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Development and Validation of a Measure of Emotional Intelligence
Abstract
This series of studies describes the development of a measure of emotional intelligence based on the model of emotional intelligence developed by Salovey and Mayer [Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185–211.]. A pool of 62 items represented the different dimensions of the model. A factor analysis of the responses of 346 participants suggested the creation of a 33-item scale. Additional studies showed the 33-item measure to have good internal consistency and testretest reliability. Validation studies showed that scores on the 33-item measure 1.(a) correlated with eight of nine theoretically related constructs, including alexithymia, attention to feelings, clarity of feelings, mood repair, optimism and impulse control;2.(b) predicted first-year college grades;3.(c) were significantly higher for therapists than for therapy clients or for prisoners;4.(d) were significantly higher for females than males, consistent with prior findings in studies of emotional skills;5.(e) were not related to cognitive ability and6.(f) were associated with the openness to experience trait of the big five personality dimensions.
... Since ability EI might not be precisely measured by questionnaires, this study would focus on selfreport trait EI, which was a multifaceted construct consisting of several sub-dimensions. Trait EI was classified into emotional appraisal and expression, emotional regulation and emotional utilisation (Schutte et al., 1998). Moreover, Ciarrochi et al. (2001) proposed four dimensions of EI, including emotional perception, self-emotion management, managing others' emotions and emotional utilisation. ...
... To measure emotional intelligence (EI), we employed a 33-items questionnaire developed by Schutte et al. (1998) based on the theoretical model of EI from Salovey and Mayer (1990). Although the developer did not clarify the corresponding items for each sub-dimension of the SSREI scale in the original study of Schutte et al. (1998), recent studies employing confirmatory factor analysis showed that there were four sub-dimensions in SSREI scale, including emotional perception, managing others' emotions, self-emotion management and emotional utilisation (Ciarrochi et al., 2001). ...
... To measure emotional intelligence (EI), we employed a 33-items questionnaire developed by Schutte et al. (1998) based on the theoretical model of EI from Salovey and Mayer (1990). Although the developer did not clarify the corresponding items for each sub-dimension of the SSREI scale in the original study of Schutte et al. (1998), recent studies employing confirmatory factor analysis showed that there were four sub-dimensions in SSREI scale, including emotional perception, managing others' emotions, self-emotion management and emotional utilisation (Ciarrochi et al., 2001). Emotional perception referred to the capability of understanding and discerning one's own and others' emotion. ...
Anxiety is associated with negative outcomes such as behaviour disorder and suicide. Previous literature has established the association between maternal attachment and anxiety. However, the effects of emotional intelligence and gender on the pathway are understudied among older adolescents and young adults. The study aims to investigate the potential mediating effect of emotional intelligence in the association between maternal attachment and anxiety in youth, with a consideration of gender as a moderator that may influence the strength of the indirect effect. Adolescents and young adults (N = 239) completed a set of scales measuring their maternal attachment, trait emotional intelligence and anxiety level. Analysis was based on the existing dataset and obtained ethical approval. A PROCESS macro was employed for mediation and moderation analysis. The results indicated that emotional intelligence mediated the association between maternal attachment and anxiety. Furthermore, moderated mediation analysis showed a significant indirect effect from maternal attachment to anxiety through emotional intelligence in females but not in males, with gender moderated the pathway from emotional intelligence to anxiety. The results highlight the importance of trait emotional intelligence and gender pathways in the development of anxiety. Emotional intelligence only mediates the relationship between maternal attachment and anxiety in female adolescents and young adults. However, the moderating effect of gender should be carefully generalised due to potential problems.
... Each test has a response process associated with it; in these realms: ability-based, selfestimates, or observers' opinions. Individual tests listed: GECo = Geneva Test of Emotional Competence (Schlegel & Mortillaro, 2019); MSCEIT 2 = Mayer-Salovey-Caruso Emotional Intelligence Test 2 (Mayer et al., 2025); STEU = Situational Test of Emotional Understanding; STEM = Situational Test of Emotion Management (MacCann & Roberts, 2008); The Genos Emotional Intelligence-Self-Estimate form (Gignac, 2010); SSEIT = Schutte Self-Report Emotional Intelligence Test (Schutte et al., 1998); WLEIS = Wong-Law Emotional Intelligence Scale (Wong & Law, 2002); EQ-i 2.0 = Emotion Quotient Inventory-2 (MHS, 2011); ESCI = Emotional and Social Competence Inventory (Boyatzis, 2018); TEIQue = Trait Emotional Intelligence Questionnaire; EI = emotional intelligence; SEA = socioemotional attributes. ...
... Table 3 compares several measures that elicit test-taker's self-estimates of EI (sometimes labeled "Stream 2"; Ashkanasy & Daus, 2005), also arranged by the four-domain model. The measures include the Schutte Self-Report Emotional Intelligence Scale (SSEIT; Schutte et al., 1998), the Wong and Law measure (WLEIS; Wong & Law, 2002), and the Genos EI assessment (Gignac, 2010). A review of Table 3 indicates that self-estimated measures of EI cover approximately the same four domains, or variations of them as the ability measures. ...
... The personality areas employed for the organization here include (a) Self-management and self-control, (b) Styles of social and emotional interactions, (c) Representations of the self and world, and (d) Motivation and emotion (e.g., Blais & Note. EI = emotional intelligence; SSEIT = Schutte Self-Report Emotional Intelligence Test (Schutte et al., 1998); the 33 items of the SSEIT reflected the test's first factor; however, the authors indicate that the same items drew on content from three areas of the original EI model as indicated in the SSEIT column (see Schutte et al., 1998, p. 171); WLEIS = Wong-Law Emotional Intelligence Scale (Wong & Law, 2002); Genos = Genos Emotional Intelligence Inventory (Gignac, 2010); the Genos manual says it is focused on measuring on-the-job relative frequencies of behavior; we classified it as self-report because the items, as phrased, involve considerable self-judgment and are answered on scales from "almost never" to "almost always" (Gignac, 2010, pp. 1-2). ...
We examine evidence for the validity of different measures under the label emotional intelligence (EI). Some measures are valid for the assessment of EI and others are valid for the assessment of socioemotional attributes (SEA). The constructs of EI and SEA are defined and measures of each described, along with the mental response processes the measures elicit: test-takers’ abilities, self-estimated attributes, or observer reports. Both EI and SEA measures are valid but for distinctly different purposes, and the two classes of measures make different predictions. We add our voices to those who have advocated for dropping the EI label from SEA measures to more clearly draw the distinction between the two. Being clearer about constructs and measures will enhance consulting in the workplace and other applied settings.
... Some studies argue that women yield higher scores in emotional well-being, self-confidence, self-awareness, empathy and, in general, interpersonal and intrapersonal relations than men [49][50][51][52][53][54][55]; men, for their part, appear as more emotionally able to cope with stressful situations [56][57][58]. Other studies found no significant sex-related differences in these variables [59]. ...
... Some research suggests that women score higher on interpersonal and emotional competencies [49][50][51][52][53][54][55], whereas men may report greater emotional self-efficacy in stressful contexts [56][57][58]. However, other studies have found no significant differences [59]. Notably, the role of sex in the relationship between emotional intelligence and eudaimonic well-being remains underexplored, highlighting the need for further investigation. ...
... Schutte's emotional intelligence scale (EIS) [59]. The Spanish version of the EIS [91] was chosen because it assesses the emotional skills of individuals to perceive, understand, and regulate emotions, both inter-and intrapersonally, reflecting the individuals' emotional intelligence. ...
Background
Numerous studies have shown that emotional intelligence could play a role in satisfaction with life and eudaimonic well-being. Several theories hold that emotional intelligence is a construct that can be measured and that can be improved. Emotional intelligence depends on various variables such as age, sex, sociocultural status, environmental factors, and learning history; emotional intelligence should be made a priority subject to teach students to perceive, understand, and regulate emotions from an early age. Teaching of emotional skills at university can have a positive effect on academic performance, psychological well-being, and satisfaction with life.
Methods
The aim of this study is twofold: 1) to analyse differences in emotional intelligence and psychological well-being between sexes among Spanish university students; and 2) to analyse whether emotional intelligence can be used to predict satisfaction with life and eudaimonic well-being in the sample. The instruments used were Schutte’s emotional intelligence scale, the satisfaction with life scale, and the eudaimonic well-being scale. The sample comprised 721 Spanish university students (293 men, 40.64% and 428 women, 59.36%).
Results
The results suggest that women yield higher scores in emotional intelligence factors related to attention to the emotions of others, the expression of emotions, and the regulation of the emotions of others. No significant differences were found concerning satisfaction with life and eudaimonic well-being. The results also indicate that both men and women perceive the regulation of one’s own emotions as a key factor in satisfaction with life. Women tend to link eudaimonic well-being with emotional skills associated with interpersonal relations, while men tend to associate it with emotional skills pertaining to the individual.
Conclusions
The results suggest that, among all emotional intelligence-related factors, the regulation of one’s own emotions is the most valuable predictor of satisfaction with life and eudaimonic well-being. The results also emphasise the importance of teaching emotional intelligence as a way to improve levels of well-being, irrespective of sex, although sex-related differences need to be examined more in depth in order to gain a better understanding of the role played by emotional intelligence, satisfaction with life, and eudaimonic well-being in the psychological and personal development of our students.
... In addition, we aim to identify the dimensions of these two variables, EI and motivation, by carrying out a factor analysis. To this end, we apply the motivation tools Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, 1991), and the Self-Report Emotional Intelligence Test (SSEIT) (Schutte, Malouff, Hall, Haggerty, Cooper, Golden et al., 1998), which was originally carried out with students from the Faculty of Economics and Business Studies and the Faculty of Marketing and Management. ...
... Thus, researchers such as Gardner (1983) and Sternberg (1988) have suggested that the term "intrapersonal and interpersonal intelligence" provided a basis for later models of emotional intelligence (EI). These authors suggested that the essence of intrapersonal intelligence is the ability to know one's own emotions, while that of interpersonal intelligence is the ability to understand the emotions and intentions of other individuals (Gignac, Palmer, Manocha & Stough, 2005;Schutte et al. 1998). ...
... This questionnaire consists of two parts: (a) motivation, which is further divided into two microvariables, value components and affective components; and (b) learning strategies, which is further divided into the microvariables cognitive and metacognitive strategies, resource management strategies and value components. The second questionnaire was the SSEIT (Schutte et al., 1998), which is based on Salovey and Mayers' (1990) original theory of EI and consists of a 33-item self-report measure of students' EI. The SSEIT items utilise a 5-point Likert scale. ...
Purpose: The influence of a good management of Emotional Intelligence (EI) on personal attitude shows a motivational impact that allows better results in any field, work, social or personal. This study analyzes EI and Motivation (MO) through the learning strategies present in 402 university students of the Faculty of Economics and Business and the Faculty of Commerce and Management (Malaga). It also analyzes the impact of gender on these results and identifies the dimensions of the variables studied.Design/methodology/approach: For this purpose, we applied the motivational tools Motivated Strategies for Learning Questionnaire (MSLQ) and the Self-Report Emotional Intelligence Test (SSEIT).Findings: From the identification of EI (5) and MO (4) dimensions, the results of this study indicate high levels of active participation and interest in the subject. Students show a desire to learn effectively and for their learning to be of quality, motivating and useful for understanding the world around them and applying that knowledge to improve it.In relation to the impact of the gender factor, no significant differences or attitudinal patterns were found. Responses and behaviors were homogeneous for both genders.Originality/value: This work identifies the dimensions of EI and MO of university students in terms of involvement, interest in the subject of study and use of learning tools. Confirming that these parameters influence academic performance, the results allow us to determine in which aspects it is necessary or advisable to work on. Attitudes, motivation and intelligent emotional management can provide a competitive advantage.
... The scales used in the questionnaire have been previously validated for use in both academic and professional settings and have been widely applied in previous studies assessing EI, self-efficacy, and perceived stress in various populations, including healthcare students and professionals. The second section of the questionnaire assessed EI using the Schutte Self-Report Emotional Intelligence (SSREI) Scale [30], which comprises 33 items across four domains: (1) emotion perception (8 items), which focuses on the ability to identify emotions in oneself and others; (2) managing self-relevant emotions (9 items), which involves techniques for regulating one's own emotional states; (3) managing others' emotions (8 items), which pertains to influencing the emotional states of others; and (4) utilizing emotions (8 items), which examines the use of emotional information to enhance reasoning and problem-solving. Each item is rated on a 5-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree), with higher scores indicating more developed EI skills. ...
... Each item is rated on a 5-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree), with higher scores indicating more developed EI skills. This scale has been validated and widely used in similar contexts, demonstrating strong reliability and relevance for assessing EI in academic settings [30]. ...
Background
Emotional intelligence is a critical competency in nursing, influencing stress management, self-efficacy, and overall professional competence. Senior students engaged in clinical practice face unique challenges that can impact their stress levels, decision-making abilities, and interactions with patients. This study aimed to assess the emotional intelligence, self-efficacy, and perceived stress among nursing students engaged in clinical practice.
Methods
A cross-sectional study using convenience sampling was conducted from August 2024 to February 2025 among 324 undergraduate nursing students enrolled in clinical practice courses at Jazan University. Emotional intelligence was measured using the Schutte Self-Report Emotional Intelligence Test (SSEIT), self-efficacy was assessed with the General Self-Efficacy Scale (GSE-10), and stress was gauged using the Perceived Stress Scale (PSS-4). Correlation analyses and multiple linear regression were used to identify significant relationships and predictors of emotional intelligence.
Results
Of the 324 participating nursing students, 56% were female. The mean total scores were 120.59 ± 20.78 for emotional intelligence, 28.56 ± 8.02 for self-efficacy, and 7.15 ± 2.11 for perceived stress. Among emotional intelligence domains, the highest mean scores were observed in utilizing emotion (3.81 ± 0.79), while the lowest were in perception of emotion (3.54 ± 0.60). Emotional intelligence domains showed strong positive inter-correlations. ‘Managing self-emotion’ was positively correlated with self-efficacy (p = 0.022), while both ‘perception of emotion’ and ‘managing self-emotion’ were negatively correlated with perceived stress (p = 0.020 and p = 0.021, respectively). Regression analysis revealed gender (p = 0.016) and perceived stress (p = 0.027) as significant predictors of emotional intelligence, with females exhibiting higher emotional intelligence scores.
Conclusion
This study highlights the critical role of emotional intelligence in nursing education and its relationship with self-efficacy and stress levels. Given these findings, integrating structured emotional intelligence training into nursing curricula is essential. This can be achieved through mindfulness-based emotional regulation programs to enhance stress resilience, scenario-based simulations to improve emotional perception and management, and peer-mentorship initiatives to strengthen self-efficacy. Implementing these targeted strategies can enhance nursing students’ emotional intelligence, reduce stress-related impairments, and improve both student well-being and professional competence.
Clinical trial number
Not applicable.
... The study group comprises of students enrolled in the 2021-2022 academic year. The research was carried out with the voluntary participation of 542 university students, and the "Revised Schutte Scale" developed by Schutte et al. (1998) and adapted to Turkish by Tatar, Tok, Saltukoglu (2011), the "Positive Social Behavior Scale" developed by Carol and Randall (2002) and adapted by Kumru et al. (2004), and the personal information form consisting of seven questions were used in the data collection phase. In the analysis of the research data, the t-test analysis method was used to determine whether there was a difference between the groups, and the correlation test was used to determine the relationship. ...
... In the research, the "Revised Schutte Scale" which was enhanced by Schutte et al. (1998) and rearranged as 41 articles by Austin et al. (2005) and finally adapted to Turkish by Tatar et al. (2011) was applied. The scale benefited consists of 3 sub-dimensions and 41 items. ...
The purpose of this study was to examine the association between emotional intelligence and prosocial behavior levels among university students enrolled in Schools of Physical Education and Sports who participate in individual and team sports. The relational screening model, a quantitative research tool, was employed in the study. The study group comprises of students enrolled in the 2021-2022 academic year. The research was carried out with the voluntary participation of 542 university students, and the "Revised Schutte Scale" developed by Schutte et al. (1998) and adapted to Turkish by Tatar, Tok, Saltukoglu (2011), the "Positive Social Behavior Scale" developed by Carol and Randall (2002) and adapted by Kumru et al. (2004), and the personal information form consisting of seven questions were used in the data collection phase. In the analysis of the research data, the t-test analysis method was used to determine whether there was a difference between the groups, and the correlation test was used to determine the relationship. In the research findings, it was determined that there was a significant difference in the sub-dimensions of using emotions and optimism/mood according to gender. The gender variable revealed a significant difference in public positive social conduct, anonymous positive social behavior, immediate positive social behavior, emotional positive social behavior, obedient positive social behavior, and the total scale. There was a substantial difference in the obedient good social conduct sub-dimension among the sports types studied. As a consequence, positive moderately significant associations were found between emotional intelligence and positive social behavior traits. This finding indicates that improving university students' emotional intelligence has a modestly beneficial impact on pleasant social behaviors.
... It plays a critical role in students' abilities to navigate academic demands and social environments. Students with high emotional intelligence often demonstrate superior stress management skills, stronger interpersonal relationships, and greater adaptability (Goleman 2005;Schutte et al. 1998). These emotional competencies not only enhance academic performance but also promote psychological well-being, resilience, and motivation (Hwang and Kim 2023;Trigueros et al. 2020). ...
... The Schutte self-report emotional intelligence test (SSEIT) was developed to measure emotional intelligence using 33 self-report items (Schutte et al. 1998). The scale comprises four subscales: emotional perception (10 items), self-management of emotions (nine items), management of others' emotions (eight items), and utilization of emotions (six items) (Hussein, Acquah, and Musah 2019). ...
Background
In Mediterranean countries, resilience among university students remains underexplored, despite its critical role in managing academic and personal stressors. Emotional intelligence (EI) and perceived stress are known to influence resilience but require further investigation in culturally diverse settings.
Aim
To explore the relationships between academic resilience, EI, and perceived stress among university students in three Mediterranean countries characterized by diverse academic and cultural systems.
Sample
1833 undergraduate students from 12 universities in Egypt, Jordan, and Oman.
Methods
A cross‐sectional correlational design was employed. Participants completed the academic resilience scale (ARS‐30), Schutte self‐report emotional intelligence test (SSEIT), and perceived stress scale (PSS). Multiple linear regression was used to identify predictors of academic resilience.
Results
The mean resilience score was 67.4 (SD = 18.4). EI positively predicted resilience (B = 0.57, β = 0.66, p < 0.001), whereas perceived stress was negatively associated (B = ‐0.48, β = 0.15, p < 0.001). Other significant predictors included good health, advanced academic years, GPA, nationality, and participation in stress‐management training. Variables, such as gender, age, and field of specialty, did not significantly influence resilience. The model explained 54% of the variance in resilience (R² = 0.54, p < 0.001).
Conclusions
This study provides novel insights into the predictors of resilience in culturally diverse Mediterranean contexts. Emotional intelligence and stress management are critical for enhancing academic resilience. Universities should integrate EI training, stress reduction programs, and resilience‐building initiatives into their curricula. Future research should explore longitudinal trends and culturally tailored interventions to promote resilience.
... To assess EI, the study utilized the Schutte Self-Report Emotional Intelligence Test (SSEIT) [18], a 33-items covering four domains: "perception of emotions", "social skills", "self-management of emotions", and "emotion utilization". Responses were rated on a five-point Likert scale, with higher scores indicating greater EI, total scores range from 33 to 165. ...
... The SSEIT has demonstrated high validity and reliability across various populations, including previous validation in the Palestinian context [19]. Reported Cronbach's alpha values ranged from 0.84 to 0.90 [18][19][20]. In this study, the SSEIT showed good internal consistency, with a Cronbach's alpha of 0.84. ...
Background
Emotional intelligence plays a crucial role in work performance, especially in high-stress ICU settings. Understanding emotional intelligence’s role can inform targeted interventions to support nurse well-being, enhance resilience, and improve patient outcomes.
Methods
This descriptive cross-sectional study involved 226 ICU nurses in Palestine, recruited through a convenience sampling method. Data were collected using self-administered questionnaires, including the Schutte Emotional Intelligence Test and a job performance scale. Descriptive statistics, correlation analyses, and regression models were used to analyze predictors of job performance.
Results
The study included 226 nurses, mostly male (74.3%), aged 21–30 years (71.2%), with a bachelor’s degree (68.1%) and less than five years of ICU experience (59.3%). Emotional intelligence scores were high, with an average of 151.9 ± 1.9, and perception of emotions had the highest subscale score. Work performance was also high, averaging 4.3 ± 0.7, with job quality and job quantity scoring the highest. A strong positive correlation (r = 0.611, P < 0.05) was found between EI and work performance. EI and educational level were significant predictors of work performance (β = 0.123, p < 0.01), explaining 39.3% of the variance.
Conclusion
the study highlights the critical role of emotional intelligence in improving ICU nurses’ work performance, particularly in job quality and quantity. Higher emotional intelligence helps nurses meet ICU demands, while educational level serves as a key predictor of performance. These findings highlight the need for EI training in nursing education, professional development, and workplace policies. Structured programs can enhance nurses’ decision-making, communication, and stress management, ultimately improving performance, patient care quality, and safety. Future research should adopt longitudinal or experimental designs to establish causality and evaluate the impact of EI training on nursing performance.
Clinical trial number
Not applicable.
... Similarly, Salovey and Mayer (1990) first introduced the concept of EI as a form of social intelligence that involves monitoring one's own and others' emotions to guide thinking and behavior. Furthermore, Schutte (1998), developed this idea by creating a model to measure EI, demonstrating its impact on behavioral outcomes, including improved stress management and interpersonal communication. ...
... Similarly, Salovey and Mayer (1990) argue that emotional intelligence promotes intellectual growth by fostering emotional awareness and control, which enhances cognitive functions like analysis and evaluation, essential for critical thinking. Schutte et al. (1998) also suggest that emotional intelligence improves reflective thinking and the ability to approach problems calmly and rationally, traits that support critical thinking. ...
This study examines the relationship between emotional intelligence and critical thinking skills among ABM students at Tacurong National High. A quantitative research design with a descriptive-correlational approach was used, employing a customized survey questionnaire to assess students’ levels of emotional intelligence and critical thinking. A random or stratified sampling method was applied to ensure representativeness. The results revealed that students demonstrated a high level of emotional intelligence and exceptional critical thinking skills. Pearson Product Moment Correlation (r) and Multiple Regression Analysis were used to assess the relationship, with the analysis state that there is a relationship between emotional intelligence and critical thinking skills. This led to the rejection of the null hypothesis, confirming a significant relationship between emotional intelligence and critical thinking skills. Among the domains of emotional intelligence, sanitary design was found to have the strongest influence on critical thinking skills. These findings underscore the crucial role of emotional intelligence in enhancing students' critical thinking skills, particularly in decision-making processes in business contexts. The study's implications highlight the importance of emotional intelligence in shaping effective teaching strategies, encouraging parental support at home, and proposing potential directions for future investigation.
... The "Emotional Intelligence Scale" (EIS) was initially developed by Schutte et al. [34], following the model by Salovey and Mayer [35], and subsequently validated by Lane et al. [36,37]. In the sports arena, EIS is a self-assessment questionnaire consisting of 33 items, three of which (5, 28, and 33) are reverse-scored, and six factors that show the individual's desire and persistence to continue participating in sports activities. ...
... The six factors in this questionnaire include: (I) evaluating other people's feelings (seven items), (II) evaluating one's feelings (five items), (III) self-regulation (five items), (IV) social skills (five items), (V) using emotions (seven items), and (VI) optimism (four items). Items are presented in the form of declarative sentences and questions, and each is answered on a five-point Likert scale, ranging from strongly disagree-1 to strongly agree-5, and scored as 2 = disagree, 3 = neutral, and 4 = agree [34]. ...
Objectives: Taekwondo performance is influenced by a complex and dynamic interplay of physical, nutritional, and psychological factors, all of which contribute to competitive success. However, the gender-specific relationships among these factors in young high-performance athletes remain understudied. This study aimed to fill in this knowledge gap. Methods: A cross-sectional study was conducted with 35 elite taekwondo athletes (male: n = 20, female: n = 15, age: 13 ± 1 years). Participants underwent anthropometric assessments, dietary evaluations, and psychological skill assessments during an 8-week training camp before the World Taekwondo Championships. Physical performance was assessed using the Frequency Speed of Kick Test (FSKTmult) and the Taekwondo-Specific Agility Test (TSAT). Statistical analyses included independent t-tests, correlation analyses, and regression models. Results: Males exhibited significantly higher fat-free mass (FFM: 42.8 ± 2.9 kg vs. 36.3 ± 1.6 kg, p < 0.001), skeletal muscle mass (SMM: 31.1 ± 2.2 kg vs. 28.2 ± 1.6 kg, p < 0.001), and energy intake (32.4 ± 4.6 kcal/kg vs. 29.3 ± 3.1 kcal/kg, p = 0.032) than females. Males also had greater dietary intakes of vitamin A, vitamin C, magnesium, and iron (all p < 0.05). There were no gender differences in any psychological attributes associated with emotional intelligence, sport success perception, and mental toughness. Although the total kick count in the FSKTmult was similar for male and female taekwondo athletes (100.2 ± 4.6 vs. 97.5 ± 5.9 kicks, p = 0.139), males outperformed females in round 4 (19.4 ± 1.1 vs. 18.6 ± 1.4 kicks, p = 0.048) and round 5 (18.2 ± 1.0 vs. 17.2 ± 1.0 kicks, p = 0.007) of this test, suggesting higher physical performance maintenance during the test. Regression models indicated that body mass (β = 0.901, p < 0.001) and calcium intake (β = 0.284, p = 0.011) predicted performance in males, while body mass (β = 1.372, p < 0.001), protein intake (β = 0.171, p = 0.012), and emotional regulation (β = 0.174, p = 0.012) were key predictors in females. Conclusions: These findings highlight the importance of an integrated approach to training, nutrition, and psychological preparation in optimizing taekwondo performance. While males and females demonstrated similar psychological resilience and total kick output in a taekwondo-specific test, males exhibited superior endurance in later test rounds of this test. Performance optimization in young elite taekwondo athletes may require the implementation of gender-specific training and nutrition strategies, emphasizing body weight control and calcium intake for males and protein intake for females.
... Subsequent versions include a shorter form (Parker et al., 2011) and a youth version ( Bar-On and Parker, 2000). Additionally, the Self-Report Emotional Intelligence Test (SREIT), developed by Schutte et al. (1998), assesses EI based on the appraisal and expression of emotions in oneself and others, regulation of emotions, and the utilization of emotions in problem-solving. A more recent development in ability-based EI assessment is the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). ...
Emotional intelligence (EI) has garnered sustained theoretical and empirical attention over recent decades. Within the domain of linguistics, a growing body of research has investigated the relationship between EI and language achievement. Publication trends in this area reveal two distinct phases: a period of lukewarm attention (2009–2017), followed by a phase of rapid growth (2018–present). The present meta-analysis aims to determine whether EI significantly influences language achievement. Drawing on data from 47 independent studies, comprising 63 effect sizes and a total sample of 18,649 participants, this study found a small but significant correlation between EI and subjective language achievement (r = 0.24), and a moderate correlation with objective language achievement (r = 0.41). Moderator analyses revealed that the relationship between EI and objective language achievement varied significantly by educational level, target language, language skill assessed, and publication year. In contrast, no significant moderation effects were found for research type, learning context, students’ major, first language, or the measurement instruments employed. These findings underscore the important role of EI in language learning and highlight the need for emotionally responsive and supportive pedagogical environments that contribute to the sustainable development of foreign language education.
... The inventory was adapted for athletes as 19 items and 5 dimensions [21] based on the emotional intelligence scale developed. [22] The subdimensions of this inventory adapted for athletes consist of 5 subdimensions; evaluation of others' emotions (5 items), evaluation of own emotions (3 items), regulation of emotions (RE) (2 items), social skills (3 items), and use of emotions (UE) (6 items). Consisting of 19 items and 5 subdimensions, the emotional intelligence inventory in sport has Cronbach alpha values of the scale subdimensions ranging between 0.61 and 0.85. ...
Physical strength alone is not enough in today’s sports’ society, where athletes’ performance is geared around winning; the body’s demand for mental training is growing every day. The aim of this study is to examine the mental endurance, mental training and emotional intelligence levels of elite level individual athletes; to evaluate the relationships between these psychological variables in a multifactorial structure and to determine whether these variables show significant differences according to demographic characteristics such as gender, age, education level and duration of sportsmanship. This will offer useful strategies to maximize the performance of elite athletes. In this cross-sectional study, a quantitative research method was applied using the survey model. A total of 242 elite Turkish athletes competing in individual sports branches in the Turkish National Teams in 2023 to 2024 participated in the study. Athletes’ data was gathered and examined between January 02 and March 02, 2024. The data were collected using the Sport Mental Endurance Inventory, Sport Mental Training Inventory, and Sport Emotional Intelligence Scale. Nonparametric tests were applied for statistical analysis. The findings of this study showed that there were significant differences in mental endurance, mental training, and emotional intelligence levels according to gender, age, and sport branch variables. It was found that male athletes aged between 26 to 33 years had higher levels of mental endurance and emotional intelligence. In addition, it was determined that female athletes aged 21 years and over had higher levels of mental training and emotional intelligence. High positive correlations were found between mental endurance and emotional intelligence and between mental training and emotional intelligence. The development of mental endurance and emotional intelligence is of great importance for elite athletes to improve their success and performance. These findings suggest that mental endurance and emotional intelligence levels of athletes may differ according to demographic characteristics such as gender, age, and sport branches. These factors may have significant effects on athletes’ performances.
... Emotional Intelligence Scale (EIS) (Schutte et al., 1998): The EIS is a self-report measure designed to assess emotional intelligence. The scale includes items that evaluate perception, understanding, regulation, and the utilization of emotions. ...
Self-comforting behaviors are crucial for managing emotional distress and are an essential part of emotional regulation. These behaviors, which can range from adaptive mechanisms such as mindfulness to maladaptive behaviors like avoidance or substance use, play a significant role in therapeutic settings, particularly in clients with emotional dysregulation or anxiety-related disorders. Emotional intelligence (EI), defined as the ability to identify, understand, manage, and influence emotions, is often linked to effective coping strategies and emotional regulation. This study examines the relationship between self-comforting behaviors, as measured by the Self-Comforting and Coping Scale (SCCS), and emotional intelligence in therapeutic contexts. It also explores how therapists can utilize this relationship to enhance emotional regulation and facilitate better therapeutic outcomes. Using a sample of 150 participants from an outpatient counseling center, the study assesses both self-comforting behaviors and emotional intelligence at baseline, 6 months, and 12 months. Results suggest that individuals with higher emotional intelligence are more likely to engage in adaptive self-comforting behaviors and demonstrate better outcomes in therapy, including reduced anxiety and improved emotional regulation. Conversely, lower emotional intelligence was linked to increased reliance on maladaptive self-soothing strategies and poorer therapeutic progress. This study underscores the importance of fostering emotional intelligence in therapy to promote healthier emotional regulation and improve overall mental health outcomes.
... The Schutte SSEIT test was developed by Dr. Nicola Schutte et al. (1998), and is based on Salovey and Mayer's (1990) four-branch model of EQ, i.e. emotion perception, utilizing emotions, managing self-relevant emotions, and managing others' emotions. The Schutte Self-Report Emotional Intelligence Test (SSEIT) includes a 33-item self-report using a 1 (strongly disagree) to 5 (strongly agree) scale for responses. ...
This paper investigates the impact of Emotional Intelligence (EI) on employee performance in customer-facing roles, with a particular focus on how EI influences interpersonal interactions. In an era where customer satisfaction and loyalty are crucial to organizational success, employees' ability to understand and manage their emotions—and to empathize with and respond appropriately to the emotions of customers—plays a pivotal role in shaping the overall customer experience. The paper examines the key components of EI—self-awareness, emotional regulation, empathy, and social skills—and their effects on employee performance in terms of attitudes, behaviours and expertise.
... This research involves quantitative analysis of cross-sectional data using survey questionnaire adopted from literature. The measures of this research have been adopted from the developed scales from the literature for mindfulness (Zada et al., 2023), organization culture (Dewi and Wibowo, 2020), emotional intelligence (Schutte et al, 1998), employee performance (Koopmans et al, 2014), and ethical practices (Ullah et al., 2021). The scales have been adopted appropriately to match the need of the research in the interest of the busy schedule of the medical practitioners. ...
... Organizations that invest in emotional intelligence development, whether through training programs or social-emotional learning initiatives, report improvements in employee satisfaction, reduced turnover, and enhanced productivity [71]. While EI is not a fixed trait, it can be cultivated through interventions such as mindfulness training and emotional skills development programs [67,72,73]. ...
Background
This study explores the interrelationships among emotional intelligence, conflict resolution skills, sense of belonging, and life satisfaction among university students in Mainland China. Drawing from Baumeister and Leary’s theory of belongingness, this research examines both the direct and indirect effects of emotional intelligence and conflict resolution skills on life satisfaction, with sense of belonging serving as a mediator.
Methods
A sample of 369 university students completed validated self-report measures assessing emotional intelligence, conflict resolution skills, sense of belonging, and life satisfaction during the 2023–2024 academic year. Structural equation modeling was used to test the hypothesized relationships.
Results
The results revealed significant positive direct effects of both emotional intelligence (β = 0.32, p <.01) and conflict resolution skills (β = 0.27, p <.01) on life satisfaction. Additionally, sense of belonging significantly mediated the effects of both emotional intelligence (β = 0.19, p <.01) and conflict resolution skills (β = 0.18, p <.01) on life satisfaction, underscoring the importance of social integration in student well-being.
Conclusion
The findings suggest that students with higher emotional intelligence and effective conflict resolution skills experience greater life satisfaction, partly due to an enhanced sense of belonging. These results have significant theoretical and practical implications for educational institutions aiming to foster student well-being by advocating for interventions that promote emotional intelligence, conflict resolution skills, and a supportive, inclusive campus environment.
... The The Schutte Self Report Emotional Intelligence Test (SSEIT) [38] is an instrument to measure emotional intelligence developed by Dr. Nicola Schutte and her colleagues in 1998. The authors used the model of emotional intelligence of Salovey and Mayer as the conceptual foundation for the items used in the scale. ...
Software engineering tasks are high-stress and cognitively demanding. Additionally, there is a latent risk of software engineers presenting burnout, depression and anxiety. Established interventions in other fields centred around attention awareness have shown positive results in mental well-being. We aim to test how effective a yoga intervention is in improving general well-being in the workplace. For that, we designed, implemented and evaluated an eight-week yoga programme in a software development company. We used a mixed-methods data collection, using a survey of six psychometric scales, pre and post-intervention, and a weekly well-being scale during the programme. For method triangulation, we conducted a focus group with the organisers to obtain qualitative data. The quantitative results did not show any statistically significant improvement after the intervention. Meanwhile, the qualitative results illustrated that participants felt better and liked the intervention. We conclude that yoga has a positive impact, which, however, can easily get overlaid by contextual factors, especially with only a once-per-week intervention.
... A five-point Likert scale, compiled by Schutte et al 29 and translated by Wang, 30 measures emotion perception, selfregulation, the regulation of others, and emotion utilization. This study assessed parents on emotion perception and regulation of others, with reliability scores of 0.818 and 0.830, respectively. ...
Background
The pandemic has led to unprecedented home quarantine measures affecting children’s anxiety levels due to routine disruptions. This study investigated the role of the length of the quarantine period, parents’ emotional intelligence, and family socioeconomic status (SES) in influencing children’s anxiety.
Objective
This study aims to examine the relationship between quarantine duration and children’s anxiety and to explore the mediating role of parents’ emotional intelligence and the moderating role of family socioeconomic status in this relationship.
Methods
An online questionnaire surveyed 29,550 parents in Guangdong, Hubei, Henan, and Guangxi provinces of China. The measurement tools used included the Preschool Anxiety Scale, the Family Socioeconomic Status (SES) Scale, and the Emotional Intelligence Questionnaire. The data were analyzed via SPSS 25.0 and Mplus 8.0.
Results
A longer quarantine period (as measured by the number of days) significantly reduced children’s anxiety. Parents’ emotional intelligence mediates the relationship between quarantine days and children’s anxiety, explaining 51.79% of the effect. Family SES moderates the mediating effect of parents’ emotional intelligence on children’s anxiety, benefiting higher-SES families more than lower-SES families. Children’s adaptation during the quarantine period demonstrates psychological resilience.
Conclusion
The mediating effect of parents’ emotional intelligence accounted for 51.79% of the total effect of quarantine duration on children’s anxiety, with longer quarantine periods associated with decreased anxiety. Family socioeconomic status moderated this effect, benefiting higher-socioeconomic-status families more than lower-socioeconomic-status families. Children’s adaptation during the quarantine period demonstrates psychological resilience. To alleviate anxiety, policies should focus on supporting families with lower socioeconomic status and enhancing parental emotional skills.
... public, was next. The list also included articles not only on educators' EI (Chan, 2004(Chan, , 2006Mérida-López & Extremera, 2017;Platsidou, 2010) but also on EI in the workplace (Goleman, 1998;Wong & Law, 2002) and EI measurement (Bar-On, 1997; Petrides & Furnham, 2001;Schutte et al., 1998). Additionally, the review explored the top 20 most cited journals in the Scopus database for literature related to educators' EI (Table 5). ...
This study conducted a bibliometric analysis of 525 journal articles on educators’ emotional intelligence research from 1998 to 2024, guided by both a four-dimensional framework and Job Demands-Resources theory. The study employed multiple bibliometric techniques including citation analysis, co-citation analysis, co-authorship analysis, co-occurrence analysis, and bibliographic coupling to map the intellectual landscape of this field. Through the four-dimensional lens, the analysis revealed temporal patterns of steady growth, spatial characteristics of broad geographical distribution yet limited collaboration, and compositional evolution from foundational concepts to contextualized applications. The Job Demands-Resources perspective further illuminated how educators’ emotional intelligence functions as a crucial personal resource in managing professional demands, particularly in emerging areas such as digital leadership, resilience, and creative performance. The synthesis through these complementary theoretical frameworks provides a systematic understanding of the field’s development, knowledge structure, and theoretical foundations. This integrated analysis also identifies critical directions for future research and practice in educational settings across different cultural contexts.
... It has internal consistency of Cronbach's alpha .90. There is acceptable evidence of predictive and discriminant validity (Schutte et al., 1998). ...
The well-being of the youth is of great concern for healthy community development and societal progress. The present study explores the relations of personality traits with well-being (WB), mediated by emotional intelligence (EI) in Pakistani youth. A cross-sectional research design was applied to collect data from 703 students (Mean age= 20.65 years, SD= 1.38) selected by stratified random sampling technique from the University of Gujrat. The Schutte Self-Report Emotional Intelligence Test (SSEIT, Schutte et al., 1998), Personal Well-Being (Office for National Statistics, 2021), and Big Five Inventory (BFI, John & Srivastava, 1999) were used to assess emotional intelligence, well-being, and personality traits such as extroversion, agreeableness, conscientiousness, neuroticism, and openness. Results showed significant positive correlation of WB with EI (r=.31, p<.01) and personality traits of extroversion (r=.29, p<.01), agreeableness (r=.10, p<.05), conscientiousness (r=.14, p<.01), and openness (r=.12, p<.01). However, significant negative correlation is found in wellbeing with emotional intelligence (r= -.91, p<0.01) and neuroticism (r= -.31, p<0.01). Emotional intelligence has partially mediated between extroversion (?=.08, p<.001) and neuroticism (?=-.04, p<.001) with well-being. However, complete mediation of EI is observed among conscientiousness (?=.12, p<.001), agreeableness (?=.09, p<.001), and openness (?=.14, p<.001) with well-being. Implications are discussed in the light of the present findings of the research.
... In this study, a self-developed Kindergarten Teacher Emotional Intelligence Scale was used. The scale's dimensions were based on a rational reflection on the concept of emotional intelligence, with specific items referencing WLEIS and EIS (Schutte et al., 1998;Wong and Law, 2002), while considering the specific context of this study. The initial scale comprised 49 items. ...
Although emotional intelligence (EI) has been shown to influence work engagement significantly (WE) in many professions, the relationship between EI and WE among kindergarten teachers in Western China remains underexplored. This study aims to fill this gap by investigating how the EI of kindergarten teachers affects their WE and whether educational background moderates this relationship. A sample of 8,786 kindergarten teachers completed the Emotional Intelligence Scale for Kindergarten Teachers and the Work Engagement Scale. The results indicate that EI is positively correlated with and predictive of WE among kindergarten teachers. However, within the internal structure of EI, emotional perception does not predict WE, while emotional identification negatively predicts it. Furthermore, the educational background of kindergarten teachers was found to moderate the relationship between EI and WE. To enhance WE among kindergarten teachers in the future, it is crucial to view EI as a developable skill. This can be accomplished by providing teachers with diverse social practice opportunities and offering structured EI training programs.
... In research exploring the link between emotional intelligence, job satisfaction, and organisational commitment among high school English teachers, Anari (2012) sampled 84 high school English teachers (29 males and 55 females) teaching at Kerman High Schools using proportional and straightforward random techniques. The outcomes were measured with (1) a Self-report Emotional Intelligence Test (SREIT) by Schutte et al. (1998), (2) a Self-report Job Satisfaction Survey (JSS) by Spector and Johnson (2014) and (3) a Self-report Organizational Commitment Questionnaire (OCQ) by Meyer and Zizzi (2007). Data were analysed using Pearson correlation. ...
Emotional intelligence has a substantial impact on job performance, decision-making, leadership, motivation, and effective management. This study investigates the correlation between emotional intelligence, job satisfaction, and job performance among senior high school teachers in the Bia West District of Ghana. The study's primary purpose is to investigate the impact of emotional intelligence on teachers' job satisfaction and, consequently, their job performance. A quantitative descriptive survey design was employed to examine these relationships. The study's participants comprised 102 teachers selected through a multi-stage sampling method, utilising census and quota sampling techniques. Data was collected using three main instruments: the Emotional Intelligence Scale, Job Satisfaction Questionnaire, and Job Performance Questionnaire, which were subjected to validity checks through pilot testing. The reliability coefficients for the instruments were found to be acceptable, with Cronbach's alpha values of 0.79 for emotional intelligence and 0.80 and 0.79 for job satisfaction and performance, respectively. The data collected were analysed using SPSS to determine the relationships among the variables. The findings revealed significant positive correlations between emotional intelligence and job satisfaction (r = 0.349, n = 102, p < 0.0001) and between emotional intelligence and job performance (r = 0.368, n = 102, p < 0.05). This suggests that teachers with higher emotional intelligence tend to experience greater job satisfaction and perform more effectively. The study concludes that emotional intelligence is a vital predictor of teacher job satisfaction and job performance. A teacher with high-level emotional intelligence is less likely to be severely impacted by stressors than those with low emotional intelligence. Emotional intelligence enhances teachers’ ability to work in teams and ensure organisational effectiveness. The study recommends that the Ministry of Education should integrate emotional intelligence assessments into teacher recruitment and training to improve classroom effectiveness. By prioritising emotional intelligence in teacher professional development programs, educational authorities can foster a more committed and effective teaching workforce, ultimately benefiting students' academic outcomes.
... Responses are evaluated using a 5-point Likert scale, ranging from 1 -"Strongly disagree" to 5 -"Strongly agree." The test results have a 4factor solution, including four subscales: "Sharing of Emotions and Empathy," "Motivation for Overcoming Obstacles and Optimism," "Perception of Non-verbal Expression of Emotions in Others," and "Perception of One's Own Emotions and Selfcontrol" (14,15). ...
The role of sports teachers is complex, often requiring them to navigate various situations. Conflict situations can arise during sports events, and their successful resolution depends on the sports educator's specific knowledge and skills supporting them in choosing the proper behavior and actions. Our research aims to reveal the state and degree of determination between the emotional intelligence of students - sports teachers and their ways of reacting to conflicts. A total of 153 students from the Faculty of Sport and the Faculty of Pedagogy at the National Sports Academy ‘Vassil Levski’ were studied. Methods: The main research methods, adapted for Bulgaria, were: ‘The Schutte Self-Report Emotional Intelligence’ and ‘The Thomas-Kilmann Conflict Mode Instrument.’ The results were processed using variation and correlation analysis. Results: The indicators of the two tests revealed a high emotional intelligence level and harmony in reacting to conflicts among the studied. The motivation for overcoming obstacles and the ability to control emotions were leading and directly related to the participants’ attitude to collaboration, accommodation to the situation, and the manifestation of a reasonable compromise. The highest determination (74%) was between ‘Perception of own emotions and self-control’ and ‘Collaborating’ in a conflict situation. Conclusion: General emotional intelligence and all its factors are highly determined by the indicators of conflict-handling modes.
... 70 female's empathy is higher than the male, 71 while female's emotional intelligence is higher than male's. 72 This finding may be associated with the emotional characteristics of male and female. ...
Purpose
Emotional awareness, fundamental to emotional intelligence, involves recognizing and describing emotions in oneself and others, critically influencing mental health and relationships. Therefore, this study aimed to analyze the emotional awareness of pre-service teachers in Chinese through the revised emotional awareness scale (LEAS).
Participants and Methods
The two-stage study included 455 pre-service teachers for LEAS revision (Study 1) and 773 pre-service teachers (randomly sampled) alongside in-service teachers as a contrast group (Study 2).
Results
The revised LEAS showed a strong reliability (total α = 0.888; self/others-awareness α = 0.860/0.822) and validity, with self/others-awareness subscales highly correlated (r = 0.797) and strongly linked to total scores (r = 0.937/0.925). In addition, the criterion-related validity test found that the LEAS was significantly and positively correlated with the TMMS and QYEI. Pre-service teachers’ mean emotional awareness score (2.730) was below the theoretical midpoint (3). Females scored higher than males, awareness increased with academic grade, and liberal arts students outperformed science peers. In-service teachers had higher self/others-awareness than pre-service groups, but total scores of senior pre-service teachers matched in-service levels.
Conclusion
The revised LEAS exhibited good reliability and validity and could be used as an effective tool to measure emotional awareness. Pre-service teachers’ emotional awareness ability, in general, is low to medium and needs improvement. Pre-service teachers’ emotional awareness differed significantly by gender, grade, and profession. The cultivation of emotional awareness is very important and necessary for teachers and is more important for pre-service teachers.
... Dalam lingkungan sekolah, kemampuan untuk mengenali dan mengelola emosi sangat penting untuk menciptakan lingkungan belajar yang positif dan efektif. Schutte et al. (2001) menyatakan bahwa individu dengan kecerdasan emosional yang tinggi cenderung memiliki hubungan sosial yang lebih baik, lebih mampu mengelola konflik, dan lebih sukses dalam memimpin. Mereka juga cenderung lebih tahan terhadap stres dan memiliki motivasi yang kuat dalam mencapai tujuan. ...
Penelitian ini mengkaji peran mata pelajaran seni tari dalam pembentukan kecerdasan emosional siswa di Sekolah Menengah Atas (SMA). Seni tari, sebagai salah satu bentuk seni pertunjukan, menawarkan ruang ekspresi bagi siswa untuk mengenali, mengelola, dan mengekspresikan emosi mereka melalui gerakan yang terstruktur dan bermakna. Kecerdasan emosional, yang mencakup kemampuan memahami emosi diri dan orang lain, serta kemampuan mengatur dan mengekspresikan emosi dengan tepat, sangat penting dalam perkembangan pribadi dan sosial siswa. Studi ini menggunakan metode deskriptif kualitatif dengan pendekatan studi kasus di beberapa SMA di Banjarmasin kalimantan selatan. Data dikumpulkan melalui observasi, wawancara dengan guru dan siswa, serta analisis dokumen terkait. Hasil penelitian menunjukkan bahwa pembelajaran seni tari tidak hanya meningkatkan kemampuan siswa dalam mengekspresikan diri, tetapi juga memperkuat hubungan sosial melalui empati dan kerja sama. Seni tari juga membantu siswa dalam mengelola emosi negatif, seperti stres dan frustrasi, melalui saluran kreatif yang positif. Oleh karena itu, seni tari berperan penting dalam pembentukan kecerdasan emosional siswa di SMA dan dapat menjadi komponen penting dalam pendidikan karakter.
... Based on the results of the conducted studies, it can be concluded that social skills promote school and academic success, good adaptation to the school environment, faster and easier adaptation to a new school, and even the use of more effective learning strategies by students ( Bar-On, 1997;Gil-Olarte Marquez et al., 2006;Goetz et al., 2005;Newsome et al., 2000;Parker et al., 2004a;Parker et al., 2004b;Schutte et al., 1998). ...
The research's aim was to verify whether higher education indeed significantly develops stu-dents' social competences as intended. The research project consisted of three separate studies. Anna Matczak's Social Competence Questionnaire was used, which allows for the presentation of results across three subscales related to functioning in intimate situations, situations of social exposure , and situations requiring assertiveness. The study included 66 first-year special education students, 83 STEM students, and 111 fifth-year special education students. A longitudinal study was conducted on a sample of 31 special education students. The results showed that both special education and STEM students have an average level of social competences. Studying special education significantly contributes to the enhancement of social competences, although the impact is moderate/low. The educational environment and the experiences gained throughout the studies appear to play a crucial role in this development.
... We used already established research scales for collecting the responses. Emotional intelligence was measured by a 33-item scale adapted from "The Schutte Self Report Emotional Intelligence Test (SSEIT)" Schutte et al. (1998). Charismatic Leadership was measured by a 25-item scale adapted from Conger and Kanungo (1994). ...
This study explores the relationship between addictive behaviors, online behaviors, and adolescents’ ability to manage conflict. Effective conflict management is influenced by emotional self-regulation, empathy, and the digital environment. The literature suggests that deficits in these areas may exacerbate antisocial behavior and social adjustment difficulties. This study evaluates the influence of emotional intelligence, addictive behaviors, and online behaviors on conflict management. The hypotheses include adolescents with a high level of emotional adjustment who manage conflicts more effectively (H2) and that addictive and problematic online behaviors increase the risk of conflict escalation (H1, H3). The research involved 403 adolescents, selected through non-probabilistic methods using structured questionnaires. Statistical analysis included normality tests, Spearman’s correlations, and Mann-Whitney U tests to identify group differences. Adolescents with high emotional adjustment obtained significantly higher scores in conflict management and emotional self-regulation. Addictive and problematic online behaviors are associated with more significant difficulties in conflict management. Adolescents involved in minor crimes demonstrate deficits in emotion and conflict management. The results confirm the essential role of emotional intelligence in conflict management and the negative impact of addictive and problematic online behavior. Educational interventions promoting emotional intelligence development and responsible use of technology can reduce antisocial behaviors and improve adolescents’ social adjustment.
Este estudio analiza la relación entre la inteligencia emocional (IE) y la resiliencia en el contexto del desempeño docente desde un enfoque integrado, orientado a la mejora de la eficacia educativa. Partiendo del reconocimiento de las crecientes demandas emocionales y profesionales en el ámbito escolar, se plantea como objetivo explorar cómo ambas competencias inciden en la práctica pedagógica y qué estrategias podrían implementarse para su desarrollo. A través de un enfoque cualitativo y cuantitativo con una muestra intencionada de docentes en ejercicio, se identificó que el fortalecimiento de la IE y la resiliencia permite a los educadores enfrentar con mayor eficacia los desafíos cotidianos de la enseñanza, mejorar su bienestar emocional y generar entornos de aprendizaje más positivos. El estudio destaca la necesidad de incluir el desarrollo socioemocional como parte integral de la formación docente. Además, los resultados sugieren nuevas líneas de investigación y propuestas de intervención para consolidar un modelo educativo más humano, empático y resiliente.
Young adulthood (18-25 years) is a critical developmental stage marked by emotional, social, and psychological transitions. This study examines the relationship between trait emotional intelligence, sibling relationships (rivalry and conflict), and interpersonal difficulties among young adults. Using a quantitative correlational design, data was collected from 250 university students in Punjab, Pakistan, through stratified probability sampling with age ranges from 18-25 years (M=1.31; SD=.464). with demographic sheet. Pearson product moment correlation was used to assess the results between variables and it indicated that there is a negative relationship between emotional intelligence and interpersonal difficulties (r =-0.186, p< .01), suggesting that higher emotional intelligence reduces social challenges, while a weak but significant positive correlation (r = .114, p< .05) between sibling relationships and interpersonal difficulties highlights the impact of sibling rivalry and conflict. However, no significant correlation was found between emotional intelligence and sibling relationships (r = .044, p=ns). Multiple regression analysis showed that sibling relationships and emotional intelligence together accounted for 5% of the variance in interpersonal difficulties (R² = .050, p< .006). These findings emphasize the role of emotional intelligence in reducing interpersonal difficulties and suggest that sibling interactions influence social relationships. Future research should explore additional social and environmental factors affecting interpersonal challenges.
Self-soothing behaviors, pivotal to emotional regulation, are crucial for psychological well-being. As emotional dysregulation is frequently linked to mental health disorders, accurate measurement tools for self-soothing are necessary for both clinical and research purposes. This meta-analysis examines psychometric tools designed to assess self-soothing behaviors, with a particular focus on the Self-Comforting and Coping Scale (SCCS), developed by Obohwemu (2025). By reviewing and synthesizing data from multiple studies on various self-soothing measures, this paper evaluates their reliability, validity, and overall effectiveness in capturing the full spectrum of self-soothing behaviors. The goal is to establish where the SCCS stands relative to other psychometric tools, shedding light on its strengths, limitations, and applicability in clinical and research settings. The findings suggest that the SCCS offers robust psychometric properties, including strong internal consistency, construct validity, and relevance to contemporary therapeutic practices, making it a promising tool for future research and clinical applications in emotion regulation.
This study aimed to investigate the association between emotional intelligence, perceived self-efficacy (PSE) and implementation of community policing practice among police officers in the Nigeria Police Force. This study involved 107 police officers as participants who were selected through purposive random sampling. Data were collected using emotional intelligence, perceived self-efficacy (PSE) and implementation of community policing practice scales. Data were analysed using a regression analysis and partial correlation technique to test the Hypotheses. The study found weak, counterintuitive negative correlations between both emotional intelligence and perceived self-efficacy and community policing implementation in Nigerian police. Emotional intelligence positively associates with implementation, but perceived self-efficacy does not, demanding further context-specific qualitative and longitudinal research to understand these dynamics and improve policing strategies. The study highlights the importance of emotional intelligence and self-efficacy for successful community policing practice among police officers in Nigeria. The results imply how the Nigeria Police Force can enhance the officers’ implementation of the community policing practice by managing their self-efficacy and increasing emotional intelligence.
Emotional intelligence (EQ) is the ability to manage oneself rationally. Daniel Goleman regards EQ as an important factor for individual success. Teachers need not only professional knowledge and moral standards but also high emotional intelligence. This paper emphasizes the importance of teachers’ emotional intelligence for their teaching and career development. By distributing the Emotional Intelligence Scale (EIS), a random sample of 45 teachers from different faculties at Beijing Normal University-Hong Kong Baptist University(BNBU) was surveyed, and the results were analyzed using descriptive statistics. The findings indicate that BNBU teachers have a relatively high level of emotional intelligence.
The aim of this research is to determine the emotional intelligence levels of school principals; to analyze the relationship between school principals’ emotional intelligence levels and teachers’ happiness at school by measuring teachers’ happiness levels at school. In the study, "Information Form" was used to determine the demographic characteristics of the participants, and "Emotional Intelligence Scale" and "Organizational Happiness Scale" were used to determine their perceptions. The universe of the study consists of 216 school principals and 2653 teachers working in official primary, middle and secondary education institutions within the borders of Kızıltepe District of Mardin Province. The sample of the study consisted of 372 teachers selected by simple random sampling method and 97 school principals with whom these teachers worked. For the analysis of the data obtained, descriptive statistics, independent samples t-test and one-way analysis of variance, correlation analysis techniques were used. According to the findings obtained as a result of the research, the emotional intelligence level of the school principals was found to be very high compared to their own perceptions. While there is a significant difference between school principals’ emotional intelligence levels according to gender, age and managerial experience; There was no significant difference according to the variables of education level, professional seniority and school level. Teachers' organizational happiness levels were found to be high. There was no significant difference between the happiness levels of the teachers according to gender, age, professional seniority, education level and school level. In addition, a positive and moderate relationship was found between school principals’ emotional intelligence levels and teachers’ happiness at school.
This theoretical study examines the pivotal role of emotional intelligence (EI) in the emergence of informal leadership within team sports. Drawing on Mayer and Salovey's (1997) and Goleman's (1995) frameworks, we demonstrate how emotional competencies enable certain athletes to exert significant informal influence, regardless of their official status. Three key mechanisms are identified: (1) regulation of collective emotions in competitive stress situations (Laborde et al., 2016), (2) mediation of interpersonal conflicts (Wagstaff et al., 2017), and (3) optimization of nonverbal communication (Furley & Schweizer, 2014). The analysis reveals that these informal leaders, described as "emotional conductors" by Fransen et al. (2015), build their legitimacy through nuanced understanding of group affective dynamics. However, as highlighted by Cotterill and Fransen (2016), this influence operates within a complex ecosystem combining individual factors, interpersonal relationships and organizational context. The article suggests practical applications for athlete training and proposes future research directions to better understand cultural and situational variations of these phenomena.
BACKGROUND
Mental health has become a topic of concern for the world and more specifically for young students. Our research aims to specify the impact of emotional intelligence, sociodemographic, and academic factors on students’ mental health in high institutes of nursing professions and health techniques in the Fez-Meknes region of Morocco.
MATERIALS AND METHOD
This is an analytical cross-sectional study carried out with students in high institutes of nursing professions and health techniques in the Fes-Meknes region of Morocco. It ran from February to July 2022. To collect the data, the study was based on the questionnaire method. we opted for a census of the entire population, which includes 1332 students; we received 881 responses, which gives a response rate of 66.1%, but only 600 complete questionnaires were considered. A simple logistic regression based on the calculation of univariate odds ratios was used to perform a bivariate analysis for each dependent variable. Multiple logistic regression based on the calculation of multivariate odds ratios was applied to obtain the multivariate model.
RESULTS
Prevalence of generalized anxiety, major depression, and flourishing mental health were 24.8%, 39.3%, and 40% respectively. The average emotional intelligence score is 84.70 ± 19.83. Multivariate logistic regression discovers that the risk factors for generalized anxiety and major depression were rare social activity and decreased satisfaction with the academic environment, while the absence of chronic illness and shocking experiences in life also moderate use of social media were protector factors for anxiety and depression. Semester of study, habitat, satisfaction of academic environment, and history of mental illness in the family are significant predictors of positive mental health of nursing students. Emotional intelligence has a negative impact on generalized anxiety and major depression and a positive impact on positive mental health.
CONCLUSION
These results confirm that the mental health of nursing students is influenced by their emotional intelligence and by certain socio-demographic and academic factors. Thus, it’s strongly recommended that nursing institutes act on these factors and include emotional education in their professional training curriculum to ensure the high mental well-being of the students.
For researchers, resilience is the ability of individuals to rise from difficulties to rise, so that they can be more productive again, especially for students working on their thesis. This study aims to determine the effect of emotional quotient, and self-efficacy on resilience. This study involved 107 students who worked on their thesis. The measuring instrument used for emotional quotient is the Assessing Emotional Scale (AES), self-efficacy is General Self-Efficacy (GSE), and for resilience is the Resilience Scale (RS-14) Data collection uses a questionnaire. The analysis technique in this study is multiple regression. The results of this study indicate that there is an influence between emotional quotient and self-efficacy on resilience by 60.6%. This study shows that self-efficacy has a stronger influence than emotional quotient, because students who are working on a thesis need more confidence in themselves to be able to master or control themselves in a condition in order to produce a good result.
Personality plays a significant role in shaping an individual's ability to control emotions. Extensive research has examined the association between extraversion a personality trait characterized by sociability, assertiveness, and enthusiasm and emotional intelligence (EI), defined as the capacity to perceive, understand, manage, and regulate emotions effectively. The present study aimed to investigate the relationship between extraversion and specific dimensions of emotional intelligence, namely self-control and managing emotions, among a sample of 54 undergraduate and postgraduate students. Data was collected using the Emotional Intelligence Scale and the NEO Personality Inventory. The findings revealed that individuals with lower levels of extraversion exhibited significantly lower levels of self-control and emotion management, whereas those with higher extraversion demonstrated stronger emotional regulation abilities. This study supports the findings of Taneja et al. (2020), who reported a strong positive relationship between extraversion and EI among medical students. These results suggest that the development of emotional control is influenced by personality traits and that social conditioning during formative years plays a critical role in cultivating self-regulatory skills. This study contributes to the growing body of literature highlighting the impact of personality traits, particularly extraversion, on emotional intelligence and underscores the importance of further research integrating perspectives from both neuroscience and social psychology, especially in environments where emotional control mechanisms are underdeveloped.
Inteligencja emocjonalna uznawana jest za jedną z kompetencji niezbędnych w zawodach tzw. zaufania społecznego. Sprzyja efektywnemu realizowaniu zadań terapeutycznych przez specjalistów, umożliwia prowadzenie wrażliwego kulturowo wywiadu diagnostycznego, pozwala zadbać o do brostan psychiczny pacjentów, wzmacniając ich potencjał społeczny. W wielu badaniach stwierdzono istotne znaczenie inteligencji emocjonalnej dla rozwoju zawodowego studentów nauk medycznych. Analiza zebranych danych ilościowych przeprowadzona na jednej z lubelskich uczelni wśród studentów kierunku lekarskiego wskazuje na niezadowalający jej poziom u badanych bez względu na rok studiów. Wprowadzanie programów szkoleniowych i rozwijanie interwencji dydaktycznych skoncentrowanych na kształceniu kompetencji społecznych w edukacji wyższej jest niezbędne dla promowania opieki skoncentrowanej na pacjencie w społeczeństwie.
The study investigated the predictive effect of Emotional intelligence (EI), ICT competence, Financial Stability and Gender on academic performance of distance learners. Descriptive survey design was employed for this study. Purposive stratified sampling technique was used to select 350 participants among third year to sixth year learners. Three research instruments were used for data collection; Emotional Intelligence scale by Shuttle et. al (1998), Financial Stability Scale by CFPB (2016), ICT Competency Scale: Tzafilkou, Perifanou and Economides. Instrument reliability ranged from .68 to .86. Students’ GCPA was used to measure academic performance. Data collected was analysed using Pearson correlation and regression analysis. The result revealed a significant relationship among the independent variables and the dependent variable, it further showed that emotional intelligence is a potent contributor to academic performance prediction while gender was the least predictor. The study recommended that the learner support unit should be well equipped with counselors who are saddled solely with the responsibility of training learners and other stakes holders on emotional intelligence since emotional intelligence is a life skill which is teachable.
This study explores the relationship between psychological skills and performance among domestic/international cricketers in Pakistan, highlighting the mediating role of emotional intelligence (EI). Purposive sampling technique was used in the study, permission to collect data was taken from the Pakistan Cricket Board, and data from 100 elite cricketers i.e. 50 males and 50 females who represented Pakistan's national side and domestic regions through Pakistan Cricket Board were analyzed through standardized tools i.e. Test of Performance Strategies (TOPS), Psychological Skills Inventory for Sports (PSIS) and Schutte Emotional Intelligence Scale (SEIS). Results indicate significant positive relationship between psychological skills and performance, with Emotional Intelligence enhancing the application of mental strategies under pressure. Males and elite-level cricketers exhibited higher psychological skills and emotional intelligence than their female counterparts having only regional experience. Limitations include self-reported data and a small sample size. The findings suggest integrating psychological skills training and emotional intelligence development into coaching programs to improve cricketers’ performances and decision-making.
Bu çalışmanın amacı, genç yetişkinlerin finansal okuryazarlık düzeyinin kredi kartı kullanımı alışkanlıklarını etkilerken duygusal zekânın bu etkide aracı rolünün belirlenmesidir. Finansal karar alma sürecinde bireysel yetkinliklerin ve duygusal faktörlerin rolünü anlamakta olduğu düşüncesi önemli yönüdür. Kapsam olarak genç yetişkinler belirlenmiş olup Süleyman Demirel Üniversitesi’ndeki eczacılık öğrencilerine anket uygulanmıştır. Elde edilen sonuçlara göre; finansal ürün ve hizmetleri tanıyan, anlayan ve bu araçları etkili bir şekilde kullanma yeteneğine sahip genç yetişkinlerin finansal kontrolü kaybetmedikleri ve planlanmamış harcamalar yapmadıkları görülmektedir. Borçlarını zamanda ödemeyen, tasarruf yapmayan ve kriz durumlarına karşın hazırlıksız olan genç yetişkinler olumsuz durumlarla ilgili umut besleyemedikleri görülmektedir. Borçlarına sadık genç yetişkinlerin empati düzeyleri ile arasında pozitif yönlü bir ilişki olmasına karşın bir etkisi olmadığı görülmektedir.
Coaching has been described as a process of partnering with clients in a thought-provoking/creative way to inspire them toward maximum personal/professional performance. Often, that work comes down to two major tasks: helping the client communicate more effectively with key stakeholders in their lives and helping clients communicate more healthily with themselves. Yet, despite the salience of this statement, few academic pursuits work to ground the coaching process in the art of emotionally intelligent communications of the interpersonal and intrapersonal sort. This chapter proposes a research-based paradigm for theoretically and practically conceptualizing the coaching process in this way. Utilizing a pracademic approach, analyzing case study, and employing the use of valid and reliable scales, this author puts forth an argument for coaching as an effective process in facilitating the improved emotionally intelligent interpersonal and intrapersonal communication of coaching clients.
The aim of the paper was to determine whether the mental maturity for marriage of young men is related to emotional intelligence? In this article, mental maturity for marriage is understood as the sum of three significant elements that build long-term interpersonal relationships: 1) self acceptance; 2) internal integration; 3) approach to marriage and family life. During research there took a part 90 men. The obtained results showed that young men with a higher level of psychological maturity for marriage are characterized by much greater emotional intelligence than men with a lower level of psychological maturity for marriage. This is manifested, among other things, in better abilities to use experienced emotions when solving problems encountered in life.
ABSTRAK Emotional intelligence (EI) is an individual's ability to recognize, understand, manage, and express their own emotions effectively, as well as perceive and respond to the emotions of others. This concept, popularized by Daniel Goleman (1995), consists of five main components: self-awareness, self-regulation, motivation, empathy, and social skills. Emotional intelligence plays a crucial role in various aspects of life, including academic achievement and workplace performance. In education, emotional intelligence helps students manage academic stress, enhance motivation, build positive social relationships, and improve focus and discipline in learning. Various studies indicate that students with high emotional intelligence tend to achieve better academic performance compared to those with lower emotional intelligence. In the workplace, emotional intelligence is a key factor in enhancing productivity, work efficiency, leadership, and team collaboration. Individuals with high emotional intelligence are better at managing conflicts, adapting to changes, and staying motivated to achieve professional goals. Studies show that leaders with high emotional intelligence are more effective in creating a positive work environment and improving team performance. Thus, emotional intelligence plays a crucial role in determining individual success, both in academic and professional fields. Developing emotional intelligence is an essential aspect of education and training to enhance the quality of a more competitive and adaptable workforce.
Turizm işletmelerinde sürdürülebilir başarı, yenilikçi ve rekabetçi bir yapının oluşturulmasıyla mümkündür. Bu süreçte yaratıcılık ve duygusal zekâ, çalışanların performansını doğrudan etkileyen önemli faktörler arasında yer almaktadır. Bu çalışma, yaratıcılık ile örgüt performansı arasındaki ilişkide duygusal zekânın rolünü incelemeyi amaçlamaktadır. Bu amaç doğrultusunda, Yakın Doğu Üniversitesi Turizm Fakültesi’nde öğrenim gören, staj deneyimi bulunan veya yarı zamanlı olarak çalışan 92 öğrenciye anket yöntemiyle ulaşılarak veriler toplanmıştır. Elde edilen veriler, SPSS programı aracılığıyla gerçekleştirilmiş; güvenilirlik analizi, açıklayıcı faktöranalizi, korelasyon ve hiyerarşik regresyon analizleri uygulanmıştır. Araştırma bulguları, yaratıcılığın hem örgüt performansını hem de duygusal zekâyı pozitif yönde etkilediğini göstermektedir. Ancak, duygusal zekâ, yaratıcılığın örgüt performansı üzerindeki etkisinde anlamlı bir aracı rol üstlenmemiştir. Çalışma, turizm sektöründe yaratıcılık, duygusal zekâ ve örgüt performansı arasındaki ilişkilere dair literatüre katkı sunarken, turizm işletmelerinin insan kaynakları ve liderlik stratejilerini şekillendirmelerine ışık tutabilir.
The purpose of the present study was to revise the Barratt Impulsiveness Scale Version 10 (BIS-10), identify the factor structure of the items among normals, and compare their scores on the revised form (BIS-11) with psychiatric inpatients and prison inmates. The scale was administered to 412 college undergraduates, 248 psychiatric inpatients, and 73 male prison inmates. Exploratory principal components analysis of the items identified six primary factors and three second-order factors. The three second-order factors were labeled Attentional Impulsiveness, Motor Impulsiveness, and Nonplanning Impulsiveness. Two of the three second-order factors identified in the BIS-11 were consistent with those proposed by Barratt (1985), but no cognitive impulsiveness component was identified per se. The results of the present study suggest that the total score of the BIS-11 is an internally consistent measure of impulsiveness and has potential clinical utility for measuring impulsiveness among selected patient and inmate populations.
The authors review the development of the modern paradigm for intelligence assessment and application and consider the differentiation between intelligence-as-maximal performance and intelligence-as-typical performance. They review theories of intelligence, personality, and interest as a means to establish potential overlap. Consideration of intelligence-as-typical performance provides a basis for evaluation of intelligence–personality and intelligence–interest relations. Evaluation of relations among personality constructs, vocational interests, and intellectual abilities provides evidence for communality across the domains of personality of J. L. Holland's (1959) model of vocational interests. The authors provide an extensive meta-analysis of personality–intellectual ability correlations, and a review of interest–intellectual ability associations. They identify 4 trait complexes: social, clerical/conventional, science/math, and intellectual/cultural.
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.
This article presents a framework for emotional intelligence, a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life. We start by reviewing the debate about the adaptive versus maladaptive qualities of emotion. We then explore the literature on intelligence, and especially social intelligence, to examine the place of emotion in traditional intelligence conceptions. A framework for integrating the research on emotion-related skills is then described. Next, we review the components of emotional intelligence. To conclude the review, the role of emotional intelligence in mental health is discussed and avenues for further investigation are suggested.
Contrary to unidimensional conceptions of optimism and pessimism, factor analysis of 2 widely used instruments revealed that optimism and pessimism are empirically differentiable, but related, constructs. Moreover, consistent with expectations, optimism and pessimism were differentially linked with fundamental dimensions of mood and personality. Pessimism was principally associated with neuroticism and negative affect. Optimism was primarily associated with extraversion an positive affect. Findings are discussed with reference to current conceptual and measurement models of optimism and pessimism and their relations to broad dimensions of mood and personality. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
577 undergraduates participated in an investigation of the concept of nonverbal emotional expressiveness. Ss were administered a 13-item self-report Affective Communication Test (ACT) and a battery of other tests, including the Marlowe-Crowne Social Desirability Scale, Taylor Manifest Anxiety Scale, Rotter's Internal–External Locus of Control Scale, and Coopersmith Self-Esteem Inventory. Results show the ACT to be a reliable and valid measure of individual differences in expressiveness/charisma, which is (a) a likely element of social influence in face-to-face interaction, (b) a logical extension of past approaches to a basic element of personality (exhibition), and (c) a valuable construct in approaching current problems in nonverbal communication research. (46 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Personality psychologists from a variety of theoretical perspectives have recently concluded that personality traits can be summarized in terms of a 5-factor model. This article describes the NEO Personality Inventory (NEO–PI), a measure of these 5 factors and some of the traits that define them, and its use in clinical practice. Recent studies suggest that NEO–PI scales are reliable and valid in clinical samples as in normal samples. The use of self-report personality measures in clinical samples is discussed, and data from 117 "normal" adult men and women are presented to show links between the NEO–PI scales and psychopathology as measured by D. N. Jackson's (1989) Basic Personality Inventory and L. Morey's (1991) Personality Assessment Inventory. The authors argue that the NEO–PI may be useful to clinicians in understanding the patient, formulating a diagnosis, establishing rapport, developing insight, anticipating the course of therapy, and selecting the optimal form of treatment for the patient. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Using an explicit model of emotion, we developed the Berkeley Expressivity Questionnaire. This measure of emotional expressivity has three facets: impulse strength, negative expressivity, and positive expressivity. After evaluating its factor structure and psychometric properties, we tested propositions derived from an analysis of display rules. As predicted, women were more expressive than men; Asian-Americans less expressive than other ethnic groups; and Democrats more expressive than Republicans. Expressivity also was related to two mood dimensions and to four of the Big Five personality dimensions. The pattern of findings for the subscales showed convergent and discriminant validity. Positive mood, Extraversion, and Agreeableness were most strongly related to the Positive Expressivity subscale. Negative mood, Neuroticism, and somatic complaints were most strongly related to the Impulse Strength and Negative Expressivity subscales.
This article describes a scale measuring dispositional optimism, defined in terms of generalized outcome expectancies. Two preliminary studies assessed the scale's psychometric properties and its relationships with several other instruments. The scale was then used in a longitudinal study of symptom reporting among a group of undergraduates. Specifically, respondents were asked to complete three questionnaires 4 weeks before the end of a semester. Included in the questionnaire battery was the measure of optimism, a measure of private self-consciousness, and a 39-item physical symptom checklist. Subjects completed the same set of questionnaires again on the last day of class. Consistent with predictions, subjects who initially reported being highly optimistic were subsequently less likely to report being bothered by symptoms (even after correcting for initial symptom-report levels) than were subjects who initially reported being less optimistic. This effect tended to be stronger among persons high in private self-consciousness than among those lower in private self-consciousness. Discussion centers on other health related applications of the optimism scale, and the relationships between our theoretical orientation and several related theories.
Based on the tenets of parental investment theory, the authors postulate that there was greater pressure to inhibit potentially maladaptive emotional, social, and sexual responses on prehistoric women than men in some contexts, resulting in enhanced inhibitory abilities in women in some domains. They reviewed studies whose researchers examined gender differences on social, behavioral, and cognitive tasks involving inhibition and found gender differences favoring female humans most consistent for social tasks (e.g., control of emotions), somewhat less pronounced for behavioral tasks (e.g., delay of gratification), and weak and inconsistent for cognitive tasks (e.g., conceptual tempo). This pattern was interrupted as being consistent with the position that gender differences in inhibition are relatively domain specific in nature, with women demonstrating greater abilities on tasks related to reproduction and childrearing, which is consistent with parental investment theory.
The authors review the development of the modern paradigm for intelligence assessment and application and consider the differentiation between intelligence-as-maximal performance and intelligence-as-typical performance. They review theories of intelligence, personality, and interest as a means to establish potential overlap. Consideration of intelligence-as-typical performance provides a basis for evaluation of intelligence-personality and intelligence-interest relations. Evaluation of relations among personality constructs, vocational interests, and intellectual abilities provides evidence for communality across the domains of personality of J. L. Holland's (1959) model of vocational interests. The authors provide an extensive meta-analysis of personality-intellectual ability correlations, and a review of interest-intellectual ability associations. They identify 4 trait complexes: social, clerical/conventional, science/math, and intellectual/cultural.
Turner's syndrome is a sporadic disorder of human females in which all or part of one X chromosome is deleted. Intelligence is usually normal but social adjustment problems are common. Here we report a study of 80 females with Turner's syndrome and a single X chromosome, in 55 of which the X was maternally derived (45,X[m]) and in 25 it was of paternal origin (45,X[p]). Members of the 45,X[p] group were significantly better adjusted, with superior verbal and higher-order executive function skills, which mediate social interactions. Our observations suggest that there is a genetic locus for social cognition, which is imprinted and is not expressed from the maternally derived X chromosome. Neuropsychological and molecular investigations of eight females with partial deletions of the short arm of the X chromosome indicate that the putative imprinted locus escapes X-inactivation, and probably lies on Xq or close to the centromere on Xp. If expressed only from the X chromosome of paternal origin, the existence of this locus could explain why 46,XY males (whose single X chromosome is maternal) are more vulnerable to developmental disorders of language and social cognition, such as autism, than are 46,XX females.
Contrary to unidimensional conceptions of optimism and pessimism, factor analysis of 2 widely used instruments revealed that optimism and pessimism are empirically differentiable, but related, constructs. Moreover, consistent with expectations, optimism and pessimism were differentially linked with fundamental dimensions of mood and personality. Pessimism was principally associated with neuroticism and negative affect. Optimism was primarily associated with extraversion and positive affect. Findings are discussed with reference to current conceptual and measurement models of optimism and pessimism and their relations to broad dimensions of mood and personality.
Emotional intelligence is a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions (Salovey & Mayer, 1990). We discuss (a) whether intelligence is an appropriate metaphor for the construct, and (b) the abilities and mechanisms that may underlie emotional intelligence. © 1993.
L'auteur discute un modele a cinq facteurs de la personnalite qu'il confronte a d'autres systemes de la personnalite et dont les correlats des dimensions sont analyses ainsi que les problemes methodologiques
Advisor: Martin Sharp. Paper (M. Ed.)--Pennsylvania State University, Great Valley, 1995.
Addressing methodological problems in the development of existing scales for measuring alexithymia, this study reports the development of a new self-report scale. The Toronto Alexithymia Scale (TAS) was devised with concern for theoretical congruence with the alexithymia construct, independence of social desirability response bias, and internal consistency. Initially, 41 items were administered to 542 college students. Twenty-six items meeting preestablished psychometric guidelines were retained. Factor analysis yielded four interpretable factors, all consistent with the construct. The scale demonstrated adequate split-half and test-retest reliability, and scores were not significantly associated with age, education, and socioeconomic status. These preliminary results suggest that the TAS may be used as a clinical screening device with psychiatric and general medical patient populations.
The fact that there is a need for assessing depression, whether as an affect, a symptom, or a disorder is obvious by the numerous scales and inventories available and in use today.
The measurement of adult intelligence A self-rating depression scale
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Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale
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Factor structure of the Barratt Impulsiveness Scale
- Patton