Assessing Emotional Intelligence: Theory, Research, and Applications
Abstract
Managing human emotions plays a critical role in everyday functioning. After years of lively debate on the significance and validity of its construct, emotional intelligence (EI) has generated a robust body of theories, research studies, and measures. Assessing Emotional Intelligence: Theory, Research, and Applications strengthens this theoretical and evidence base by addressing the most recent advances and emerging possibilities in EI assessment, research, and applications.
This volume demonstrates the study and application of EI across disciplines, ranging from psychometrics and neurobiology to education and industry. Assessing Emotional Intelligence carefully critiques the key measurement issues in EI, and leading experts present EI as eminently practical and thoroughly contemporary as they offer the latest findings on:
• EI instruments, including the EQ-I, MSCEIT, TEIQue, Genos Emotional Intelligence Inventory, and the Assessing Emotions Scale.
• The role of EI across clinical disorders.
• Training professionals and staff to apply EI in the workplace.
• Relationships between EI and educational outcomes.
• Uses of EI in sports psychology.
• The cross-cultural relevance of EI.
As the contributors to this volume in the Springer Series on Human Exceptionality make clear, these insights and methods hold rich potential for professionals in such fields as social and personality psychology, industrial and organizational psychology, psychiatry, business, and education.
Chapters (17)
Interest in Emotional Intelligence can, in part, be gauged by the amount of research activity it has stimulated since first
making an appearance in the psychological literature about 20 years ago. To set the scene for the chapters that follow in
this book we analyzed the number of theory, research, and application papers that have been published on EI by year and subject
area. As shown in the tables below, there has been an increasing amount of empirical data and commentary published on the
topic of EI, especially since the start of the 21st Century. What stands out is the number of published commentaries of the
construct of EI with particular reference to how EI relates to standard psychological measures and constructs. In some ways,
our review of the published material on EI illustrates a considerable diversity of opinion in which there is a solid stream
of papers criticizing and or critically examining the construct validity of EI as well as a strong and growing arm of research
evaluating how EI might be used in various applications across the workplace, health and educational settings. Clearly the
conjecture over the reliability and validity of current measures as well as the construct validity of EI is not slowing the
amount of research, the number of special issues or interest in EI from a very wide range of disciplines and practice areas
(e.g., psychology, medicine, industry, education, neuroscience, etc.). Although measures of EI are at a fairly preliminary
phase in their development (first or second versions are available for most measures), research on the applications of EI
scores across several applied areas is on in earnest.
It may be suggested that the measurement of emotional intelligence (EI) has been met with a non-negligible amount of scepticism
and criticism within academia, with some commentators suggesting that the area has suffered from a general lack of psychometric
and statistical rigour (Brody, 2004). To potentially help ameliorate this noted lack of sophistication, as well as to facilitate
an understanding of many of the research strategies and findings reported in the various chapters of this book, this chapter
will describe and elucidate several of the primary psychometric considerations in the evaluation of an inventory or test purported
to measure a particular attribute or construct. To this effect, two central elements of psychometrics, reliability and validity,
will be discussed in detail. Rather than assert a position as to whether the scores derived from putative measures of EI may
or may not be associated with adequate levels of reliability and/or validity, this chapter will focus primarily on the description
of contemporary approaches to the assessment of reliability and validity. However, in many cases, comments specifically relevant
to the area of EI will be made within the context of reliability and/or validity assessment.
Since the best selling book by Goleman (1995), an escalating interest in the construct of emotional intelligence (EI) has
made its way into popular press, academic textbooks, and peer reviewed journals. Despite this growing interest, the measurement
of EI has come under scrutiny (Landy & Conte, 2004; Matthews, Zeidner, & Roberts, 2002). This scrutiny centers on the lack
of agreement between researchers on how to define EI as a construct. In turn, identifying the most amenable means for measuring
EI has presented challenges to researchers resulting in several derivatives of the EI construct (MacCann, Matthews, Zeidner,
& Roberts, 2004). Currently, numerous theoretical models of EI are being advocated in the popular and academic press, as well
as a variety of published and unpublished instruments claiming to assess it.
Since the emergence of the emotional intelligence (EI) construct two decades ago (Salovey & Mayer, 1990) a variety of theoretical
models and measures have appeared. Conceptual models of EI can typically be organized into one of two complementary types:
ability models or trait models (Petrides & Furnham, 2001). The former approach views EI as a set of cognitive-emotional abilities
best measured by maximum performance tests or problems (e.g., how to resolve a conflict with a spouse) that require understanding
and/or use of emotions. The latter approach employs self-report or observer ratings to assess EI, since EI is viewed as a
constellation of emotion-related self-perceptions and dispositions.
This chapter presents an introduction to the theory and psychometric properties of the Trait Emotional Intelligence Questionnaire
(TEIQue). We discuss the necessity of conceptualizing the increasing number of faux intelligences as personality traits, rather
than as cognitive abilities, and give a detailed description of the TEIQue as the operationalization vehicle for trait emotional
intelligence (trait EI or trait emotional self-efficacy). The inventory shows adequate reliability and temporal stability at the global, factor (4), and facet (15) levels. It has
a clear and replicable factor structure comprising four distinct, but interrelated, dimensions: Emotionality, Self-control,
Sociability, and Well-being. Self-other TEIQue correlations are substantial and similar to those observed for the Big Five.
Preliminary data are presented for the new adolescent form of the TEIQue (TEIQue-AFF), which also shows satisfactory psychometric
characteristics.
The Genos Emotional Intelligence Inventory or Genos EI, is a 70-item self- and multi-rater assessment. It was designed specifically
for use in the workplace as a learning and development aid for human resource (HR) professionals and occupational psychologists
involved in the identification, selection and development of employees. Genos EI does not measure emotional intelligence (EI)
per-se’; rather, it measures how often people demonstrate 70 emotionally intelligent workplace behaviors that represent the
effective demonstration of emotional intelligence in the workplace. Despite the popularity of EI as an employee selection
and learning and development medium, few EI inventories have been designed specifically for use in the workplace. Indeed this
approach to the assessment of EI is somewhat different from the approaches provided by leading authors in the area.
The Assessing Emotions Scale, in some literature called the Emotional Intelligence Scale, the Self-Report Emotional Intelligence Test, or the Schutte Emotional Intelligence Scale, is based on Salovey and Mayer’s (1990) original model of emotional intelligence. This model proposed that emotional intelligence consists of appraisal of emotion in the self and others, expression of emotion, regulation of emotion in the self and others, and utilization of emotion in solving problems. Subsumed under these branches are functions such as verbal and nonverbal appraisal and expression of emotion and using emotions to motivate as part of the utilisation of emotions. Mayer, Salovey, and Caruso (2004) have since refined their 1990 model, but the basic aspects of emotional intelligence proposed in the newer model remain similar to those of the 1990 model.
It is quite clear that the enormous success of the emotional intelligence movement in academia, business, and the lay imagination is that it clearly “struck a cord with most people”. Most people know highly
intelligent, well-educated, technically-sophisticated people whose lack of “people skills” means they are surprisingly ineffective
both at work and in their private lives. They seemed to be both emotionally illiterate in that they could not “read the signals”
nor could they manage their own and others’ emotions. It is frequently observed that failed and derailed managers tend to
have poor social skills and are weak at building bonds. They lack EQ.
Much has been assumed about the advantages of being high in Emotional Intelligence (EI), but how does Emotional Intelligence
manifest itself in the real world? Does it comprise good character and maturity (Goleman, 1995, 1998), superior intrapersonal
and interpersonal skills (Gardner, 1999), or wisdom and the ability to manage others (Thorndike, 1920)? The term EI has been
used to encompass a wide variety of constructs; for example, Constructive Thinking has been proposed as the foundation of
EI (Epstein, 1998). And if it were possible to settle on a concrete definition of the real-world behavioural manifestations
of EI, what vocations and roles would high EI be valuable for? This chapter attempts to shed some light on these important
issues for the EI research community.
Business seems to be enamoured by the construct of emotional intelligence. The emotional intelligence framework has enabled managers to understand the contribution of emotions in creating desirable qualities in business such as enthusiasm, motivation, and affective commitment (loyalty), and how these can be enhanced in the workplace by influencing employees' affective abilities (Caruso & Salovey, 2004; Cherniss, 2001; Cherniss & Adler, 2000). At its most basic level, the emotional intelligence framework has provided business with a basis for implementing competencies that identify skills that enable employees to deal with emotions in the workplace. While enthusiasm for the potential of emotional intelligence is shared by many in the business community (Goleman, 2000, 2004), there are those working in and with business who have some level of psychological training and cannot understand the attraction (see Murphy, 2006). Some of this can be linked to the varying conceptualizations of emotional intelligence (see Mayer, Salovey, & Caruso, 2000), while other criticisms emerge from the way in which emotional intelligence is measured (Conte, 2005; Landy, 2005; Locke, 2005). Yes Yes
Biomedical advances of the past century have changed the patterns of illness in industrialized countries dramatically. No
longer are infectious diseases such as tuberculosis, cholera, rubella, and smallpox major contributors to population mortality.
Rather, the leading causes of morbidity and death today are related to chronic stress and unhealthy lifestyles (Mokdad, Marks,
Stroup, & Gerberding, 2004). For example, in 2004 cardiovascular diseases and cancer alone accounted for close to 60% of all
deaths in Canada (Statistics Canada, 2007). Other chronic conditions such as diabetes, rheumatoid arthritis, and high blood
pressure are major contributors to illness and disability (Schultz & Kopec, 2003). Of continuing public concern is also the
widespread prevalence of health risks associated with smoking, alcohol abuse, and obesity (Single, Rehm, Robson, & Truong,
2000; Yach, Stuckler, & Brownell, 2006), as well as the growing health-care costs tied to a spectrum of medically unexplained
physical symptoms, including chronic fatigue, fibromyalgia, and migraine headaches (Kirmayer, Groleau, Looper, & Dao, 2004;
Park & Knudson, 2007). In line with these trends, contemporary models of disease construe health and illness as a complex
outcome of biological, psychological, and social factors (Engel, 1977; Suls & Rothman, 2004), with a particular emphasis on
the role of emotions in these processes (Mayne, 2001; Salovey, Rothman, Detweiler, & Steward, 2000). Within this framework,
the key areas of interest concern the direct physiological links between emotions, stress, and disease (Ader, 2007; Kiecolt-Glaser,
McGuire, Robles, & Glaser, 2002), and the moderating role of individual differences in the way people perceive, experience,
and cope with distressing experiences (Baum & Posluszny, 1999; Lazarus, 1999; Smith, 2006).
The topic of emotional intelligence (EI) has generated a great deal of interest in both researchers and mental health professionals
as it offers a new perspective in the study of emotions and disorders of emotion. While historically emotions were thought
to interfere with cognitive processing, it is now acknowledged that, when managed appropriately, emotions can provide essential
information about how to solve daily problems. From this perspective, the intelligent use of emotions is considered essential
for psychological adaptation (Mayer & Salovey, 1997; Salovey, Bedell, Detweiler, & Mayer, 1999; Salovey, Mayer, Goldman, Turvey,
& Palfai, 1995).
It is more crucial today than ever before that students are academically prepared to compete for knowledge and technology-based
jobs. For students who are not adequately prepared, the economic and social costs can be extremely high. Early withdrawal
from secondary school, for example, has been linked with higher levels of unemployment, lower earnings, and increased health
problems (Jimerson, Egeland, Sroufe, & Carlson, 2000; Reyes, Gillock, Kobus, & Sanchez, 2000; Rumsberger, 1995). Historically,
much of the work on predicting academic success, from elementary school to college, has focused on the impact of various cognitive
abilities, socio-demographic factors and economic variables (Parker, Summerfeldt, Hogan, & Majeski, 2004). The fact that much
of the variance in academic success remains unaccounted for by these variables has encouraged researchers to investigate additional
predictors, including personality and conative factors. In recent years there has been increased attention to the role emotional
and social competency has in academic success.
Societies continue to become more culturally diversified. In part this is due to the globalization of world trade and increase
in migration and tourism. In addition, multinational corporations are gaining increased influence. The international workforce
continues to become more heterogeneous and the workplace more multicultural. These changes influence the behavioral sciences,
which are becoming more cross-culturally orientated (Fontaine, 2005). Researchers and practitioners of industrial/organizational
psychology should be cognizant of cultural diversity and its implications in the workplace. One such implication is that cross-cultural
psychological assessment continues to increase (Casillas & Robbins, 2005; Van de Vijver, 2002).
Recently there have been suggestions from within sports psychology (e.g., Meyer & Fletcher, 2007) that there are similarities
in the use of psychological tools and programs in the corporate and sporting worlds. Therefore it is somewhat surprising that
despite the growing body of research supporting emotional intelligence (EI) as an important tool for identifying superior
performance levels within the workplace, it is yet to be the subject of rigorous research within other performance arenas
such as the sporting environment. The aim of this chapter is to explore the potential relationship between EI and sport basis
of their type of sport. The chapter starts with a discussion of earlier conceptions of emotions in sport, progresses to discuss
the construct of EI and then provides some empirical data assessing the utility of at least one application of EI to the elite
sporting arena. Throughout the chapter we propose theoretical linkages between EI and elite sporting variables that should
be the focus of future empirical research.
Considerable interest and controversy has been devoted to the relatively new construct of Emotional Intelligence. Whilst research
on EI has been growing rapidly, little is known about the complex biological processes that may underpin the construct. This
chapter reviews the limited literature that exists on the neurobiology of EI and extends this area of knowledge by making
theoretical linkages between neurobiological research associated with emotional processing and a model of emotional intelligence.
Activation specific to Understanding Emotions appears to vary in accordance with the media by which it is presented, and may include the amygdala and frontal areas of
the brain. Research into Using Emotion in Thought has shown that the emotion areas of the brain are activated and deactivated reciprocally with areas related to cognitive
functioning, and the pre-frontal cortex and hippocampus are among the brain areas shown to influence how well we Manage Emotions. Theoretical linkages between a model of EI research and the neurobiology of emotion are needed to facilitate future research
on this developing construct, particularly in the areas of the development of EI and deficits in EI clinical disorders.
Imagine a test developer struggling with the complex task of creating an assessment tool to measure an exciting new construct
desired by educational, industrial/organizational, and clinical psychologists alike. The test developer first turns to the
peer-review literature for a definition to act as a basis for this test, but finds instead heated debate and much disagreement.
Researchers are using many different approaches to measure this new construct. In addition, the scores associated with these
different approaches seem to measure different entities. The dissension about which approach is the most useful or valid leaves
the test developer confused over which approach might measure the “real” construct. The measurement of emotional intelligence
(EI) is currently at just such a somewhat precarious stage.
... Emotional Intelligence is a personality trait understood as a perception of one's own emotional competencies and is tested using self-report methods (Stough et al., 2009) More recently, the understanding of intelligence is regarded not solely as a cognitive ability, however additionally coalesced to the other domains of application such as spiritual intelligence, natural intelligence, existential intelligence and emotional intelligence (Rajaei, 2010). The definition of emotional intelligence was mostly inspired by the previous work concentrated on describing, defining, and assessing socially competent behavior such as social intelligence (Thorndike, 1920). ...
... Drug abuse has fatal consequences for youth, their families, and their communities, as well as a significant impact on their mental health. There is a positive relationship between drug addiction and social issues.One of the factors which are understudied is emotional intelligence that is powerful in self-control.Emotional intelligence is a character attribute defined as an awareness of one's own emotional capacities, and is measured through self-report methods (Stough et al., 2009 Moreover, a relapse analysis by Enrique (2015) examined the relationship of emotional intelligence analytical part in mental health which determined that emotional intelligence is a better forecaster of mental health than physical health amongst drug addicts. The findings of this have led towards the results that emotional intelligence and religiosity has significant impact on the mental health of drug addicts. ...
Current study aims to explore the role ofEmotional intelligence and Religiosity as predictors of Mental Health among drug addicts.The current study core objectives were (1) To investigate the role of Emotional intelligence as predictor of Mental Health among drug addicts. (2) To investigate the role of Religiosity as predictor of Mental Health among drug addicts.Purposive sampling was used to recruit 100 people ranging in age from 18 to 60 from various regions of Islamabad and Rawalpindi, Pakistan. Instruments used for the current study were, Emotional Intelligence scale,Index of Religiosity and Depression Anxiety Stress scale for measuring Mental Health. The findings have shown that the association amid emotional intelligence and religiosity is positive between the variables in drug addicts. Also, emotional intelligence has been found to have positive relation with mental health amidst drug addicts. Hence, amongst the drug addicts the relationship is significant only between mental health and emotional intelligence; however, the relationship between religiosity and mental health is weak and positive but significant. So, the two hypothesis are supported by the recent study that emotional intelligence and religiosity are the predictors of mental health in drug addicts.Given the importance of emotional intelligence in determining overall health, the study's long-term implications include giving data for trying to provide better drug addict intervention programmes and ensuring that degrading lifestyles are avoided.
... Emotional Intelligence is a personality trait understood as a perception of one's own emotional competencies and is tested using self-report methods (Stough et al., 2009) More recently, the understanding of intelligence is regarded not solely as a cognitive ability, however additionally coalesced to the other domains of application such as spiritual intelligence, natural intelligence, existential intelligence and emotional intelligence (Rajaei, 2010). The definition of emotional intelligence was mostly inspired by the previous work concentrated on describing, defining, and assessing socially competent behavior such as social intelligence (Thorndike, 1920). ...
... Drug abuse has fatal consequences for youth, their families, and their communities, as well as a significant impact on their mental health. There is a positive relationship between drug addiction and social issues.One of the factors which are understudied is emotional intelligence that is powerful in self-control.Emotional intelligence is a character attribute defined as an awareness of one's own emotional capacities, and is measured through self-report methods (Stough et al., 2009 Moreover, a relapse analysis by Enrique (2015) examined the relationship of emotional intelligence analytical part in mental health which determined that emotional intelligence is a better forecaster of mental health than physical health amongst drug addicts. The findings of this have led towards the results that emotional intelligence and religiosity has significant impact on the mental health of drug addicts. ...
Current study aims to explore the role ofEmotional intelligence and Religiosity as predictors of Mental Health among drug addicts.The current study core objectives were (1) To investigate the role of Emotional intelligence as predictor of Mental Health among drug addicts. (2) To investigate the role of Religiosity as predictor of Mental Health among drug addicts.Purposive sampling was used to recruit 100 people ranging in age from 18 to 60 from various regions of Islamabad and Rawalpindi, Pakistan. Instruments used for the current study were, Emotional Intelligence scale,Index of Religiosity and Depression Anxiety Stress scale for measuring Mental Health. The findings have shown that the association amid emotional intelligence and religiosity is positive between the variables in drug addicts. Also, emotional intelligence has been found to have positive relation with mental health amidst drug addicts. Hence, amongst the drug addicts the relationship is significant only between mental health and emotional intelligence; however, the relationship between religiosity and mental health is weak and positive but significant. So, the two hypothesis are supported by the recent study that emotional intelligence and religiosity are the predictors of mental health in drug addicts.Given the importance of emotional intelligence in determining overall health, the study's long-term implications include giving data for trying to provide better drug addict intervention programmes and ensuring that degrading lifestyles are avoided.
... The researcher chose to use this abbreviated form after finding that the reliability was similar to the complete Genos EI (a = .87; Stough et al., 2009). Research suggested that the correlation between the complete form and the short version was r = .94. ...
... Research suggested that the correlation between the complete form and the short version was r = .94. Therefore, Stough et al. (2009) reported that any effects of the total EI could also be expected when using the short form. ...
This mixed methods study explored the relationship between emotional intelligence (EI) and overall student performance during occupational therapy (OT) fieldwork. The purpose of this study was to determine whether EI was predictive of student performance during the clinical portion of the academic program. In the first phase of this two-part study, 42 students enrolled in either a Master of Occupational Therapy program or an Occupational Therapy Assistant Program completed the Genos Emotional Intelligence Inventory (short form). Student scores on this brief measure of EI were correlated with scoring on the American Occupational Therapy Association’s Level II Fieldwork Performance Evaluation (FWPE) form. In the second phase of the study, 20 Clinical Fieldwork Educators (CFEs) were interviewed to determine their perception of the importance of EI in regard to fieldwork performance. An analysis of the quantitative data was conducted using hierarchical linear regression, and a positive significant relationship was found between EI and fieldwork performance. An analysis of the qualitative data obtained from interviews with CFEs found multiple themes highlighting their perception of the importance of EI when communicating and collaborating with patients and their families, working as part of a team, and demonstrating empathy and compassion for others. This study adds additional information to the limited evidence on the key factors to fieldwork success in an OT program. The evidence presented here has practical and theoretical implications for OT admissions committees to consider when selecting candidates who will not only be successful academically, but clinically as well.
... Affective competency is a broadly defined term that encompasses various dimensions, ranging from fundamental skills such as emotion labeling and recognition to more complex affect regulation strategies, including the ability to understand and infer emotional states in oneself and others [or broadly emotion intelligence ( Bar-On and Parker, 2000;Stough et al., 2009;Keefer, 2015)]. Despite the increasing interest in this construct, significant inconsistencies in measurement outcomes persist, largely due to the absence of a clear definition that delineates which specific skills should be included as part of affective competency at different developmental stages . ...
Introduction
The Adolescent Story Stem Assessment Profile (ASSP) is a newly developed narrative measure aimed at assessing the psychological wellbeing of adolescents. This study investigates the psychometric properties of the ASSP within the British population, with the goal of elucidating its unique strengths and limitations.
Methods
We conducted an exploratory factor analysis on the responses of a community sample of adolescents in the UK ( N = 182) to identify the underlying factors that reflect adolescents’ internal representations as measured by the ASSP. Following this, we performed a series of analyses on the responses from both the community sample and a high-risk sample of adolescents in care ( N = 67) to investigate the psychometric properties of the ASSP.
Results
We demonstrated satisfactory internal consistency, construct reliability, and discriminant validity among adolescents with varying levels of risk factors. The findings suggest that the ASSP is a promising tool for measuring mental health in adolescents, providing an economical and practically accessible method for both preventative and clinical applications.
Discussion
Our results yield critical insights into the complex nature of adolescents’ psychological development, highlighting the necessity for tailored measures and interventions that address the diverse psychological needs of this population. Overall, this study represents a significant initial step toward establishing the ASSP as a valuable resource in both research and clinical practice, with implications for future studies aimed at enhancing our understanding of attachment to carers, peer relations, mentalization and affect competences in adolescence. The insights gained from this research underscore the importance of developing assessment tools that are sensitive to the unique psychological experiences of adolescents, ultimately contributing to more effective interventions and support strategies.
... Emotional intelligence (EI) is a distinct construct that has proven useful in understanding important outcomes such as well-being, success in various areas of life, job commitment and satisfaction, and the quality of social relationships (Doǧru, 2022;Stough et al., 2009). EI, by definition, represents an individual's ability to recognize and effectively manage emotions to achieve personal and social well-being (Mayer et al., 2008). ...
Sport satisfaction is a crucial construct for sport psychologists, given its significant impact on athletes' psychological well-being and engagement in sport activities. We aimed to explore the relations of demographic, contextual, and personal factors with athlete sport satisfaction. A battery of measures, including the Athletic Satisfaction Questionnaire (ASQ), Big Five Inventory (BFI), and Emotional Skills and Competence Questionnaire (ESCQ45), was administered to a sample of 277 athletes (41.1% female) from Bosnia and Herzegovina. The sample represented a wide range of 16 different sports, encompassing both team (n = 170) and individual sports (n = 107), across various levels of competitive success. The analyses revealed that emotional competence and personality traits were the strongest correlates of sport satisfaction. Additionally, our results underscore the significance of the type of sport (team or individual) as a moderator, suggesting its importance in future research.
... 5. Social-emotional skills: Goleman (1995) highlights the role of emotional intelligence in student success, which includes self-awareness, emotional management, selfmotivation, empathy, and social skills. (Stough et al., 2009) 6. Contextual factors: Bronfenbrenner (2009) emphasizes the influence of ecological environments, such as families, schools, and communities, on student development. ...
The implementation of Indonesia's Merdeka Curriculum necessitates a comprehensive understanding of student characteristics to support personalized learning experiences. This study explores the evaluation of student characteristics, assessment instruments, and their application in improving the learning process within the Merdeka Curriculum framework.To examine the evaluation of student characteristics, various assessment instruments, factors influencing instrument selection and application, and the benefits of evaluations in enhancing the learning process. This qualitative study employs a systematic literature review. The research steps include: 1) Collecting relevant literature from academic databases, focusing on journal articles, books, and government regulations related to the Merdeka Curriculum and student assessment; 2) Analyzing collected materials using content analysis techniques; 3) Synthesizing key themes and findings; 4) Validating results through data source triangulation and peer review. The study identifies key student characteristics for assessment, including cognitive abilities, learning readiness, motivation, learning styles, self-regulation, and social-emotional skills. Various assessment instruments are discussed, such as standardized tests, evaluation scales, performance-based assessments, interviews, and observations. Factors influencing instrument selection include assessment goals, student characteristics, and available resources. The benefits of student characteristic evaluations include informing adaptive instruction, providing targeted support, and monitoring student progress. Effective evaluation of student characteristics is crucial for implementing the Merdeka Curriculum and supporting student-centered learning in Indonesia. The study emphasizes the need for a shift towards process-oriented assessment and highlights the importance of collaboration among educational stakeholders to create an inclusive learning environment.
... Emotional intelligence has gained research interest since its introduction 20 years ago documenting its benefit in the areas of predictability of job success, understanding of human behavior, problem-solving ability, and improved health due to a reduction in stress (Gong, Wu, Huang, Yan, & Luo, 2020;Hollis et al., 2017;Stough, Saklofske, & Parker, 2009). Trait emotional intelligence has been documented to improve job satisfaction (Clarke & Mahadi, 2017); however, it was unknown what constructs predict mood repair in trait emotional intelligence. ...
... La IE se puede abordar desde Lres perspec tivas disLinta s: como una habilida d (Salovey y Mayer, 1990), como un rasgo (Stough et al., 2009) , cuerdo con Laborde el al. (2016) , . ...
El objetivo consistió en identificar el uso del TEIQue en la investigación en los contextos del deporte, ejercicio y actividad física; describir cronológicamente el uso del cuestionario, el idioma utilizado, el país en donde se ha investigado y las citaciones. A partir de un análisis cienciométrico, siguiendo las fases de recuperación, migración, análisis, visualización e interpretación, a través d ellas bases de datos Web of Science y Scopus, obteniendo una muestra final de 12 artículos.
... The Trait Emotional Intelligence Questionnaire-Short Form (TEI Que -SF) is a five-item Likert scale range from strongly disagree to strongly agree to assess four EI traits. Developed by Stough et al. [22], the internal consistency of the scale ranges ...
Background: Understanding the factors that influence academic achievement among university students is crucial for educational institutions. This study aims to clarify the possible relationship between students' academic achievement, emotional intelligence, and self-esteem. The findings from this research may provide valuable insights for educators and policymakers in developing strategies to enhance students' academic performance and well-being. Methods: A descriptive-correlational study design was used. Participants were a total of 412 university students belonging to the selected 13 medical, scientific, and literary faculties of Jouf University, Saudi Arabia. The sample was determined randomly from different faculties. A multipart assessment tool was used to focus on assessing demographic information in terms of college, years of education, gender, parents' educational level, marital status, and birth order. Students' academic performance was based on their self-reported responses, as the grade point average is measured out of five. In contrast, emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire-Short Form and the Rosenberg Self-Esteem Scale used to calculate students' self-esteem. Results: The study found a strong positive correlation between grade point average, emotional intelligence, and self-esteem with parental educational level and academic year. Emotional intelligence and self-esteem were significantly influencing grade point average. Gender and academic year also had slight positive effects. Conclusion: There is a significant positive correlation between academic achievement, emotional intelligence, and self-esteem. Variables like fathers, mothers, academic year, gender, and self-esteem positively impacted grade point average.
... The Trait Emotional Intelligence Questionnaire-Short Form (TEI Que -SF) is a five-item Likert scale range from strongly disagree to strongly agree to assess four EI traits. Developed by Stough et al. [22], the internal consistency of the scale ranges ...
Background: Understanding the factors that influence academic achievement among university students is crucial for educational institutions. This study aims to clarify the possible relationship between students’ academic achievement, emotional intelligence, and self-esteem. The findings from this research may provide valuable insights for educators and policymakers in developing strategies to enhance students’ academic performance and well-being.
Methods: A descriptive-correlational study design was used. Participants were a total of 412 university students belonging to the selected 13 medical, scientific, and literary faculties of Jouf University, Saudi Arabia. The sample was determined randomly from different faculties. A multipart assessment tool was used to focus on assessing demographic information in terms of college, years of education, gender, parents’ educational level, marital status, and birth order. Students’ academic performance was based on their selfreported responses, as the grade point average is measured out of five. In contrast, emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire- Short Form and the Rosenberg Self-Esteem Scale used to calculate students’ self-esteem.
Results: The study found a strong positive correlation between grade point average, emotional intelligence, and self-esteem with parental educational level and academic year. Emotional intelligence and self-esteem were significantly influencing grade point average. Gender and academic year also had slight positive effects.
Conclusion: There is a significant positive correlation between academic achievement, emotional intelligence, and self-esteem. Variables like fathers, mothers, academic year, gender, and self-esteem positively impacted grade point average.
... Penelitian ini bertujuan untuk mengisi gap fenomena, gap penelitian, dan gap teori dengan mengeksplorasi efektivitas pelatihan EI bagi guru dalam meningkatkan motivasi belajar siswa sekolah dasar. Hasil penelitian ini diharapkan dapat memberikan kontribusi signifikan dalam pengembangan praktik pendidikan yang lebih holistik dan mendukung perkembangan emosional serta akademis siswa (Parker et al., 2020). ...
Emotional Intelligence (EI), also known as emotional intelligence, is a person's ability to recognize their own emotions, be able to control their emotions according to situations and conditions, be able to use their emotions to increase their own motivation, be able to recognize other people's emotions, and be able to interact positively with other people. . Emotional intelligence (EI) is a self-concept that a teacher, the aim is to increase motivation to learn without having to depend on the surrounding environment. This community service activity is aimed at class VI teachers at MIN 5 Langkat, which aims to improve the performance of teachers when teaching in the classroom by implementing an emotional intelligence system when teaching. With a teacher who can understand the characteristics of the students and understand the emotions of the students, it will be easy for the teacher to convey lesson material without having to force his will on the students. This will also influence students' learning motivation, when students feel that the teacher understands their feelings and needs, students will happily accept the learning provided by the teacher. It was proven that after participating in this socialization, several class VI teachers had implemented EI in the learning process and this had a big influence on increasing the learning motivation of class VI elementary school students.
... Emotional intelligence (EI) is a complex and multifaceted construct that establishes an interconnection between emotionality and cognition and can encapsulate aspects related to intelligence, temperament, personality, and the ability to process emotional information as well as to self-regulate with respect to it (Stough, Saklofske, & Parker, 2009). However, EI still presents several measurement problems related to the different types of conceptualization available in the literature (Zeidner, Matthews, & Roberts, 2008). ...
Initially, Emotional Intelligence (EI) was defined as an ability to process emotional information measurable through performance tasks. Later, other authors conceptualized EI as a set of aspects related to the recognition and regulation of emotions both in oneself and in others, that could be assessed through self-report instruments. Both performance tasks and self-report instruments present several problems. AI could support the assessment of EI by developing an algorithm that detects emotional states associated with facial expressions in response to viewing videos validated to induce specific emotions. The project proposal aims to present a protocol that involves the use of an algorithm capable of comparing each subject's responses at the level of emotional states experienced. The project also includes the proposal of a comparative analysis of the quality and intensity of emotional states during the video, by monitoring some physiological parameters (HRV, GSR and temperature) through a biofeedback instrumentation. Based on the level of consistency among these data, the algorithm will provide a percentage related to the ability to recognize one's own emotions. Inizialmente, l'Intelligenza Emotiva (IE) è stata definita come la capacità di elaborare le informazioni emotive misurabili attraverso compiti di prestazioni. Successivamente, altri autori hanno concettualizzato l'IE come un insieme di aspetti relativi al riconoscimento e alla regolazione delle emozioni sia in sé stessi che negli altri, valutabili attraverso strumenti self-report. Tuttavia, sia i compiti di performance che gli strumenti self-report presentano diversi problemi. L'IA potrebbe supportare la valutazione dell'IE sviluppando un algoritmo che rileva gli stati emotivi associati alle espressioni facciali in risposta alla visualizzazione di video convalidati per indurre emozioni specifiche. La proposta progettuale mira a presentare un protocollo che prevede l'utilizzo di un algoritmo in grado di confrontare le risposte di ogni soggetto a livello di stati emotivi sperimentati. Il progetto prevede anche la proposta di un'analisi comparativa della qualità e intensità degli stati emotivi durante il video, monitorando alcuni parametri fisiologici (HRV, GSR e temperatura) attraverso una strumentazione di biofeedback. In base al livello di coerenza tra questi dati, l'algoritmo fornirà una percentuale relativa alla capacità di riconoscere le proprie emozioni.
... On the other hand, Emotional intelligence (EI) and the type of personality are important factors affecting human life (Stough et al., 2009). In addition, the association between the components of emotional intelligence including difficulty in identifying, describing feelings and externally oriented thinking with ego defense styles was investigated in past studies. ...
We conducted this study to compare bank employees with high emotional intelligence to those with low emotional intelligence, assessing the impact of other implicit attitudes about one's self-concept on their self-concept, emotional intelligence, personality, and ego defense mechanisms.
This study involved 153 participants. We classified the subjects into two experimental groups and one control group. We utilized Beck's self-concept inventory, Bar-On emotional intelligence inventory, the defense styles questionnaire, and the revised NEO personality inventory to assess the self-concept, emotional intelligence, ego defense styles, and personality traits of middle-aged individuals from Bank branches in Tehran.
We analyzed the research data using descriptive analysis, partial correlation, and one-way multivariate analysis of covariance. In the experimental group, there was a significant drop in low emotional intelligence, a stronger negative correlation between self-concept and neuroticism, and a positive correlation with extraversion, conscientiousness, intrapersonal intelligence, general mood, and an immature defense style. However, we found no significant correlation between openness, agreeableness, interpersonal intelligence, adaptability, stress management, mature, and neurotic defense styles.
... The concept of EI has been developed in many research areas, mainly because of its potential to influence human performance and relationships in different environments (Stough et al., 2009). It is a key component of human behaviour that acts independently and differently from cognitive intelligence ( Bar-On, 2000). ...
Background: In Greek scientific literature, no other studies using emotional intelligence as a personal trait were found. Objective: The aim of this study was to explore the validity and reliability of the Trait Emotional Intelligence Questionnaire – Short Form in a Greek educational context. The internal consistency as well as the levels of emotional intelligence, along with the gender as a factor that differentiates emotional intelligence have also been examined. Methods: The sample of the study consisted of 306 (for exploratory factor analysis) and 415 (for confirmatory factor analysis) students who attended the 7th, 8th, and 9th grades of high school. The selection of the sample was randomly performed. The scale consists of 30questions and four factors. The statistical analysis of the data included descriptive statistics, exploratory and confirmatory factor analysis, reliability analysis using Cronbach’s α and discriminant/convergent validity, and t-test for independent samples. Results: The results of the confirmatory factor analysis demonstrated that the hypothesized model produced a significant χ2(1026.58), normed fit index (.96) and comparative fit index (.97). The root mean square error of approximation (.78) was also considered to assess the degree extent to which the model of fit of. Composite reliability
(≥ .948) and average variance extracted (≥ .751) of all dimensions of the Trait Emotional Intelligence Questionnaire – Short Form dem�onstrated an acceptable reliability coefficient. Conclusions: From the analysis of the results, we came to the following conclusions. The Trait Emotional Intelligence Questionnaire – Short Form constitutes an instrument credible enough to measure the emotional
intelligence of high school male and female students. Gender is a differentiation factor for Total emotional intelligence, Self-control, and Well-being factors.
... Few other types of research have proven that EI is linked to academic and professional success. 17 Hence, students with better emotional intelligence demonstrate more positive social functioning and are observed by peers as prosocial and less aggressive. Likewise, emotional intelligence (EI) is the capacity to EI also leads to managing emotions that qualify an individual to ward off stress and anxiety, which is related to test taking and examination as a vital component to high academic achievement. ...
Objective: To compare the potential medical students regarding cognitive intelligence, emotional intelligence, social intelligence and academic performance. Study Design: Cross-Sectional study Place and Duration of Study: Army Medical College, Rawalpindi Pakistan, in October 2020. Methodology: The sample of the study comprised 512 male potential Medical students who completed their High School Education and came for the Entry test at Army Medical colleges with an age range of 17-21 years. All participants were assessed through the group administration of an assessment pack comprised of all tests. Results: Results revealed that among all 512 students, 390 were finally recommended as selected candidates, and the rest, 122 were finally not recommended. A comparison between recommended and not-recommended groups on study variables was drawn. And result revealed significant mean differences in the variables of Cognitive Intelligence (t=-3.592 and p<0.001) and Emotional intelligence (t=-3.969 and p<0.001) and non-significant differences in the variable of social intelligence and academic performance (t=-1.609; p<0.001; t=-0.900; p<0.001). Conclusion: Hence, academic performance is proven to be associated with emotional intelligence, IQ and personality characteristics. Better emotional regulation enables the students to develop better peer relations and invest energies in demanding academics owing to their cognitive and non-cognitive skills.
... Two main approaches to describing EI have emerged (e.g., Stough et al., 2009). Ability EI focuses on cognitive capabilities to comprehend and manage emotion (Mayer & Salovey, 1997) whereas trait EI refers to how individuals understand, experience, and express emotions ( Bar-On, 1997). ...
... One limitation of the current research is the use of a self-rated resilience scale. However, although self-reported instruments are often criticized, the current trend in psychology favors their use in studies that examine individual differences (e.g., Stough et al., 2009). ...
Consumers routinely experience service failures in their daily lives. Research regarding such service failures has primarily focused on characteristics of and actions taken by the service provider and has thus far overlooked the role that consumers' own cognitions might play in determining their behavioral responses to service failures. In particular, emotional resilience—or the ability to rebound from negative experiences (including even the most banal service failures)—has been neglected in prior research. Addressing this gap in the literature, we examine the mechanisms that highly resilient consumers use to manage the negative experience of service failures and gauge whether those mechanisms can effectively reduce negative word‐of‐mouth. Across three studies, we evince that high trait resilient individuals are less likely to engage in negative word‐of‐mouth following service failures because they spontaneously utilize cognitive reappraisal—a strategy for emotion regulation. Importantly, this research suggests that the emotion regulation strategies spontaneously adopted by high trait resilient individuals can be successfully utilized by all consumers after an external prompt. Managing consumers' emotional responses in the face of service failures is shown to have positive benefits for the firm by reducing negative word‐of‐mouth. Notably, such interventions may benefit firms even when the opportunity for a service recovery is not presented.
... Для проведения кросс-культурных сравнений прежде всего необходимо показать эквивалентность методики измерения ЭИ, в нашем случае опросника ЭмИн Д.В.Люсина. Кросс-культурных исследований ЭИ как конструкта проведено не так много: по результатам обзора публикаций по ЭИ за 20 лет -1,8% от всех публикаций [Stough et al., 2009]. Их авторы пытаются понять либо причины различий в ЭИ (например, связанные с культурными ценностями), либо последствия, к которым эти различия приводят (например, для физического здоровья). ...
Проверяется психометрическая эквивалентность русскоязычной версии опросника ЭмИн (Д.В.Люсин) на выборках респондентов из России (n = 275) и Азербайжана (n = 275). С помощью эксплораторного факторного анализа на объединенной выборке была установлена четырехфакторная структура опросника: понимание своих эмоций, управление своими эмоциями, понимание эмоций других людей, управление эмоциями других людей. Конфирматорный факторный анализ показал, что выполняется требование сильной эквивалентности (равенство факторных нагрузок и остаточных средних), позволяющее сопоставлять средние баллы по шкалам. Для россиян по сравнению с азербайджанцами характерны более высокие показатели по пониманию своих эмоций и управлению ими. Российские мужчины в отличие от российских женщин считают, что они лучше управляют своими эмоциями независимо от возраста. Азербайджанские женщины в отличие азербайджанских мужчин считают, что они лучше понимают эмоции других людей (за исключением старшей возрастной группы). Полученные результаты обсуждаются в контексте различий российской и азербайджанской культур по таким ценностям, как индивидуализм и маскулинность.
... It has been demonstrated that emotional quotient (EQ) and personality type are significant variables influencing human life (Stough, Saklofske and Parker, 2009) [32] . Conceptually, these connections make sense because emotional intelligence and personality both have cognitive and emotional components (Mayer and Salovey, 1995;Shulman and Hemenover, 2006). ...
... Despite an abundance of self-report TEI measures, only a handful have been empirically evaluated and are also available in formats suitable for children and adolescents (see Siegling et al., 2015). These include the Emotional Quotient Inventory ( Bar-On, 1997), the Trait Emotional Intelligence Questionnaire (Petrides, 2009a,b), and the Swinburne University Emotional Intelligence Test (Palmer & Stough, 2001;Stough, Saklofske & Parker, 2009). In recent meta-analyses of predictive validity, these three measures consistently outperformed other self-report EI questionnaires -and measures of AEI -in predicting health and wellbeing outcomes (Martins, Ramalho & Morin, 2010;Sánchez-Álvarez, Extremera & Fernández-Berrocal, 2016). ...
... The importance of the teacher role in effective instruction and student achievement has been well documented (Block, Crochet, Jones & Papa, 2012;Stough, Saklofske & Parker, 2009). Social and emotional learning as theorized by Douglass (2011) is important to successful student academic achievement. ...
Since its inception at the turn of the 20ᵗʰ century, agricultural education has utilized agricultural mechanics and technology (power, structure and technical systems) to embed problem
solving, practical mathematics, and foundational physical sciences to its curriculum. These STEM concepts have kept the agricultural mechanics laboratory real and relevant in the modern school. However, the lack of general agricultural mechanic’s skills/ knowledge within the populace of recently graduated students of agricultural education programs at most universities and
institutions of higher learning is alarming.
Successful agricultural science and technology teachers agreed that their undergraduate coursework did not adequately prepare them to teach the current curriculum. Unanimously, the respondents expressed a concern for the lack of depth, scope, and technical skills in agricultural mechanics
currently being taught to future agricultural science teachers. (Ford, Shinn, & Lawver, 2008).
Due to these current trends in the population of agricultural educators, the strength of these important STEM skill sets taught in a mechanics setting is being lost to the underserved population
of rural students. The basis behind this innovation is utilizing cellular/ compact camera technology and social media to provide a medium for basic agricultural mechanics skills; in this case, tool identification.
... As Zissimopoulos and Karoly (2007) stated that given rates of self-employment increase with age, a disproportionate share of the self-employed are middle-aged and older workers. Age is one of the consistently strong determinants with higher propensities for self-employment among men, older workers, those who are more educated and those who are more educated and married (Parker, 2009;Zissimopoulos & Karoly, 2007). ...
The purpose of this study was to compare influencing factors of University and TVET graduate students intention towards entrepreneurship in Addis Ababa City. Both questionnaire survey and focus group discussion methods of data collection techniques were carried out. For the questionnaire survey, 500 respondents were selected by using convenience sampling technique from TVETs and Universities which are found in Addis Ababa City. Additionally, ten focus group discussions were implemented and each group had eight members. A separate logistic regression model was developed for TVET and University graduate students that can predicate determinant factors of students’ intention. The entrepreneurial inclination of TVET students was significantly influenced by age, gender, field of study, income, subjective norms, entrepreneurial attitudes, internal locus of control and entrepreneurial education. For University students, the variable family work, field of study, entrepreneurship course, entrepreneurship test score, locus of control, entrepreneurial education, subjective norms and entrepreneurial motivation had a statistically significant effect on their intention towards entrepreneurship. The study used a mixed research approach for data triangulation purpose. The survey data were entered using SPSS version 20 and analyzed using STATA version 13 software. The qualitative data processed through thematic narration method. Based on the analyzed data, the study found that many graduate students from TVET programs would like to start their business compared to University students. Additionally, based on the descriptive analysis finding, University students had higher subjective norms and higher entrepreneurial attitude than TVET students. Also, for the study variables (subjective norms, entrepreneurial attitude, entrepreneurial self-efficacy, entrepreneurial motivation, entrepreneurship education, locus of control and perceived behavioral control), descriptive result depicted that TVET students had an average mean value of 3.29 and University students had an average mean value of 3.89 for all variables. So, University students had higher entrepreneurial intention than TVET students. Finally, the study recommended that practical education, family business, students loan, free tax policy, business ethics, inclusive entrepreneurship policy, entrepreneurship education as a degree, targeting on indigenous entrepreneurs and sectors coordination should have to be addressed by the concerned body to enhance graduate students intention toward self-employment and personal business.
... Late on, the researcher measure emotional intelligence model of four attributes/characteristics (emotion perception about self and others), (facilitation to other during emotions), (understanding the myth behind emotion) and finally management (Mayer, 2002;Goleman, 2002). As the time passed, other researcher defined the emotional intelligence as the tendency of human to differentiate between one owns and others feelings, for motivating ourselves to behave properly to maintain positive relationship (Stough, Saklofske & Parker, 2009). ...
For more than 20 years, emotions were not consider as integral part of intelligence as discussed by earlier philosophers from Greek and Romans. They consider emotions as rationality based on unpredictable nature. Hence it arise many questions about the employees emotional intelligence feeling across the world. In current research study ESCI construct is validated among faculty members of KP universities. As ESCI is not used so far in the educational institutions, hence it validations will open new ways of understanding the concept related to employees emotional intelligence in higher education sector. For this drive, data is obtained from 500 faculty members from different universities and the response was assessed by CFA via AMOS software. Results indicate that ESCI construct consist of four important clusters with multi-dimensions having number of items. Results of the current study suggest that the newly adapted version of ESCI with 11 factors (44 items) applied in Pakistan higher education institutions having good results linked to psychometric attributes and to asses employees' emotional intelligence level.
... Other researchers have looked into the link between transformational leadership and the ability to change people's moods and emotions when dealing with customers and subordinates (Bano, Foldes, Vinson & Muros, 2007). Working on the relationships between higher EI and improved coping abilities as well as low occupational stress levels (Stough, Saklofske, & Parker, 2009) can help teachers manage stress more effectively to develop resilience. An overview of the above studies reveals that many studies have been conducted on emotional intelligence and attitude but more research is needed to determine whether teachers with a positive and negative professional attitude differ on emotional intelligence, as well as which components of EI the target population differ on. ...
In recent years, a significant volume of research has backed up the importance of emotional intelligence (EI) in teaching effectiveness and achievement of the student. The researchers of this paper investigated the differences in teacher attitudes and then looked at whether teachers with a favourable (FA) and unfavourable (UFA) attitude toward teaching differed in their emotional intelligence (EI). In addition, the relationship between EI and teachers attitude towards teaching was examined. In total, 442 teachers 166 male (37.55%) and 276 female (62.45%) from 45 secondary schools of Kashmir north India took part in the survey. The 't' test and Pearson's Product Moment Correlation were used to analyse the data. The results reveal that teachers who show favourable attitude toward teaching score significantly higher on EI than their colleagues. Significant differences between teachers with FA and UF attitude were identified on seven components of EI: 1) SA, 2) EMP, 3) SM, 4) MR, 5) INT, 6) VI and 7) CMT, however, no such differences were detected on three components: 1) ES, 2) SD, and 3) AB. A correlation based statistical analysis indicated a substantial positive and significant relationship between EI and teachers attitude towards teaching. Our findings also revealed that teachers' attitudes toward teaching do not differ based on gender.
https://ilkogretim-online.org/index.php?iid=2020-19-3.000&jid=218
... Within the domain of emotional development, EI has been defined as 'a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them and to use this information to guide one's own thinking and actions' (Olivier, 2017;Salovey & Mayer, 1990). Although several conceptual models of EI have been proposed in literature (Laborde et al., 2016;Nelis et al., 2009;Salovey & Mayer, 1990;Stough et al., 2009), there is a general consensus that emotionally intelligent individuals 'know' themselves well, are able to sense the emotions of others, and are characterized by being affable, resilient, and optimistic. The global concept of EI can be subdivided into four domains (Petrides & Furnham, 2000;Saklofske et al., 2003): optimism and mood regulation, appraisal of emotions, social skills, and utilization of emotions (see Methods for a more detailed explanation). ...
This study's purpose was to explore the relationship between emotional intelligence (EI) and motor competence (MC) in 540 children, adolescents, and young adults. Using the Schutte Self-Report Emotional Intelligence Scale (SSEIT), participants were divided in three groups of high, average, and low EI. The short form of Bruininks-Oseretsky Test for Motor Proficiency-2 (BOTMP-2SF) evaluated MC. Within each age and sex group, associations between MC and a) EI as a global construct and b) the four subdomains of EI were overall significant (with p < .01 for 85 out of 90 correlations) and very strong (with 66 correlations > .60). A 3 (EI groups) x 3 (age groups) x 2 (sex) ANOVA on standardized overall MC scores revealed that in all age groups, participants with higher EI outperformed their peers with average and low EI with respect to MC (p < .001). Additionally, boys scored higher on MC tests compared to girls (p < .001). A third-order interaction effect (p < .001) revealed that boys' superiority in MC generally decreased from childhood to adulthood, especially in the low EI group. The outcomes of this study show a robust relationship between EI and MC from childhood through early adulthood, suggesting a novel MC correlate throughout the lifespan.
... Team performance is positively and significantly influenced if the team is able to recognize emotions of teammates (Stough, Saklofske & Parker, 2009). ...
It discussed about the emotions of people working in hospitality and Healthcare industry. It signifies the importance of emotional intelligence.
... This strong aspiration to a detailed knowledge of the concept has led to the elaboration of several reference tests and models (Bar- On, 1997;. In the literature (Higgs, 2004;Woolfolk et al., 2008;Stough, Saklofske, & Parker, 2009;Schutte et al., 2009) there are numerous studies that address the concept of emotional intelligence. A representative example is the work of two American professors and researchers, John D. Mayer and Peter Salovey, who set out to develop an instrument to measure differences between people in terms of emotional abilities (Salovey & Mayer, 1990). ...
... Emotions are identified by verbal (e.g., emotional vocabulary) or non-verbal signals such as gestures, expressions, and intonation [5][6][7]. EEG signals are one of the methods of emotional state identification [8,9]. It is non-invasive and relatively inexpensive in comparison to other signal acquisition methods. ...
Based on the growing interest in encephalography to enhance human–computer interaction (HCI) and develop brain–computer interfaces (BCIs) for control and monitoring applications, efficient information retrieval from EEG sensors is of great importance. It is difficult due to noise from the internal and external artifacts and physiological interferences. The enhancement of the EEG-based emotion recognition processes can be achieved by selecting features that should be taken into account in further analysis. Therefore, the automatic feature selection of EEG signals is an important research area. We propose a multistep hybrid approach incorporating the Reversed Correlation Algorithm for automated frequency band—electrode combinations selection. Our method is simple to use and significantly reduces the number of sensors to only three channels. The proposed method has been verified by experiments performed on the DEAP dataset. The obtained effects have been evaluated regarding the accuracy of two emotions—valence and arousal. In comparison to other research studies, our method achieved classification results that were 4.20–8.44% greater. Moreover, it can be perceived as a universal EEG signal classification technique, as it belongs to unsupervised methods.
This article examines the idea of emotional intelligence (EI) in robots, highlighting how it might affect several sectors, such as business, education, and healthcare. The instance of Sophia, a highly advanced humanoid robot created by Hanson Robotics, is highlighted as the debate dives into how emotionally intelligent robots can detect and react to human emotions. The article highlights the major uses of emotionally intelligent robots in business and healthcare, demonstrating how they could transform customer service, medical care, and other areas. The last portion describes the promising future of emotionally aware robots and how they might revolutionize several industries.
Orientation: Personality and emotion-related predispositions cause individuals to respond differently to environmental stressors, resulting in different wellness outcomes.
Research purpose: The aim of this study was to investigate the mediating role of positive coping behaviour in the association between trait emotional intelligence and flourishing.
Motivation for the study: Research shows that emotionally intelligent people experience higher subjective well-being and psychological functioning. Yet, few studies have examined the pathway through which trait emotional intelligence leads to improved well-being, especially in times of uncertainty and change.
Research approach/design and method: A cross-sectional survey design was used to collect quantitative data from a convenience sample of knowledge workers in South Africa. The participants’ self-evaluations were measured using the Assessing Emotional Scale, the Positive Coping Behaviour Inventory and the Flourishing Scale. Statistical analyses included the use of descriptive statistics, the assessment of model fit, the evaluation of bivariate correlations and mediation analyses.
Main findings: The results show that the significant association between trait emotional intelligence and flourishing is attributable to the positive coping behaviour capabilities of emotionally intelligent individuals.
Practical/managerial implications: In a work environment characterised by the unknown and unpredictable, organisations should remain focused on enhancing employees’ emotion-related abilities and personal psychosocial resources.
Contribution/value-add: By focusing on the mediating role of positive coping behaviours in the relationship between trait emotional intelligence and flourishing, this study contributes to existing knowledge regarding the pathway through which specific dispositional characteristics influence well-being outcomes at work.
Mathematics is required from primary (basic) through junior secondary and senior secondary levels of education in Nigeria. The position of mathematics within the curriculum is reflective of the significance of the subject to the expansion of scientific knowledge and technological capability. However, student performance in mathematics, particularly algebraic aspects, is a challenge for Nigerian secondary school students. The purpose of this study was to investigate the relationship between self-concept (SC), emotional intelligence (EI), and problem-solving skills (PSS) on students’ attitudes towards solving algebraic problems (ATSAP). The study aimed at developing a model based on students’ SC, EI, PSS, and ATSAP. A total of 377 students were proportionately and randomly selected to collect the quantitative data. Two instruments: (i) a questionnaire measuring SC, EI, and ATSAP, and (ii) a test measuring PSS developed by the researcher, were used in this study. The data was analyzed by using structural equation modelling (SEM) and partial least square (SEM-PLS3). The major findings of the study revealed that secondary school students’ PSS could be improved with due consideration of their SC and EI. However, the three hypotheses tested indicated that there
was a significant but negative relationship between SC and the students’ ATSAP (t > ±1.96, α = 0.05) and also there was a significant positive relationship between PSS and their ATSAP; however, the relationship between EI and their ATSAP was not significant (t < ±1.96, α = 0.05). Therefore, a model was developed based on the study’s findings. This model has a practical implication for the federal and state governments, curriculum planners, students, teachers, and parents.
Se realizó un estudio para comparar el Coeficiente Emocional (EQ) y sus Escalas Intrapersonal, Interpersonal, Manejo del Estrés y Adaptabilidad, en deportistas adolescentes federados y adolescentes no deportistas. Para ello se aplicó a una muestra de 346 sujetos (172 deportistas y 174 no deportistas), con una media de 14,6 años, el test de Coeficiente de inteligencia Emocional. Adicionalmente, a los sujetos deportistas
se les administró el cuestionario de clima motivacional percibido PMCSQ, para determinar su orientación al ego o a la tarea. Los datos hallados mediante la prueba estadística T de Student indican una diferencia significativa en el Coeficiente Emocional entre deportistas de competencia y no deportistas (p=000). Además, en el test de Wilcoxon para comparación de medianas en datos no paramétricos relacionados,
se halló un valor p=, 000, que indica que el grupo de deportistas identificó un clima motivacional más fuertemente orientado a la tarea (=84,2) que al ego (= 47,9). Finalmente, correlacionó de forma moderada el clima motivacional con orientación a la tarea con el EQ en los sujetos deportistas (p=,000).
The aim of this study was to analyze the psychometric properties of the Trait Meta-Mood Scale (TMMS-24) for measuring emotional intelligence in Peruvian students. A total of 699 Peruvian students participated. An exploratory factor analysis (EFA) was performed with 210 students and a confirmatory factor analysis (CFA) was performed with 489 students. The Spanish version of the TMMS-24 scale was used. A descriptive analysis of the items was made. The exploratory factor analysis (EFA) was performed with the unweighted least squares estimation method with promin oblique rotation, and the confirmatory factor analysis (CFA) was performed through the modeling of structural equations. Internal consistency was estimated with the ordinal a coefficient. The EFA yielded a three-factor structure and the correlations between factors were high (between .530 to .689). With the CFA, adequate goodness-of-fit indices are observed (χ2= 385.868, TLI= .963, CFI= .967, RMSEA= 0.034, SRMR= .041). The α-ordinal coefficient shows adequate internal consistency (α= .93). The TMMS-24 presents good psychometric properties for measuring emotional intelligence in Peruvian students.
La presente rassegna si propone di esaminare le pubblicazioni scientifiche internazionali che hanno indagato il rapporto tra l'Intelligenza Emotiva (intesa secondo il modello dei tratti e valutata attraverso questionari self-report), e il burnout professionale (caratterizzato da esaurimento emotivo, sentimenti di depersonalizzazione e ridotta autoefficacia) negli insegnanti di scuola primaria. Le recenti ricerche in questo campo, che non sono ancora state sufficientemente sistematizzate, sottolineano infatti l'importanza delle competenze emotive per facilitare e migliorare sia la prestazione lavorativa dei docenti, sia i processi di insegnamento-apprendimento. Alti livelli di Intelligenza Emotiva negli insegnanti sono correlati da un lato a una riduzione dello stress e dell'affaticamento emotivo, e dall'altro ad una maggiore soddisfazione personale nello svolgimento del proprio lavoro; inoltre, sono associati a migliori rapporti con tutti i protagonisti dell'ambiente educativo, con conseguenti effetti positivi sulla qualità della relazione con gli alunni e delle acquisizioni dei saperi.
Leaders with high levels of Emotional Intelligence (EI) are more likely to influence others in positive ways by supporting them with empathy and compassion, building trusting relationships that lead to increased work performance, motivation and job satisfaction. This chapter therefore presents theoretical concepts and research evidence to show how EI is important in leadership and how leaders can develop effective EI skills for leadership. It covers factors that can lure a good leader to the dark side, and ways that individuals can develop awareness of these factors and avoid sliding into the dark territory of workplace immorality.
Within the framework of the psychology of sustainability and sustainable development, acceptance of change represents a promising resource for sustainability in organizations in the complex and the continuously changing twenty-first-century world of work. From primary and strength-based prevention perspectives, it is important to individuate variables amenable to training to promote acceptance of change. The present study analyzes the contribution of insight in mediating the relationship between trait emotional intelligence and acceptance of change of 182 Italian workers. The findings suggest that insight could represent a promising primary prevention resource in relation to acceptance of change in organizations in the framework of the psychology of sustainability and sustainable development.KeywordsAcceptance of changeTrait emotional intelligenceInsight orientationPsychology of sustainability and sustainable developmentPrimary prevention perspectiveStrength-based prevention perspectives
The strength-based primary prevention perspective and the psychology of sustainability and sustainable development emphasize the importance of building strengths that will promote well-being and enhance the capacity to cope effectively and thrive despite challenge. In this preventive perspective, trait emotional intelligence represents a promising area of research and intervention because it is amenable to specific training and is associated with health and well-being. This study examined the contribution of trait emotional intelligence as a mediator in the relationship between both positive and negative affect and meaningful work among 222 workers from a multinational pharmaceutical company. The results confirmed the mediating role of trait emotional intelligence, highlighting the potentiality of emotional intelligence as a focus for primary prevention in contributing to the experience of meaningful work, constructing individual well-being, promoting healthy organizations, and enhancing sustainable and positive human capital development.KeywordsPositive affectNegative affectMeaningful workTrait emotional intelligencePrimary preventionHealthy organizationsSustainable human capital development
The Covid-19 pandemic has forced many universities to take appropriate safeguards, which have included campus closures and increased usage of online teaching. These mandated changes have resulted in a rapid improvisation of courses to transform them from a traditional to an online setting. Nonetheless, research has shown that online learning is not the same as traditional classroom-based learning and simply transferring classroom-based materials and lectures to a virtual setting can result in students experiencing boredom, isolation and a lack of stimulation. In order to overcome this, it is necessary to develop new, interactive materials and to create collaborative and meaningful learning experiences for their students. In the move to online teaching, faculty who are unfamiliar with teaching in a virtual environment are expected to undertake their new role of developing and facilitating their online classes proficiently. This can be problematic for faculty unaccustomed to working in this type of environment if they do not have the skills required to support their students effectively. Exploring the behaviours and competencies of experienced online tutors can help these new faculty to identify and develop their own behaviours and competencies, thus improving their effectiveness in the virtual environment. This chapter explores the abilities of experienced online tutors in order to improve the competencies and behaviours that emergency online faculty require during challenging times such as COVID-19. As a result, this information can help traditional face-to-face faculty to identify and develop their own competencies and behaviours in order to improve their effectiveness in the virtual environment. Thus, this chapter explores the competencies that online faculty need in order to develop and teach virtual classes. These include foundational competencies – cognitive, creative, moral, emotional and social intelligences – and virtual competencies such as didactic, technological, cultural, interactive, political and time-management competencies. Implications for faculty and organisations are also discussed. It is not clear whether the forced change to online teaching by the COVID crisis is permanent or temporary. However, as universities seek to maintain and improve their educational offerings during this generational event, ensuring that faculty can meet these new challenges by having the requisite competencies, is a key component to their success.
To address self-employment with entrepreneurship, there are various forms of financial and non-financial motivations that influence entrepreneurial intentions and autonomy towards self-employment. In consideration of this, the study investigates the influence of entrepreneurial intention and autonomy on self-employment under different levels of technical and vocational educations and training institution’s support. To meet this aim, the study used both descriptive and explanatory research design and analyzed the data collected from 124 sample respondents using descriptive and hierarchical regression analysis. From this, the finding shows that the extent of entrepreneurial intention and autonomy were not at a good level, while they significantly influence self-employment. Similarly, human capital development improves the influence of entrepreneurial intentions on self-employment. Therefore, technical and vocational educations and training colleges should focus more on human capital development in improving self-employment. Moreover, future research should test the influence of specific variables such as technical and vocational educations and training institutions support flexibility and entrepreneurship training as determinants of self-employment.
In this paper we try to reconceptualize the popular notion of ‘emotional intelligence’ through a critical dialogue with the idiosyncratic phenomenology of Michel Henry. Starting from the argument that the bulk of popular discourse on emotional intelligence in education suffers from tenacious functionalist and intellectualist prejudices, often inspired by neoliberal ideologies, we contend, with Michel Henry, that ‘traditional’ phenomenology (Husserl, Heidegger, Merleau-Ponty) is unable to provide a sufficiently radical alternative. In Henry’s philosophy of incarnation, which departs from a renversement de la phénoménologie and a ‘pathological’ decentering of intentionality, such an alternative might be closer at hand. By situating education in the Henry an tension between subjectivity’s pathic life – reality’s absolute, immanent interiority—and (the) world(s) made up of transcendent, intentional relations to exterior objects, we want to establish emotional intelligence as a fundamental educational agency, which keeps world and life connected while at the same time leaving their ontological difference intact. Finally, analyzing a concrete educational example, we claim that ‘pathic intelligence’ is not a matter of (inter)individual self-expression, but rather manifests itself in experiences that impress us—collectively—with the lived, pre- or post-intentional, consciousness of a life that cannot be reduced to the world ‘as we already know it’.
The diploma thesis deals with contextual performance, emotional intelligence and the attachment of workers in the social services of retirement homes. To expand knowledge about job performance, its own method was created for the empirical part of the thesis, determining the job performance required directly by retirement homes. The theoretical part describes emotional intelligence, attachment and contextual performance in the form of interpersonal facilitation and job dedication. The empirical part of the thesis aims to explore the possibilities of predicting job performance based on knowledge of emotional intelligence and attachment of workers in social services. Four methods for social service workers (MSCEIT, EWR-I, LMX-7 and BFI-2) and four methods for department heads used to assess the employee job performance were used to diagnose the set variables (Job Facilitation Scale, Job Dedication Scale, LMX-7 and the SQSS questionnaire created by us). The research group consists of 141 workers in the social services. According to the results of the study, it is not possible to predict selected types of job performance based on the emotional intelligence of employees. We also failed to predict selected types of employee job performance through their attachment beyond the quality of the relationship between them and managers and beyond personality traits in terms of the Big Five. From the results we found, it is not possible to significantly predict reduced contextual performance and job performance in terms of SQSS according to the high tendency to attachment anxiety and attachment avoidance. Despite the impossibility of predicting job performance by attachment and emotional intelligence in the data obtained by us, we consider this study to be an important starting point for the implementation of other similar studies that would help clarify the importance of emotional intelligence and attachment in retirement home workers.
Emotional intelligence (EI) is considered a determinant of sports performance. Two opposing perspectives have been discussed in the theoretical discourse on EI: EI as an ability versus EI as a trait, both widely differing in content and method of assessment. Previous applied sport psychology research is characterized by a heterogeneous use of different conceptualizations and measurements of EI. However, evidence for the superiority of an EI concept does not exist. This study directly compares the ability and trait EI concepts in the relationship with athletic performance. An online survey was conducted (response rate = 19%). Participants completed the Mayer-Salovey-Caruso Emotional Intelligence Test, the Trait Emotional Intelligence Questionnaire Short Form, a list of questions about biographical information as well as information related to sports performance and sport participation. We used regression analyses and controlled type of sports to investigate how sports performance is influenced by EI. Trait EI positively predicted self-assessment of athletes’ performance (B = 1.02; p < 0.01) whereby ability EI did not predict any outcome of sports performance. The effect of trait EI was independent of the ability EI. Overall, the result indicates some evidence for the superiority of the trait EI in applied sports psychology.
(1) Background: Emotional intelligence plays a critical role in one’s socialization and psychological adjustment. The current study is an attempt to obtain a comparative analysis of the emotional intelligence among the cricketers that are blind or suffer from visual impairment. The major objective of the study is to measure the emotional intelligence of visually impaired athletes along with the influence of their physical activities and demographic variables. (2) Methods: The employed survey method, with a descriptive research design, was based on a selective purpose sample of 220, which included a mean age of 28.38 years and an age range from 18 to 40 years, visually impaired cricketers, and non-cricketers from Punjab. The selective individuals completely provided their demographic information by filling out two forms, which included the short-form trait emotional intelligence questionnaire (TEIQue-SF) and the international physical activity questionnaire (IPAQ-SF). (3) Results: There is a significant relationship with emotional intelligence among the cricketers that are blind or suffer from visual impairment. Furthermore, the demographic variables had a significant impact on emotional intelligence (EI). Based on these findings, this study suggests administering a longitudinal study of visually impaired athletes in future research. In addition, different statistical populations of visually impaired athletes can be studied in order to compare their emotional intelligence with other psychological variables.
Orientation: Consistent with the central tenets of the job demands-resources theory, research has shown that personal resources foster employee engagement. There is, however, a gap in the literature, as limited research has explored the relational dynamics amongst personal resources.
Research purpose: Firstly, to explore the relational dynamics amongst personal resources and, secondly, to determine its consequences for employee engagement.
The motivation of the study: Employees possess multiple personal resources. In consideration of this, the researchers propose that it is necessary to adopt a structural model to capture the interrelatedness of the personal resources phenomenon and its consequences for employee engagement.
Research approach/design and method: A quantitative cross-sectional survey design was used in the study to collect primary data amongst teachers from public schools located across the Western Cape province (n = 353).
Main findings: The results of the study demonstrated that personal resources are related to each other and, in turn, foster employee engagement.
Practical/managerial implications: The researchers recommend human resource interventions that can be developed and implemented to cultivate personal resources, specifically emotional intelligence, work locus of control, psychological capital and calling orientation.
Contribution/value-add: A structural model was adopted to explore the relational dynamics amongst personal resources. This enabled the researchers to capture the complexity of the personal resources phenomenon and its consequences for employee engagement.
Primary care settings have many opportunities to support patients who have anxiety and/or depression, but resources are often scarce. Our faculty team developed an education tool to support mental health awareness and provide suggested wellness activities. Health-care professionals from various disciplines and settings have demonstrated eagerness to use this tool with patients and with health-care students to improve resilience and mental wellness.
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