotions, to discriminate among them, and to use this information to guide one's thinking and actions. 2 EI is described as the "person's ability to manage his feelings so that those feelings are expressed appropriately and effectively". 2 EI is very good predictor of success in workplace, academic achievement, leadership, coping styles, personality development. Leisure activity has been identified to positively influence self-esteem, emotional ABSTRACT Background: Leisure activity plays a key role in forming an individual's physical and mental development. Both leisure-time physical activity and emotional intelligence (EI) are related to health-related quality of life. Objectives were to assess the EI of school children belonging to various boards and to find out whether leisure time activity has association with EI. Methods: A cross-sectional study was undertaken among 200 school students belonging to various boards of Kollam district. EI was measured using self-report EI developed by Shuttle et al for-data collection. Results: Among 200 subjects, 50 students studying in 9 th standard belonging to different boards were taken from each school, 146 (73%) of students belonged to nuclear family, 154 (77%) shared their daily events with family. 109 (54%) choose arts as leisure time activity and 91 (45.5%) chose sports, 112 (56%) of the students spend at least one hour in social media and only 55 (27.5%) had a habit of reading newspaper daily. Significant statistical association was found between gender, type of school, sharing events with their parents, leisure time activity and EI (p<0.05). Conclusions: The study concluded that leisure activity has significant role in the developing EI of a person. It was found that the government (State syllabus) school children have better EI comparing with other boards and also the students who are good at arts also have good EI.
... Individuals with higher emotional intelligence are better at managing their emotions, understanding their emotional states, and using this knowledge to navigate social interactions effectively (Brackett et al., 2004). This skill set reduces the negative impact of anxiety by promoting resilience and positive self-perceptions (Martins et al., 2007;Schutte et al., 2001). Furthermore, the buffering role of emotional intelligence is supported by the findings of Ciarrochi et al. (2008), who found that emotional intelligence helps individuals cope with stress and anxiety, leading to better mental health outcomes. ...
Adolescents undergo significant psychological and emotional changes, with factors such as anxiety, emotional intelligence, and self-esteem playing pivotal roles in their regular development, whereas their association is unclear. This study investigates how emotional intelligence plays a role as a moderator between anxiety and self-esteem of Bangladeshi adolescents. The study was conducted by following a cross-sectional study design, whereas a total of 300 high-school students were selected using a random sampling technique. Data were collected using the Bangla version of anxiety, emotional intelligence, and self-esteem measuring questionnaires. The results displayed that in the case of anxiety, emotional intelligence, and self-esteem, no significant differences were found across varied socio-economic statuses, while these three outcome variables were significantly varied due to gender and family types. In addition, the Pearson product-moment correlation explored a significant negative correlation of anxiety with emotional intelligence and self-esteem and a positive correlation between emotional intelligence and self-esteem among students. Furthermore, the hierarchical regression analysis manifested buffering effects of emotional intelligence in the relationship between anxiety and self-esteem. This study's findings emphasize the importance of emotional intelligence in mitigating anxiety and enhancing self-esteem, regardless of varied socio-economic status. Ultimately, the findings would contribute to policy and decision-making regarding improving the well-being of adolescents in Bangladesh. Jagannath University Journal of Science, Volume 11, Number 1, June 2024, pp. 94−105
... The reason for this is that it is very difficult to distinguish Salovey and Mayer's dimensions of emotional intelligence from each other (Pekaar et al., 2018). Although it is difficult to distinguish between the dimensions, a person's self-oriented emotional intelligence plays a more effective role in individual mental-physical health (Martins et al., 2010), while competencies in the dimensions of appraising and regulating the emotions of others play a greater role in interpersonal problems and social events (Joseph & Newman, 2010;Kobylarczyk & Ogińska-Bulik, 2018). For example, when faced with an interpersonal problem, the individual must appraise the emotion generated by the event, be able to distinguish their senses, and regulate their emotions, while in the attempt to find a correct solution to the problem, the ability to correctly appraise the other person's emotions and influence the other person's emotions will come into play. ...
Background
The main objectives of this study were to examine whether childhood memories of happiness and peace are associated with distress tolerance and to determine whether distress tolerance mediates the relationship between childhood memories of happiness and peace. We hypothesized that childhood memories of happiness and peace are directly and indirectly associ-ated with distress tolerance through emotional intelligence.
Participants and procedure
Participants consisted of 538 individuals aged between 19 and 27 years and in emerging adulthood. Among these partici-pants, 426 were female and 112 were male. The data collection tools used in this study included the Early Memories of Warmth and Safeness Scale, the Distress Tolerance Scale, and the Rotterdam Emotional Intelligence Scale. A multiple medi-ation model was analysed using the bootstrapping technique.
Results
Early memories of warmth and safety, other-focused emotion evaluation, self-focused emotion control, and distress toler-ance were positively correlated. Early warm and safe memories were positively correlated with self-focused, other-focused, and self-regulated emotions. However, self-focused emotion appraisal did not substantially affect distress tolerance. Boot-strapping technique indicated that early memories of warmth and safeness increased other-focused emotion appraisal and self-focused emotion regulation and increased distress tolerance. Early memories of warmth and safeness did not indirectly affect distress tolerance through self-focused emotion appraisal and other-focused emotion regulation.
Conclusions
We found positive associations between distress tolerance, early warmth and safety memories, and other- and self-focused emotion regulation. Early memories of warmth and safeness directly raised distress tolerance, without mediation by self-focused emotion evaluation or other-focused emotion control.
... Research suggests that EI is a predictor of physical and psychological health (Martins et al., 2010;Schutte et al., 2007). Regarding interpersonal relationships, studies have linked EI with pro-social behaviours and positive interpersonal relationships (Côt e et al., 2011;Frederickson et al., 2012;Lopes et al., 2005). ...
This article examines the relationship between emotional intelligence and ethical leadership competencies among university students. The research hypothesis was that emotional intelligence correlates positively with the exercise of good leadership. To this aim, a study was carried out with 1101 university students from Chile, Mexico and Spain who responded to a questionnaire on emotional intelligence (WLEIS) and a questionnaire on leadership competencies (LID) that measures understanding of reality, self-control and team harmonisation. The results show a positive correlation between emotional intelligence and leadership, although with significant differences by country and degree programs, but not in relation to gender. The research contribution is particularly relevant. Firstly, there are few studies on emotional intelligence and ethical leadership competencies carried out in the university student environment. Secondly, the study provides evidence of the predictive validity of emotional intelligence, in particular ‘use of emotions’, on leadership competencies. This finding points to the importance of teaching emotional intelligence in order to develop the leadership competencies of university students.
... This model includes four specific components: intrapersonal skills, interpersonal skills, adaptability, and stress management. Emotional intelligence (EI) has been linked to improved health outcomes, encompassing physical, mental, and psychosomatic well-being (Martins et al., 2010). Research indicates that emotional awareness is reflected in neuronal pathways within the brain, including the limbic system, which regulates emotions, and the pre-frontal cortex (Lane, 2009). ...
... Many studies have connected social functioning with ability EI, but the pertinent findings appear to be dependent on one area of EI (management) and not entirely consistent across research (Lopes et al. 2004;Lopes et al. 2011). Although these associations are small (in the.20 range) and frequently do not replicate (e.g., Di Fabio & Kenny 2016), there is some evidence of a relationship between ability EI and outcomes such as health (Martins et al. 2010) and well-being (Sánchez-lvarez et al. 2016). When personality and cognitive ability are taken into account, there are frequently no significant relationships found between ability EI and work-related behaviors or performance (Miao et al. 2017). ...
... It signifies intelligence that surpasses cognitive abilities, enabling adaptability and versatility, particularly in social settings, which are vital for personal advancement and overall well-being. As a result, Trait EI seems to have a significant impact on enhancing individuals' quality of life in multiple areas, including health, wellbeing, and personal and professional adjustment (Di Fabio & Kenny, 2016;Di Fabio & Saklofske, 2014;Martins et al., 2010). ...
This study examined the impact of integrating Emotional Intelligence (EI) enhancement interventions into Computer-Assisted Language Learning (CALL) environments on English as a Foreign Language (EFL) learners' oral skills, Personal Best Goals (PBGs), and self-efficacy. Employing a sequential explanatory mixed-methods approach, the study involved two intact classes of grade 11 learners in Malaysia, with the experimental group receiving targeted EI enhancement activities within a CALL platform, while the control group received standard CALL-based instruction. Pre-and posttest measures, along with semi-structured interviews, were used to assess the effects of the interventions. The results revealed that the experimental group outperformed the control group on posttest measures of oral proficiency, 553 indicating the effectiveness of EI-focused interventions in improving learners' oral skills. Furthermore, thematic analysis of the interviews identified themes related to the development of PBGs and self-efficacy within the CALL environment, highlighting the positive impact of EI enhancement on learners' goal-setting behaviors and confidence in language learning tasks. The findings underscore the potential of leveraging technology-enhanced language learning environments to promote the holistic development of learners' emotional, cognitive, and interpersonal competencies. This study contributes to the existing literature by providing empirical evidence of the interconnectedness between emotional factors, language learning outcomes, and learner motivation and engagement in CALL contexts. The study's implications for language teachers, materials developers, syllabus designers, policymakers, and suggestions for future research are discussed.
This study investigates preservice teachers' profiles of intrapersonal emotional competencies (ECs) and their associations with perceived stress, anxiety, and emotional exhaustion during the practicum. Three hundred twenty‐six Belgian preservice teachers completed questionnaires on ECs, stress, anxiety, and emotional exhaustion. Latent Profile Analysis identified four distinct profiles of ECs: High Emotional Competencies, Moderate Emotional Competencies, Poor Identification, and High Regulation. Perceived stress was the highest in the two last profiles, while the profile with higher ECs had less stress and anxiety. Results are discussed related to limitations of the study. Future research on preservice teachers, and practical implications for preservice teachers' initial training are provided.
This chapter explores the multifaceted theories of cognitive development, emphasizing foundational contributions by Piaget and Vygotsky. It examines Piaget’s constructivist approach, highlighting sequential stages of development from infancy to adolescence, such as the Sensorimotor and Formal Operational Periods. These stages are tied to the interplay of neural and environmental factors, establishing a lifelong foundation for cognitive growth. The chapter also evaluates Vygotsky’s systemic perspective, where cognitive functions emerge from the interaction of biological and social systems, emphasizing the role of culture, language, and social context in development. Additional discussions include the evolution of moral reasoning, drawing distinctions between Piaget’s and Kohlberg’s frameworks, and the influence of education and parental involvement on moral and cognitive growth. The chapter underscores how early childhood environments shape intelligence, emotional regulation, and moral judgement, offering critical insights for educators and policymakers to foster optimal developmental outcomes.
Aim: The present systematic review and meta-analysis aimed to examine the effectiveness of psychological interventions in improving students' mental health at Exceptional Talent Schools of Iran. Methods: The present research was a systematic review and meta-analysis, and its statistical population consisted of all domestic studies that were searched using keywords, including the SAMPAD and Exceptional Talent students in databases, namely Ensani.ir, SID.ir, Google Scholar, the Iranian Research Institute for Information Science and Technology (IranDoc), and Magiran.com. Using a purposive sampling method, we found 327 studies and finally reviewed 18 methodologically acceptable studies. The research tool was according to the PRISMA guideline in the systematic review method, and we used the meta-analysis checklist tool in the meta-analysis method. Results: According to the results, the positivism intervention, emotional regulation, and successful intelligence, as well as anxiety and self-confidence with the highest prevalence had the highest contribution in terms of psychological-educational interventions. The highest effect size belonged to a study by Lahijanian et al. (2020) on the effectiveness of cognitive-behavioral therapy on self-perception and the less effect size belonged to a study by Niknam et al. (2017) on the effectiveness of creative problem-solving training on social adjustment. Conclusion: The psychological interventions were effective in improving students' mental health at Exceptional Talent Schools; hence, it seems that psychological interventions can be used as a suitable way to improve students' mental health at Exceptional Talent Schools.
This study investigates the role of emotional intelligence (EI) in cystic fibrosis (CF) treatment through a comprehensive meta-analysis of 47 studies involving 5,823 CF patients. Results affirm a significant positive correlation between EI and treatment adherence (r = 0.62, p < 0.001), as well as improved quality of life (QoL) for CF patients (β = 0.58, 95% CI [0.49, 0.67]). Regression analysis revealed that EI predicts 37% of the variance in lung function (FEV1) (R² = 0.37, F(1, 5821) = 3421.76, p < 0.001). Furthermore, patients with high EI scores exhibited significantly reduced levels of anxiety (d = -0.79) and depression (d = -0.83) compared to control groups. These findings extend previous research by Salovey et al. (2002) and Ceyhan et al. (2024) by identifying specific EI mechanisms influencing CF treatment outcomes. Unlike Cox et al.'s (2020) study focusing on the general population, our findings specifically demonstrate the effectiveness of EI-based interventions in improving clinical outcomes for CF patients, with an average FEV1 increase of 12% after 6 months of intervention. Lastly, mediation analysis indicated that emotion regulation (β = 0.31, p < 0.001), adaptive health behaviors (β = 0.28, p < 0.001), and utilization of social support (β = 0.22, p < 0.001) mediated the relationship between EI and CF treatment outcomes. These findings underscore the importance of integrating EI training into standard CF care protocols to enhance holistic treatment outcomes.
This study examines the relationship between socioemotional competencies (SEC) and happiness among emerging adults, with a focus on the moderating and mediating roles of mindfulness and social media engagement (SME). A total of 70 participants (Mage = 25.00, SD = 6.33), including 43% women (n = 30), were involved. Data analysis employed hierarchical regression, moderation, and mediation analyses. Results indicate a significant positive association between SEC and happiness, mediated by mindfulness, whereas the moderating effect of mindfulness was non-significant. High SME was found to moderate the relationship between SEC and happiness significantly, although its mediating effect was non-significant. These findings highlight the importance of SEC and mindfulness in enhancing happiness and suggest avenues for further research on their interplay with SME.
Aim of the Study: Emotional intelligence (EI) has been gaining increasing attention as an important factor that can influence academic achievement among college students. The ability to recognize, understand and manage one's own emotions as well as those of others has been linked to improved academic performance and overall success in life. The current research purported to examine the association between emotional intelligence and academic achievement of female college students of pre-medical and pre-engineering. Methodology: The present correlational research was consisted of 100 participants including 50 female students of pre-medical and 50 female students of pre-engineering. Emotional intelligence was measured by Schutte Self Report Emotional Intelligence Test (SSEIT) developed by Schutte in 1998 (SSEIT, a= 0.96). Academic achievement was measured through pre-medical and pre-engineering grades of female students. Findings: ANOVA was used to measure difference of emotional intelligence among female students of different academic grades p< 0.01. Independent t-test was used to measure difference of emotional intelligence among female students of pre-medical and pre-engineering t=7.05 with p<0.01 and also used to measure difference of emotional intelligence among students of nuclear and joint family system t = -2.30 with p<0.01. Conclusion: The findings showed that female college students' academic performance and emotional intelligence differed significantly. The results indicated that undergraduate students' academic performance might be further improved by further enhancing their emotional intelligence.
This study examines the relationship between socioemotional competencies (SEC) and
happiness among emerging adults, with a focus on the moderating and mediating roles of mindfulness
and social media engagement (SME). A total of 70 participants (Mage = 25.00, SD = 6.33), including
43% women (n = 30), were involved. Data analysis employed hierarchical regression, moderation, and
mediation analyses. Results indicate a significant positive association between SEC and happiness,
mediated by mindfulness, whereas the moderating effect of mindfulness was non-significant. High SME was
found to moderate the relationship between SEC and happiness significantly, although its mediating
effect was non-significant. These findings highlight the importance of SEC and mindfulness in
enhancing happiness and suggest avenues for further research on their interplay with SME.
Keywords: socioemotional competencies, social media engagement, mindfulness, happiness
Personality and Individual Differences (PAID) publishes groundbreaking theoretical and empirical research on abroad spectrum of psychology-related topics since its inception in 1980. The journal is highly valued among academics, researchers, and professionals due to its distinctive contributions to the field of psychology. A state of the art bibliometric techniques were applied to deeply assess PAID's impact over the past four decades. The journal's progression is examined from a historical perspective, analyzing 12,702 peer-reviewed articles and 369,735 citations between 1980 and 2022. Data from the Web of Science database was used to assess the mostcited articles, productive and influential authors, key contributing countries, and frequently used keywords. A bibliographic coupling analysis further identified nine distinct research themes based on shared bibliographies,
such as, measurement and psychological assessment, learning and cognitive abilities, psychological factors and coping strategies, personality traits and dimensions, cognitive abilities and social influence, dark personality
traits and individual behavior, behavioral and emotional regulation models, emotional intelligence and human behavior, and perfectionism and personality traits. These distinct clusters represent key areas of focus within PAID over the last four decades, having attracted significant attention from the academic community and are poised to shape the future trajectories of PAID.
The university is an environment that allows the student to be able to diversify different situations, and there is a need to train sensitive and empathetic professionals for a competent society. The objective of this research was to design a didactic strategy to develop socioemotional competencies in students at a university in Lima. A qualitative methodology of non-experimental, cross-sectional, and descriptive design was used. The sample consisted of 34 students and four teachers. The techniques used included questionnaires, observations and interviews. The results showed 11 emerging categories, seven of which were approximate to the a priori category and four were influential in the research. A validated didactic strategy was presented with two lines of action composed of three stages: classroom emotional diagnosis, management of socioemotional teaching activities, and transformative evaluation; all under a model of Social and Emotional Learning, the Theory of Emotional Intelligence, and the epistemological positions of Neuroscience in Learning.
Anxiety is being increasingly linked to circadian rhythms, including chronotype, in addition to its intricate links with sleep quality. Emotional competence is thought to be a strong predictor of wellbeing and mental health. This study aimed to examine whether a combination of chronotype, sleep quality, and intrapersonal emotional competence can predict anxiety in emerging adults (aged 18-29), who have the greatest prevalence of adult anxiety. One hundred and seventeen participants completed self-report measures of chronotype, sleep quality, emotional competence, and anxiety. A multiple linear regression, with anxiety as the criterion variable, showed that while all predictors were significant, sleep quality was the strongest predictor of anxiety. A later chronotype, poorer sleep quality and lower intrapersonal emotional competence were related to higher anxiety. Thus, integrating intrapersonal emotional competence and chronotype considerations into interventions may address the interplay between sleep quality and anxiety in emerging adults more effectively.
Duygusal zekâ çalışanların işe bağlı streslerinin hafifletilmesi ve çalışma ortamındaki refahları için önemli bir yetkinliktir. Bu araştırmanın amacı duygusal zekânın iş stresine etkisinde psikolojik iyi oluşun aracılık rolünü belirlemektir. Araştırmanın amacı doğrultusunda oluşturulan ankette demografik özellikleri ölçen ifadelerin yanı sıra, duygusal zekâ, iş stresi ve psikolojik iyi oluş ölçeklerine yer verilmiştir. Yüz yüze gerçekleştirilen anket Bingöl Üniversitesi’nde görev yapan akademik ve idari personel ile yapılmıştır. Basit rastgele örneklem metodu ile toplanan anketlerden 285’i analizlere uygun bulunmuştur. Yapısal eşitlik modellemesi yöntemi ile araştırmanın hipotezleri test edilmiştir. Kurulan ilk modelde duygusal zekânın iş stresini negatif olarak etkilediği tespit edilmiştir. İkinci modelde duygusal zekânın psikolojik iyi oluşu pozitif olarak etkilediği ve psikolojik iyi oluşun iş stresini negatif olarak etkilediği belirlenmiştir. Üçüncü modelde ise duygusal zekânın iş stresine etkisinde psikolojik iyi oluşun aracılık rolü gösterdiği bulunmuştur. Bu sonuca göre duygusal zekâ psikolojik iyi oluşa katkı sağlamakta ve bu katkı ile beraber çalışanlar daha az iş stresi yaşamaktadır.
In recent years, innovative schools have developed courses in what has been termed emotional literacy, emotional intelligence, or emotional competence. This volume evaluates these developments scientifically, pairing the perspectives of psychologists with those of educators who offer valuable commentary on the latest research. It is an authoritative study that describes the scientific basis for our knowledge about emotion as it relates specifically to children, the classroom environment, and emotional literacy. Key topics include: historical perspectives on emotional intelligence neurological bases for emotional development the development of social skills and childhood socialization of emotion. Experts in psychology and education have long viewed thinking and feeling as polar opposites reason on the one hand, and passion on the other. And emotion, often labeled as chaotic, haphazard, and immature, has not traditionally been seen as assisting reason. All that changed in 1990, when Peter Salovey and John D. Mayer coined the term emotional intelligence as a challenge to the belief that intelligence is not based on processing emotion-laden information. Salovey and Mayer defined emotional intelligence as the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use motivated scientists, educators, parents, and many others to consider the ways in which emotions themselves comprise an intelligent system. With this groundbreaking volume, invited contributors present cutting-edge research on emotions and emotional development in a manner useful to educators, psychologists, and anyone interested in the unfolding of emotions during childhood. In recent years, innovative schools have developed courses in “emotional literacy” that making; these classes teach children how to understand and manage their feelings and how to get along with one another. Many such programs have achieved national prominence, and preliminary scientific evaluations have shown promising results. Until recently, however, there has been little contact between educators developing these types of programs and psychologists studying the neurological underpinnings and development of human emotions. This unique book links theory and practice by juxtaposing scientific explanations of emotion with short commentaries from educators who elaborate on how these advances can be put to use in the classroom. Accessible and enlightening, Emotional Development and Emotional Intelligence provides ample evidence about emotional intelligence as well as sound information on the potential efficacy of educational programs based on this idea.
We examined the relationship between perceived emotional intelligence (PEI), measured by the Trait Meta-Mood Scale (TMMS), and psychophysiological measures of adaptive coping. The TMMS assesses perceived ability to (a) attend to moods (Attention), (b) discriminate clearly among moods (Clarity), and (c) regulate moods (Repair). Study 1 showed significant positive associations between PEI and psychological and interpersonal functioning. In Study 2, skill at mood Repair was associated with less passive coping and perceptions of repeated laboratory stressors as less threatening; Clarity was related to greater increases in negative mood, but lower cortisol release during repeated stress. In Study 3, Repair was associated with active coping and lower levels of rumination; Attention was associated with lowered cortisol and blood pressure responses to acute laboratory challenges. These findings suggest that psychophysiological responses to stress may be one potential mechanism underlying the relationship between emotional functioning and health.
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.
This study examined the incremental validity of the Mayer–Salovey–Caruso Emotional Intelligence Test Version 2.0 after controlling for general cognitive ability and the Big 5 personality factors. The criterion measures used were academic achievement, psychological well-being, peer attachment, positive relations with others, and alcohol use. Results of these analyses suggest that emotional intelligence (EI) explains a significant and moderate to large amount of unique variance for alcohol use and positive relations with others after controlling for cognitive ability and personality. Implications of these results for theory and future research on the ability model of EI are discussed.
One hundred and eight adults ranging in age between eighteen and sixty years were surveyed to assess their emotional intelligence (EI), goal orientation, life satisfaction, and depression symptomatology. Path analysis outcomes attested to the construct validity of EI. In addition, path analysis showed EI to be positively related with an adaptive form of goal orientation and with life satisfaction—and to negatively influence depression symptomatology through mediation of these other processes. Implications for personal functioning were discussed and recommendations were made for further study.
Meta-analysis is arguably the most important methodological innovation in the social and behavioral sciences in the last 25 years. Developed to offer researchers an informative account of which methods are most useful in integrating research findings across studies, this book will enable the reader to apply, as well as understand, meta-analytic methods. Rather than taking an encyclopedic approach, the authors have focused on carefully developing those techniques that are most applicable to social science research, and have given a general conceptual description of more complex and rarely-used techniques. Fully revised and updated, Methods of Meta-Analysis, Second Edition is the most comprehensive text on meta-analysis available today. New to the Second Edition: * An evaluation of fixed versus random effects models for meta-analysis* New methods for correcting for indirect range restriction in meta-analysis* New developments in corrections for measurement error* A discussion of a new Windows-based program package for applying the meta-analysis methods presented in the book* A presentation of the theories of data underlying different approaches to meta-analysis
The purpose of the present study is to explore the relationship between emotional intelligence and sources of occupational stress and outcomes on a sample of professionals in mental health institutions. A total of 212 participants were administered the Emotional Intelligence Questionnaire as well as the Organizational Stress Screening Tool (ASSET), a new organizational screening tool, which measures workplace stress. The results were in the expected direction showing a negative correlation between emotional intelligence and stress at work, indicating that high scorers in overall EI suffered less stress related to occupational environment. A positive correlation was also found between emotional intelligence and organizational commitment, which according to the ASSET model is considered as a consequence of stress, suggesting a new role for EI as a determinant of employee loyalty to organizations. Finally, the relationship between EI, job stress, and various demographic variables such as gender, age, and education was investigated and results are discussed in the light of the organizational framework.
Although a number of experimental and naturalistic studies have demonstrated the relevant role of ruminative styles in the onset, duration and severity of depressive episodes, research on the precursors of the ruminative responses is needed. In this study, we explored in a general population sample the role of several emotional precursors of ruminative styles. Firstly, we examined the role of Emotional Attention,
Emotional Clarity and
Emotional Repair (Salovey et al., 1995). Secondly, we analyzed the role of
Emotional Complexity (Hervás, Hernangómez y Vázquez, 2004), which can be defined as the tendency to simultaneously experience different emotions when being sad. Our results showed that although all these variables were significantly related to a ruminative style, only emotional complexity and emotional attention explained unique variance. Moreover, emotional attention partially mediated the relationship between emotional complexity and ruminative tendencies. The implications for the treatment of rumination in several psychological disorders—for example, the convenience of including emotional intelligence strategies in such treatments—are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Three major meta-analytic approaches have been developed and applied to integrate empirical research. A comparison of their statistical formulas suggested that they should yield different answers to the meta-analytic questions of central tendency, variability, and prediction by moderators. These frameworks were used to analyze systematically differing databases and showed that, although the techniques of L. V. Hedges and I. Olkin (1985) and of R. Rosenthal and D. Rubin (e.g., 1978, 1988; Rosenthal, 1991) tended to produce reasonable and convergent results, the results of J. E. Hunter, F. L. Schmidt, and G. B. Jackson (1982; Hunter & Schmidt, 1990) often diverged from the other 2 frameworks. For example, consistent with the law of large numbers, finding more studies with the same result is less likely to occur because of chance alone; the Hedges and Olkin and the Rosenthal and Rubin approaches confirmed this prediction, but the Hunter et al approach did not. The distinct tendency of the Hunter et al framework to produce results that violate conventional expectations suggests that it should be used with caution. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Presents a general set of meta-analytic procedures for combining and comparing research results from studies yielding multiple effect sizes based on multiple dependent variables. These require, in addition to the individual effect sizes or significance levels, only the degrees of freedom in the study and the typical intercorrelation among the variables. Older methods are reviewed, and a new method for obtaining a single summary effect size estimate from multiple effect sizes is presented. Significant testing of this summary effect size estimate is described. Procedures for computing the effect size for a contrast, and its significance level, among the multiple effect sizes of a single study are also described. Methods for dealing with problems of heterogeneous intercorrelations among the dependent variables are presented. (22 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study examined the predictive ability of emotional intelligence (EI), trust, and organizational support in general health. The sample consisted of 250 middle-level executives from 2-wheeler manufacturing organizations. Results suggest that the dimension of EI termed positive attitude about life predicted both factors of general health positively: (a) sense of accomplishment and contribution and (b) botheration-free existence. Organizational support predicted sense of accomplishment and contribution, whereas vertical trust predicted botheration-free existence, accompanied by the assertiveness and positive self-concept dimension of EI. The implications of the results are discussed in terms of promoting the general health of employees through training on EI skills and through the creation of an atmosphere of trust and recognition within the organization. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study investigates the relationship of emotional intelligence (EI) characteristics, such as perception, control, use and understanding of emotions, with physical and psychological health. In the first study, 365 individuals filled in measures of EI and general health. It was hypothesized that EI would be negatively associated with poor general health. In the second study, 212 working adults completed the same measure of EI and another measure, which apart from the standard information regarding physical and psychological health, provided also information about other health related behaviours, such as smoking, drinking, and exercising. It was also hypothesized that EI would negatively correlate with smoking and drinking and positively correlate with exercising. The findings confirmed both hypotheses and provided further support on the claims that there is a relationship between EI and health functioning. Additionally, in a series of hierarchical regression analyses the unique contribution of each of the EI scales on the overall health score were investigated. The findings are discussed in the context of the importance of emotional competences on health and personal lifestyle, while implications for practice and directions for future research are proposed. Copyright © 2005 John Wiley & Sons, Ltd.
There has been no published investigation made of the relationship between social anxiety and emotional intelligence (EI), or of their shared impact upon interpersonal adjustment. This study examined these questions using structural equation modeling with self-report data from a large nonclinical sample (N = 2629). EI was found to be highly related to social interaction anxiety, but not performance anxiety. A model permitting these three predictors to inter-correlate indicated that the EI factor was the dominant predictor of interpersonal adjustment, substantially reducing the unique contribution made by interaction anxiety. This pattern reflected the principal contributions made to interaction anxiety by the interpersonal and, particularly, intrapersonal domains of EI.
This paper describes a meta-analysis of 33 studies that examined the relationship between the Five-Factor Model and symptoms of clinical disorders. The typical pattern found associated with clinical disorders or measures of clinical disorders was high Neuroticism, low Conscientiousness, low Agreeableness, and low Extraversion. Comparisons of diagnostic groups and norm groups showed higher levels of Neuroticism and lower levels of Extraversion than did studies of correlations between measures of the level of a disorder and measures of the five factors. Studies of observer ratings of the five factors showed lower levels of Neuroticism and Openness than did studies of self-report ratings. These and other findings relating to type of scale and type of comparison group have possible clinical implications and raise several questions worthy of further research.
The topic of emotional intelligence (EI) has generated a great deal of interest in both researchers and mental health professionals
as it offers a new perspective in the study of emotions and disorders of emotion. While historically emotions were thought
to interfere with cognitive processing, it is now acknowledged that, when managed appropriately, emotions can provide essential
information about how to solve daily problems. From this perspective, the intelligent use of emotions is considered essential
for psychological adaptation (Mayer & Salovey, 1997; Salovey, Bedell, Detweiler, & Mayer, 1999; Salovey, Mayer, Goldman, Turvey,
& Palfai, 1995).
In order to understand how emotional aspects evolve and are related to craving for alcohol, different emotion-related variables were examined in relationship to craving during a protracted withdrawal. To this end state affectivity (PANAS), emotional intelligence (EI) (TEIQue), and craving (OCDS) were assessed at the onset (T1: day 1 or 2) and at the end (T2: day 14 to 18) of three-week protracted withdrawal among alcohol-dependent inpatients (DSM-IV, N = 41). A significant decrease in craving and negative affectivity (NA) was observed from T1 to T2 while EI scores remained low. At both baseline and follow-up, there was a significant moderation effect of EI on the link between NA and craving for alcohol. Negative mood at the onset of the cure was linked to craving at the end of the withdrawal period but only among patients with low trait EI scores. The merits of using psychotherapeutic approaches were discussed in the treatment of alcohol addiction.
A study was conducted to explore the relationship between emotional intelligence (EI) and adolescent tobacco and alcohol use (TAU). Subjects were 205 multi-ethnic adolescents (52% male) from middle schools in southern California (mean age=12.63 years), 153 from a public school and 52 from a parochial school. An abbreviated version of the Multifactor Emotional Intelligence Scale, Student Version [Mayer, J. D., Salovey, P., & Caruso, D. R. (1997). Multifactor emotional intelligence scale, student version. Durham, NH] was used to assess the EI of the students. EI was negatively correlated with a general, overall measure of tobacco and alcohol use, and with individual tobacco and alcohol scales and items. It is plausible that the adolescents with high EI may possess a greater mental ability to read others well and detect unwanted peer pressure. These abilities may have led to an increased resistance to TAU, thus explaining the negative correlations found in this study. Further research is needed to validate these findings.
One hundred adults were surveyed to test a self-regulation (SR) model of emotional intelligence (EI). The social cognitive SR concepts of motivation, goal setting, strategy usage, and self-evaluation were integrated with the EI components of the tendencies to be in touch with, sort out and regulate one's moods and emotions into a self-regulation model of EI. Factor and path analyses disclosed the model's construct validity as well as its power in explaining affective state. The findings were discussed in the light of social cognitive theory, and recommendations were made for further study.
This article considers the application of cumulative meta-analysis, defined as the procedure of performing a (new) meta-analysis at every point during the history of a research domain. Two distinct facets of cumulative knowledge are identified: sufficiency (“Are additional studies needed to establish the existence of the phenomenon?”) and stability (“Will additional studies change the aggregate picture of the phenomenon?”). These two facets of cumulative knowledge define the purpose of the present effort: How can we determine whether a cumulative meta-analytic database has achieved sufficiency and stability? The authors delineate indicators of sufficiency and stability that might be derived from cumulative meta-analyses and explore the use of these indicators in a set of previously published meta-analytic databases. Discussion explores both retrospective and prospective implications of this approach to cumulative knowledge and compares the implications of this approach to cumulative knowledge with alternative views of social psychology as history.
To examine the utility of dispositional models of emotional intelligence (EI), two studies (Ns = 263, 116) examined whether dispositional EI predicted psychological health independent of personality. Participants completed measures of three EI dispositions (perception, understanding, regulation), Big-Five traits, psychological well-being and emotional distress. In Study 2 participants completed the health scales a second time three months later. Results revealed that dispositional EI is related to health outcomes cross-sectionally (Study 1) and predicts changes in health over time (Study 2), after controlling for the Big-Five. These findings suggest that dispositional EI is not synonymous with personality and predicts meaningful life outcomes above and beyond the Big-Five personality traits. These findings have implications for the theoretical conceptualization and measurement of emotional intelligence.
This study employed the Trait Meta-Mood Scale (TMMS) to assess self-reported emotional intelligence cross-culturally as an input (attention to emotions), process (clarity of emotions), and output (repair of emotions) information-processing system. Iranian (N = 231) and American (N = 220) university students responded to the TMMS along with measures of alexithymia, public and private self-consciousness, depression, anxiety, self-esteem, and perceived stress. Negative correlations with alexithymia and expected linkages with all other variables documented the validity of the TMMS in both cultures. Most of the other measures correlated similarly in the two samples. However, private and public self-consciousness displayed a stronger positive association in Iran. These two scales were also more predictive of adjustment in Iran and of maladjustment in the United States. This difference perhaps reflected a poorer integration of the two dimensions of self-consciousness within a presumably more individualistic American society. Confirmatory factor analyses and measurement invariance procedures revealed cross-cultural similarities in the fit of an a priori higher-order factor structure to the obtained data, but subsequent structural equation modelling techniques uncovered cross-cultural dissimilarities in the actual processing of emotional information. Specifically, the higher-order factors of emotional intelligence were similar, but the interrelationships among those higher-order factors were not. As expected, Iranians displayed positive relationships among the input, processing, and output activities of the information-processing model. For the Americans, however, greater input was associated with diminished processing and output. This unanticipated relative contrast seemed congruent with speculation that the historical American emphasis on the self and individualism promotes positive, optimistic thinking. Overall, these data most importantly suggested that subtle cultural differences might exist in the processing of emotional information.
The study examined reliability and validity of a new measure of emotional (i.e. non-cognitive) intelligence, the Bar-On Emotional Quotient Inventory (EQ-i; Bar-On, 1997, in a sample of 243 university students. Results indicated that the EQ-i domain and component scales had good item homogeneity and internal consistency. Scores were not unduly affected by response styles or biases. The EQ-i scales had a meaningful pattern of convergent validities with respect to measures of normal personality, depression, somatic symptomatology, intensity of affective experience and alexithymia. The reliability and validity results for men and women were very similar. Overall, the results suggested that the EQ-i is a promising measure of emotional intelligence. We recommend strategies for further validation of the EQ-i, as well as the construct of emotional intelligence.
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.
This article presents a meta-analytic review of the Emotional Intellpigence (EI) construct. The first portion of the study examines the relation between EI measures based on two differing models of the construct (i.e., mixed and ability). This study then examines the relation of each of the models separately with cognitive ability and the Big Five personality factors. Results indicate that measures based on the mixed model of EI overlap extensively (i.e., correlate .71 among themselves; k = 12, N = 3,259), whereas mixed measures and ability measures are relatively distinct (.14; k = 13, N = 2,442). Mixed model measures of EI exhibited greater overlap with personality- than ability-based EI measures. Conversely, ability-based EI measures demonstrated a higher correlation with cognitive ability than mixed measures (.34 vs. .13). Implications and suggestions for the measurement of EI are provided.
Many authors claim there is a paucity of evidence for the validity of measures of emotional intelligence (EI). This paper summarises existing information on the reliability and validity of two measures of EI, the Dulewicz and Higgs EIQ and the Bar-on EQ-i. It also reports the results of a study on middle managers which investigated the degree to which these two EI instruments measure the same constructs: their concurrent/criterion-related validity; and the relationship between EI and morale and stress at work. Correlations between the two instruments showed content and construct validity, with 16 out of the 20 hypothesised relationships between scales being significant. Correlations between various measures of morale and stress at work and EIQ demonstrated construct validity. Significant relationships were also found between EIQ and current job performance, thus providing further evidence of concurrent/criterion-related validity.
Background. In past research, several case studies and five controlled-group studies explored the effect of electroencephalographic (EEG) biofeedback on intelligence, attention, and behavior in children diagnosed with attention deficit hyperactivity disorder, but no studies have explored the effects of EEG biofeedback in nonclinical adults on measures of response control, mood, emotional intelligence, and self-efficacy.Method. Sixteen nonclinical college students were randomly assigned to receive Beta/Sensory Motor Rhythm EEG biofeedback to increase 12 to 15 Hz activity while inhibiting 4 to 7 Hz and 22 to 36 Hz activity. A control group received placebo EEG biofeedback. All participants completed pre- and postmeasures assessing intelligence scores, attention, impulse control, mood, emotional intelligence, and self-efficacy to assess the effect of EEG biofeedback.Results. Results showed significant improvements in response control but no improvements in attention. Measures of intelligence and emotional functioning did not change after EEG biofeedback.Conclusions. This study indicates that response control may improve in a few as 20 EEG biofeedback sessions. Implications and shortcomings discussed.
Psychological acceptance (acceptance) and emotional intelligence (EI) are two relatively new individual characteristics that are hypothesised to affect well-being and performance at work. This study compares both of them, in terms of their ability to predict various well-being outcomes (i.e. general mental health, physical well-being, and job satisfaction). In making this comparison, the effects of job control are accounted for; this is a work organisation variable that is consistently associated with occupational health and performance. Results from 290 United Kingdom workers showed that EI did not significantly predict any of the well-being outcomes, after accounting for acceptance and job control. Acceptance predicted general mental health and physical well-being but not job satisfaction, and job control was associated with job satisfaction only. Discussion focuses on the theoretical and applied implications of these findings. These include support for the suggestion that not controlling one's thoughts and feelings (as advocated by acceptance) may have greater benefits for mental well-being than attempting consciously to regulate them (as EI suggests).
This study analyzes the relationship between Perceived Emotional Intelligence (PEI) and Mental Health in the couple's members. 73 couples between 40 and 64 years old composed the sample. The instruments used to measure the variables of interest were the Trait Meta Mood Scale-24 (TMMS-24; Fernández-Berrocal, Ex- tremera, & Ramos, 2004) and the Scale of Mental Health-5 (MH-5; Alonso, Prieto, & Antó, 1995). The results show the absence of direct relation- ship among PEI for one couple's member and mental health of the other. However multiple re- gression analysis indicates that Mental Health of couple's member is predicted in the first place by your own PEI and by your couple's Mental Health in second place. In conclusion we found an indi- rect relationship between IEP for the couple's member and the Mental Health of the other.
The present study examined the hypothesis that cultural factors influ- ence the relation between Perceived Emotional Intelligence (PEI) and depression. We predicted that the influence of PEI on depression is moderated by culture. The cultural factors used in this study were Individualism-Collectivism and Masculinity-Femininity based on in Hoftedes dimensions. Participants from three different cultures (United States, Chile, and Spain) completed measures of Perceived Emotional Intelligence (Trait Meta- Mood Scale, TMMS, with three factors: Attention, Clarity, and Repair) and depression (Beck Depression Inventory, BDI). Résumé La présente étude a examiné l'hy- pothèse que les facteurs culturels influencent la relation entre l'intel- ligence émotionnelle perçue (IEP) et la dépression. Nous avons prévu
This study examined the relationship between emotional intelligence, anxiety and depression among adolescents. Two hundred and fifty high-school students were administered the Trait Meta-Mood Scale (TMMS), a self-report measure of emotional intelligence, along with measures of thought suppression, self-esteem, anxiety, and depression. It was hypothesized that emotional abilities would predict psychological adjustment above and beyond factors that have been previously associated with poor adjustment (i.e., self-esteem and thought suppression). The study revealed two main findings. First, self-reported ability to regulate mood (Emotional Repair) was positively related to self-esteem. Second, self-reported emotional intelligence was negatively related to levels of depression and anxiety. Specifically, the ability to discriminate clearly among feelings (Emotional Clarity) and the ability to self-regulate emotional states were associated with better psychological adjustment, independent of the effects of self-esteem and thought suppression. The results provide support for the hypothesis that emotional abilities are an important and unique contributor to psychological adjustment.
Although some research has linked emotional intelligence (EI) and psychological health, little research has examined EI's ability to predict health outcomes after controlling for related constructs, or EI's ability to moderate the stressor–strain relationship. The present study explored the relationships among EI (as assessed by a trait-based measure, the EQ-i), Big Five personality factors, Type A Behaviour Pattern (TABP), daily hassles, and psychological health/strain factors (in terms of perceived well-being, strain, and three components of burnout). The EQ-i was highly correlated with most aspects of personality and TABP. After controlling for the impact of hassles, personality, and TABP, the five EQ-i subscales accounted for incremental variance in two of the five psychological health outcomes. However, the EQ-i scales failed to moderate the hassles–strain relationship. Copyright © 2005 John Wiley & Sons, Ltd.
Contemporary theories place emotions and self-regulation at the centre of a dynamic process of stress. Emotional Intelligence (EQ) is the ability to perceive, understand and reflectively manage one's own emotions and those of others. This study, which was situated within the management population (n = 224) of a large retail organization, investigates the relationship between a measure of EQ, subjective stress, distress, general health, morale, quality of working life and management performance. Significant correlations in the expected direction were found, indicating that managers who scored higher in EQ suffered less subjective stress, experienced better health and well-being, and demonstrated better management performance. Copyright © 2002 John Wiley & Sons, Ltd.
The trait emotional intelligence (trait EI or trait emotional self-efficacy) framework provides comprehensive coverage of emotion-related self-perceptions and dispositions. In this study, we investigated the relationship between trait EI and four distinct socioemotional criteria on a sample of Dutch adolescents (N = 282; 136 girls, 146 boys; mean age = 13.75 years). As hypothesized, trait EI was positively associated with adaptive coping styles and negatively associated with depressive thoughts and frequency of somatic complaints. It was also negatively associated with maladaptive coping styles, in boys only. Adolescents with high trait EI scores received more nominations from their classmates for being co-operative and girls gave significantly more nominations to classmates with high trait EI scores for having leadership qualities. The discussion focusses on the operationalization of trait emotional self-efficacy in adolescents.
This study used meta-analytic techniques to examine the relationship between emotional intelligence (EI) and performance outcomes. A total of 69 independent studies were located that reported correlations between EI and performance or other variables such as general mental ability (GMA) and the Big Five factors of personality. Results indicated that, across criteria, EI had an operational validity of .23 (k=59, N=9522). Various moderating influences such as the EI measure used, dimensions of EI, scoring method and criterion were evaluated. EI correlated .22 with general mental ability (k=19, N=4158) and .23 (Agreeableness and Openness to Experience; k=14, N=3306) to .34 (Extraversion; k=19, N=3718) with the Big Five factors of personality. Results of various subgroup analyses are presented and implications and future directions are provided.
Associations amongst personality, coping, health locus of control, emotional intelligence (EI) and health behaviours were examined in a group of 364 Canadian students. Consistent associations with health behaviours were found for Conscientiousness, with the correlation pattern for other measures being more variable. EI, coping and health locus of control scales were intercorrelated, and a scale-level factor analysis suggested the extraction of a superordinate Coping/EI factor. This was found to mediate the relationship between personality and both taking regular exercise and healthy diet strategy. These findings suggest that associations between coping and EI, and the ways in which EI can act as a coping resource, should be investigated further.
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.