No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
The Role of Trait Emotional Intelligence in a Gender‐Specific Model of Organizational Variables1
Journal of Applied Social Psychology
Abstract
This article investigated the relationships between trait emotional intelligence (“trait EI” or “emotional self-efficacy”) and 4 job-related variables (perceived job control, job stress, job satisfaction, and organizational commitment). Gender-specific data (N=167, 87 females) were analyzed via multigroup structural equation modeling. Perceived job control had a negative effect on stress and a positive effect on satisfaction. Stress had a negative effect on satisfaction, which, in turn, had the strongest positive effect on commitment. There were many gender differences in the model, mainly concerning age, which was negatively related to control and commitment in the female sample only. Trait EI had specific, rather than widespread, effects in the model. Discussion focuses on trait EI's implications in the workplace.
... The trait Emotional Intelligence Questionnaire Short-form by Petrides and Furnham (2006) evaluated participants' EI (Appendix A) [15]. It has 30 items measuring the accepted dimensions, including selfawareness, emotional regulation, and empathy [15]. ...
... The trait Emotional Intelligence Questionnaire Short-form by Petrides and Furnham (2006) evaluated participants' EI (Appendix A) [15]. It has 30 items measuring the accepted dimensions, including selfawareness, emotional regulation, and empathy [15]. ...
... The trait Emotional Intelligence Questionnaire Short-form by Petrides and Furnham (2006) evaluated participants' EI (Appendix A) [15]. It has 30 items measuring the accepted dimensions, including selfawareness, emotional regulation, and empathy [15]. The Perceived Stress Scale was developed by Cohen et al. (1983), and it has 10 items (Appendix B) to measure the perceived stress among the participants over the last month [16]. ...
Objectives
Emotional intelligence (EI) refers to the ability to perceive, understand, and manage emotions effectively, a skill essential in the high-stress environment of healthcare. Research suggests that healthcare professionals with higher EI are better equipped to handle stress, maintain resilience, and make sound judgments under pressure, ultimately enhancing job performance. This paper examines EI’s predictive role in managing job performance and resistance to stress among healthcare professionals, aiming to explore how elevated EI may strengthen their coping abilities and contribute to improved stress management, professional judgment, and resilience in challenging work settings.
Method
This cross-sectional study was conducted among 108 healthcare providers, including doctors, nurses, and allied workers. It used validated questionnaires to collect data using the Trait Emotional Intelligence Questionnaire (TEIQue) to measure EI, the Perceived Stress Scale (PSS) to determine the level of stress, and other standardized tools to grade job performance and the level of resilience. SPSS analyzed data to find the correlation between EI, stress level, job performance, and resilience. IBM SPSS Statistics, Version 26 (IBM Corp., Armonk, NY, USA), was used to analyze data and determine the correlation between EI, stress level, job performance, and resilience.
Results
The results showed a high positive correlation between EI and job performance, r = 0.601 and resilience r = 0.626, suggesting that higher levels of EI positively determine effective professional outcomes and greater resilience. Besides, EI was shown to have a moderate positive correlation with stress management, r = 0.624, indicating that higher EI levels enhance the capabilities of health professionals to manage stress effectively.
Conclusion
This research would establish that EI significantly affects the resilience of healthcare professionals to stress and job performance. This means that EI-enhancing programs implemented in healthcare agencies could result in better health outcomes, low burnout, and higher resilience of healthcare workers. The subsequent studies may examine the long-term outcomes of EI on resilience to stress and job performance in various settings.
... Emotional intelligence is not a fixed concept that can be assessed and used in a similar manner in different cultural settings. Cultural aspects such as: the rules of behavior, beliefs, and ways of communicating can affect how emotional intelligence is seen and shown in a specific cultural environment (Matsumoto & Hwang, 2012;Petrides & Furnham, 2006).Therefore, validating emotional intelligence measures within specific cultural settings is crucial to ensure their meaningful interpretation and application. Cross-cultural validation studies have played a pivotal role in examining the universality and applicability of emotional intelligence measures across different cultural contexts. ...
... The EIQue depends on the trait model of EI, which views EI as a set of personality traits that are relatively stable and influenced by genetic factors (Petrides & Furnham, 2006). The EIQue is a tool that measures how good someone is at EI. ...
... However, there are no reliable tools to measure emotional intelligence among Ethiopian university instructors, which prevents us from knowing their emotional profiles and designing effective interventions. In order to fill this gap, this study will conduct a thorough crosscultural validation of the emotional intelligence scale, which assesses self-control, emotionality, and sociability (Petrides & Furnham, 2006). It effectively conveys that the emotional intelligence scale has been tested and validated in various countries with diverse cultural contexts, including the United Kingdom, Italy, Spain, and China. ...
Emotional intelligence (EI) is a crucial skill in contemporary workplaces and education, but there needs to be more valid and reliable measures of emotional intelligence for university instructors in Ethiopia. This study aimed to validate the Emotional Intelligence Scale (EIS) for this population, using a sample of 654 instructors from Ethiopian public universities who completed the EIS and gave informed consent. The data was split into two and subjected to exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The results indicated that EIS consisted of 12 items on two factors: emotional self-awareness and self-regulation. The EIS had favorable psychometric properties such as high factor loadings, high measure of model fit indices, and internal consistency. All EIS items had content validity ratio (CVR) of above 0.75, which is the minimum criterion for retention. Thus, the EIS had a high content validity index of 0.928, demonstrating that its items were relevant and representative of the content domain. We assessed construct validity of the measurement model, and results showed that both convergent and discriminant validity were high, as the values exceeded the recommended thresholds of 0.5 and 0.75, respectively. The EIS also indicated a high level of emotional intelligence among instructors. Implications of these findings are discussed.
... Duygusal zekânın ölçülmesi, yetenek temelli ya da özellik temelli kavramsallaştırmaya, ayrıca hem yetenek hem özelliği kapsadığı öne sürülen karma model kavramsallaştırmalarına göre farklılık göstermektedir (Petrides ve Furnham, 2006). Yetenek temelli kavramsallaştırma, maksimum performansı ve sergilenen performansın belli ölçütlere uygunluğuna göre değerlendirilmesini içermektedir (Carroll, 1993). ...
... Ortak yapının "kendini değerli bulma" ya da "kendini beğenme" olarak nitelendirilmesi, her ölçeğin ifadelerinin uyardığı psikolojik özelliğin irdelenmesine değil; performans ölçümüyle ortaya konabilecek olan zekânın kendini değerlendirme/kendilik algısı yoluyla ölçülmesine dayandırılmıştır. Daha önce de belirtildiği üzere, duygusal zekâ ve çoklu zekâlar ölçeklerinin performans ölçümleri yerine özbildirim yoluyla ortaya konması, kişilerin yeterliliklerinden çok kendilik algılarının ortaya konmasına neden olmaktadır (Dufner ve ark., 2012;Petrides ve Furnham, 2006). Bu bağlamda, bu araştırma duygusal ve çoklu zekâ ölçeklerinin bireylerin yeterliliğini değil; kendilerini ne kadar değerli bulduğunu ölçtüğünü ortaya koymuştur. ...
... emotional intelligence is highly and positively associated with self-esteem (Bibi et al., 2016;Ciarrochi et al., 2001;Tajpreet ve Maheshwari, 2015). Briefly, self-report measurements for emotional or multiple intelligence measure self-perceptions which is positively related to self-esteem (Petrides & Furnham, 2006;Dufner et al., 2012). Based on these, according to Davies et al. (1998), the measurement tools for emotional intelligence in literature cannot be assessed as reliable and valid. ...
The aim of this study is to gather evidence that the existing emotional and multiple intelligence scales measure self-assessment and so self-esteem rather than intelligence, based on the inappropriateness of item-response structures of these scales. For this purpose, relationships among the emotional intelligence, the multiple intelligence, and the self-esteem scales and factor structures of the scales were investigated. Data were collected from 246 individuals over 18 years of age in using the snowball sampling method, through face-to-face communication or reaching out to the researchers' acquaintances via the internet due to the COVID-19 pandemic. The results of Exploratory Factor Analysis (EFA) revealed that the emotional intelligence, the multiple intelligence, and the self-esteem scales indicated one dominant factor, although these scales were presented as more than one factor in literature. The single-factor structure in double, triple, and all scale combinations was investigated through Confirmatory Factor Analysis (CFA). So, it was found that the single factor structure indicates a good or acceptable fit for all the combinations. In addition, with the help of One-Way Analysis of Variance (ANOVA), it was revealed that scores obtained from the emotional or the multiple scales increase as self-liking level increases. Based on these findings, it was concluded that the emotional and the multiple intelligence scales mainly measure "self-liking" (self-esteem) levels due to item-response styles of the scales as self-evaluation.
... The second research questionnaire was trait emotional intelligence questionnaire short form (TEIQue-SF) to assess the emotional intelligence of nurses. This questionnaire was developed by Petrides and Furnham (2006). [36] It consisted of 30-items having four dimensions, that is, well-being, self-control, emotionality, and sociability. ...
... This questionnaire was developed by Petrides and Furnham (2006). [36] It consisted of 30-items having four dimensions, that is, well-being, self-control, emotionality, and sociability. In this instrument, a 7-point Likert scale was used, which ranges from (1) completely disagree to (7) completely agree. ...
BACKGROUND
To cope up with the stressors and to make correct decisions in critical conditions and to enhance the quality of health care services the nurses adopt measures like emotional intelligence and self-compassion.
MATERIAL AND METHODS
A nonexperimental descriptive correlation research design was used to collect data from 450 staff nurses working in different wards of Mahatma Gandhi hospital, Jaipur, Rajasthan, from 01/08/2023 to 30/9/2023 by convenient sampling technique. The dropout rate was 4.44%. A demographic information form and three valid and reliable research questionnaires were used that is, trait emotional intelligence questionnaire short form (TEIQue-SF), self-compassion scale, and Maslach Burnout Inventory. A descriptive and Pearson correlation analysis was used.
RESULTS
The findings showed that most of the nurses had average level of emotional intelligence (88.60%) and moderate level of self-compassion (63.95%). Majority of nurses have moderate risk for emotional exhaustion (55.58%) and depolarization (73.72%). Totally, 45.58% had high risk for personal achievement. Positive correlations was found between self-compassion-emotional intelligence ( r = 0.28, P < 0.01). Negative correlations was observed between self-compassion and occupational burnout ( r = -0.33, P < 0.01); and between emotional intelligence and occupational burnout ( r = -0.31, P < 0.01).
CONCLUSIONS
Recommended for health policy makers and nursing managers to impart continuous training sessions for nurses to promote their emotional intelligence and self-compassion and thus reducing burnout.
... In contrast, the second perspective views EI as a purely psychological ability, focusing on the interaction between emotions and cognition (Mayer & Salovey, 1997;Salovey & Mayer, 1990). Measurement tools based on the mixed EI model, such as those developed by Bar-On (1997), Petrides & Furnham (2006), and Schutte et al. (1998), assess a broad range of emotional competencies, including emotion recognition, expression, and regulation. This multidimensional approach provides a comprehensive framework for evaluating individual EI levels, which aligns closely with the real-world demands of the teaching profession. ...
... In the field of EFL language teaching, Mercer and Gkonou (2017) developed the EFL Teachers' Emotional and Social Intelligence Questionnaire based on Goleman's (1995) EI framework. The items of this questionnaire were adapted from the TEIQue-SF (Petrides & Furnham, 2006). Mercer and Gkonou (2017) noted that this adaptation was necessary because the original TEIQue-SF did not clearly distinguish between the specific dimensions of EI that correspond to different items. ...
This study explores the emotional intelligence of middle school English as a foreign language (EFL) teachers in Northeast China, aiming to assess its factor structure and factor levels. Using a revised version of the Emotional Intelligence Questionnaire, data were collected from 1,017 participants. The results indicate that the teachers generally exhibited a high level of emotional intelligence, with relatively high scores in all four sub-dimensions: self-awareness, self-regulation, motivation, and interpersonal connection. Additionally, the study employed both quantitative and qualitative methods to validate the factor structure of EI. The findings reveal that teachers with higher EI tend to show greater self-awareness, emotional regulation, and motivation, which contributes to their overall job satisfaction and effective teaching practices. The results also underscore the importance of EI in coping with emotional challenges in the classroom and its potential role in improving educational quality.
... The Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) measures the trait emotional intelligence (EI) [49,50]. It consists of 30 items rated on a 7-point Likert scale (1 = strongly disagree to 7 = strongly agree). ...
... The questionnaire assesses four dimensions of EI, i.e., well-being, self-control, emotionality, and sociability, with higher scores indicating higher levels of trait EI. Scores above 5.0 are generally considered indicative of high trait EI, while scores below 3.5 suggest areas for improvement [49,50]. The TEIQue-SF has been translated and validated in Greek [51], and also has been used in previous studies in which it demonstrated good reliability and validity [50,52]. ...
Background/objectives:
High levels of emotional intelligence (EI) and resilience in primary care physicians (PCPs) can help them communicate better with patients, build stronger relationships with colleagues, and foster a positive and collaborative workplace. However, studies have indicated that primary care physicians (PCPs) often do not focus enough on developing these skills. Consequently, the purpose of this mixed methods study was to evaluate the effectiveness of an experiential online training (EOT) intervention in enhancing the EI and resilience of PCPs who treat patients with chronic respiratory diseases (CRDs).
Methods:
A total of 46 PCPs from Greece participated in a 25-hour EOT program, which focused on counseling skills for lifestyle change and breathing techniques for self-regulation. Quantitative data were collected using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) and the Connor-Davidson Resilience Scale (CD-RISC-25) before, immediately after, and three months post-intervention. Additionally, qualitative data were obtained through written reflections from participants regarding their clinical practice.
Results:
The results revealed significant improvements in EI and resilience scores immediately after the intervention (ΕΙ: 5.13, SD: 0.65 vs. 5.3, SD: 0.57, p = 0.007; resilience: 76.6, SD: 11.75 vs. 79.83, SD: 10.24, p = 0.029), as well as at the three-month follow-up (ΕΙ: 5.3, SD: 0.57 vs. 5.36, SD: 0.48, p = 0.007; resilience: 79.83, SD: 10.24 vs. 81.03, SD: 7.86, p = 0.029). The thematic analysis of qualitative data identified improvements in five key themes: communication skills, stress management, emotional awareness, resilience, and patient care. Participants reported feeling more confident, empathetic, and effective when interacting with patients, particularly those from diverse backgrounds. The convergence of the quantitative and qualitative findings showed the efficacy of the EOT intervention in enhancing PCPs' EI, resilience, well-being, and, ultimately, their practice.
... To gather the necessary data, the researchers employed the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) in printed format. The TEIQue-SF (see Appendix A), a questionnaire developed by Petrides & Furnham (2006), is a validated and reliable instrument (Siegling et al. 2015;Pérez-Díaz & Petrides 2019) for the general measurement of emotional intelligence. It consists of thirty items, each rated on a Likert scale from 1 (Completely Disagree) to 7 (Completely Agree). ...
... The short form of TEIQue (Petrides & Furnham 2006) Appendix B: A sample of inspirational quotes ...
The popularity of inspirational quotes has grown significantly in recent years, particularly on social media and many social spaces. These quotes are known for their concise and uplifting messages, which offer individuals struggling with stress, tension, and depression a sense of motivation, assurance, and fulfillment. Despite their widespread use, limited research has been conducted on the effects of such sentences on translation trainees. To address this gap, the researchers in this quantitative study endeavored to scrutinize the impact of translating inspirational quotes on the emotional intelligence of senior English translation students of Shahid Bahonar University of Kerman. For this purpose, a non-probability sample of 30 participants was randomly assigned to either an experimental or control group. The experimental group was exposed to translating inspirational quotes during six weekly fifteen-minute sessions, while the control group did not receive any intervention. Emotional intelligence levels were measured in both groups before and after the intervention through questionnaires. The findings demonstrated a significant positive effect of translating inspirational quotes on emotional intelligence. As a result, this study suggested that translating inspirational quotes has the potential to enhance emotional intelligence in translation trainees. URL: http://www.skase.sk/
... The variable Trait Emotional Intelligence (TEI) was measured via Petrides and Funham Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) (Petrides & Furnham, 2006). This tool consists of 30 questions (items) which refer to the 15 facets of global TEI. ...
... The internal consistency of all the variables of TEIQue-SF was examined via Cronbach's Alpha Coefcient. The results of Cronbach's alpha coefcient showed that all scales are satisfying as Cronbach's alpha valued from 0.70 to 0.80 (Petrides & Furnham, 2006). Each item was measured through a 7-point Likert scale: 1-Totally Disagree to 7-Totally Agree. ...
The concept of emotional intelligence (EI) has been attracting the interest of scholars and practitioners during the past two decades. There has been a plethora of research about the definitions, dimensions, and measurement of EI. Although some researchers believe that emotional intelligence is an ability to perceive, understand, manage, and handle emotions (Goleman, 1998b; Freudenthaler and Neubauer, Freudenthaler & Neubauer, 2003; Salovey & Mayer, 1990; Sullivan, 1999), there are other scholars who believe that emotional intelligence is a trait personality skill (trait emotional intelligence—TEI) that refers to an individual’s self-perceptions of their emotional capabilities (Petrides & Furnham, 2000; Tett et al., 2005).
... Meanwhile, participant age once again emerged as the strongest predictor of emotional prowess -although this time it did so in the opposite direction. This association -the older, the higher one's emotional intelligence -is, however, in line with past research, (e.g., Cabello et al., 2016;Petrides & Furnham, 2006). 3 In conjunction with the findings from Study 1, this highlights that -though conceptually overlapping and both components of emotional prowess -emotion recognition and emotional intelligence are not interchangeable concepts. ...
... are to be substantiated, this would need to be done in future research. All in all, then, even the strongest of these -generally tenuous -links are eclipsed by age, which consistently emerged as the most potent and most robust factor, predicting emotional prowess in different ways that are consistent (a) across studies and (b) with previous research (i.e., lower emotion recognition but higher emotional intelligence; Cabello et al., 2016;Petrides & Furnham, 2006;Schlegel et al., 2019). ...
The good and bad impacts of social media on individuals and societies remain poorly understood and highly debated. An often-discussed, yet little-studied worry about social media usage is that it may breed diminished social and emotional abilities. Here, we tested this assumption across three studies with adult samples (N = 316, 1,879, 903). We used different indicators of emotional prowess (i.e., emotional intelligence, emotion recognition), a broad set of social media usage measures and adopted a three-pronged analysis approach featuring zero-order correlations, multiple regressions, and conditional random forests. Our findings do not support consistent evidence for associations between social media usage and emotional prowess. Instead, we find conflicting evidence for passive social media usage (related to lower overall emotional intelligence but better emotion recognition) and active social media usage (related to higher overall emotional intelligence but worse emotion recognition). We find some evidence for positive associations between emotional prowess and general smartphone usage and text messaging usage. Further, we find largely inconsistent and/or null effects for social media addiction, general social media usage, general smartphone usage, video gaming, and media sharing. In the absence of consistent effects of social media usage, we find strong, robust, and replicable associations between age and emotional prowess.
... On the other hand, the attitude and behavior of the people were not only influenced by their leader, but there are many other variables that also contribute to their attitude and behavior, such as trust in the leaders and organization, social system, and culture. Further, Furnham (2006) mentioned that nowadays, Many scholars interested in industrial/organizational and applied psychology have been aware of distinct national disparities in science and practical practice (Furnham, 2006). Furthermore, Moua (2010) stated that leaders play certain responsibilities in cultural differences: First, one must comprehend cultural differences and their manifestations. ...
... On the other hand, the attitude and behavior of the people were not only influenced by their leader, but there are many other variables that also contribute to their attitude and behavior, such as trust in the leaders and organization, social system, and culture. Further, Furnham (2006) mentioned that nowadays, Many scholars interested in industrial/organizational and applied psychology have been aware of distinct national disparities in science and practical practice (Furnham, 2006). Furthermore, Moua (2010) stated that leaders play certain responsibilities in cultural differences: First, one must comprehend cultural differences and their manifestations. ...
People stay, live, and work in a society in which social system and culture play an essential role in shaping the attitude and behavior of the people, including their behavior in the organization. The study's objective is to identify how society, systems, and cultures influence the perception and preferences of a change leader. The respondents in the study were 120 people, 30 from each city: Semarang, Yogyakarta, Surakarta, and Surabaya, and they were called Javanese. The data were collected using FGD and analyzed using content analysis. The findings revealed that there are some variations in preferences. Semarang and Surabaya people had preferences for a change leader as a coach. Meanwhile, the Yogyakarta and Surakarta people preferred the implementer role of change leader. The study's implications raise a deeper understanding of society's system and culture, which benefits a leader and management managing people from diverse cultures.
... Apart from the AQ-10 Autism Spectrum Quotient, participants also filled out the Trait Emotional Intelligence Questionnaire-Short Form (TEI-QUE-SF; Petrides & Furnham, 2006). This questionnaire consists of 30 items that measure global trait emotional intelligence and is based on the long form of the TEI-QUE (Petrides & Furnham, 2003). ...
... For the short version, two items of the original 15 subscales are selected based on their correlations. The SF has been validated to ensure consistency with the long version (Petrides & Furnham, 2001, 2006. Participants respond to the 30 items on a 7-point Likert scale. ...
When a spoken phrase is repeated several times, listeners often report a perceptual illusion during which speech is transformed into song. The speech-to-song (STS) illusion is often attributed to prosodic elements of speech, though listeners can vary greatly in their STS experience. While previous research established robust links between music aptitude and STS, the present study asks whether other cognitive traits may also influence STS. Individual (in)sensitivity to nonverbal aspects of speech, specifically speech prosody, has been previously linked to autistic traits and emotional intelligence. We test whether the presence of autistic traits, the level of emotional intelligence and musical training, as well as syntactic complexity influence the likelihood, speed, and strength of STS among native British English listeners. The results provide evidence for the involvement of some but not all studied traits. We found sentence complexity to be interacting with a composite score of musical training, and emotional intelligence for the likelihood of STS, whereas sentence complexity influenced the strength of the transformation. These results suggest that individual listener variability may interact with the linguistic parameters of sentences in STS. Crucially, sensitivity to prosody through emotional intelligence or by the presence of autistic traits does not mediate the transformation.
... This scale consists of 33 items rated on a 5-point Likert scale (1 = almost never, 5 = almost always), and thus captures the abilities of young adults to plan, set goals, and efficiently manage time for optimizing productivity and minimizing procrastination. Also, this study measures the EI of Chinese respondents by using the trait emotional intelligence questionnaire (TEIQ) (Petrides and Furnham, 2006). This instrument includes 30 items, which is assessed on a 7-point Likert scale (1 = strongly disagree, 7 = strongly agree). ...
Introduction
This study explores the effectiveness of microlearning in developing key soft skills among university students across four academic disciplines: humanities and arts (HA), business studies (BS), medical sciences (MS), and technical and engineering (TE). Addressing the disconnect between academic training and industry expectations, the research investigates how microlearning interventions influence the development of teamwork skills (TWS), leadership skills (LS), communication skills (CS), time management skills (TMS), and emotional intelligence (EI). The study also aims to identify which disciplines benefit most from microlearning for each specific skill.
Methods
A total of 384 Chinese university students participated in this study, with a questionnaire recovery rate of 93.23% and near-equal representation from each discipline. Participants completed pre- and post-intervention surveys following tailored microlearning modules. Statistical analyses—including paired sample t-tests, independent sample t-tests, and effect size calculations—were employed to test five hypotheses related to soft skill development across disciplines.
Results
Findings indicate that leadership-focused microlearning modules significantly benefited TE and MS students, while EI training was particularly effective for BS students. Notable improvements in CS and TMS were observed among BS and TE students, aligning with skills demanded in corporate project management. Overall, microlearning interventions produced measurable enhancements in specific soft skills, with variation across academic disciplines.
Discussion
The results suggest that integrating structured, discipline-specific microlearning into university curricula can effectively bridge academic-industry skill gaps. Faculty are encouraged to adopt scenario-based microlearning strategies to enhance student engagement. Higher education institutions should prioritize microlearning experience in student development and recruitment. Additionally, EdTech providers are urged to develop AI-powered interactive platforms to personalize learning, while students should proactively engage in targeted microlearning to improve academic and career outcomes.
... Prior to the main interviews, participants completed the Trait Emotional Intelligence Questionnaire-Short Form to provide context for interview responses, though this quantitative data was used primarily to inform the qualitative analysis rather than for statistical purposes [9]. ...
This study investigates the role of emotional intelligence in shaping marital satisfaction and relationship dynamics among ethnically mixed married couples in Kazakhstan. Through a qualitative approach involving in-depth interviews with 25 participants from mixed marriages representing various ethnic combinations (Kazakh, Russian, Korean, Uzbek, Ukrainian, German, and Uighur), the research examined how components of emotional intelligence– self-awareness, self-regulation, motivation, empathy, and social skills–influence cross-cultural relationship dynamics. Findings reveal that higher emotional intelligence correlates with more effective cross-cultural communication, navigation of cultural differences, conflict resolution, and relationship resilience. Participants with well-developed empathy and cultural perspective-taking demonstrated particularly positive relationship outcomes, while those with strong emotional regulation skills reported greater success managing family tensions related to cultural differences. These results suggest that emotional intelligence skills can be intentionally cultivated to enhance relationship quality in cross-cultural marriages, with implications for multicultural relationship education, couples therapy, and family development in Kazakhstan’s diverse society.
... Accordingly, trait EI's temporal stability has been demonstrated for test-retest durations up to four years (Zadorozhny et al., 2024). In addition, it has been linked to a variety of work-related measures, including transformational leadership (Russ et al., 2023;Schreyer et al., 2023;Siegling et al., 2014), leadership self-efficacy (Villanueva & Sánchez, 2007), leadership status (viz., leader vs. non-leader;Morfaki, 2022;Russ et al., 2023;Siegling et al., 2014), job performance (Doǧru, 2022), job satisfaction (Miao et al., 2016;Petrides & Furnham, 2006;Russ et al., 2023), lower levels of stress (Russ et al., 2023), work engagement (Lestari & Sawitri, 2017), teamwork effectiveness (Farh et al., 2012), and innovation (Winton & Sabol, 2024). In short, trait EI appears to play a salutary role in the career context, as evidenced by its associations with a wide gamut of outcomes interlinked with workplace success, and therefore, career advancement, thus helping to explain its purported connection with leadership. ...
Many interconnected factors have been implicated in the prediction of whether a given individual occupies a managerial role. These include an assortment of demographic variables such as age and gender as well as trait emotional intelligence (trait EI) and cognitive ability. In order to disentangle their respective effects on formal leadership position, the present study compares a traditional linear approach in the form of a logistic regression with the results of a set of supervised machine learning (SML) algorithms. In addition to merely extending beyond linear effects, a series of techniques were incorporated so as to practically apply ML approaches and interpret their results, including feature importance and interactions. The results demonstrated the superior predictive strength of trait EI over cognitive ability, especially of its sociability factor, and supported the predictive utility of the random forest (RF) algorithm in this context. We thereby hope to contribute and support a developing trend of acknowledging the genuine complexity of real-world contexts such as leadership and provide direction for future investigations, including more sophisticated ML approaches.
... EI was measured using the TeiqueSF (Petrides and Furnham, 2006). This questionnaire distinguishes between four types of EI: Emotionality (8 items), Self-Control (6 items), Wellbeing (6 items) and Sociability (6 items). ...
Purpose
The purpose of this research is to investigate the relationship between emotional intelligence (EI) and counterproductive work behavior (CWB) in remote work (RW).
Design/methodology/approach
In total, 489 currently employed people were surveyed in April 2022 – 2 years after the start of the pandemic and 1 year before “the great return” to the workplace.
Findings
Results reveal that EI is negatively associated with CWB and that RW moderates this relationship. The more people work remotely, the more likely they are to adopt CWB. However, this tendency is lower for people with higher EI.
Originality/value
This research contributes to the literature on CWB by highlighting the role EI plays in the specific context of RW. In terms of practical implications, it sheds lights on the importance of carefully designing human resource management policies towards RW.
... EI is defined as follows: Performance challenges like those in intellectual aptitude exams are used to evaluate ability EI or true EI (Petrides & Furnham, 2001). EI is the ability to recognize and express emotions, incorporate emotions into one's cognitive processes, understand and evaluate emotional information, and successfully regulate emotions in oneself and others (Petrides & Furnham, 2006). Moreover, trait EI, which measures emotional tendencies and self-perceptions through self-report rating scales, is evaluated (Petrides et al., 2007). ...
While over the last couple of years, there has been a growing investigation into the use of Artificial Intelligence (AI) within language learning, very little has been written regarding how such AI feedback influences the complex experiences of EFL learners in terms of motivation, foreign language peace of mind (FLPoM), trait emotional intelligence (EI), and writing proficiency. Therefore, this mixed method research inspected the impacts of AI-generated feedback on various aspects of English as a Foreign Language (EFL) learners’ experiences and skills, specifically focusing on motivation, FLPoM, EI, and writing proficiency in College of Languages, Nawroz University, Duhok, Kurdistan Region, Iraq. The research employed a quasi-experimental design with two groups: an experimental group (EG) engaged in online writing development with AI-generated feedback and a control group (CG) participating in the same online writing development without AI-generated feedback. Relevant and reliable scales were used as the pretest and posttest to measure changes in motivation, FLPoM, trait EI, and writing skills to assess the effects. The quantitative outcomes demonstrated that AI-generated feedback significantly improved EFL learners’ motivation, FLPoM, and trait EI while enhancing their writing skills. The qualitative findings (interview) showed that integrating AI-generated feedback into online writing instruction can substantially benefit EFL learners, offering a more supportive and effective learning context. The implications of the study point to the potential for AI to provide more personalized and supportive learning environments, matching a wide range of needs in language learners, thus encouraging further research into AI’s role in language education.
... البحث: ملخص (Day, 1999;Mooney, et al., 1991;Zika & Chamberlain, 1987 (Mayer, 2002;Petrides & Furnham, 2006;Santrock, 2008 ...
... Responses are provided on a 5-point Likert scale, ranging from 0 (strong denial) to 4 (strong approval). Lastly, the German adaptation (TEIQue-SF, Freudenthaler et al., 2008) of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF; Petrides & Furnham, 2006) was used. This questionnaire comprises four subscales: Well-Being, Self-Control, Emotionality, and Sociability. ...
Objectives
Acceptance is an adaptive emotion regulation strategy characterized by an open and non-judgmental attitude toward mental and sensory experiences. While a few studies have investigated the neural correlates of acceptance in task-based fMRI studies, a gap remains in the scientific literature regarding dispositional use of acceptance, and how this is reflected at a structural level. Therefore, the aim of the present study was to investigate the neural and psychological differences between infrequent acceptance users (i.e., low accepters) and frequent users (i.e., high accepters). Another question was whether high and low accepters differ in personality traits and emotional intelligence.
Method
For the first time, we applied a data fusion unsupervised machine learning approach (mCCA-jICA) to the gray matter (GM) and white matter (WM) of high accepters (n = 50), and low accepters (n = 78) to possibly detect joint GM-WM differences in both modalities.
Results
Our results show that two covarying GM-WM networks separate high from low accepters. The first network showed decreased GM-WM concentration in a fronto-temporal-parietal circuit largely overlapping with the default mode network in high accepters compared to low accepters. The second network showed increased GM-WM concentration in portions of the orbito-frontal, temporal, and parietal areas, which may correspond to a central executive network, also in high accepters compared to low accepters. At the psychological level, the high accepters displayed higher openness to experience compared to low accepters.
Conclusions
Overall, our findings suggest that high accepters compared to low accepters differ in neural and psychological mechanisms. These findings confirm and extend previous studies on the relevance of acceptance as a strategy associated with well-being.
... Emotional intelligence. Participants completed the 30-item Trait Emotional Intelligence Questionnaire-Short Form [71], responding on a 7-point Likert scale (1 = completely disagree, 7 = completely agree; α = .93). ...
Assessing the relationships between emoji use and traits related to communication and interpersonal skills can provide insights into who employs emojis and the psychological mechanisms underlying computer-mediated communications. This online study investigated associations between emoji use frequency, attachment style, and emotional intelligence across genders and relationship types in a Mechanical Turk sample of 320 adults (≥18y; 191 women, 123 men, and 4 transgender individuals). Correlational analyses showed that emotional intelligence was positively related to emoji use with friends, while avoidant attachment was negatively related to emoji use with friends and dating or romantic partners. This pattern of associations varied across genders and relationship types, with women using emojis more frequently than men with friends and family. Such findings suggest that individuals higher on emotional intelligence with secure attachment may employ emojis more frequently across contexts where more conventional non-verbal cues are lacking. These findings are important given the prevalence of virtual communications in our everyday lives.
... Similarly, it was found that the general level of organizational commitment was higher in favor of female employees. There are studies supporting these results (Khalili & Asmawi, 2012;Moynihan & Pandey, 2007;Petrides & Furnham, 2006;Sun, 2006;Sharma, 2022;Tokmak, 2018). ...
... It should be noted that in one study, teacher EI was evaluated from the perspective of observers (students). The questionnaires about EI include: 1) EQ-i [45,46] (Emotional Quotient Inventory; 2 articles); 2) TEIQue-SF [12,47] (The Trait Emotional Intelligence Questionnaire-Short Form; 6 articles); and the TEIQue 360°-SF [48] (1 article); 3) SEIS [49] (Emotional Intelligence Scale; 3 articles); 4) WLEIS [14] (Wong and Law Emotional Intelligence Scale; 1 article). Inherent to these scales, there exist three categories of EI models: mixed model (e.g., EQ-i), trait model (e.g., TEIQue-SF, TEIQue 360°-SF), and ability model (e.g., SEIS, WLEIS). ...
The current study reviewed and synthesized empirical research on foreign/second language teacher emotional intelligence (EI) using a scoping review approach. Specifically, 15 articles published between 2018 and 2024 were included and analyzed with a particular emphasis on the theoretical perspectives, research themes, research background, and methodologies. The results indicated that there were a variety of models and theories in language teacher EI research, with the trait EI model and theories of self-efficacy and emotion regulation receiving the most attention. Moreover, most reviewed studies regarded language teacher EI as an independent variable or antecedent, examining its impact on other individual and environmental variables. Underdeveloped regions, other target languages apart from English, multilingual teachers, and primary or secondary school teachers haven’t received much attention in the included articles. Additionally, homogenization in research design among these studies was noticeable, with quantitative studies, cross-sectional design, and self-reported questionnaires being prevalent. Finally, implications were provided based on these findings for the further development of language teacher EI.
... Emotional intelligence competencies are evaluated using the Trait Emotional Intelligence Questionnaire, developed by Petrides and Furnham [6]. This questionnaire assesses fifteen personality traits grouped into five dimensions: well-being, selfcontrol, emotionality, sociability, and global trait EI. ...
Emotional intelligence (EI) has gathered considerable attention within the realms of social science and psychology, presenting vast potential for its application across educational, organizational, and clinical domains. Recent research has underscored the importance of EI in predicting various real-world outcomes, including success in both occupational and academic spheres. Distinguished from general intelligence (IQ), EI is renowned for its ability to enrich interpersonal relationships and foster personal development. This research study seeks to examine the influence of EI competencies on the job performance of healthcare professionals, particularly doctors and nurses, who frequently contend with role stress and emotional exhaustion.
... Trait Emotional Intelligence Scale ( reduced version ) [18]a total of 30 items, including four dimensions, namely emotionality, self-control, sociability and well-being. The Chinese version of the trait emotional intelligence scale ( reduced version ) was referred to Shao et al. [19], The items were in the form of a Likert 7-level scale, of which 1 represented very disagree and 7 represented very agree. ...
The purpose of this study is to explore the mediating role of emotional intelligence between cognitive reappraisal, expression suppression and guilt and shame in second language learning. Through a questionnaire survey of 262 non-English majors in a comprehensive university in China, the structural equation model ( SEM ) is used to analyze the data. The results show that cognitive reappraisal positively predicts emotional intelligence, which in turn positively affects guilt and negatively affects shame. Expression suppression negatively predicts emotional intelligence, which in turn negatively affects guilt and positively affects shame. In addition, emotional intelligence plays a significant mediating role between cognitive reappraisal and expression suppression and guilt and shame. This finding reveals the key role of emotional intelligence in emotional regulation and academic performance, and emphasizes the importance of cultivating students ' emotional intelligence and effective emotional regulation strategies in the education process. The research results provide theoretical support for educational practice, and it is suggested to pay attention to students ' emotional guidance in teaching to promote their academic success.
... F. L. Schmidt і J. E. Hunter визначили EI як здатність міркувати, правильно та з розумінням виконувати різні завдан-ня [6]. K. V. Petrides і A. Furnham стверджували, що ЕІ складається з двох різних концепцій: когнітивної здатності, пов'язаної з емоціями, поведінковими настроями, і здатності розпізнавати та розуміти емоції [7]. Інтелект та EI працюють окремо, оскільки людина може бути інтелектуально генієм, але емоційно неспроможною. ...
Вступ. Емоційний інтелект (ЕІ) – це здатність людини інтерпретувати та розрізняти власні почуття і ідеї та інших. Він складається з навичок, які вивчають та які розвиваються протягом життя для боротьби зі стресовими чинниками. Метою клінічної освіти в сестринській справі є розвиток професійних навичок і знань, необхідних для навчання впродовж життя, та критичного мислення. Професії медсестри властиве значне емоційне навантаження, включаючи управління в охороні здоров’я. Мета роботи – проаналізувати чинники формування емоційного інтелекту в студентів-медсестер. Основна частина. Дослідження проводили шляхом опрацювання наукових робіт на відповідну тематику. Медсестри з високим рівнем EI є більш емпатичними, співчутливими, турботливими та стійкими. Емоційний інтелект може бути важливим фактором успіху і професійної реалізації студентів-медсестер. Його рівень має тенденцію бути вищим у жінок, однак результати різних досліджень різняться залежно від віку, року навчання і статі. Емоційний інтелект також пов’язаний з академічним успіхом. Студенти, які ліпше від інших керують своїми емоціями, мають кращі академічні результати. Виявлено зв’язок між ЕІ та фізичним і психічним здоров’ям студентів-медсестер. Чим більш емоційно компетентні студенти, тим більше вони задоволені своїм життям і щасливі. Вони також мають нижчий рівень стресу, тривоги і депресії та менш схильні до вигорання. Крім того, в цих студентів краще здоров’я та самопочуття. Різні дослідження показують, що деякі риси особистості корелюють з рівнем EI. Наприклад, риса невротизму є змінною, яка може пояснити високий рівень стресу в студентів. Емоційний інтелект можна розвивати за допомогою цілеспрямованих освітніх заходів і програм. Висновки. Емоційно розумні студенти медсестринства ефективніше справляються зі стресом та емоціями, мають краще здоров’я і ліпші стосунки з одногрупниками, викладачами.
... People with high social skills use friendliness to achieve their goals, and such people are found to be an effective persuader (Goleman, 1995). In conclusion, it can be argued that people with high EI are good at identifying and regulating their own and other people's emotions (Petrides & Furnham, 2006). People with low EI find it difficult to solve daily life problems which may negatively influence their subjective health (Marks et al., 2016;Megías et al., 2018). ...
The present study aimed to investigate gender differences in emotional intelligence in university students of Lahore, Pakistan as well as to identify the predictive role of emotional intelligence related to gender. A cross-sectional research design was carried out and 300 university students (Men = 150; Women = 150) of 18-25 years (Mage = 21.36; SD = 1.47) were taken from University of the Punjab, Lahore, Pakistan through purposive sampling strategy. Participants completed a demographic information sheet and a Scale for Emotional Intelligence-Short Form (Dawood, 2021). Data were analyzed through independent sample t-test and multiple binary logistic regression analysis. Findings indicated that men university students were significantly more emotionally intelligent in terms of motivation and social skills as compared to women university students. Moreover, self-awareness, motivation, and empathy significantly predicted the outcome of gender in university students. Implications for further research related to gender differences in emotional intelligence are discussed.
... TEI was assessed using the Greek short-form version [40] of the TEI Questionnaire (TEIQue-SF). This questionnaire [41] was selected due to its superiority over other EQ measures conceptualizing EQ as cognitive ability. The short form of the questionnaire is based on the long form of the TEIQue [42]. ...
Systemic sclerosis (SSc), a chronic systemic autoimmune disease, affects skin and internal organs compromising organ function and leading to significant morbidity and poor health-related quality of life (HrQoL). This cross-sectional study investigated whether HrQoL is influenced by trait emotional intelligence (TEI). Sixty patients with SSc (Female: 86.67%) completed the socio-demographic characteristics form, TEI Questionnaire Short-Form (TEIQue-SF), and Short-Form Health Survey (SF-36). Sixty healthy controls were also completed the TEIQue-SF. A series of multiple linear regression analyses with correlation matrix was used to analyze SF-36 domains as dependent variables with TEI domains (well-being, self-control, emotionality, sociability) as independent variables. The average age of participants was 57.3 ± 12.9 years with a mean disease duration of 7.7 ± 6.7 years. Patients differed from controls in the sociability domain of TEI. TEI global was found to affect the physical and mental component summaries (p < .001), and all 8 dimensions of the HrQoL (p < .001). Age, disease duration, and gastrointestinal manifestations were negatively associated with various components of SF-36. TEI was positively associated with all dimensions of HrQoL. Understanding the relationship between TEI and HrQoL dimensions is important for the support and empowerment of SSc patients, as well as the establishment and implementation of appropriate psychotherapeutic interventions.
... The amplified significance of emotional intelligence in the academic literature has spawned numerous studies. These have encompassed diverse dimensions, such as the impact of emotional intelligence interventions on learner outcomes (Aguilar, Mayer, & Lushin, 2021;Jennings & Greenberg, 2009), the influence of emotional intelligence on teacher-student dynamics, its implications for educational leadership (Humphrey & Lee, 2008;Petrides & Furnham, 2006), and its integration into curricular and instructional strategies (Mayer, Caruso, & Salovey, 2016;Pekrun, Lichtenfeld, Marsh, Murayama, & Goetz, 2019). ...
The increasing rate of publications on emotional intelligence, especially regarding student learning, underscores the need to study research trends in this domain. This research utilizes bibliometric and science mapping analyses to generate an overview of research on emotional intelligence in education, using data sourced from SCOPUS. The terms “emotional intelligence,” “teaching,” and “education” were used as keywords for data search and retrieval. Data were analysed using various bibliometric indicators such as the number of publications, citations, collaborations, co-citation, and keywords. While descriptive statistics were used to analyse bibliometric indicators, bibliometric network analyses using VOSviewer were carried out for science mapping analyses. The findings indicate that while publication counts surged between 2012 and 2021, average citations remained constant. Despite Western predominance, Asia significantly contributed to research output. Notable collaboration was seen among Asian, Balkan, and European nations, but limited among individual authors. The keyword analysis informed major themes such as leadership skills, training, medical education, entrepreneurship, personality, special needs, and psychosocial aspects. Summarily, emotional intelligence in education has emerged as a globally acknowledged research area, and this work elucidates its thematic knowledge, offering insights for prospective researchers.
... The 30-item Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF, Petrides and Furnham, 2006) was adapted to Greek by Petrides et al. (2016) and measured students' global trait emotional intelligence (TEI). Based on the long form, the short form was developed taking two items from each of the original 15 subscales including adaptability (e.g., "I find it hard to get used to a new school year"), affective disposition (e.g., "I'm a very happy kid"), emotion expression (e.g., "I always find the words to show how I feel"), emotion perception (e.g., "It's easy for me to understand how I feel"), emotion regulation (e.g., "I can control my anger"), impulse control (e.g., "I do not like waiting to get what I want"), peer relations (e.g., "I listen to other children's problems"), self-esteem (e.g., "I feel great about myself"), and self-motivation (e.g., "I always try to become better at school"). ...
Introduction
The association between the cognitive and the affective domain in reading is well documented in research, especially when difficulties are manifested. The aim of this study was (a) to investigate levels of reading self-concept, trait emotional intelligence, and anxiety of students with dyslexia and compare them to students with no previous assessment and (b) explore the hypothesis that reading self-concept and trait emotional intelligence are negative predictors of state and trait anxiety taking into account students’ individual characteristics such as gender, school year, and school performance.
Methods
A total of 794, fifth- and sixth-grade Greek primary school children aged 10 to 12 years old participated in the study. Of them, 50 children had a statement of dyslexia. The State and Trait Anxiety Inventory for Children, the Reading Self-Concept Scale, and the Trait Emotional Intelligence Questionnaire—Short Form were administered to the participants.
Results
The results showed that children with dyslexia were more vulnerable in terms of their perceptions of reading self-concept and emotional intelligence as compared to typical peers. Moreover, students’ characteristics, i.e., grades in math and language and dyslexia, had a direct positive path to trait emotional intelligence and reading self-concept while trait emotional intelligence and reading self-concept predicted negative anxiety.
Discussion
The implications of the results in terms of the possible protective role of reading self-concept and emotional intelligence on anxiety for children with dyslexia are discussed, and suggestions for future research are presented.
... Trait emotional intelligence refers to an individual's subjective assessment of their own emotional capabilities (Sevdalis, Petrides, 2007). It was demonstrated that the TEIQue-SF has satisfactory levels of reliability and validity (Petrides, Furnham, 2006). ...
Emotional intelligence and job satisfaction are important factors in today’s workplace. Academic study and practical integration efforts aim to investigate these factors. Purpose. The primary aim of this study is to examine the extent of emotional intelligence and job satisfaction among tertiary educators in Taiwanese universities. Additionally, the secondary aim involves evaluating the correlation between emotional intelligence and job satisfaction. Study design. Data was collected using a survey approach and two self-administered questionnaires, namely TEIQue-SF and JSS. The survey revealed that Taiwanese university professors possess a significant level of emotional intelligence. Findings. The findings indicate that these individuals possess a level of job satisfaction that is higher than the average. Furthermore, the findings also suggest that emotionality does not affect thecharacteristics of work, communication, or colleagues, but it does have a significant positive correlation with salary, additional benefits, and performance-based awards. Implication for practice. This impliesthat academics who exhibit a significant degree of emotionality prioritize financial compensation, additional benefits, and performance-based rewards over the nature of their work, communication, and relationships with colleagues.
... As soon as she realized that her feelings were making her sister-in-law feel sad, she started apologizing for making her sad. This can be plausibly justified as Fischer and LaFrance [66] stated, women are more emotionally expressive and they seem to be more emotional in their social interactions unlike men who appear less emotional [67][68][69]. In Iran, Domakani, Mirzaei, and Zeraatpisheh [70] reported that females are better at interpersonal skills than males. ...
The present study examined gender-wise differences in the use of apology strategies employed by Persian and American English interlocutors in two popular Persian and American TV film-series. To this aim, 347 apology utterances across 600 min of both Persian and American TV film-series were selected for analysis. The apology utterances produced by males and females in the two film series were observed, classified, and coded based on the apology strategies taxonomy propounded by Eslami-Rasekh (2004) [59]. The acquired data were analyzed through descriptive statistics and Binomial tests to depict the frequency and type of apologies concerning female-female, female-male, male-female, and male-male interactions. The frequency of the males' apologies to the females and males suggested no statistically significant differences between the two communities. In addition, the findings manifested both similarities and differences in the realization and distribution of the apology speech act between males and females in the targeted cultures. For example, the apology strategies were more commonly used by the males than the females. Illo-cutionary Force Indicating Devices were the most frequent apology strategies employed by the Persian and American males in both languages. In the Persian film series, 'Acceptance of re-sponsibility' and 'Offer of repair' were the other frequent apology strategies which differed significantly between the males and females. In the American film series, 'Explanation', 'Accep-tance of responsibility', and 'Refusing responsibility' were the strategies found to be significantly different between the males and females. Generally, it was realized that males were more inclined to apologize in the examined film series despite the prevalent stereotype that women apologize more frequently than men.
... It involves the ability to notice, analyze, and control one's own, others', and groups' emotions (Serrat, 2017). It entails of two independent ideas: emotionrelated cognitive capacity and behavioral inclinations, and self-perceptions of one's capability to perceive and comprehend emotions (Petrides & Furnham, 2006). Intellect and EI function independently, with only 20% of lifetime achievement due to IQ and the rest due to EI, which includes motivation, impulse control, tenacity, hope, and empathy (Goleman, 1996). ...
Introduction
Nursing students must be able to detect the standpoints and demands of various sorts of individuals, as well as be competent in taking into account individual emotional reactions, self-confidence, stress management, and social role promotion.
Objective
The purpose of this study was to assess the relationship between emotional intelligence and self-esteem among fourth-year nursing students.
Methods
The study was a cross-sectional study. Data were collected from 225 nursing students through a convenience sampling method in spring 2023 at Arab American University. The instruments of the study included “Schutte Self Report Emotional Intelligence Test” and the “Rosenberg self-esteem scale.”
Results
The analysis indicated that the emotional intelligence mean was 151.3 ± 1.9 (ranging from 33 to 165), which is high. Also, the analysis indicated that the self-esteem of the nursing students was high 24.3 ± 3.5 (ranging from 0 to 30). Furthermore, the analysis showed that there was a moderately positive relationship between nurses’ emotional intelligence and self-esteem.
Conclusion
The emotional intelligence and self-esteem among fourth-year nursing students were high. Also, self-esteem was found to have a moderately positive relationship with emotional intelligence and utilizing emotions.
... Stream 3 (or trait models) consider EI to be a form of emotion-related disposition, hierarchically located at the lower levels of personality (Petrides & Furnham, 2001). Trait EI measured via self-report inventories (e.g., the TEIQue-SF; Petrides & Furnham, 2006; the EQi, Bar-On, 1997) tend to measure typical behaviors in a range of situations instead of ability. Ashkanasy and Daus (2005) argue that most criticism directed at EI inappropriately con ates the three models of EI, emphasizing that most problems occur in the Stream 3 (trait-based) models. ...
In this research, we conducted a randomized control study in a military setting, where we compared measures of stress regulation and performance following emotional intelligence (EI) based training to a control group that received non-EI training. The EI-trained group underwent fifteen hours of training, focusing on recognizing, understanding, and managing emotions. We subsequently exposed participants to intense simulated real-life stressors and found that EI-trained participants demonstrated significantly (p < .01) lower biological-stress levels than the control group. We found further that 94% of EI-trained accurately performed tasks, compared to just 51.6% of controls (p < .001). Additionally, EI-trained participants demonstrated superior memory retention for mission-critical details during stress serials (p < .001); increased speed in complex mathematical calculations under pressure (56% vs. 19% correct answers, p < .001); and greater pain tolerance during cold water immersion (trainees persisted 72% longer, p < .001). These findings highlight the potential of EI training to enhance stress regulation and mental performance under pressure, offering valuable insights for improving employee well-being, organizational resilience, and avoiding burnout in high-stress environments.
... Consent for participation in the quantitative component was implied through questionnaire completion, written consent was obtained for participation in focus groups and verbal consent was gained prior to telephone interviews. (Petrides and Furnham, 2006) Trait emotional intelligence A 30 item scale with a Cronbach's alpha of 0.89 for men and 0.99 for women, suggesting good reliability Professional Quality of Life Scale (ProQoL) (Stamm and Figely, 1996) Compassion satisfaction and compassion fatigue A 30 item scale with a Cronbach's alpha score of 0.8, suggesting good reliability Connor Davidson Resilience Scale (CD RISC) (Davidson and Connor, 2014) Resilience A 25 item scale with a Cronbach's alpha score of 0.91, suggesting high reliability Learner Empowerment Measure (LEM) (Frymier et al., 1996) Psychological empowerment (state) ...
... Cronbach's alpha was 0.86. • The Trait Emotional Intelligence (EI) questionnaire was used to assess learners' emotional intelligence (Cooper & Petrides, 2010;Petrides & Furnham, 2006). The questionnaire consisted of 30 statements regarding emotional regulation to which students had to indicate their level of agreement on a 5-point scale from strongly disagree (−2) to strongly agree (+2) with 0 serving as the neutral point. ...
Individual differences matter in foreign language writing. Yet, little information exists on female students in Saudi Arabia, a patriarchal society that is being re-engineered to foster gender equity. This study asked whether particular psychological dispositions can account for the performance in English composition of STEM (science, technology, engineering, and mathematics) and non-STEM Saudi female students (i.e. an understudied population whose first language is Arabic). Examined were dispositions such as anxiety, which was expected to be detrimental to attainment, and self-efficacy and emotional intelligence, which were expected to be beneficial. A sample of 430 Saudi female students for whom English was their second language was surveyed. Students had completed a required English composition course the previous semester. Cluster analysis illustrated three distinct groups of students. Students who did not report anxiety were either STEM or a subsection of non-STEM students. The remaining non-STEM students reported anxiety as well as lower self-efficacy, emotional intelligence, and writing attainment than the other two groups. Findings suggest that, within this particular understudied population, consideration of individual differences can inform the selection of remedies for at-risk students in English composition courses.
This research aimed to highlight the levels of Emotional Intelligence (EI) among
secondary education teachers and their perceptions regarding the management of
conflicts and behavioral problems (BP) exhibited by adolescent students. The sample consists of 22 public secondary education teachers from the region of Argolis, who were assessed through a questionnaire (TEI-Que-SF) and semi-structured interviews. Results showed that teachers possess satisfactory levels of EI, while a lack of interest appears to be the dominant BP observed in students. Teachers recognize that students' BPs (e.g., student indifference, unacceptable behavior), which vary by gender, often lead to conflicts influenced by various factors (e.g., student personality, teacher personality, teaching methods). For effective conflict management, teachers mentioned the importance of their own emotional state, as well as strategies such as flexibility and empathy. In conclusion, teachers' EI seems to affect their professional practice, their relationships with students, and conflict management within the classroom. This study underscores the need for decision-making and the implementation of interventions that enhance EI among school community members, contributing to the smooth functioning of the educational framework.
Alongside the self-help industry, self-assessment in higher education and organizational training has blossomed, especially as digital tools have made it possible to provide immediate feedback. Both contexts lack validated tools for accomplishing their goals. This study created and validated a series of self-assessments for classroom and training use. Drawing on student self-report data, self-assessment items were subjected to confirmatory factor analysis to assess construct validity and correlational analysis with existing research instruments to assess convergent validity. A set of 19 self-assessments with their accompanying validity and reliability evidence correspond to the National Association of Colleges and Employers (NACE) career-readiness (2021) skills, including communication, leadership, teamwork, technology, inclusiveness, and critical thinking.
Emotional Intelligence has become an alarming topic, and it is a key factor in determining success of a person in all aspects of life. EI is important in students because it helps them to care for themselves and understand and manage their emotions. EI helps you to achieve your goals and career as well as to create healthier and stronger relationships. Hence, teachers sustain a moral accountability to cultivate EI in students as it enhances the social and emotional aptitude of students. A sample of 100 students were taken from senior secondary schools from Sirmaur district to check the difference and relationship between their emotional intelligence and academic achievement. The study comprises of 100 students taken as 50 participants from Government and 50 from Private Schools from Sirmaur District, Himachal Pradesh. Descriptive Methodology using survey technique was used to assess their emotional intelligence and previous records were utilized as assessing academic performance of the students. The study shows investigation of the emotional intelligence (EI) of Arts and Science students both gender from government and private sectors. It evaluates the stream, gender and type of school's differences and relationships of the emotional intelligence and with academic achievement of students. Science students scored higher in most of these categories except Motivation, where Arts students outperform. However, both streams have similar Emotional Intelligence Total scores and Empathy. The mean scores of emotional intelligence components for males and girls differ but the t-values reveal that none of the differences are statistically significant. Government school students score higher in each of these criteria except Motivation, where private school students exceed. However, the two groups had similar Emotional Intelligence Total scores and Empathy. The survey found no statistically significant variations in academic achievement by stream gender or school type. Although mean scores vary, they are not large enough to show that one group outperforms the other. In conclusion, senior secondary students' academic achievement and emotional intelligence are positively correlated. This means that emotionally intelligent students perform better academically.
Occupational stress is often seen as dysfunctional because research studies have shown negative stress-performance relationship [1], which means higher the stress, lower the performance. Certain occupations are being more stressful, especially those in which the emotional involvement is high. Medical professional’s role in today's era has become more challenging and complex [2]. Although research driven in the area of emotional intelligence and work groups has gradually increased in recent years, not many studies relates to emotional intelligence abilities among specified industry or occupational groups. One of the strengths of the current study was that it examined the combined influence of occupational stress and emotional intelligence on the job performance. Of medical practitioners by means of Path analysis using Structural Equation Model (SEM).
The study aimed to determine the job satisfaction, organizational commitment, and mental health status of employees of a state university. More so, it sought to assess the significant difference in the employees' level of job satisfaction, organizational commitment, mental health status according to their profile. In addition, the relationship of these variables was also analyzed. The study utilized a descriptive quantitative approach to identify the level of job satisfaction, organizational commitment, and mental health status of the 384 conveniently selected employees of a state university in Central Luzon, Philippines. Descriptive and inferential statistics were employed in analyzing the collected data through Statistical Package Social Science (SPSS) version 23 software. The study found out the employees of a state university differ on their job satisfaction, organizational commitment and mental health status, when grouped according to their profile. The study also inferred that there is an inverse correlation between the employees’ mental health status and their satisfaction; and on the employees’ organizational commitment and their mental health status. Conversely, the study implied that as satisfaction of employees increases, their organizational commitment also increases.
This paper aims to examine the contribution of emotional intelligence to employee performance enhancement in the public sector using evidence from Mersa Town, Amhara Region, Ethiopia. 200 respondents’ response was taken for this survey to meet its objective. An explanatory research design and a quantitative approach were applied. By employing stratified sampling, the employees were grouped based on their sector of expertise. The research employed primary data and a multiple linear regression model for analysis. The study’s findings showed that self-awareness, self-management, social-awareness, and relationship management, that is, all emotional intelligence proxies, have a significant positive effect on employees’ performance enhancement in the public sector. As a result, this study suggested that the public sector should do a better job of promoting self-awareness and ensuring emotions are effectively managed in the workplace to have strong self-management. The public sector also needs to come up with policies that help employees to become more socially conscious by promoting teamwork, which will help them to become more adaptive at managing relationships. The study’s conclusions have theoretical and practical implications for the creation of focused interventions and regulations meant to improve employee performance through the use of emotional intelligence.
Global concerns about low levels of teacher job satisfaction (JS) have brought the significance of understanding factors and mechanisms that contribute to this issue. In educational research, the role of emotional intelligence (EI), a critical personal resource, in relation to teachers' JS has emerged as an important topic. Utilizing the Job Demands‐Resources model, the present study proposed a chain mediation model to explore the relationship between teachers' EI and their JS. It specifically examined the roles of expression of naturally felt emotion (ENFE) and perceived teacher‐student closeness as mediators. Data from 503 Chinese primary and secondary school teachers revealed significant correlations among teachers' EI, ENFE, perceived teacher‐student closeness, and JS. Structural equation modeling indicated that EI can significantly predict JS through a sequential mediating effect involving ENFE and perceived teacher‐student closeness. The findings provide insight into the underlying mechanism between teachers' EI and JS. Implications for teacher education practices and directions for future research are discussed.
RESUMO No final da década de 90, a Psicologia Positiva teve o seu início. Esta vertente da Psicologia nasceu pelas mãos do psicólogo e professor da Universidade da Pensilvânia, Martin Seligman. Foi Seligman quem introduziu o conceito de Psicologia Positiva, que se concentra em elementos que promovem o bem-estar e uma vida mais realizada e feliz (Almeida, 2018). A verdade é que cada individuo detém potenciais de caráter únicos, no entanto, nem todos estão cientes da sua existência. Conscientizar-se da sua existência pode beneficiar o indivíduo em vários aspetos da vida, como no âmbito profissional, nos relacionamentos e no desenvolvimento pessoal. O autoconhecimento desempenha um papel crucial ao proporcionar uma compreensão mais profunda de como alcançar melhores resultados e investir em aspetos que promovem a felicidade (Almeida, 2018). A realidade é que, o propósito da psicologia positiva é, precisamente, ajudar o indivíduo a alcançar o seu potencial máximo e prevenir patologias, a partir dos seus traços positivos (Seligman, 2003; Serrano, 2017). Foi precisamente nesse sentido que os autores Peterson e Seligman (2004) introduziram a classificação Values in Action (VIA), como modo de estabelecer um modelo de forças de caráter e virtudes. Os autores identificaram seis valores presentes em documentos históricos de filosofia e religião em diferentes culturas. Dentre esses valores, que mais tarde seriam categorizados como virtudes, foram nomeados: "sabedoria e conhecimento," "coragem," "humanidade," "justiça," "temperança" e "transcendência." Posteriormente, optaram por desdobrar cada uma dessas virtudes de maneira mais específica, resultando assim nas forças de caráter. Consequentemente, surgiram as 24 principais forças de caráter que se acredita estarem presentes em todos os indivíduos, em maior ou menor medida (Seibel, Sousa, & Koller, 2015, Serrano, 2011, 2017). No que respeito diz às seis virtudes, é possível afirmar que estas dizem respeito a algumas competências, cognitivas, emocionais, individuais e sociais. De acordo com os autores Peterson é-nos fácil de perceber que, por exemplo, a virtude "humanidade" engloba forças interpessoais que se baseiam no cuidado e na proximidade com os outros. Palavras-chave: Humanidade, Forças de Caracter, Virtudes.
Introduction by the Editor: Workplace emotional health plays a vital role in managing stress and maintaining strong interpersonal relationship in the workplace. Workplace emotional health is regulated by mainly four factors namely work load, emotional intelligence, emotional blackmail and emotional labour. A study undergone by Chin yen et al., in 2023 states that workplace emotional health can be measured by four factors emotional expression strategies, emotional awareness, interpersonal adaptation and work load. Stress is crucial to academic and industrial jobs, which should be regulated in a productive way. The results of this study revealed that workplace emotional health can be regulated by three factors emotional control, interpersonal relationship management and self-motivation. The same way a manager’s emotional quotient also affects the subordinate’s productivity. Zhang et al., adopted a multilevel framework investigation in 2020 to find out the link between group leader’s emotional intelligence with group performance, came out with a reliable result of two factors group cohesion and person-group fit. A good match between job match and group member’s characteristics may help in addressing these issues in advance.
Objectives
Parents of children diagnosed with severe-to-profound sensorineural hearing loss may experience a range of emotions owing to a lack of knowledge and experience in dealing with such children. However, most audiology clinics only attend to children with deaf and hard of hearing (DHH) and not their parents. Thus, parents’ emotional and support needs are frequently excluded from the intervention sessions, making their own needs invisible. This study aimed to identify academic and clinical instruments used for assessing parental emotional status (PES) and ecological support systems (ESS) in early intervention and determine the factors affecting PES and ESS among parents of DHH children undergoing cochlear implantation.
Materials and methods
This scoping review followed the rigorous methodological framework; searched Medline (via OVID and EMBSCO), Scopus, and Web of Science; and selected studies relevant to validated instruments used to evaluate the PES and ESS among parents of DHH children below 6 years old. Before selecting and reviewing relevant articles, two reviewers independently assessed article titles and abstracts from the data sources. Two reviewers verified half of the first reviewer’s extracted data.
Results
Overall, 3060 articles were retrieved from the database search, and 139 were selected for full-text review following title and abstract reviews. Ultimately, this study included 22 articles. Among them, 23 and 12 validated instruments, most of which are generic measures, were used for assessing PES and ESS, respectively. Three condition-specific instruments were identified and designed to be administered following cochlear implantation surgery.
Conclusions
This study revealed that healthcare professionals who interact with parents of DHH children lack the necessary instruments, particularly for parents of children undergoing cochlear implantation surgery. Therefore, it is necessary to develop condition-specific instruments for parents who consider cochlear implantation for their children.
No final da década de 90, a Psicologia Positiva teve o seu início. Esta vertente da Psicologia nasceu pelas mãos do psicólogo e professor da Universidade da Pensilvânia, Martin Seligman. Foi Seligman quem introduziu o conceito de Psicologia Positiva, que se concentra em elementos que promovem o bem-estar e uma vida mais realizada e feliz (Almeida, 2018). A verdade é que cada individuo detém potenciais de caráter únicos, no entanto, nem todos estão cientes da sua existência. Conscientizar-se da sua existência pode beneficiar o indivíduo em vários aspetos da vida, como no âmbito profissional, nos relacionamentos e no desenvolvimento pessoal. O autoconhecimento desempenha um papel crucial ao proporcionar uma compreensão mais profunda de como alcançar melhores resultados e investir em aspetos que promovem a felicidade (Almeida, 2018). A realidade é que, o propósito da psicologia positiva é, precisamente, ajudar o indivíduo a alcançar o seu potencial máximo e prevenir patologias, a partir dos seus traços positivos (Seligman, 2003; Serrano, 2017). Foi precisamente nesse sentido que os autores Peterson e Seligman (2004) introduziram a classificação Values in Action (VIA), como modo de estabelecer um modelo de forças de caráter e virtudes. Os autores identificaram seis valores presentes em documentos históricos de filosofia e religião em diferentes culturas. Dentre esses valores, que mais tarde seriam categorizados como virtudes, foram nomeados: "sabedoria e conhecimento," "coragem," "humanidade," "justiça," "temperança" e "transcendência." Posteriormente, optaram por desdobrar cada uma dessas virtudes de maneira mais específica, resultando assim nas forças de caráter. Consequentemente, surgiram as 24 principais forças de caráter que se acredita estarem presentes em todos os indivíduos, em maior ou menor medida (Seibel, Sousa, & Koller, 2015, Serrano, 2011, 2017). No que respeito diz às seis virtudes, é possível afirmar que estas dizem respeito a algumas competências, cognitivas, emocionais, individuais e sociais. De acordo com os autores Peterson e Seligman (2004), Peterson e Park (2009), Noftle, Schnitker & Robins (2011), Martí e Ruch (2014) é-nos fácil de perceber que, por exemplo, a virtude “humanidade” engloba forças interpessoais que se baseiam no cuidado e na proximidade com os outros.
У статті досліджено проблематику діагностики емоційного інтелекту особистості як реабілітаційного ресурсу особистості. Розглянуто семантику поняття «емоційний інтелект», «реабілітаційний ресурс», розроблено теоретичні аспекти зв’язку між цими поняття. Окреслено проблематику діагностики цих психологічних феноменів. З’ясовано передумови для емпіричного дослідження емоційного інтелекту як реабілітаційного ресурсу, розроблено домінанти цієї діагностики. Актуалізовано і доведено практичну потребу подальшої розробки діагностичного інструментарію дослідження емоційного інтелекту як реабілітаційного ресурсу, що необхідно для вдосконалення практичної роботи психологів в умовах повномасштабного вторгнення та подальшого відновлення психологічного благополуччя особистості у післявоєнний період.
Introduction
Burnout has been typically addressed as an outcome and indicator of employee malfunctioning due to its profound effects on the organization, its members, and its profitability. Our study assesses its potential as a predictor, delving into how different sources of motivation—autonomous and controlled—act as mediational mechanisms in the association between burnout and behavioral dimensions of functioning (namely, organizational citizenship behaviors and work misbehaviors). Furthermore, the buffering effects of emotional intelligence across three different managerial levels were also examined.
Methods
To this end, a total non-targeted sample of 840 Romanian managers (513 first-, 220 mid-, and 107 top-level managers) was obtained.
Results
Burnout predicted motivation, which predicted work behaviors in a moderated-mediation framework. Contrary to our initial prediction, emotional intelligence augmented the negative association between burnout and motivation, exhibiting a dark side to this intelligence type. These findings are nuanced by the three managerial positions and shed light on the subtle differences across supervisory levels.
Discussion
The current article suggests a relationship between multiple dimensions of optimal (mal)functioning and discusses valuable theoretical and practical insights, supporting future researchers and practitioners in designing burnout, motivation, and emotional intelligence interventions.
This study aims to investigate the model of emotional intelligence and its use in computer games. Video games can be used to enhance emotional intelligence through active and deep learning. This article explores how emotional intelligence and gaming intersect, offering insights into how higher feelings can be formed through active and deeper learning. The analysis of existing scientific literature highlights the growing interest in creating emotional intelligence models, particularly within the realm of serious games. As part of this investigation, the author introduces a classification of emotional intelligence models that demonstrates their conceptuality. This work proposes the integration of emotional intelligence into game dynamics to enrich the landscape of emotional intelligence assessment and development. One key aspect of this approach is viewing emotional intelligence as a means to cultivate higher-order feelings, such as moral, aesthetic, social, intellectual, and the joy of knowledge and empathy. These emotions are integral elements of a “hot” system, emphasizing their relevance to authentic, non-digital cultural experiences. The dynamic emotional intelligence model introduced here serves to nurture essential skills, including situational cognitive reassessment and “emotional work”, leading to congruence in felt and expressed emotions. This model identifies the interplay of game aesthetics, mechanics, and dynamics as pivotal zones for the formation of higher feelings. The article argues that games intended to stimulate emotional intelligence should not induce a flow state that narrows the player's cognitive scope and inhibits critical thinking. To counteract this, the author suggests incorporating pauses, live communication, and reflective analysis of one's emotions within the gaming experience. The article explores the transformation of impersonal emotional intelligence test questions into game components encompassing mechanics, dynamics, and aesthetics. It outlines strategies for active and deeper learning, facilitating an enriched understanding of emotional intelligence through gaming. The recommendations derived from this discussion can be applied to an array of games under the dynamic emotional intelligence model, making it a valuable resource for educational game design. The proposed dynamic model of emotional intelligence within computer games emerges as a universal and versatile tool. It can function as a pedagogical framework for the development of student's emotional intelligence, enabling educators to harness the power of games for emotional growth. This model serves as a canvas for game designers, offering creative possibilities for the development of new computer-based educational games that target emotional intelligence. This article demonstrates that playing games can indeed stimulate emotional intelligence by fostering active and deeper learning. By incorporating emotional intelligence into gaming dynamics, it is possible to create more engaging and effective learning experiences, ultimately promoting the formation of higher feelings and a deeper understanding of emotional intelligence.
Objetivo: El objetivo de este estudio es realizar una revisión sistemática de la literatura en torno a tres ejes: inteligencia emocional, liderazgo y género. Marco Teórico: Presenta los principales conceptos y teorías en relación a inteligencia emocional, liderazgo y género, proporcionando una base sólida para comprender el contexto de la investigación. Método: La metodología adoptada para esta investigación se basa en el Proceso de Desarrollo del Conocimiento Constructivista (Proknow-C) que permite estructurar una revisión de la literatura para seleccionar referencias teóricas y construir el conocimiento necesario. Resultados y Discusión: Como resultado, se obtuvo un portafolio de quince artículos relevantes alineados con el objetivo del estudio, lo que permitió identificar los principales enfoques sobre esta cuestión y sentar las bases de conocimiento, a partir de las cuales, definir futuras líneas de investigación. . . Implicaciones de la investigación : Este trabajo presenta utilidad para la comunidad académica en la medida que recopila investigación relevante y significativa en torno a los tres ejes considerados: inteligencia emocional, liderazgo y género. Por otro lado, se espera que, desde un punto de vista práctico, los resultados de este trabajo también resulten útiles. Especialmente, se pretende que las organizaciones reflexionen acerca de diseñar e implementar buenas prácticas que promuevan e impulsen estilos de liderazgo con dosis de inteligencia emocional y sensibilidad de género, como modelo efectivo para la dirección de capital humano en las organizaciones. Originalidad/Valor: Este estudio contribuye a la literatura en la medida que realiza una revisión sistemática de la literatura alrededor de inteligencia emocional, liderazgo y género, haciendo uso de la metodología Proknow-C. Los resultados pueden impactar en el rendimiento y el éxito de organizaciones lideradas por mujeres y hombres emocionalmente inteligentes.
This study evaluated variation at the individual and work unit levels in the relations of job control, hostility, and trait anxiety to mental health and job satisfaction. Questionnaire data from a sample of 2,900 employees working at 152 hospital wards were analyzed by means of multilevel regression analyses. Results showed that mental health (General Health Questionnaire–12), varying mainly at the individual level, was explained mostly by hostility and trait anxiety. Job satisfaction varied significantly at the individual and the ward level. Job control accounted for most of this multilevel variation. Thus, this study demonstrated the significance of individual characteristics and organizational effects in explaining the mental health and job satisfaction of employees.
This chapter provides a brief introduction to the construct of emotional intelligence (EI), focusing on the conceptual distinction between trait EI (or emotional self-efficacy) and ability EI (or cognitive-emotional ability). The former encompasses emotion-related behavioral dispositions and self-perceived abilities measured via self-report, whereas the latter concerns actual emotion-related cognitive abilities and must be measured via maximum-performance tests. Salient measures of both types of EI are succinctly reviewed. It is argued that in terms of measurement most success has been achieved in relation to trait EI rather than ability EI. The overarching message of the chapter is that progress in the field is contingent on recognizing the fundamental differences between the two EI constructs.
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.
Data obtained from the 1991 “Work Organizations” module of the General Social Survey (GSS) reveal a small but significant tendency for employed men to display higher organizational commitment (OC) than employed women do. This article examines the gender differences and factors that arguably heighten or dampen it. The authors consider both job models highlighting gender differences on job attributes such as autonomy or rewards, and gender models that stress socialization, family ties, and differential labor market opportunities. They find that the primary explanation for the gender difference is that men are more likely than women to hold jobs with commitment-enhancing features. Gender differences in family ties do little to affect male-female OC difference. When job attributes, career variables, and family ties are simultaneously controlled, the authors find that, if anything, women tend to exhibit slightly greater OC. Contrary to implications of some gender models, the correlates of OC do not appear to be appreciably different for men and women.
Whether and to what extent men and women hold differing preferences for particular job attributes remains the subject of debate, with a sizable number of empirical studies producing conflicting results. These conflicts may have temporal sources—historical changes in men's and women's preferences for particular job attributes, as well as changes in preferences that commonly occur over individuals' life cycle. Most previous research has neglected the effects of time on gender differences. Using data from national surveys of workers over a 22-year period, this study focuses explicitly on changes by age over time in men's and women's preferences for five key attributes of jobs—short hours, high income, meaningful work, chances for promotion, and job security. The results suggest that gender differences in preferences have been both stable and limited, although there is some evidence that the gender gap in preferences has actually widened among younger workers in recent years.
Age and tenure are considered important correlates of organizational com- mitment (OC). However, the relations between these variables and OC were found to be relatively weak. This meta-analysis examines the relations between age and tenure and OC across different time frames of employment stages. The numbers of samples dealing with the relations between OC and age and between OC and tenure were 84 and 80, respectively. Age and tenure were divided into time frames of employment stages and a separate meta- analysis was conducted for each of these subgroups. The findings indicate different patterns of relations across employment stages. The relation between OC and age was strongest for the youngest subgroup. The relation between OC and tenure was strongest for the oldest tenure subgroup. These findings are discussed in terms of the practical and conceptual implications of the differences between age and tenure in their relations with OC and with a view to future research.
The popular notion of glass ceiling effects implies that gender (or other) disadvantages are stronger at the top of the hierarchy than at lower levels and that these disadvantages become worse later in a person's career. We define four specific criteria that must be met to conclude that a glass ceiling exists. Using random effects models and data from the Panel Study of Income Dynamics, we examine gender and race inequalities at the 25th, 50th, and 75th percentiles of white male earnings. We find evidence of a glass ceiling for women, but racial inequalities among men do not follow a similar pattern. Thus, we should not describe all systems of differential work rewards as "glass ceilings." They appear to be a distinctively gender phenomenon.
Two studies of 590 male manual workers (20–64 yrs old) are described, in which 8 scales relevant to the quality of working life are introduced and assessed. They cover work involvement, intrinsic job motivation, higher order need strength, perceived intrinsic job characteristics, job satisfaction, life satisfaction, happiness, and self-rated anxiety. Components of job and life satisfaction, derived through cluster analyses, are also identified. The scales are shown to have good internal reliability and to be factorially separate. Comprehensive psychometric data are provided as a baseline for future applications. (50 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
To determine whether the theoretical dimensions of the Profile of Organizational Characteristics (POC) could be replicated empirically by hierarchical cluster analysis, a survey was completed by 592 salaried employees of a Canadian continuous process plant (representing a 60% response rate). It was found that the hierarchical cluster analysis solution at the step most closely resembling the theoretical dimension of the POC contained clusters resembling the instrument's dimensions of leadership, communication, and control. The instrument's decision-making dimension was divided into 2 clusters; and clusters representing the instrument's dimensions of motivation, interaction/influence, and goal setting were not present. Suggestions are offered for further development of the POC. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes the Job Diagnostic Survey (JDS) which is intended to (a) diagnose existing jobs to determine whether (and how) they might be redesigned to improve employee motivation and productivity and (b) evaluate the effects of job changes on employees. The instrument is based on a specific theory of how job design affects work motivation, and provides measures of (a) objective job dimensions, (b) individual psychological states resulting from these dimensions, (c) affective reactions of employees to the job and work setting, and (d) individual growth need strength (interpreted as the readiness of individuals to respond to "enriched" jobs). Reliability and validity data are summarized for 658 employees on 62 different jobs in 7 organizations who responded to a revised version of the instrument. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The present research examined personality continuity and change in a sample of young men and women assessed at the beginning and end of college. Two-hundred seventy students completed measures of the Big Five personality traits when they first entered college and then four years later. Analyses indicate small- to medium-sized normative (i.e., mean-level) changes, large rank-order stability correlations, high levels of stability in personality structure, and moderate levels of ipsative (i.e. profile) stability. Overall, the findings are consistent with the perspective that personality traits exhibits considerable continuity over time, yet can change in systematic ways.
In response to general press assertions that training emotionally intelligent children will lead to great rewards, this study examined the relationship between emotional intelligence (EI) and academic achievement in college students, using both self-report and ability-based measures of EI. Specifically, the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT, an ability-based measure) and the Bar-On Emotional Quotient Inventory (EQ-i, a self-report measure) were used to predict academic achievement. Achievement was operationalized as the respondents’ cumulative GPA. Results indicated that EI is not a strong predictor of academic achievement regardless of the type of instrument used to measure it. However, a construct validity examination revealed that the MSCEIT correlated highly with indices of cognitive ability but minimally with personality dimensions. In contrast, the EQ-i failed to correlate with indices of cognitive ability but correlated substantially with numerous personality dimensions.
We present and test a theory on leader emergence in self-managing teams that highlights the emotional and cognitive skills underlying selection as an informal team leader. Existing theory and research reveals that informal leaders are selected because they display constructive task and team management behavior. We contribute to existing theory in two ways. First, by proposing that specific cognitive processes and skills precede the appropriate enactment of those behaviors by facilitating an accurate analysis of the task situation. Second, by proposing that empathy, an aspect of emotional intelligence, precedes and enables those cognitive processes and skills by providing an accurate understanding of team and member emotions and needs. We test our theory in a longitudinal study of 382 team members comprising 48 self-managing teams. Our theory is partially supported and implications are discussed.
Two studies investigated the relationships between personality traits and aspects of job satisfaction. In Study 1, job applicants (n=250) completed the Eysenck Personality Profiler and the Work Values Questionnaire (WVQ), which requires respondents to rate various work-related facets according to the extent to which they contribute to their job satisfaction. These facets were combined into two composites (hygiene and motivator) based on previous research. The three personality superfactors accounted for a small percentage of the variance in importance ratings (about 5%). In Study 2, employees (n=82) completed a measure of the ‘Big Five’ personality traits and the Job Satisfaction Questionnaire (JSQ), which assesses both what respondents consider as important in their work environment as well as their satisfaction with their current job. Importance ratings were again combined into two composites while job satisfaction ratings were factor analyzed and three factors, differentiated along hygiene versus motivator lines, emerged. Personality traits again accounted for a small percentage of the total variance both in importance ratings and in levels of job satisfaction. It is concluded that personality does not have a strong or consistent influence either on what individuals perceive as important in their work environment or on their levels of job satisfaction.
Emotional intelligence (EI) is one of the most widely discussed topics in current psychology. Although first mentioned in the professional literature nearly two decades ago, in the past five years it has received extensive media attention. The term "emotional intelligence" refers to the ability to identify, express, and understand emotions; to assimilate emotions into thought; and to regulate both positive and negative emotions in oneself and others. Yet despite the flourishing research programs and broad popular interest, scientific evidence for a clearly identified construct of EI is sparse. It remains to be seen whether there is anything to EI that researchers in the fields of personality, intelligence, and applied psychology do not already know.
This book offers a comprehensive critical review of EI. It examines current thinking on the nature, components, determinants, and consequences of EI, and evaluates the state of the art in EI theory, research, assessment, and applications. It highlights the extent to which empirical evidence supports EI as a valid construct and debunks some of the more extravagant claims that appear in the popular media. Finally, it examines the potential use of EI to guide practical interventions in various clinical, occupational, and educational settings.
Bradford Books imprint
This paper presents a level-specific analysis of the dispersion of influence in administrative bureaucracies of 44 Belgian cities. A distinction was drawn between process and structure, and the effect of various structural and process constraints on the influence of middle and lower echelons was examined. It was found that the effects of process and structure on influence in decision making were not consistent across organizational levels.
This study examines the behavioral commitment (intent to stay) of a sample of blue-collar employees from a manufacturing firm in Australia. The purpose was to test an integrated causal model of behavioral commitment based on four general classes of variables: structural, pre-entry, environmental, and employee orientations. The LISREL results indicate that variables rank ordered in terms of importance for their total causal effects on the decision process of employees to stay or leave an organization is as follows: job search, job satisfaction, job security, attitudinal commitment, union participation, environmental opportunity, physical conditions, job hazards, met expectations, equity, family responsibility, centraliza tion, supervisory support, and work group cohesion.
• Reviews the book "The psychology of behavior disorders" (1947) by Norman Cameron (see record #31948-02208-000). According to the reviewer, Cameron, in taking a good step forward by adopting a biosocial field-theoretical approach, is forced to take two steps backward by not making it biopsychosocial, and finally trips and throws the baby of the psychological ego out with the bathwater of the semantically inadequate previous conceptions of it. The final result is a well written, carefully constructed presentation of abnormal psychology, which, however, is unable to deal with many of psychopathology's central problems at other than a descriptive level. The reviewer does not now feel, and has never felt, that the Freudian methodological conceptions were much more than first approximations. However, these conceptions must be sharpened rather than ignored. While Cameron pays lip service to the stupendous achievements of psychoanalysis, he is afraid of all of its most basic implications. The reviewer is sure that as soon as clinicians realize that ego, id, superego, conscious and unconscious, regression, repression, transference, etc., are not descriptions of real entities, but rather abstract concepts to account for easily observable and, in clinical practice, almost daily observed behavioral processes, that they will become better clinicians. Cameron is afraid of these terms as if they were bogeymen, and does not seem to have perceived their true methodological role. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
• Reviews the book "The psychology of behavior disorders" (1947) by Norman Cameron (see record #31948-02208-000). According to the reviewer, Cameron, in taking a good step forward by adopting a biosocial field-theoretical approach, is forced to take two steps backward by not making it biopsychosocial, and finally trips and throws the baby of the psychological ego out with the bathwater of the semantically inadequate previous conceptions of it. The final result is a well written, carefully constructed presentation of abnormal psychology, which, however, is unable to deal with many of psychopathology's central problems at other than a descriptive level. The reviewer does not now feel, and has never felt, that the Freudian methodological conceptions were much more than first approximations. However, these conceptions must be sharpened rather than ignored. While Cameron pays lip service to the stupendous achievements of psychoanalysis, he is afraid of all of its most basic implications. The reviewer is sure that as soon as clinicians realize that ego, id, superego, conscious and unconscious, regression, repression, transference, etc., are not descriptions of real entities, but rather abstract concepts to account for easily observable and, in clinical practice, almost daily observed behavioral processes, that they will become better clinicians. Cameron is afraid of these terms as if they were bogeymen, and does not seem to have perceived their true methodological role. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
The psychometric properties of the self-report emotional intelligence (EI) measured by Schutte et al. (1998) [Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167–177] are scrutinized and several weaknesses are identified. It is argued that by virtue of the construction strategy adopted by Schutte et al. (1998) the test cannot be measuring a general EI factor and furthermore that it has not been successfully mapped onto Salovey and Mayer's (1990) [Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185–211] EI model. It is also shown via confirmatory factor analysis that the test is not unifactorial. A theoretical distinction between trait and information-processing EI is proposed. Trait EI appertains to the greater personality realm whereas information-processing EI is an attempt to chart new territory in the field of human mental ability.
The main objective of the present study was to examine the relationship between work values, gender, and organizational commitment. Research on the relationship between work values, in general, and commitment, in particular, has not identified clear trends. As recent work has shown that gender may be a moderator in predicting outcomes from work values, a model combining these variables was examined. The 24-item Work Values Questionnaire, constructed by Elizur in previous research and an abbreviated version of the Porter et al., nine-item organizational commitment questionnaire were used in the study. Data were collected from 204 students, all of whom work outside school. A moderated regression analysis showed that work values, especially cognitive ones, are positively related with commitment and the interaction of values with gender was also found to be a significant predictor of commitment. Some implications of the results were discussed.
Using Meta-Analytical Structural Equation Modeling (SEM), the relationships between structural determinants of job satisfaction and organizational commitment were investigated in the context of contemporary turnover models. Data for this study were obtained from nine empirical studies conducted under the direction of James L. Price and Charles W. Mueller at the University of Iowa. The results suggest that only three structural determinants (distributive justice, promotional chances, and supervisory support) are directly related to organizational commitment over and above their impact on job satisfaction. The effect size of these direct links, however, is small in that they are not detectable in smaller samples (e.g., n=244). On the other hand, most structural determinants are directly related to job satisfaction. The notable exception is the amount of pay employees received which is not related to either job satisfaction or organizational commitment. These findings and implications for future turnover research are discussed.
This article reviews the literature on the subject of “emotional intelligence” (EQ) and attempts to pin-down and define this nebulous construct, using competency-based and personality factor scales. In an exploratory study, the reliability and construct and predictive validity of three scales were investigated. An EQ scale based on 16 relevant competencies showed highly promising reliability and validity. The results also showed the relevance of two other competency-based scales – intellectual intelligence (IQ) and managerial intelligence (MQ) – which both predicted organisational advancement. Taken together, however, the three scales had even higher validity. The overall results supported the view that EQ constructs can be measured more effectively by “performance analysis” than “classic paper and pencil tests”. In addition they provide support for the proposition that the combination of EQ and IQ is a more powerful predictor of “success” than either measure alone.
Addresses criticisms of the authors' previous linking of emotion and intelligence by explaining that many intellectual problems contain emotional information that must be processed. Using P. Salovey and J. D. Mayer's (1990) definition of emotional intelligence as a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking, it is argued that intelligence is an appropriate metaphor for the construct. The abilities and mechanisms that underlie emotional intelligence are described. These mechanisms are (1) emotionality itself, (2) facilitation and inhibition of emotional information flow, and (3) specialized neural mechanisms. Emotionality contributes to specific abilities, and emotional management influences information channels and problem solving. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
What is the impact of emotional intelligence in the workplace? What is its effect on organizational commitment and organizational citizenship? This study hypothesized the relationships between emotional intelligence and specific organizational criteria to provide a direction for future empirical research. Nine empirically testable propositions were posited. Emotional intelligence was theorized to have a positive effect on the organizational outcomes of work-group cohesion, congruence between self- and supervisor appraisals of performance, employee performance, organizational commitment, and organizational citizenship. It may also prevent emotional dissonance, ethical role conflict, and job insecurity from affecting organizational commitment. The most beneficial effects of emotional intelligence may occur in environments in which there is a high degree of job control. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The present study examined the usefulness of trait-Emotional Intelligence (EI) among a sample of 1186 top managers who filled out questionnaires for Emotional Intelligence and the Big Five and were evaluated by a consultant on their competencies. Three higher-order factors were found to underlie the Bar-On Emotional Quotient Inventory (Bar-On, 1997): sense of accomplishment, empathy, and planfulness. Trait-EI was found to be substantially related to Extraversion, Agreeableness, Emotional Stability, and Autonomy. Nevertheless, the EI-factors predicted additional variance over and above the Big Five in competency to support. On the whole, top managers scored higher on the EI dimensions compared with a general population sample. High EI scores were particularly found among managers from enterprising occupational environments, that is environments dominated by activities that entail persuading and leading others to attain organizational goals or economic gain. Copyright © 2004 John Wiley & Sons, Ltd.
This paper examines the role of trait emotional intelligence ('trait EI') in academic performance and in deviant behavior at school on a sample of 650 pupils in British secondary education (mean age %16.5 years). Trait EI moderated the relationship between cognitive ability and academic performance. In addi-tion, pupils with high trait EI scores were less likely to have had unauthorized absences and less likely to have been excluded from school. Most trait EI effects persisted even after controlling for personality var-iance. It is concluded that the constellation of emotion-related self-perceived abilities and dispositions that the construct of trait EI encompasses is implicated in academic performance and deviant behavior, with effects that are particularly relevant to vulnerable or disadvantaged adolescents.
Within research on the quality of working life the variables of trust, organizational commitment and the fulfilment of personal needs play an important part. Yet relevant measures with adequate psychometric support are difficult to locate, especially ones applicable to blue-collar British working populations. The present paper introduces new measures of these variables, each of which has a number of subscales. Internal homogeneity, reliability and factor analytic data are described which show the scales to be psychometrically adequate and stable. To support the future use of the measures for diagnostic and evaluative purposes, normative data are also provided.
This paper presents two experiments concerning trait emotional intelligence (‘trait EI’). In study 1, ten high and ten low trait EI individuals were selected from a sample of 85 persons to participate in a computerized experiment involving the recognition of morphed emotional expressions. As hypothesized, high trait EI participants were faster at identifying the expressions than their low trait EI counterparts. In study 2, trait EI scores from 102 persons were residualized on the Big Five and subsequently 15 high and 15 low trait EI individuals were selected to participate in a mood induction experiment. As hypothesized, high trait EI participants exhibited greater sensitivity to the mood induction procedure than their low trait EI counterparts. The findings are discussed in terms of the construct validity of trait EI, with particular emphasis on the issue of incremental validity vis-à-vis broad personality traits. Copyright © 2002 John Wiley & Sons, Ltd.
This paper sets out the theoretical foundation of emotional intelligence (EI) as a constellation of traits and self-perceived abilities. The discriminant validity of trait EI is explored in two studies. In study 1 (N = 227), the psychometric properties of the BarOn Emotional Quotient inventory were scrutinized through confirmatory factor analysis and the measure was found to be unifactorial. When the EQ-i was examined concurrently with the Eysenck Personality Profiler, a clear trait EI factor emerged in Eysenckian factor space. In study 2 (N = 166), a modified version of the EQ-i was examined concurrently with the NEO PI-R and a truncated trait EI factor was isolated within the Five-Factor Model. Results are discussed with explicit reference to established personality models and it is concluded that trait EI can be conceptualized as a distinct composite construct at the primary level of hierarchical trait structures. Copyright © 2001 John Wiley & Sons, Ltd.
Two hundred and sixty predominantly White participants completed a measure of trait emotional intelligence (EI) and estimated their scores on 15 EI facets on a normal distribution with 100 points as the mean and 15 points as a standard deviation. Females scored higher than males on the social skills factor of measured trait EI. However, when the 15 facets of self-estimated EI were combined into a single reliable scale and the participants''s measured trait EI scores were held constant, it was demonstrated that males believed they had higher EI than females. Most of the correlations between measured and self-estimated scores were significant and positive, thereby indicating that people have some insight into their EI. Correlations between measured and self-estimated scores were generally higher for males than females, and a regression analysis indicated that gender was a significant predictor of self-estimated EI.
Recently, increasing numbers of scholars have argued that emotional intelligence (EI) is a core variable that affects the performance of leaders. In this study, we develop a psychometrically sound and practically short EI measure that can be used in leadership and management studies. We also provide exploratory evidence for the effects of the EI of both leaders and followers on job outcomes. Applying Gross' emotion regulation model, we argue that the EI of leaders and followers should have positive effects on job performance and attitudes. We also propose that the emotional labor of the job moderates the EI–job outcome relationship. Our results show that the EI of followers affects job performance and job satisfaction, while the EI of leaders affects their satisfaction and extra-role behavior. For followers, the proposed interaction effects between EI and emotional labor on job performance, organizational commitment, and turnover intention are also supported.
It has been claimed that the dimensional structure of the Bar-On Emotional Quotient Inventory (EQ-i) (Bar-On, 1997a) represents a hierarchical model of emotional and social intelligence describing a general factor, five-second order factors and 15 primary factors. However, there are several anomalies in the factor analytic methodology employed by Bar-On (1997a), and his interpretation of the results that render the dimensional structure of the EQ-i unclear. In contrast to claims by Bar-On, in the present study a series of exploratory and confirmatory factor analyses found evidence for a general factor of emotional intelligence and six primary factors. Differences between the results reported by Bar-On (1997a) and those of the current study are attributed largely to the more appropriate factor analytic methodology employed. Implications and directions for future research are discussed.
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.
This study examined the relationships between trait emotional intelligence (EI) and tasks involving the recognition of facial expressions of emotion. Two facial expression recognition tasks using the inspection time (IT) paradigm assessed speed of emotional information processing. An unspeeded emotion recognition task was also included, and a symbol IT task was used to assess speed of processing of non-emotional information. It was found that scores on all three emotion-related tasks were strongly intercorrelated, as were scores on the three IT tasks. The two emotional IT scores remained significantly correlated when symbol IT performance was partialled out. This finding, together with the associations between the speeded (IT) and unspeeded face tasks suggests that the association between the emotional IT tasks is not entirely accounted for by general processing speed, and that a general emotion-processing ability also contributes to performance on these tasks. An EI subscale assessing Appraisal of Emotions was significantly correlated with performance on the emotional IT tasks, suggesting that self-reports of emotional perception ability do relate to performance measures.
Nearly 250 telephone sales employees completed the Eysenck Personality Inventory, and scores were related to periods of sick leave, total number of days sick leave over a 1 yr period, supervisor's performance and potential rating. Young extraverts had most periods of sick leave and stable extraverts received higher potential and performance ratings. These results are discussed in terms of the previous literature in the field.
The Emotional Intelligence (EI) Scale devised by Schutte et al. (1998) is widely used in EI research. There have been criticisms of this scale, mainly related to its preponderance of forward-keyed items; differing results on its factor structure also exist. We investigated the effect on the scale's psychometric properties of reversing some items and adding some new items. The short form of the Bar-On EQ-i was completed by the same group of participants, comprising 500 Canadian undergraduates. The use of item reversals and additional items was found not to improve the EI scale's internal reliability. In contrast to previous studies, only three factors could be identified for the new 41-item scale: Optimism/Mood Regulation, Utilisation of Emotions and Appraisal of Emotions. Overall EI measured using the 41-item scale and the short EQ-i were highly correlated, whilst correlations between the subscales of the two tests were theoretically interpretable.
Emotional intelligence was conceptualized as competencies that may enable people to use emotions advantageously to achieve desired outcomes. Measures of three components of emotional intelligence (empathy, self-regulation of mood, and self-presentation) as well as affective traits (positive and negative affectivity) and general and practical intelligence were related to a major facet of work success, job interview performance. A sample of 116 undergraduates participated in a simulated job selection experience, consisting of paper and pencil tests and a videotaped structured interview. Results partially supported the proposed model. Some but not all of the affect and ability measures were related to interview outcomes, both directly and mediated by the interviewer's affective response (perceived similarity and liking). In addition to measures of emotional intelligence, measures of general and practical intelligence were associated with interview outcomes, but the orthogonality of IQ and the major emotion variables argue for the unique contributions of emotional intelligence and trait affect to interview success. (PsycINFO Database Record (c) 2007 APA, all rights reserved) (from the journal abstract)