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Does a Self-Report Measure of Emotional Intelligence Assess Something Different from General Intelligence?

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Abstract

One of the theoretical claims made regarding the concept of emotional intelligence is that it concerns a range of human abilities which are independent of the more familiar concept of intellectual ability. This study was conducted to evaluate the divergent validity of Bar-On's EQ-i as compared to the General Adult Mental Ability scale (GAMA), a measure of fluid intelligence. In a Dutch subject sample (n=873), results indicated that the correlations between the EQ-i and the GAMA were very low, for both the total sample as well as for the sexes separately. These findings indicate that the two tests are psychometrically independent, in that the EQ-i is measuring something other than the GAMA. There were also some small age-related changes in the correlations between the EQ-i and GAMA. These results replicate and elaborate those reported by Bar-On [Bar-On, R. (1997). BarOn Emotional Quotient Inventory: technical manual. Toronto: Multi Health Systems].

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... Although this idea is widespread, little is known regarding EI within the foster care population. Researchers have studied EI as a unique construct and have noted its predictive value in determining success separate and distinct from general intelligence ( Bar-On 2004;Derksen et al. 2002;Van Rooy and Viswevaran 2004). People who are emotionally intelligent are better able to understand beliefs and rules concerning the meaning of emotion as well as evaluate situations and express their feelings adeptly (Matthews et al. 2007). ...
... Emotional intelligence, which increases with age ( Bar-On 2007;Bradberry and Greaves 2005) and peaks in adulthood (Derksen et al. 2002), has become a topic of increasing research interest concerning the development of children (Zeidner et al. 2003). Children that maintain high EI have the ability to understand and express feelings through nonverbal and verbal cues, take into account others' information, and apply it to an emotional situation ( Bar-On et al. 2007). ...
... This suggests the potential value of EI interventions for foster care youth-similar to EI trainings that have been successfully implemented in human resource settings (Kunnanatt 2004). Such trainings for foster youth may reduce future risk as foster children "age out" of the system (Derksen et al. 2002). In fact, EI may promote resilience throughout a foster child's lifetime (Fredrickson 2001). ...
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Objective The most common reason for foster care placement is child maltreatment. Sadly, once in the foster care system over 17% of children in the United States continue to experience multiple forms of maltreatment. After they “age out”, these alumni are particularly vulnerable to a host of adverse situations, such as low educational success and homelessness. The primary aim of this study was to explore individual characteristics that could predict the quality of life and level of distress of foster care alumni. Specifically, we were interested in the predictive ability of emotional intelligence (EI) and general intelligence (IQ) on quality of life and distress. Method Two multiple regression models were evaluated for the primary analyses. Both models included general intelligence and emotional intelligence as predictors, with one model containing quality of life and the other model level of distress as the criterion variables. Results The analyses demonstrated that general intelligence was not a significant predictor of quality of life or level of distress when controlling for emotional intelligence. In contrast, emotional intelligence was a significant predictor of improved quality of life and decreased level of distress when controlling for general intelligence. Conclusions Emotional intelligence appears to be a characteristic that is amenable to change and a predictor of positive outcome among foster care alumni. Moreover, emotional intelligence may bolster resiliency against the higher levels of instability and stress experienced by foster care children.
... A debate has emerged as to whether these two individual characteristics are the same, different, or complimentary. Studies assessing EI and IQ together have also reported conflicting results-with positive [2][3][4][5], negative [6,7], or no correlation between the two [8][9][10][11][12][13]. ...
... Strikingly, we found no association between measures of IQ and EQ suggesting that the cognitive abilities may not go hand in hand with the emotional processing in an individual. Existing literature have reported varying results regarding the correlation of IQ and EQ with positive [2][3][4][5], negative [6,7], or no correlation between the two [8][9][10][11][12][13]. Correlation coefficient of all these studies is very low ranging from r = 0.08 to 0.44. ...
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Background Emotional intelligence is emerging as a determinant of success of an individual in their professions. Therefore, this study was designed to decipher the association of emotional intelligence, intelligence quotient, and autonomic stress reactivity tests in undergraduate medical students. Method Fifty-two undergraduate medical students were recruited in this study. Validated questionnaires for EI—self report and performance based—and IQ were filled by all the participants. Autonomic reactivity tests—lying to standing, deep breathing (DBT), Valsalva maneuver, cold pressor (CPT), and handgrip tests—were also performed. Correlational analysis was done using GraphPad Prism version 5.00. Results Performance-based EI had a positive correlation with DBT responses and an inverse relation with CPT response. Additionally, sub-grouping on the basis of emotional quotient (EQ) and IQ and comparing their autonomic profile revealed an important pattern of parasympathetic reactivity—wherein it was higher in both high > EQ high IQ low > EQ low IQ high > both low. Conclusions Emotional intelligence is associated with autonomic reactivity responses. EQ has a positive relation to parasympathetic system while a negative relation to sympathetic system emphasizing the association of sympatho-vagal balance with the emotional intelligence of an individual. Also, parasympathetic responses in an individual differed significantly in groups based on EQ and IQ which again focuses on the strong relation between higher parasympathetic reactivity and emotional intelligence. This study highlights the probable role of emotional intelligence in medical students in deciphering not only their empathy towards patients, but also their physiological responses and cognitive capacity.
... If EI represents a type of intelligence, the results of intelligence tests should correlate to the EI tests. Numerous previous studies have demonstrated that EI, through capability tests, is correlated in a significant way, but low with the fluid intelligence [36][37][38]. That correlation has to be moderated to exclude the possibility of constructs overlapping [39]. ...
... The moderate correlations between the MEIT and RAVEN suggest that EI is a set of mental abilities, related to intelligence, but independent of it. These findings are also consistent with EI literature [36][37][38]. ...
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The present study analyzes the Mobile Emotional Intelligence Test (MEIT), a new ability-test to assess emotional intelligence (EI) in a digital way. Taking into account the importance of emotional competencies in the study of employees’ wellbeing and performance, the instrument tested is based on the most supported ability model (Four-branch Mayer and Salovey Model), and it evaluates emotional capacity through nine different emotional tasks. A total of 1549 participants (841 women and 708 men) with an average age of 27.77 (SD = 8.75) fulfilled the MEIT, consisting of 42 items. The score on the test is based on expert judgments: professional psychologists and emotional intelligence specialists. In addition to the MEIT test, a series of questionnaires was used to assess relevant constructs which research has shown to be related to EI (general intelligence, personality traits, and life satisfaction); besides, another measure of emotional intelligence trait (TMMS-24) was included. The results showed that the MEIT is a reliable and valid test that is useful for both scientific research and individual assessment. Statistical analysis provides evidence of the reliability and validity of the three-factor structure of the questionnaire. Moreover, internal consistency measures were high. In line with previous studies, MEIT maintains the expected relationships with the rest of the constructs studied. Finally, the limitations of the present study and the need for future research on emotional intelligence assessment are discussed.
... Trait EI, which is assessed through self-report instruments, is a personality trait rather than a cognitive ability, and as such, it should not be expected to show strong associations either with psychometric intelligence (McCrae, 1994;Zeidner, 1995). Indeed, all the available empirical evidence suggests that trait EI is virtually independent of cognitive ability (Derksen, Kramer and Katzko, 2002;Newsome, Day and Catano, 2000;Saklofske, Austin and Minski, 2003). Trait EI theory does not assume that there is one "correct" or "best" way to be; instead, certain trait EI profiles will be advantageous in some contexts, but not in others (Petrides, 2010). ...
... Research shows that EI components may develop over time with age or life changes (Palmer et al., 2003). While some authors found that EI scores are positively related to age, but begin to decrease past the age of 65 (Bar-On, 1997, as cited in Derksen et al., 2002), other researchers indicated that TEI is negatively correlated with age (Jolić Marjanović & Altaras Dimitrijević, 2014). The findings unequivocally show that TEI is positively associated to level of education (Altaras Dimitrijević & Jolić Marjanović, 2021;Pérez-Díaz et al., 2021) and academic performance (Perera & DiGiacomo, 2013;Petrides et al., 2004). ...
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Studies that point to the difficulties in terms of communication, social skills, reading and interpreting emotions in parents of children with autism spectrum disorder (ASD), as well as those regarding the protective function of trait emotional intelligence (TEI), are not complemented by studies directly comparing TEI of caregivers of children with ASD and those of neurotypical children. The aim of this study was to examine differences in TEI between mothers of children with ASD and mothers of children of typical development, as well as the effect of different sociodemographic factors on maternal TEI. Participants were 156 mothers, divided into two groups: 1) mothers of children with ASD (ASD group) (N = 78) and 2) mothers of neurotypical children (control group) (N = 78). Participants completed the Serbian adaptation of the Trait Emotional Intelligence Questionnaire (TEIQue), short form, and answered various questions about their own and their children’s sociodemographic characteristics. Results suggest equivalence of global and factor-level TEIQue scores. Inspection of facet-level differences revealed higher scores on Stress management, and lower scores on Assertiveness in the ASD group compared to controls. Maternal age was not related to their TEI, while Well-being and Optimism of mothers decreased with increasing of ASD child`s age. Mothers with lower education had significantly lower TEI scores on several factors and facets regardless of the child’s ASD status. Obtained findings significantly contribute to the knowledge of perceived emotional self-efficacy in mothers of children with ASD which could elicit additional research and various mental health professional programs aimed at this vulnerable population.
... Meanwhile, in earlier studies over the past twenty years on the relationship between TEI and IQ, Newsome et al. (2000) found none of their participants' EQ-i ( Bar-On, 2004) factor scores, nor the total EQ-i score to be significantly related to the participants' academic achievement. Derksen et al. (2002) found almost no relationship between their Bar-On (2004) EQ-i measure and scores on the General Mental Ability test. In a Dutch sample, Van der Zee et al. (2002) summarized early findings that pointed to a stronger relationship between EQ and personality than between EQ and general intelligence. ...
... Bireyin başarılı olabilmesi için duygularını kontrol edebilmesi (stres toleransı), doğru perspektifte tutabilmesi (gerçeklik testi), sorunları çözebilmesi (problem çözme) ve kendi kendini motive edebilmesi (kendini gerçekleştirme ve iyimserlik) gerekmektedir. Derksen, Kramer ve Katzko (2002) duygusal zekâ ile genel zekâ arasında istatiksel olarak anlamlı bir ilişkinin olduğunu belirtmiştir. Schwean, Saklofske, Widdifield-Konkin, Parker ve Kloosterman (2006) normal gelişim gösteren öğrencilerin bireyler arası boyut puanlarının, özel yetenekli öğrencilerin ise birey içi ve uyum boyut puanlarının daha yüksek olduğunu belirtmiştir. ...
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This study aimed to examine the emotional intelligence of gifted and talented students. The study was carried out using a survey design in a quantitative research model. In the 2019-2020 academic year, students from Eskişehir and Ankara Science and Art Centers participated in this study. Of the 208 students in the study sample, 110 were girls (53%) and 98 were boys (47%), 75 (36%) of the students were generally talented, 68 (33%) were musically talented, and 65 (31%) were artistically talented. Data for this study were collected using the “Bar-On Emotional Quotient Inventory Youth Version.” Data were analyzed using a t-test, one-way ANOVA, and descriptive statistics. As a result of the data analysis, the students’ total emotional intelligence scores and the scores of the sub-dimensions interpersonal, adaptability, and general mood were high; Intrapersonal and stress management scores were found to be moderate. The students’ overall emotional intelligence and their subdimension scores showed no statistically significant differences according to their ability domains or gender.
... Por otro lado, la ausencia de correlación obtenida en nuestros datos entre inteligencia general e inteligencia emocional, consistente con los resultados obtenidos en otros estudios (Derksen, Kramer y Katzko, 2002), refuerza la validez diferencial de la inteligencia emocional. ...
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En el presente trabajo se muestra la importancia relativa de los predictores inteligencia general, factores de personalidad e inteligencia emocional en la determinación del éxito en el inicio de la carrera profesional. Para ello se analizan las relaciones entre la inteligencia emocional percibida, medida mediante el cuestionario Trait Meta-Mood Scale (TMMS-24), la inteligencia general, evaluada mediante la prueba de factor «g» de Cattell, escala 2, la personalidad, evaluada mediante la prueba NEO-FFI, e indicadores extrínsecos e intrínsecos de éxito profesional, en una muestra de 130 egresados que se encuentran en el inicio de su carrera profesional. Los resultados obtenidos en los análisis de regresión jerárquica efectuados indican que, para las medidas de éxito profesional utilizadas, la inteligencia emocional percibida muestra una relación mayor con el éxito profesional y realiza una mayor contribución a la predicción del mismo que la inteligencia general y la personalidad. Se discuten las implicaciones de estos resultados tanto para la comunidad científica, como para la profesional, especialmente en el área de selección, formación y desarrollo de personas.
... Cole (1979) observed a slightly curvilinear relationship between age and performance. Similarly, Derksen, et al. (2002) examined the relationship between emotional intelligence and age using a sample of 873 subjects ranging in age from 19 to 84 years old, with a mean age of 50-74 years old. They found that emotional intelligence peaked in the 35-44 age intervals, and then decreased in older age. ...
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The objective of this study was to find out the effect of contextual factors and emotional intelligence on green human resources management. Specifically, the study examines the influence of age, structure, culture, technology and organizational politics in the association between emotional intelligence and green human resource management. Data were obtained from 41 employees drawn from 2 oil companies in Rivers State, Nigeria. The results of the findings showed that there is positive and significant relationship between emotional intelligence, organizational politics, technology, culture, structure and green human resource management. Although there is a positive relationship between emotional intelligence, age and green human resource management, this relationship is not significant. Based on these findings, one can conclude that emotional intelligence, organizational politics, structure, culture, and technology have potential to influence green human resource management behaviour.
... Mediation analysis was conducted using the path analysis performed using AMOS version 26 of 5000 bootstrapping samples with 95% bias correction (BC). The academic level variable was controlled since EI score may increase from young adult to middle age [59]. Table 2 and Figure 2 summarize the findings. ...
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Perfectionism or a tendency to aim for an unrealistic standard can impair happiness. However, the potential mechanisms of perfectionism to explain the association between trait emotional intelligence (EI) and happiness are still understudied. This study explores the mediating role of perfectionism in the relationship between trait emotional intelligence (EI) and happiness among young adults. A cross-sectional sample of 259 young adults aged between 18 to 35 years old was recruited. All analyses were conducted using SPSS and AMOS Structural Equation Modeling. High trait EI was linked to low perfectionism and high happiness levels. Furthermore, perfectionism mediated the relationship between trait EI and happiness. Although high trait EI lowered maladaptive perfectionism, the negative impact of maladaptive perfectionism remained and subsequently led to decreasing happiness levels of young adults. This study offers an enhanced understanding of the role of perfectionism in explaining the happiness state of young adults. Moreover, it provides practical implications for using trait EI and managing perfectionism tendency to manage the happiness and wellbeing of the young adult population.
... In sum, our findings emphasize emotional intelligence as a measure of one's capacity to understand and manage emotions in themselves and others (Derksen et al., 2002), the application of which depends on situational demands and constraints. Our findings speak to prior research demonstrating the utility of experiential processes in interpersonal judgment (Albrechtsen et al., 2009;Ambady & Rosenthal, 1992;Palermo & Rhodes, 2002). ...
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Frontline service employees often feign positive displays during customer interactions to enhance service outcomes, but to what extent are customers aware of these inauthentic positive displays? The perception of inauthenticity involves a series of complex judgments, however, the influence of customers' different thinking processes on these judgments and the role of customer individual differences in emotional intelligence are seldom investigated. This article investigates how customer emotional intelligence influences the processing of frontline employees' inauthentic positive displays. Across three experimental studies, we find that experiential processes combine with high emotional intelligence to predict more accurate perceptions of frontline employees' inauthentic positive displays (Study 1). In contrast, rational processes interact with low emotional intelligence to predict less accurate perceptions (Study 2). We also find that high emotional intelligence and high dual thinking processes (both experiential and rational) predict more accurate perceptions of frontline employees' inauthentic positive displays (Study 3). These results extend knowledge of the important role of customers in detecting the frontline employee's inauthentic displays. Our findings have important practical implications for service settings where there are strong expectations for frontline employees to provide “service with a smile.”
... EI measures have similarities to general mental ability (GMA) tests (Song et al. 2010). While some previous studies on EI have shown no predictive validity above and beyond GMA, more recent studies indicate that including measures of EI and GMA are not redundant and they can provide independent information (Derksen et al. 2002). As EI measures potentially provide unique information aside from what GMA can uncover, it should be considered a separate construct and tested as such. ...
... Bar-On (1997), who developed one of the most valid theoretical model and measurement tools related to the concept of EI, reported that EI develops with age. Derksen, Kramer, and Katzko (2002) suggested that scores obtained from EI tests increase with age. In addition, according to Petrides and Furnham (2001), the emotionality dimension consists of components such as the participants' ability to affect the feelings of other individuals, being determined, adapting to new conditions, and self-motivation. ...
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The aim of this research was the comparison of mental toughness (MT) and emotional intelligence (EI) of youth soccer players based on their soccer experience and player positions. Participants of the study composed of totally 458 youth male soccer players who are between 17-20 years old (x̅=17,75) and 1-14 (x̅=7,22) years of soccer experiences. Data obtained by using demographic questionnaire, Sport Mental Toughness Questionnaire (MTIS), and Trait Emotional Intelligence Questionnaire (TEIQ). According to homogeneity and normality test results, The One-way ANOVA was used for the analysis of data. The findings demonstrated that there is no significant difference between sports age and position variables in terms of MT. In addition, results indicated that soccer experience make differences on well-being and emotionality subscales of TEIQ. Besides, according to player positions and TEIQ subscales, there were significant differences between sociability. In conclusion, soccer experience is one of the factors that influence well-being and emotionality positively. Moreover, it observed that midfield players’ social abilities are higher than winger players and defensive midfield players.
... ja, Orzechowski 2008, s. 20). Wysoki poziom inteligencji emocjonalnej jest przydatny w pracy zawodowej (Druskat, Wolff 2001;Wong, Law 2002;Matsumoto i in. 2004;por. Jordan i in. 2002) choć nie ma dotychczas wyników badań jednoznacznie potwierdzających, że determinuje ona sukces zawodowy w większym stopniu niż typ osobowości czy inteligencja ogólna (Derksen i in. 2002;zeidner i in. 2004). Jest natomiast potwierdzona pozytywna rola tego zasobu w radzeniu sobie z sytuacją bezrobocia i utrzymywaniu dobrostanu (Hodzic i in. 2015; Berriors i in. 2016; Peláez-Fernández i in. 2019). ...
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Unemployment is currently one of the most important social and individual problems requiring (given its characteristics, scope, and effects) a deeper and more critical approach to understanding the complex issues of a person functioning in this unique situation. The article presents the results of own research dedicated to the analysis of predictive functions of subjective resources in shaping the life satisfaction of the unemployed. Significant positive associations when it comes to the life satisfaction, availability optimism, and the sense of self-efficacy, as well as negative associations regarding emotional intelligence were shown. These results confirm earlier reports from the literature on the contribution of optimism and self-efficacy in the shaping of life satisfaction. On the other hand, the poor state of research concerning the emotional intelligence of the unemployed indicates the need to explore this issue.
... Así, Mikolajczak, Luminet, Leroy y Roy (2007) aseguran que, a mayor edad, mayor inteligencia emocional 1 . Sin embargo, se ha comprobado que la relación entre edad e inteligencia emocional rasgo sufre una declinación a los 35-44 años y otra a los 60-64 años (Derksen, Kramer y Katzko, 2002). ...
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España Resumen El envejecimiento activo requiere para su consecución de un adecuado despliegue de las capacidades físicas, cognitivas, afectivas y sociales de las personas mayores. La in-fluencia de la dimensión emocional determina, en parte, el éxito de las intervenciones con este colectivo, por lo que las competencias emocionales son importantes en la inter-vención con adultos mayores. Esta investigación presenta un estudio que indaga sobre las emociones y la gestión emocional, así como su influencia en la vida cotidiana de los adultos mayores que viven en una residencia. A tal fin, se desarrolló un estudio de caso de corte trasversal con carácter descriptivo. La técnica de recogida de datos ha sido el cuestionario elaborado ad hoc y los sujetos de estudio fueron 19 adultos mayores inde-pendientes que viven en la Residencia Barber de Toledo (España). Abstract Active aging requires an adequate deployment of the physical, cognitive, affective and social capacities of the elderly to achieve it. The influence of the emotional dimension determines, in part, the success of interventions whit this group, therefore, emotional competences are important in intervention with independent older adults. This research presents a study that investigates emotions and emotional management, as well as ther influence on the daily life of older adults living in a residence. To this end, a descriptive cross-selectional case study was developed. The data collection technique was the ad hoc questionnaire and the study subjects were 19 older adults living in the Barber Residence in Toledo (Spain).
... Emotional intelligence was also found to vary with age that was similar to the result of the study done by Mayer et al(1999), (16) Derkson et al (2002) (17) and Benson et al(2010). (18) The main strength of the study was that the cohort was a homogenous group in terms of their education i.e., all the students were from dental profession, unlike a few other studies like that of Newsome et al(2000) (4) wherein the students were from two different courses-part time and full time. ...
Article
Dentistry is one among the most challenging and stressful fields. Research evidence that a person’s emotional intelligence (EI) influences their educational and occupational performance is increasing. Hence, our aim was to assess the influence of trait emotional intelligence on the academic performance of dental undergraduates. A cross sectional study was done on 462 students of 2nd, 3rd, 4th years and interns from five dental colleges using simple random sampling. Trait emotional intelligence was measured using the shorter version of Trait Emotional Intelligence Questionnaire (TEIQUE-SF), and academic performance was assessed using score obtained in the university examination. The mean EI was found to be 101.01. Majority of them agreed that in-spite of finding it difficult to regulate emotions; they could deal effectively with people. Almost 59% of them agreed that they could deal with stress and 66% were able to control their emotions. There was also a significant difference between EI and age (p=0.000). Emotional Intelligence had a significant association with the academic performance of the students.
... Many researchers have reported positive and significant correlations between trait EI and age (Bar-On, 1997;Chapman & Hayslip, 2006;Derksen, Kramer, & Katzko, 2002;Petrides & Furnham, 2006;Tsaousis & Kazi, 2013;Ugarriza, 2001), although a few others have not (Fernández-Berrocal, Extremera, & Ramos, 2004;Shipley, Jackson, & Segrest, 2010). The findings here are not settled, even though the literature provides stronger support for a positive and significant association between trait EI and age. ...
Article
Cultural, linguistic and sociodemographic peculiarities may influence trait Emotional Intelligence (trait EI). An instrument capable of assessing trait EI in different populations can foster cross-cultural research and make an important contribution to the construct's nomological network. Accordingly, the present study aimed to examine the relationship between trait EI and key sociodemographic variables through univariate analyses of variance and tests of multigroup measurement equivalence. We used datasets Trait Emotional Intelligence Questionnaire (TEIQue-SF) datasets from four countries. Collectively, these datasets comprised 2228 participants, 23% from Brazil, 15% from Chile, 23% from Italy, and 39% from the United Kingdom. The sociodemographic variables that we used for trait EI comparisons were gender, age, educational level, civil and occupational status. Our results indicated significant global trait EI differences across countries for civil status, occupation, educational attainment, and age. Measurement invariance across the datasets was acceptable, especially for age, gender and education. In conclusion, the present psychometric evidence supports the suitability of the TEIQue-SF for the accurate assessment of trait EI in transcultural research.
... Higher the ability of interpersonal management better is the academic performance. This result is in consonance with prior studies [16,13,17], who found that adolescents who are particularly focussed on managing other emotions will do well on objective indicators of performance. It is certainly plausible that students who report a desire for hard work and aim to please their teacher with their hard work perform better in regular classroom assessments. ...
... In addition, because the literature shows a low IQ in individuals with a history of child abuse (Arslan et al., 2016;Cantor et al., 2005), we will use the Wechsler Scales to assess the cognitive functioning of child predators, comparing their IQs to their emotional quotients. Starting from some evidence suggesting a poor correlation between IQ and EI measurements, probably as a result of the fact that they are measured by instruments evaluating different constructs (Derksen et al., 2002;Furnham, 2016), we want to test whether there is a correlation between IQ and EI in this particular population. Although sexual offenders of children tend to have a lower IQ than the general population, considering the above, we hypothesize that EI could fit with values in the norm or higher than the general population and that this characteristic could be straightforward in the dynamics of perpetration of the abuse. ...
Article
Various studies have examined intelligent quotients (IQs) in samples of pedophiles and child molesters. However, intelligence is not a monolithic construct; rather, it is made up of different dimensions, including emotional intelligence (EI). Although emotional intelligence has been studied in relation to criminal behavior, there is little knowledge available on EI in samples of child molesters. The aim of the present study is to fill this gap by looking at a sample of convicted Italian child molesters. The Bar-On Emotional Quotient Inventory (EQ-i), Big Five Questionnaire (BFQ-2), and the Scale Wechsler Adult Intelligence (WAIS-IV) were administered to an all-male sample of 10 incarcerated child molesters. Cognitive functioning was below the general population average. The EQ-i scores were average or above and very high in one case. There were no statistically significant relationships between EQ-I and IQ. In our sample, the EQ-i scores are higher for EQ than IQ. The individuals in the sample present scores that are comparable to or higher than the general population in EI measures. The data seem to confirm the hypothesis that some child molesters may use their emotional skills to facilitate the abuse of minors. The data confirm the tendency for IQs to be lower in this population. Furthermore, the data do not support a correlation between IQ and EI.
... Mixed models state that emotional intelligence is characterized by personality traits such as secure assertiveness, optimism, happiness, empathy and selfesteem, optimism and social competence, and is observed through consistent behaviours in different environments (Köksal, 2007). Furthermore, according to many researchers, emotional intelligence, which is a personality trait, has a weak relationship with classical intelligence (Newsome, Day and Catano, 2000;Derksen, Kramer and Katzko, 2002;Saklofske et al., 2003). Models that deal with emotional intelligence as talent say that it is connected with traditional intelligence and talk about abilities such as recognizing, expressing and labelling emotions (Çakar and Arbak, 2004;Köksal, 2007). ...
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According to the existing research, emotional intelligence includes skills that can be developed. In many studies conducted in the literature, it is emphasized that emotional intelligence skills are not stable rather continuously change and develop. In the current study, it is aimed to investigate the level of secondary school students’ emotional intelligence (11-14 years old) in terms of different variables (gender, grade level, parents’ education level, the extent to which their parents care about their feelings, the frequency of reading book, the length of time spent on the phone or computer, person(s) or the environment playing the most important role in the growth of the individual, experiencing difficulty or not in making friends). The current study is designed in the descriptive survey model. The study group is comprised of a total of 920 students (483 females, 437 males) attending different state schools in the city of Denizli in the spring term of the 2018-2019 school year. As the data collection tools, “The BarOn Emotional Intelligence Scale (Child and Adolescent Form) and a “Personal Information Form” were used in the current study. The collected data were analyzed in SPSS 22.0 program package. The data were analyzed by using Multivariate Analysis of Variance (MANOVA). As a result of the research, it was found that secondary school students’ emotional intelligence levels significantly vary depending on the variables such as grade level, the extent to which their parents care about their feelings, the frequency of reading book, the length of time spent on the phone or computer, person(s) or environment playing the most important role in their growth, father’s education level and experiencing difficulty or not in making friends. However, no significant difference was found in the students’ levels of emotional intelligence based on gender and mother’s education level. Keywords:1 Emotional intelligence, BarOn emotional intelligence scale, secondary school students.
... Mixed models state that emotional intelligence is characterized by personality traits such as secure assertiveness, optimism, happiness, empathy and selfesteem, optimism and social competence, and is observed through consistent behaviours in different environments (Köksal, 2007). Furthermore, according to many researchers, emotional intelligence, which is a personality trait, has a weak relationship with classical intelligence (Newsome, Day and Catano, 2000;Derksen, Kramer and Katzko, 2002;Saklofske et al., 2003). Models that deal with emotional intelligence as talent say that it is connected with traditional intelligence and talk about abilities such as recognizing, expressing and labelling emotions (Çakar and Arbak, 2004;Köksal, 2007). ...
Article
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According to the existing research, emotional intelligence includes skills that can be developed. In many studies conducted in the literature, it is emphasized that emotional intelligence skills are not stable rather continuously change and develop. In the current study, it is aimed to investigate the level of secondary school students’ emotional intelligence (11-14 years old) in terms of different variables (gender, grade level, parents’ education level, the extent to which their parents care about their feelings, the frequency of reading book, the length of time spent on the phone or computer, person(s) or the environment playing the most important role in the growth of the individual, experiencing difficulty or not in making friends). The current study is designed in the descriptive survey model. The study group is comprised of a total of 920 students (483 females, 437 males) attending different state schools in the city of Denizli in the spring term of the 2018-2019 school year. As the data collection tools, “The BarOn Emotional Intelligence Scale (Child and Adolescent Form) and a “Personal Information Form” were used in the current study. The collected data were analyzed in SPSS 22.0 program package. The data were analyzed by using Multivariate Analysis of Variance (MANOVA). As a result of the research, it was found that secondary school students’ emotional intelligence levels significantly vary depending on the variables such as grade level, the extent to which their parents care about their feelings, the frequency of reading book, the length of time spent on the phone or computer, person(s) or environment playing the most important role in their growth, father’s education level and experiencing difficulty or not in making friends. However, no significant difference was found in the students’ levels of emotional intelligence based on gender and mother’s education level.
... Napriek tomu, že obidva modely EI sa líšia v základných charakteristikách, zdôrazňujeme v súlade s viacerými autormi (Petrides & Furnham., 2001;Mathews et al., 2007;Stough et al., 2009), že tieto dva konštrukty sa vzájomne nevylučujú, ale môžu spolu koexistovať a dopĺňať sa. V ďalších štúdiách sa pre črtovú EI preukázali nízke alebo nulové korelácie vo vzťahu ku kognitívnym schopnostiam meraným predovšetkým nonverbálnymi testami IQ (Newsome et al., 2000, Derksen et al., 2002Mikolajczak et al. 2007;Petrides, Pita & Kokkinaki, 2007). ...
... The experimental study with more than 500 participants has revealed a significant relationship between age and emotional intelligence The outcome of this result suggests that the older the employees are, the more likely they are to choose good emotional strategies that are adjusted to both individual and organisational aims (Sliter et al, 2013:476). Bar-On (in Derksen et al, 2002) and later Derksen et al (2002) replicated studies have also indicated that regarding global emotional intelligence the scores have shown a positive relationship to age up till 50 years old, but a decrease for the age of 65 and above. The trait approach, on the other hand, has found no or a minimal relationship between emotional intelligence and age (Petrides, 2009). ...
Chapter
This chapter introduces the possible differences revealed of the applied methods in knowledge sharing based on generational differences. In addition the chapter investigates the relationship of knowledge sharing to competences, emotional intelligence and social media tools and presents research that were carried out between 2006-2015. The aim of this part is to enable companies, especially SMEs to learn from these research outcomes and develop strategies to trigger knowledge sharing among different generations regarding the vital competences, emotional intelligence and social media tools.
... Derksen, Kramer, and Katzko (2002) offered data to support the notion that EI peaks between 35 and 44 years and drops off as one progresses into old age [46]. Petrides (2009) considered that self-perceptions of EI are likely to remain relatively stable across the life-span, but major life events or conscious effort by an individual might change a person's EI profile [44], such as changes brought by educational intervention [47]. ...
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In culturally diverse career settings, some designers are performing more effectively than others. The competence and intelligence behind their performance are crucial to sustainable career development in the highly competitive and globalized design industry. We believe that cultural intelligence (or CQ as a shorthand label) is highly required in such cross-cultural design situations, and it could be trained and improved through design education. Therefore, to better prepare students in design colleges for sustainable career development, we extend and assess the CQ model in design education so that we can understand which dimension of CQ could explain and forecast the differences of design students’ competitive advantage for sustainable career competitive advantage. We begin the study by determining the demographic differences of design students in terms of CQ, then clarify associations between CQ and competitive advantage. The results of variance analyses using both a t-test and ANOVA showed that education level had a significant effect on two dimensions of CQ (cognitive and motivational), whereas gender, age, and design field did not have significant effects on any dimensions of CQ. Further, step-wise regression analyses demonstrated that three dimensions of CQ (motivational, metacognitive, and behavioral) had significant impacts on competitive advantage. Based on these results, theoretical and practical implications, as well as suggestions for future studies, are further discussed.
... ***p < .001 found negative correlations (Birks et al. 2009;Diener 1984;Young and Mroczek 2003), others found that EI, SE, and SWB increase across the adult life span (Horley and Lavery 1995;Orth et al. 2010;Wong and Law 2002), and others have demonstrated that the relationship between age and these variables appeared to follow an inverted-U curve (Derksen et al. 2002;López Ulloa et al. 2013;Orth et al. 2010). Although we did not establish a hypothesis regarding these correlations, we point out these findings as an opportunity for further research. ...
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Modesty, often defined as a goal-direct self-presentational behavior, is highly beneficial to behavioral health regulation, self-efficacy, interpersonal relation, and group performance. Recent theories and studies have provided evidence that modesty is linked to adaptive well-being, but the potential mechanisms underlying this relationship remain poorly understood. This study examined the mediating roles of emotional intelligence (EI) and self-esteem (SE) in the relationship between modesty and subjective well-being (SWB) as well as depression among 500 Chinese adults. The results showed that higher levels of modesty were positively associated with EI, SE, SWB, and negatively correlated with depression. Furthermore, EI and SE were positively related to SWB, and were negatively related to depression. Path analyses indicated that EI and SE mediated the relationship between modesty and both SWB and depression in-sequence. EI was also a direct mediator between modesty and depression, whereas SE played an indirect role through its relationship with EI. These findings suggest an important role of modesty in promoting well-being and provide the preliminary evidence regarding possible mechanisms through which modesty contributes to well-being.
... Professionalism is related to an improvement in quality of service rather than enhancement of status (Day, 2007). Teaching professionalism is interpreted as a professional work with its sociological, ideological and educational dimensions that aims at achieving the highest standards in teaching profession, which is entirely based upon professional formation, knowledge, skills and values (Derksen, 2010). In addition to that, teaching professional influences the personality of every student / learner. ...
... Por otro lado, la ausencia de correlación obtenida en nuestros datos entre inteligencia general e inteligencia emocional, consistente con los resultados obtenidos en otros estudios (Derksen, Kramer y Katzko, 2002), refuerza la validez diferencial de la inteligencia emocional. ...
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En el presente trabajo se muestra la importancia relativa de los predictores inteligencia general, factores de personalidad e inteligencia emocional en la determinación del éxito en el inicio de la carrera profesional. Para ello se analizan las relaciones entre la inteligencia emocional percibida, medida mediante el cuestionario Trait Meta-Mood Scale (TMMS-24), la inteligencia general, evaluada mediante la prueba de factor «g» de Cattell, escala 2, la personalidad, evaluada mediante la prueba NEO-FFI, e indicadores extrínsecos e intrínsecos de éxito profesional, en una muestra de 130 egresados que se encuentran en el inicio de su carrera profesional. Los resultados obtenidos en los análisis de regresión jerárquica efectuados indican que, para las medidas de éxito profesional utilizadas, la inteligencia emocional percibida muestra una relación mayor con el éxito profesional y realiza una mayor contribución a la predicción del mismo que la inteligencia general y la personalidad. Se discuten las implicaciones de estos resultados tanto para la comunidad científica, como para la profesional, especialmente en el área de selección, formación y desarrollo de personas. Palabras clave: inteligencia emocional; personalidad; inteligencia general; éxito profesional.
... There is also considerable agreement that higher EI, if measured in an appropriate manner, should be associated with more adaptive social/emotional functioningand that training programs designed to improve EI might therefore offer considerable benefits in a range of domains, including relationship satisfaction, leadership ability, career success, physical/emotional health, and many others (Brackett, Rivers, Reyes, & Salovey, 2012;Elias, Hunter, & Kress, 2001;Hagelskamp, Brackett, Rivers, & Salovey, 2013). This idea also gains support from previous studies suggesting that scores on EI-related measures tend to improve with age (Derksen, Kramer, & Katzko, 2002;Hemmati, Mills, & Kroner, 2004;Kafetsios, 2004), as well as with training in other domains (e.g., music lessons; see Thompson, Schellenberg, & Husain, 2004); that is, such results are most consistent with the idea that the EI construct refers to a set of psychological skills for which expertise can be gained through sufficient practice/experience. ...
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The construct of emotional intelligence (EI) broadly reflects the idea that individuals differ in their disposition/ability to adaptively generate, recognize, understand, and regulate the emotions of self and others. However, while the neural processes underlying such differences have begun to receive investigation, no brain-based model of EI has yet been proposed to help guide the design and interpretation of neuroimaging research in this area. In this article, we propose a neural model of EI to fill this need. This model incorporates recent insights from emotion theory, computational neuroscience, and large-scale network models of brain function. It also highlights several domain general processes – including those underlying conceptualization, automatic attention, habit formation, and cognitive control – that offer plausible targets for improving EI with training. Our model offers considerable promise in advancing understanding of intelligent emotional functioning and in guiding future neuroscience research on EI.
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Duygusal Zekânın Muhasebe Üzerindeki Etkisi: Nöromuhasebe
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The increasing cases of depression and low self-esteem lead to the dysfunctioning of society. Individuals form groups and groups build society; hence, it is of outmost concern to priorities at the micro level first i.e.; the individual that eventually works on the maintenance of social harmony.Emotional Intelligence (EI) as a concept focuses on self-awareness and management, social awakens, relationship management and personality. EI helps in monitoring human emotions and understanding them differently. EI uses the conceived information to guide human behavior and thoughts Modern day issues with modern solutions, Artificial Emotional Intelligence (AEI) is a computing device that detects and analyses human emotions distinctly and help to undergo the cause of a certain mental illness. AEI is in its budding stage but with a mature intention of restoring mental health with human-robot collaboration via Emotional Intelligence. This paper intends to magnify the effectiveness of EI in the domain of mental health.
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Background: Previous studies have reported strong correlations of emotional intelligence (EI) with mental health and wellbeing; it is also a powerful predictor of social functioning and personal adaption. Resilience is the ability to adapt to significant life stressors and is also crucial for maintaining and restoring physical and mental health. The aim of this study was to investigate EI and resilience in healthy university students, with a focus on gender differences in EI and resilience components. Materials and methods: A total of 277 datasets collected via online questionnaire were analyzed. The questionnaire comprised the Self-Report Emotional Ability Scale (SEAS) developed by Freudenthaler and Neubauer for assessing trait EI facets and the Connor-Davidson Resilience Scale (CD-RISC). Results: Regarding trait EI, females scored significantly higher in the total score for interpersonal emotional skills and in the subscale "Perception of the emotions of others" than males. Men showed significantly higher total scores in intrapersonal emotion-related abilities than women, and in the subscales "Regulation of one's own emotions" and "Control over the expression of one's own emotions." Concerning resilience, female students had significantly higher scores in the CD-RISC subscales "Personal competence and tenacity," "Control," and "Spiritual influence." The intrapersonal trait EI (SEAS) sum score showed a significant positive correlation with the total scores of the CD-RISC (rs = 0.445, p < 0.001). There were also positive correlations between the interpersonal trait EI sum score and the CD-RISC total score (rs = 0.438, p < 0.001). Conclusion: The results indicate gender differences in specific facets of trait EI and resilience, and an interaction between the two psychological constructs was demonstrated regardless of gender. For prevention of mental disorders and to foster wellbeing, it might be helpful to focus on improvement of self-perception in girls and women, and on supporting emotional awareness towards other people's emotions in boys and men. Further studies in the field should address other populations.
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This paper discussed on the conceptual framework of EQ-I emotional intelligence, relevant emotional intelligence theories, current findings and measuring tools for the research methodology that are highly possible correlated to an entrepreneurial culture. Emotional Intelligence scientists such as Thorndike and Gardner pioneered the path for researchers and experts in emotional intelligence. The Emotional Quotient Inventory (EQ-i) is the primary scientific instrument and approved as an instrument to measure emotional intelligence. The Multi-factor Emotional Intelligence Scale also known as Mayer, Salovey, Caruso Emotional Intelligence Test is a test of efficacy. Emotional Competence Inventory (ECI) Competency Inventory, designed by Richard Boyatzis and Daniel Goleman, which measured emotional intelligence as a set of skills. Emotional Intelligence Mapping (EQ-Map) is another set of emotional intelligence is the scale of the EQ-Map self-report, parallel to EQ-i. The effort to cultivate creative and innovative thinking among entrepreneurs and potential entrepreneurs based on the Plan of Education Development Master Plan (PIPP 2006-2010) and (PIPP 2013-2018) capitalised on human and soft skills with emotional intelligence as the core of positive attitude needs to be nurtured from school.
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The study was conducted to determine whether there is an effect of Islamic guidance on emotional maturity in early adolescents. Which is where the process of providing Islamic guidance is integrated with cognitive restructuring techniques that focus on changing negative thinking patterns to positive thinking patterns so that it affects the indicators of emotional maturity, namely emotional unstability (emotional instability), emotional regression (emotional regression), social maladjustment (inability to adjust social), personality disintegration (personality disintegration), and lack of independence (less independent). This research uses quantitative research methods with experimental and descriptive approaches to get answers to predetermined problems and get wider information about cause-and-effect relationships about a phenomenon. That is how the influence of Islamic guidance in achieving emotional maturity. The research subjects were teenagers with emotional maturity problems who were students of MTsN 1 Mojokerto and SMPN 2 Bangsal. Then, the hypothesis testing of the experimental group was tested through the Wilcoxon statistical test. Based on the results of data processing, the experimental group of MTsN 1 Mojokerto obtained the Asymp value. Sig. (2-tailed) of 0.000 <0.05, it can be concluded that Ha is accepted. Then, testing the hypothesis of the experimental group at SMPN 2 Bangsal, the Asymp value was obtained. Sig. (2-tailed) of 0.006 <0.05, it can be concluded that Ha is acceptable. That is, there is an influence on the emotional maturity of adolescent students at MTsN 1 Mojokerto and SMPN 2 Bangsal after being given an intervention in the form of Islamic guidance.
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Aim: The aim of this study is to investigate the role of age and gender in examining the emotional intelligence levels of athletes.. Methods: The universe of the research consists of licensed athletes in Turkey, and the sample consists of 2736 licensed athletes who continue their active sports life in 2019. As a data collection tool in the research; Voluntary Participation Consent Form and Personal Information Form were used. The "Schutte Emotional Intelligence Scale", developed by Schutte et al., (1998), edited by Austin, Saklofske, Huang, and McKenney, (2004), and adapted into Turkish by Tatar, Tok, and Saltukoğlu (2011), was used to measure emotional intelligence. SPSS 25 package program was used for the statistical analysis of the data, and descriptive statistics, one-way ANOVA and t-test analyzes were used in the analysis of the data obtained. Results: As a result of the analysis, it was seen that there was no significant difference in the comparison of the emotional intelligence sub-dimensions and the total score according to the type of sport they do (p>0.05). According to the age variable of the athletes, between the emotional intelligence sub-dimensions and the total score; there was a statistically significant difference in optimism/mood regulation, use of emotions sub-dimension and emotional intelligence total score (p<0.05). In the sub-dimension of evaluation of emotions, there was no statistically significant difference (p>0.05). Conclusion: When the emotional intelligence levels of the athletes were examined according to the gender variable, it was observed that there was a significant difference in favor of women in the use of emotions, evaluation of emotions and total emotional intelligence scores (p<0.05). The results were discussed in the light of the relevant literature and suggestions were made for future studies.
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The current study aimed at exploring self and spouse estimates of general and multiple intelligences among a sample of married Jordanian Students. Two-hundred and ten participants, recruited from Yarmouk and Al-Balqaa Universities, Jordan, completed a brief questionnaire based on those used in previous research which included an estimation of general IQ and each of the multiple intelligence sub-types. Results of the study partially replicated the results from other multiple intelligence self-estimate studies showing sex differences on general and logical intelligences, and confirmed previous research results that estimated verbal (linguistic) intelligence followed by numerical (logical) intelligence are the best significant predictors of estimated general intelligence. These results were discussed in terms of sex and cultural differences and some recommendations were made
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Öz Bu çalışmanın amacı, çalışanların özbilinçleri ile tutumsal bağlılıkları arasındaki ilişkiyi araştırmaktır. Özbilinç ve tutumsal bağlılık arasındaki ilişkiye yönelik demografik değişkenler de araştırmanın konusu içerisinde incelenecektir. Araştırma, Hatay ilinde otomotiv ve endüstri alanında çalışan ASAŞ Filtre Fabrikası çalışanları üzerinde yapılmıştır. Araştırmaya 250 çalışandan 159’u katılmıştır. Katılımcılara özbilinç düzeylerini belirlemek amacıyla Fenigstein, Scheier ve Buss (1975) tarafından geliştirilen Akın, Abacı ve Öveç (2007) tarafından Türkçe uyarlaması yapılan Özbilinç Ölçeği, tutumsal bağlılık düzeyini belirlemek için Meyer, Allen ve Smith (1993) tarafından geliştirilen ve Türkiye uyarlamasını Wasti (2000)’nin yaptığı Örgütsel Bağlılık Ölçeği kullanılmıştır. Toplanan anket formlarından 10 tanesinde eksik veya birkaç şık birlikte işaretleme yapıldığından analiz sürecine dâhil edilmemiştir. Verilerin analizinde SPSS 17.0 istatistik programı kullanılmıştır. Araştırmanın sonucunda çalışanın duygusal zekâsının entelektüel zekâ kadar önemli ve özbilinç durumunun tutumsal bağlılık üzerine etkili olduğu görülmüştür. Ayrıca demografik özellikler olarak eğitim düzeyi ve yaş faktörünün tutumsal bağlılık ve özbilinç alt boyutları üzerinde önemli etkiye sahip olduğu, duygusal zekâ programlarına çalışanları dâhil eden örgütlerin çalışanlarında tutumsal bağlılık düzeylerinin artacağı söylenebilir. Anahtar Kelimeler: Duygusal Zekâ, Örgütsel Bağlılık, Özbilinç, Tutumsal Bağlılık. An Investigation of Relationship Between Attitudinal Commitment and Sub Dimensions of Self-Consciousness of Emotional Intelligence in Employees Abstract This study aimed to determine the relationship between self-conciousness and attitudinal commitment of workers. Demographic variables for relations to self-conciousness and attitudinal commitment will be analyzed in this research too. Research was conducted on the workers at an automotive and industry filter Fabric named ASAŞ in Hatay city. 159 workers participted to the research from all, 250. In order to determine self conciousness levels of participants Self-Conciousness Scale is used which is developed by Fenigstein, Scheier and Buss (1975) and adapted in Turkish by Akın, Abacı ve Öveç (2007). For to measure attitudinal commitment levels Organisational Commitment Scale developed by Meyer, Allen and Smith (1993) and adapted in Turkish by Wasti (2000) is used. Questionnaires, about 10 of them, which are not signed or multi signed by participants were excluded from analysis. Data were analyzed with SPSS 17.0 statistical programme. In conclusion, it was found that emotional intelligence as important as intellectual intelligence, self conciousness state is effective on attitudinal commitment, demographic specialities are educational level and age factors have great effects on attitudinal commitment and self conciousness subscales, lastly it will increase workers attitudinal commitment if organisations include them in emotional intelligence programmes. Keywords: Emotional Intelligence, Organisational Commitment, Self Conciousness, Attitudinal Commitment
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The study of intelligence in humans has been ongoing for over 100 years, including the underlying structure, predictive validity, related cognitive measures, and source of differences. One of the key findings in intelligence research is the uniform positive correlations among cognitive tasks. This has been replicated with every cognitive test battery in humans. Nevertheless, many other aspects of intelligence research have revealed contradictory lines of evidence. Recently, cognitive test batteries have been developed for animals to examine similarities to humans in cognitive structure. The results are inconsistent, but there is evidence for some similarities. This article reviews the way intelligence and related cognitive abilities are assessed in humans and animals and suggests a different way of devising test batteries for maximizing between-species comparisons. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Emotional intelligence (EI) has a significant role in psychological well-being and is affected by parenting styles. There is no evidence about this relationship in countries with the impact of Confucianism and feudalism, in which parents use authoritarian caregiving to foster their children. The aim of the current study was to examine the association between parenting styles and EI among Vietnamese adolescents. This is a cross-sectional school survey using multilevel regression analyses controlling for potential confounders and school cluster effects. The principal data sources were the Trait Emotional Intelligence Questionnaire—Adolescent Short Form, which has been translated into Vietnamese, and the locally validated Parental Bonding Instrument, which assesses three main parenting styles: warmth, overprotectiveness, and authoritarianism. Results from 1,593 students revealed that boys had significantly higher overall EI, Well-Being, and Self-Control subscale scores than girls. The warmth of parents during childhood was associated with higher EI, while overprotectiveness and authoritarianism from mothers were associated with lower EI among adolescents. This study supports the impact of parenting styles on EI. The warmth and care from both mother and father will benefit the emotional development of their children in Vietnam.
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The present research aimed to examine the validity of self-report instruments in measuring multiple iintelligences. Mckenzie's inventory was used as a model for those instruments., through exploring the factorial structure of the multiple intelligences inventory, identifying their concurrent validity through identifying the significance of the correlation between the students' self-reported scores on Mckenzie's Multiple Iintelligences Iinventory and their performance on Maximum Performance Tests, identifying the possibility of predicting their academic achievement through Multiple intelligences and finally identifying the possibility of discriminating validity of multiple intelligences inventory through exploring the multiple intelligences discrimination between high and low achievers in Math and Arabic. The researcher translated Mckenzie's Multiple intelligences inventory into Arabic and depended on the National Battery of Cognitive and Social Emotional Intelligence. The psychometric properties of these instruments were verified by applying them to 341 students from different majors of the Faculty of Education, Minia University. In order to examine the Research hypotheses, research instruments were administer to (429) students from different disciplines of the Faculty of Education, Minia University. Findings revealed that the factorial structure of the multiple intelligence scale Fit the current research data. There was no statistically significant correlation between students' scores on Mckenzie's Multiple intelligences inventory and their language ability test. There was no statistically significant correlation between self-reported social intelligence and social emotional situational intelligence tests; while there was a weak statistically significant correlation between students' scores on mathematical intelligence and numerical ability tests, and also spatial intelligence and spatial ability tests. In addition, the findings also showed that the achievement in Arabic can be predicted only through natural and musical intelligences. Only natural intelligence predicts mathematics, and multiple intelligences do not discriminate between high and low achievers in mathematics, nor do they discriminate between high and low achievers in Arabic except natural and bodily- kinesthetic intelligences. Key words: multiple intelligence, self- report, typical performance, maximum performance. academic achievement.
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The present research aimed to examine the validity of self-report instruments in measuring multiple iintelligences. Mckenzie's inventory was used as a model for those instruments., through exploring the factorial structure of the multiple intelligences inventory, identifying their concurrent validity through identifying the significance of the correlation between the students' self-reported scores on Mckenzie's Multiple Iintelligences Iinventory and their performance on Maximum Performance Tests, identifying the possibility of predicting their academic achievement through Multiple intelligences and finally identifying the possibility of discriminating validity of multiple intelligences inventory through exploring the multiple intelligences discrimination between high and low achievers in Math and Arabic. The researcher translated Mckenzie's Multiple intelligences inventory into Arabic and depended on the National Battery of Cognitive and Social Emotional Intelligence. The psychometric properties of these instruments were verified by applying them to 341 students from different majors of the Faculty of Education, Minia University. In order to examine the Research hypotheses, research instruments were administer to (429) students from different disciplines of the Faculty of Education, Minia University. Findings revealed that the factorial structure of the multiple intelligence scale Fit the current research data. There was no statistically significant correlation between students' scores on Mckenzie's Multiple intelligences inventory and their language ability test. There was no statistically significant correlation between self-reported social intelligence and social emotional situational intelligence tests; while there was a weak statistically significant correlation between students' scores on mathematical intelligence and numerical ability tests, and also spatial intelligence and spatial ability tests. In addition, the findings also showed that the achievement in Arabic can be predicted only through natural and musical intelligences. Only natural intelligence predicts mathematics, and multiple intelligences do not discriminate between high and low achievers in mathematics, nor do they discriminate between high and low achievers in Arabic except natural and bodily- kinesthetic intelligences. Key words: Multiple intelligence, Self- report, Typical performance, Maximum performance. Academic achievement.
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Bilimin ilerlemesi için akademik çalışmalara önem verilmeli ve çalışmaların devamlılığı sağlanmalıdır. Ayrıca akademik çalışmalara katkıda bulunan akademisyenlerin çalışmaları desteklenmelidir. Akademisyenlere iyi bir çalışma ortamının hazırlanması, akademisyenlerin akademik çalışmalara teşvik edilmesi ve akademisyenlerin saha çalışmalarında karşılaştıkları veya karşılaşabilecekleri sorunların ortadan kaldırılması, akademisyenlerin bilime olan katkılarını arttıracaktır. Akademisyenlerin çalışmalarına olumlu ya da olumsuz etkisinin olduğu düşünülen duygusal bir zekâya sahip oldukları bilinmektedir. Duygusal zekâ akademisyenlerin hem iş performanslarını hem de yaşam tatminlerini etkilemektedir. Bu nedenle duygusal zekâ, iş performansı ve yaşam tatmini arasındaki ilişkiler ve duygusal zekâ ile iş performansı arasında yaşam tatmininin aracılık etkisinin incelenmesi araştırmanın konusu olarak seçilmiştir. Çalışmada Yapısal Eşitlik Modellemesi (YEM) kullanılmasının sebebi, YEM ile aynı anda birden fazla değişkenin ilişkilendirilebilmesi ve bu ilişkilerin aynı anda saptanabilmesi, görsel olarak ilişkilerin görülebilmesi ve hipotezlerin daha kolay anlaşılabilmesinin sağlanmasıdır. Bu çalışma; Giriş, Kavramsal Çerçeve, Uygulama ve Değerlendirme ve Sonuç bölümlerinden oluşmaktadır. Kavramsal çerçeve bölümü, duygusal zekâ ve duygusal zekânın boyutları ile etkileşim içinde olduğu düşünülen iş performansı ve yaşam tatmini değişkenleri ile ilgili teorik bilgilerden oluşmaktadır. Uygulama bölümü, araştırmanın modeli, konu ile ilgili önceki çalışmalar ve hipotezler, araştırmanın bulguları ve araştırma sonuçlarından oluşmaktadır. Kitabın hazırlanmasında emeği geçen Hiperkitap Yayınevi yönetici ve çalışanlarına teşekkür ederiz.
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Aim: Research into emotional intelligence and communication skills in the sport have predominantly focused on the effects of sporting performance. In particular, researchers in sports psychology have suggested that emotional intelligence is inherently social and interpersonal. This shift represents a significant change in how communication skills are conceptualized and, given the intensity of emotions experienced in football, represents a potentially productive line of inquiry. On the other hand, communication skills manifest inherent emotional intelligence that is a very important factor in sporting performance specifically in football. This study examined relationships between level of emotional intelligence and communication skills among football coaches. Material and Methods: 431 football coaches completed a self-report measure of Emotional Intelligence Inventory in Sport developed by Lane (2009), adapted to Turkish version by Adilogullari and Gorgulu (2015) and Communication Skills Evaluation Scale, which developed by Korkut (1996). The data were analyzed by using t-test, one-way ANOVA, and Pearson Correlation test. Results: Regression analyses revealed that emotional intelligence has predictive power (0.15) on communication skills while a positive correlation was found between emotional intelligence and communication skills. Conclusion: Lend support to the notion that while emotional intelligence increase there is also an increase in the level of communication skills. Therefore, this study addresses that the level of emotional intelligence draws attention to increase communication skills for football coaches. Thus, examination of factors that might aid the development of strategies aimed to manage such emotions could not only aid conceptual clarity but also help develop strategies intended for communication skills to assist the sporting performance.
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Introduction In recent years, psychology research has addressed the issues of positive psychology within the context of the societal and life pressures encountered by individuals in general and university students in particular, This trend focuses on the positive aspects of personality and strength points, quality of life is regarded as one of the issues of the positive psychology because it deals with perceptions of the person about this life, desires, needs and availability of social, health, economic, educational services besides the mental abilities that enable him to deal with various situations and circumstances. Quality of life can be influenced by many variables such as target, and reflective thinking because the ability to deal with situations and solve problems helps persons to feel the good quality of life. Problem of the research: The problem of the research is represented in the problems and changes of university life. Students face many pressures that effect their quality of life and satisfaction with life at university, college, academic presentation and contents. Senior students also are subject to be anxious about the job opportunities in the future so the present researcher attempts to know the level of quantity of the life of the college of education students in the light of the lack and scarcity of the studies that dealt with the cognitive dimensions of quality of life (cognitive Holding –Reflective thinking ). Results of researches dealt with the effects of gender and major on the study variables were inconsistent and this inconsistency represented the third aspects of the problem. Questions of the research: 1-What is the level of quality of life of college of education student? 2-Do cognitive holding and reflective thinking contribute to the quality of life? 3-Is there any effect of gender, major and their interaction on cognitive holding and quality of life and reflective thinking? Aims of the research: The Present research aimed at knowing the following: 1- The level of quality of life of college of education students. 2- The percentage of contribution of cognitive holding and reflective thinking on quality of life of college of education students. 3- The effect of gender and major on cognitive holding and reflective thinking and quality of life of college of education students. Importance of the research; The importance of this research is derived from: 1- The importance of the dimensions as they are regarded as issues of positive psychology. 2- The present research helps in understanding the relationship among cognitive holding and reflective thinking and quality of life. 3- Knowing some life skills that should be improved in college of education students so as to enable them to deal with frequent changes and technological progresses. 4- This research clarifies the main indicators of quality of life that should be developed to attain better quality of life. 5- This research is a preliminary step for developing cognitive holding, reflective thinking, and social and psychological adjustment. 6- This research presented a scale for assessing quality of life and another one for assessing reflective thinking in Egyptian context for future research. Limitations of the research: Human limits: A pilot sample consisting of(202) junior students at college of education while the main sample consisted of(307) students. Time limits: the period of assessing the psychometric conditions of the scales during the third and fourth weeks of March 2014, while the application of the main instruments was during April 2014. Variable of the research: 1- cognitive holding. 2- reflective thinking. 3- quality of life. Tools of the study: 1- Cognitive Holding Power scale:Prepared by(Stevenson:1998) 2- Reflective thinking scale: Prepared by researcher. 3- Quality of life scale: Prepared by researcher. Statistical techniques: 1- Exploratory factor analysis. 2- Cronbach alpha. 3- Internal consistency. 4- Descriptive statistics. 5- Stepwise regression analysis. 6- Two- way analysis of variance for un weighted means. Results of the research: 1- The level of quality of life was low in the tow dimensions: educational dimension, and time management while it was Average in the total score and in the intellectual dimension whereas it was high in the tow dimensions: social dimension, and psychological dimension. 2- Cognitive holding power and reflective thinking contributed to the variance of scores on quality of life. Reaching conclusions skill is the most influencing one in the quality of life. The second order of cognitive holding power contributes to quality of life. 3- No significant effect of gender was detected for the first order of cognitive holding power. 4- Weak effect of major was detected on the first order of cognitive holding power in favor of scientific divisions. 5- No significant interaction was detected between gender and major –on the first order of cognitive holding power. 6- No significant effect was detected for gender, a major or their interaction on the second order of cognitive holding power. 7- No significant effect of gender or major on reflective thinking skills was detected except for presenting solutions skill because there was an effect for major on presenting solutions skill in favor of scientific divisions. 8- No significant effect for the interaction between gender and major was detected on skills of reflective thinking and the total score except for self- direction skill because there was an effect for major on self- direction skill in favor of females of literary divisions. 9- No significant effect for the gender and major was detected on dimensions of quality of life and the total score detected except for the psychological dimension because there was an effect for gender on the psychological dimension in favor of males. 10- No significant effect for the interaction between gender and major was detected on three dimension: time management dimension, and psychological dimension and intellectual dimension. 11- Statistically significant effect for the interaction between gender and major was detected on the total score of quality of life in favor of males of scientific divisions, also Statistically significant effect for the interaction between gender and major was detected on the educational dimension of quality of life in favor males of scientific divisions compared to females of scientific divisions, and in favor females of literary divisions compared to females of scientific literary divisions, Statistically significant effect for the interaction between gender and major was detected on social dimension of quality of life in favor also of males of scientific divisions compared to males of literary divisions.
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This study was done to examine further the relationship between social and academic forms of intelligence. Subjects (n = 83) were university undergraduates. Three measures of academic ability (grade point average and scores on the ACT English and Mathematics tests) and four measures of social intelligence (self and peer ratings of personality and self and peer ratings of social-behavioral effectiveness) were taken. Replicating and extending the findings of Ford and Tisak (Journal of Educational Psychology, 75, 196–206, 1983), three types of correlational analysis revealed that (a) academic and social intelligence represent separate, although partially overlapping, domains; and (b) self assessments of social intelligence appear to bear little relationship to peer assessments.
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