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Emotional intelligence in sport and exercise: A systematic review
Abstract
This review targets emotional intelligence (EI) in sport and physical activity. We systematically review the available literature and offer a sound theoretical integration of differing EI perspectives (the tripartite model of EI) before considering applied practice in the form of EI training. Our review identified 36 studies assessing EI in an athletic or physical activity context. EI has most often been conceptualized as a trait. In the context of sport performance, we found that EI relates to emotions, physiological stress responses, successful psychological skill usage, and more successful athletic performance. In the context of physical activity, we found that trait EI relates to physical activity levels and positive attitudes toward physical activity. There was a shortage of research into the EI of coaches, officials, and spectators, non-adult samples, and longitudinal and experimental methods. The tripartite model proposes that EI operates on three levels - knowledge, ability, and trait - and predicts an interplay between the different levels of EI. We present this framework as a promising alternative to trait and ability EI conceptualizations that can guide applied research and professional practice. Further research into EI training, measurement validation and cultural diversity is recommended.
© 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
... Namely, some researchers conceptualise EI as a trait and examine it through self-report questionnaires, while others consider it an ability that should be tested with objective tests (see Laborde et al., 2016). There is also a plurality in the naming of this concept, with some researchers referring to it as emotional intelligence, others as emotional competence, while there are also some who use these terms interchangeably (see Schoeps et al., 2019). ...
... There is also a plurality in the naming of this concept, with some researchers referring to it as emotional intelligence, others as emotional competence, while there are also some who use these terms interchangeably (see Schoeps et al., 2019). As Laborde et al. (2016) noted in their review paper in the field of sport, the predominant approach is self-assessment (out of 36 identified studies, 33 used self-assessment questionnaires). Accordingly, we have also opted to use self-assessment and the term "emotional competence", since the instrument we have chosen uses it as well (see Method). ...
... On the other hand, emotional competence has already been recognized as an important correlate of other well-being dimensions among athletes (e.g. Laborde et al., 2016;Trigueros et al., 2019), and has been successfully implemented in different intervention programs with athletes (Campo et al., 2016;Levillain et al., 2023). ...
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.
... Lane et al. (2009) found that athletes with higher emotional intelligence were better able to manage competitive anxiety and maintain focus during high-pressure situations. This capacity to regulate emotions is particularly critical in sports like tennis and golf, where individual performance is directly influenced by mental resilience (Laborde et al., 2016). Similarly, in team sports such as football and basketball, players with higher EI exhibit superior decision-making abilities, effective communication, and better conflict resolution (Meyer & Zizzi, 2007). ...
... Research indicates that the influence of emotional intelligence may vary across different types of sports, such as individual versus team sports and contact versus non-contact sports. Individual sports, like tennis and swimming, demand greater self-regulation and emotional control due to the solitary nature of competition (Laborde et al., 2016). On the other hand, team sports, like soccer and basketball, require players to possess not only self-regulation but also empathy and social skills to foster team cohesion and effective communication (Meyer & Fletcher, 2007). ...
... This difference is attributed to socialization processes that emphasize emotional expressiveness in women. However, other studies suggest that male athletes may exhibit higher levels of emotional self-regulation, particularly in high-stakes competitions (Laborde et al., 2016). While gender-based differences exist, the extent to which these differences impact performance remains a subject of debate. ...
... For this reason, the general benefits individuals with high TEI range from better mental health to increased job performance (Shooshtarian et al., 2013;Zeidner et al., 2012). In addition to the general benefits associated with higher levels of TEI, researchers found that athletes with high TEI experience more athletic success than athletes with low TEI (Laborde et al., 2015). Researchers also denoted that athletes TEI scores predicted performance satisfaction through perceived controllability of stress and task-oriented coping (Laborde, Dosseville, et al., 2014). ...
... TEI and athletic coping resources were moderately correlated, and this was the strongest association between explanatory variables. This finding is consistent with previous research indicating that on average athletes who possess high TEI also reported the ability to cope with sport-related stress better than athletes with lower levels of TEI (Laborde et al., 2015;Laborde, Lautenbach et al., 2014). NCAA student-athletes manage the unique stress of competing demands (i.e., academic, athletic, and social) that could potentially influence their eligibility at the same time that performance expectations are placed on them by themselves, coaches, family, and fans. ...
... As it relates to practical implication for how this link between TEI and alcohol use behaviors may be applied to reducing alcohol abuse amongst studentathletes, the Mindfulness-Acceptance and Commitment Model (Carraça et al., 2018;Josefsson et al., 2019;Mahoney & Hanrahan, 2011;Schwanhausser, 2009), the Tripartite Model of Emotional Intelligence (Laborde et al., 2015), and the Ability Emotional Intelligence paradigm (Ciarrochi & Mayer, 2007) each present viable intervention options for athletic administrators. Empirical support for the Mindfulness-Acceptance and Commitment Model has been applied the most with athletes compared to the models previously mentioned, and findings support its use to reduce substance use and mental health symptoms, as well as enhance athletic performance (Gross et al., 2018;Kopp & Jekauc, 2018;Laborde et al., 2018). ...
ABSTRACT
In the current study, I tested for links between National Collegiate Athletic Association (NCAA) student-athlete trait emotional intelligence (TEI), substance use behaviors (i.e., alcohol and marijuana use), and athletic coping resources. Current, Division I, II, and III NCAA Female (n = 71) and male (n = 20) student-athletes were sampled from 27 institutions across the United States. Hierarchical multiple regression models were constructed to test the incremental predictive validity of concurrent substance use behaviors as well as TEI and athletic coping resources beyond the variance accounted by gender and race. Results showed that concurrent cannabis use behaviors and TEI predicted alcohol use behaviors while controlling for participant gender and race. Athletic coping resources did not predict alcohol use behaviors as hypothesized. Concurrent alcohol use behaviors and athletic coping resources predicted cannabis use behaviors after applying the same controls. Trait emotional intelligence did not predict cannabis use behaviors as hypothesized. Results are discussed with respect to the role of individual differences in substance use behaviors amongst NCAA student-athletes. The direct effects of TEI on alcohol use behaviors and athletic coping resources on cannabis use behaviors could potentially benefit sport counselors and substance abuse preventionists work to treat alcohol and cannabis use disorder amongst student-athletes. Future research should test for causal inference using these models to better understand the roles of TEI and athletic coping resources on substance use behaviors amongst student-athletes.
... Emotions have been found to predict physical activity behavior [7,8]. Furthermore, EI has demonstrated its role as a parameter that can predict performance under pressure [9,10] and also as an explanatory factor for variation in sports. Similarly, scientific studies have shown that athletes with higher levels of EI, are better placed to achieve sporting performance and can thus cope with the demands of competition [11,12]. ...
... Petrides and Furnham [23] argued that emotional intelligence was located at the lower levels of personality hierarchies [24], explaining how individuals habitually deal with their own emotions as well as those of others [25]. The trait EI model has been frequently used in sport [9,12]. Several studies have reported positive relationship between EI and emotions regulation, sports performance under pressure, satisfaction with performance [25,26], using adaptive coping strategies [27], and the volume of practice [9,11]. ...
... The trait EI model has been frequently used in sport [9,12]. Several studies have reported positive relationship between EI and emotions regulation, sports performance under pressure, satisfaction with performance [25,26], using adaptive coping strategies [27], and the volume of practice [9,11]. ...
Introduction: Cross-validity and cultural testing are crucial in ensuring the validity of psychological assessments, as language and cultural context can significantly influence the interpretation of test items and their outcomes. An estimated 400 million people speak Arabic with very little research specific on that population. Emotions are a cultural universal. Aim: This study examined the psychometric properties of the Arabic version of the Emotional Intelligence Scale (A-EIS) in Tunisian physical education and sport students, focusing on its latent structure, measurement invariance across gender and sport type, and reliability. Methods: Two samples of volunteer physical education and sport students (males, n= 369 and females, n= 282; Age range: 21.111.53 years and training experience: 7.184.18 years) completed the A-EIS. Translation involved forward-backward methods and a pilot study (n=35). Results: Exploratory factor analysis (n= 223, 34.25%) identified a five-factor model: appraisal of others’ emotions, appraisal of own emotions, regulation, social skills, and utilization of emotions. Confirmatory factor analysis (n= 428, 65.13%) confirmed the model’s fit (CFI= 0.98; TLI = 0.98; GFI = 0.97; RMSEA= 0.029). The structure showed measurement invariance across gender and sport type. Cronbach’s alpha exceeded 0.70, indicating good reliability. Invariance analysis results indicate that gender has no main effect on any of the variables. Conclusions: The A-EIS is a valid and reliable tool for assessing emotional intelligence in Arabic-speaking physical education and sport students.
... In the PE and sports field, a few studies have been carried out to examine the EI levels of studentsathletes and pre-service PE teachers. For example, Laborde et al.'s (2016) systematic review concluded that, in the context of sport performance, EI relates to emotions, physiological, stress responses, successful psychological skill usage, and more successful athletic performance. In the context of physical activity, it was found that trait EI relates to physical activity levels and positive attitudes toward physical activity. ...
... Despite the profound implications, a paucity of evidence exists concerning EI in pre-service PE teachers and further theoretical and measurement progression is required in addition to a wider consideration of EI among alternative populations and cultures (Laborde et al., 2016). To redress this gap in the literature, the primary aims of this study are to elucidate the relationship between pre-service PE teachers and EI and to examine differences in EI based on gender, athletic level (i.e., non-elite athletes, pre-elite athletes, and elite competitors) and type of sport participation (i.e., individual vs team sport). ...
... The concept of EI has been proposed as a pivotal factor in the regulation of emotions (Laborde et al., 2016;Petrides et al., 2007), and ΕΙ is a fundamental attribute for all individuals, particularly those who interact on a regular basis with students. Furthermore, Laborde et al. (2016) systematic review underscored the significance of EI in sports and exercise, highlighting that EI contributes to better stress management and performance outcomes. ...
Trait emotional intelligence (EI) has gained considerable attention in educational research due to its influence on teaching effectiveness and student outcomes. Despite its importance, there is limited understanding of trait EI among pre-service physical education (PE) teachers, a group for whom EI is crucial given the interpersonal nature of their future roles. This study aims to address this gap by examining the trait EI profiles of pre-service PE teachers and investigating potential differences based on gender, athletic level, and type of sport participation. The study included 926 pre-service PE teachers (499 males and 427 females) from a prominent School of PE and Sport Science in Greece. Participants completed the Schutte Self-Report Emotional Intelligence Scale (SSREI), which assesses trait EI and its four factors: Emotion regulation of self, Appraisal of emotions of others, Appraisal of emotions of the self, and Using emotions for problem solving. Descriptive statistics and inferential analyses, including MANOVA, were employed to analyze the data. Results indicated that pre-service PE teachers generally exhibit moderate to high levels of trait EI, with a mean overall trait EI score of 2.83 (SD=.42). Gender differences were observed, with females scoring significantly higher in Appraisal of emotions of others and overall trait EI compared to males (p<.01). On the other hand, no statistically significant differences observed between participants of different athletic level and type of sport participation (p>.05). The findings indicate a generally better-developed capacity for empathy and social awareness among female pre-service PE teachers compare to their male counterparts. These findings further underscore the importance of integrating EI training in PE teacher education programs to enhance future teachers' emotional and interpersonal skills. This study contributes to the literature by providing a comprehensive analysis of trait EI in pre-service PE teachers and student-athletes, highlighting the need for targeted interventions to support their professional development.
... As Laborde et al. (2016) pointed out, the sport environment constantly exposes athletes to the stress of long training sessions and competitive pressure. In recent years, the number of experimental studies related to sport performance and EI has increased considerably (Crombie et ...
... The date range considered ranged from 2018 and March 2024. This range was chosen because some documents already study the existing literature on EI in the context of sports and physical activity (Laborde et al., 2016) and the relationship between EI and the practice of physical activity and sports, as well as identifying possible differences between genders (Ubago-Jiménez et al., 2019). Then, the search was refined to consider only articles published in the "Sports Sciences" research area. ...
... However, some studies consider the importance of EI and motivational regulation expressed by athletes (Cheban et As far as it is known, few systematic reviews address the study and influence of EI on sports performance. Compared to the other two identified systematic reviews and the meta-analysis, the first systematic review sought to generate a theoretical integration of the various perspectives of the tripartite model of EI in sport and physical activity (Laborde et al., 2016). The next study was the meta-analysis by Kopp & Jekauc (2018) Regarding the way EI is evaluated, this review details how four instruments were employed by at least two studies (N-HM, BEIS-10, SSRI, TMMS-24). ...
Background and objectives: Advances in sports science have allowed us to understand the importance of variables related to athletes' emotions, which, in turn, influence sports performance. The study's objective is to examine the influence of emotional intelligence on sport performance. Materials and methods: PRISMA guidelines were followed for the current systematic review. The review was conducted to retrieve relevant articles published from 2018 to March 2024 using the PubMed, Web of Science, and Scopus databases. Information on participants, interventions, and outcomes (PIO) was extracted. The quality of evidence was evaluated using the PEDro scale. The revision was registered with INPLASY under the number INPLASY202480001. Results: Initially, a total of 7927 studies were identified. Following the review process and using inclusion criteria, 16 studies were selected. The total sample size of the studies was 8008 with (3228 womens) and (4780 mens). Results revealed that emotional intelligence influences sports performance. Conclusions: In conclusion, the main contribution of emotional intelligence to sports performance lies in enhancing cognitive processes. Similarly, emotional intelligence is a determining factor in improving sports performance.
... According to the four-branch model of Mayer and Salovey [26], emotional intelligence is a set of interrelated emotionrelated abilities to (i) perceive emotions in oneself and others accurately, (ii) use emotions to facilitate thinking and decision-making, (iii) understand emotions, emotional language, and the signals conveyed by emotions, and (iv) manage emotions to attain goals. Substantial research has demonstrated that regular and continued sports participation may help young athletes become more proficient in understanding and regulating their emotions, as well as in managing others' emotions [27][28][29]. This successful emotional regulation and management may contribute to better interaction, cooperation, and support in group (team) members [30], which in turn may improve adolescents' self-image and self-esteem [31]. ...
... Another source of variation that has received less attention is the effects of different types of youth sports involvement on selected outcomes, such as emotional and mental health. A considerable number of studies have shown that team sport participation promotes better emotional and mental health outcomes than individual or non-sport participation [11,21,22,43,44], whereas other studies have indicated no differences by type of sport [12,27,45]. Therefore, the current study also sought to clarify previously mixed findings regarding the effects of different types of youth sports involvement on selected outcomes [14]. ...
... Sports coaches and researchers are encouraged to implement emotional education programs within youth sports contexts to foster and promote emotional and psychological well-being during adolescence. These interventions should include the assessment of shortand long-term consequences and incorporate some other more established psychological training techniques, such as the training of coping skills and emotion regulation [27]. ...
The present study investigated the mediating effects of emotional intelligence and self-esteem between youth sports participation and life satisfaction, as well as the comparative effects of different types of sports involvement (team, individual, and non-participation) on these selected variables. A sample of 1053 Portuguese adolescents (612 girls and 441 boys), aged between 12 and 18 years (M = 14.40; SD = 1.55), completed the following self-report measures: the Wong and Law Emotional Intelligence Scale, the Rosenberg Self-Esteem Scale, and the Satisfaction with Life Scale. The structural equation modeling results indicated a complete mediating role of two emotional intelligence dimensions (use of emotion and self-emotional appraisal) and self-esteem in the relationship between sports participation and adolescents’ life satisfaction. Team sport participants reported higher emotional intelligence and self-esteem scores than their non-sport participant counterparts who revealed lower levels of emotion use than their individual sport participant peers. These findings provide novel insights into the potential emotional and psychological mechanisms underlying the association between youth sports participation and life satisfaction.
... In the same vein, other studies have considered EI as a variable that influences sports outcomes [26]. Thus, emotions play a major role in performance manifestation, as they favor perceptual, cognitive [27], motivational, and emotional processes to manifest motor expression through decisions [28]. A meta-analytical study sought to corroborate the relationship between emotions and sports performance and concluded that EI can serve as a possible predictor of sports performance [29]. ...
... Thus, this study considers a variety of emotions, revealing some emotional characteristics where players competing at higher performance levels exhibit more negative moods. Although studies evaluating physical characteristics, tactical components, EI, and MS together have not been reported thus far, studies have associated emotional components with performance [27,28], such as the findings in this study, as players in the Premier category exhibit lower MS than those in category A. In this vein, Gershgoren et al. [26] affirm that anxiety is the emotion most studied in the sports world, but other emotions need attention. ...
Background and Objectives: Soccer is a sport characterized by various unpredictable situations in which physical abilities are associated with athletic performance. There are several capabilities that young soccer players must develop to adapt to the needs of the competition. This study analyzes the physical characteristics, tactical knowledge, emotional intelligence, and mood states of youth soccer players at different competitive levels. Materials and Methods: The sample consisted of 36 male soccer players with an average age of 12.65 ± 0.48 years, weight of 44.92 ± 7.49 kg, and height of 157.2 ± 0.08 cm. A cross-sectional correlational study design was selected. Inferential analysis was conducted via the RV coefficient to assess relationships between groups. Two-sample tests (Student’s t test or the Mann–Whitney U test) were used to assess the distribution of the samples. Standardized mean differences (i.e., Cohen’s d) were calculated as effect sizes. Results: For the yo-yo intermittent endurance test level 1, the Premier category showed higher speed (p = 0.01, d = 0.40) and superior estimated VO2max (p = 0.01, d = −0.91). The statistically significant variables included the hamstring strength exercise of the hamstrings for the angle of rupture (p = 0.04, d = −0.04, d = −0.72), the COD-Timer 5-0-5 for contact time—5-0-5 (ms) (p = 0.04, d = 0.69) and 10 m—5-0-5 (s) (p = 0.02, d = 0.79), tactical knowledge of in-game performance (p = 0.01, d = −1.19), support level (p = 0.01, d = −1.27), decision-making ability (p = 0.01, d = 0.59), melancholy (p = 0.01, d = 0.59), confusion (p = 0.01, d = 0.56), and emotional intelligence (p = 0.04, d = 0.77). The Premier category presented slightly higher averages than did category A. In the assessment of running-based anaerobic sprint test power (p < 0.05, d = 0.83) and mood states (p < 0.05, d = 0.59), players in category A presented higher results. Conclusions: The performance capacity of youth soccer players encompasses a multidimensional complexity that includes physical, tactical, emotional, and psychological aspects, which vary among players of the same age.
... In the same vein, other studies have considered EI as a variable that influences sports outcomes [26]. Thus, emotions play a major role in performance manifestation, as they favor perceptual, cognitive [27], motivational, and emotional processes to manifest motor expression through decisions [28]. A meta-analytical study sought to corroborate the relationship between emotions and sports performance and concluded that EI can serve as a possible predictor of sports performance [29]. ...
... Thus, this study considers a variety of emotions, revealing some emotional characteristics where players competing at higher performance levels exhibit more negative moods. Although studies evaluating physical characteristics, tactical components, EI, and MS together have not been reported thus far, studies have associated emotional components with performance [27,28], such as the findings in this study, as players in the Premier category exhibit lower MS than those in category A. In this vein, Gershgoren et al. [26] affirm that anxiety is the emotion most studied in the sports world, but other emotions need attention. ...
Background and Objectives: Soccer is a sport characterized by various unpredictable situations in which physical abilities are associated with athletic performance. There are several capabilities that young soccer players must develop to adapt to the needs of the competition. This study analyzes the physical characteristics, tactical knowledge, emotional intelligence, and mood states of youth soccer players at different competitive levels. Materials and Methods: The sample consisted of 36 male soccer players with an average age of 12.65 ± 0.48 years, weight of 44.92 ± 7.49 kg, and height of 157.2 ± 0.08 cm. A cross-sectional correlational study design was selected. Inferential analysis was conducted via the RV coefficient to assess relationships between groups. Two-sample tests (Student’s t test or the Mann–Whitney U test) were used to assess the distribution of the samples. Standardized mean differences (i.e., Cohen’s d) were calculated as effect sizes. Results: For the yo-yo intermittent endurance test level 1, the Premier category showed higher speed (p = 0.01, d = 0.40) and superior estimated VO2max (p = 0.01, d = −0.91). The statistically significant variables included the hamstring strength exercise of the hamstrings for the angle of rupture (p = 0.04, d = −0.04, d = −0.72), the COD-Timer 5-0-5 for contact time—5-0-5 (ms) (p = 0.04, d = 0.69) and 10 m—5-0-5 (s) (p = 0.02, d = 0.79), tactical knowledge of in-game performance (p = 0.01, d = −1.19), support level (p = 0.01, d = −1.27), decision-making ability (p = 0.01, d = 0.59), melancholy (p = 0.01, d = 0.59), confusion (p = 0.01, d = 0.56), and emotional intelligence (p = 0.04, d = 0.77). The Premier category presented slightly higher averages than did category A. In the assessment of running-based anaerobic sprint test power (p < 0.05, d = 0.83) and mood states (p < 0.05, d = 0.59), players in category A presented higher results. Conclusions: The performance capacity of youth soccer players encompasses a multidimensional complexity that includes physical, tactical, emotional, and psychological aspects, which vary among players of the same age.
... Athletes need to motivate themselves to achieve long-term goals through hard training when playing sports [5]. They must consistently manage the stress of intense training and competition, which includes understanding and regulating their own emotions as well as those of others (such as teammates, opponents, coaches, referees, and spectators) [6]. ...
... Moreover, EI plays a key role in sports as a predictor of various forms of self-regulation, including identified, introjected, and external regulation [50]. Research indicates that athletes with higher EI tend to exhibit superior emotional self-regulation and empathy toward others (e.g., teammates and coaches) [5]. This deliberate emotional regulation can help athletes more effectively cope with the various stresses they face, thereby reducing the risk of burnout. ...
Burnout, characterized by emotional and physical exhaustion, poses a significant challenge to adolescent athletes, particularly in high-intensity sports like basketball. Emotional Intelligence (EI) is the ability to manage emotions, which is negatively associated with burnout. Emotional labor, including strategies of surface acting (SA), deep acting (DA), and genuine expression (GE), plays a potentially key role in emotion management between EI and burnout for athletes. This study aims to investigate the relationship between EI and burnout, as well as the mediating role of emotional labor strategies among adolescent basketball players. Our cross-sectional study, conducted in youth sports schools in four different places in China, involved 260 basketball players. Results indicate a negative association between EI and burnout, with SA and GE emerging as significant mediators. SA was positively linked to burnout, while GE showed a negative association. These findings suggest that enhancing EI and managing emotional labor strategies are crucial for mitigating burnout and improving the well-being and performance of young athletes.
... Thus, the main vector of the conducted research is aimed at studying the factors contributing to the increase of sports motivation, and mainly the autonomous motivation of students, which is revealed more among student-athletes. In recent years, more and more attention has been paid to emotional intelligence in the study of personal factors affecting sports motivation (Laborde et al., 2016;Sukys et al., 2019). ...
... Some studies prove that emotional intelligence plays a significant role in increasing sports motivation and physical activity, contributing to the growth of athletic performance (Castro-Sánchez et al., 2018), while other studies indicate a slight connection or lack of interrelationships between them (Mazhar et al., 2021). This indicates the complexity of studying the phenomenon of emotional intelligence, which depends on sports experience (Ubago-Jiménez et al., 2019), socio-demographic and individual characteristics (Laborde et al., 2016;Rodriguez-Romo et al., 2021), and on some cultural factors (Fernández-Berrocal et al., 2005;Miranda-Rochín et al., 2023). ...
Emotional intelligence is considered as an important factor impacting on sports motivation of students-athletes. Meanwhile the role of culture in the development of emotional intelligence is still insufficiently studied in sports psychology. The purpose of the study included comparing the indicators of emotional intelligence of student-athletes in China and Russia, identifying the relationship between emotional intelligence, sports motivation and physical activity, as well as studying the prognostic effect of emotional intelligence on autonomous motivation. The research was done among 474 student- athletes. In Chinese students sample (N = 281), the 163 men and 118 women. In the Russian student sample (N = 193), there were 64 men and 129 women. The following research methods were used: emotional intelligence scale, the sport motivation scale-6, the international physical activity questionnaire. The results of the study have showed that the level of emotional intelligence of Chinese student-athletes is higher than that of Russian students-athletes. Positive correlations between emotional intelligence, autonomous motivation and physical activity were found in both samples. At the same time, the correlation coefficient in the Russian sample was lower. A predictive relationship between emotional intelligence and autonomous motivation has been established; meanwhile the self-assessment of emotions and emotion regulation make the greatest contribution to autonomous motivation in the Chinese sample, while in the Russian sample there is only the use of emotions. Considering the cultural context can contribute to the preparation effective programs for the development of emotional intelligence and autonomous motivation for physical activity.
... EI indicated significant levels of anger and confusion, whereas athletes who had high EI scores reported low levels of these emotions as well as high levels of calmness and joy (Laborde et al., 2016). In the field of research on sports psychology, EI is positively and negatively associated with athletes' pleasant emotions and performance in sports (Laborde et al., 2016). ...
... EI indicated significant levels of anger and confusion, whereas athletes who had high EI scores reported low levels of these emotions as well as high levels of calmness and joy (Laborde et al., 2016). In the field of research on sports psychology, EI is positively and negatively associated with athletes' pleasant emotions and performance in sports (Laborde et al., 2016). Athletes can learn about emotional intelligence from their coaches. ...
Emotions are an integral aspect of the performance process. Individual athletes frequently go through emotional experiences, which can have a significant impact on their performance. The coaches also have a big impact on how well players perform based on their emotions. Effective emotion regulation has impact on athletes' overall well-being as well as lets them to perform at their best, even in difficult situations. Here, we outline how coaches influence athletes' emotional states. To manage their emotions and the emotions of their players, coaches are advised to use an array of emotional management techniques. A strong grasp of emotion theory may assist coaches and players in performing at their peak, especially when it counts most. Coping mechanisms are an effective tool for helping players handle their emotional range, perform to their highest potential, and better address the emotion-performance relationship. This is especially true in youth sports. Coaches can encourage athletes to do better in the future by aiding them to acquire more accurate and positive reflected evaluations that in fact highlight the positives and convey an effective emotional message: they will ultimately succeed.
... tinct competitive edge over those who lack such competencies [10][11][12][13][14][15][16]. Consequently the concept of emotional intelligence (EI) has become popular in sport psychology [17,18]. ...
Emotional intelligence (EI) is a determinant of athletic performance. Since each sport has its own psychological requirements, individual EI dimensions could have different relevance for athletic performance. This study investigated EI variations among athletes participating in 48 different sports, considering the specific emotional challenges faced by athletes in competitive sports using the appraisal theory of emotions. A total of 605 athletes (44.3% female) actively engaged in competitive sports completed the Trait Emotional Intelligence Questionnaire via an online survey. Analyses of variance, controlling for age and gender, revealed no overall link between EI and different sports. However, the dimension of self-control within EI demonstrated significant relevance among athletes in contact sports, sports with a higher degree of control over environmental conditions, and sports with direct referee intervention. On the other hand, the dimension of well-being within EI exhibited significant relevance for athletes in individual sports. Thus, this study suggests that investigating appraisal processes in athletes’ emotional experiences, particularly focusing on the self-control dimension of EI, useful for future research in the field of EI.
... However, it also did not show that they (happiness constructs) are not related to logical thinking but are associated with the ability to manage one's emotions. The ability to manage one's emotions is one of the most crucial human abilities, influencing success in various spheres, such as sports [54]. Other researchers have shown that participants who expressed stronger support for utilitarian solutions exhibited higher scores on measures of psychopathy, Machiavellianism, and a sense of life meaninglessness [55]. ...
In a study involving 831 women and 309 men aged 18 to 64, we sought to explore the key determinants influencing various components of well-being, including happiness, life satisfaction, and vigor/vitality. The determinants examined encompassed sociodemographic variables, health indicators, sedentary behaviors, physical activity, body mass index (BMI), sleep patterns, eating habits, alcohol consumption, smoking, mood indicators, personality traits, emotional intelligence, logical thinking, non-utilitarian decision-making, and adverse childhood experiences. Our findings indicate that happiness, life satisfaction, and vigor are most significantly affected by mood indicators—especially depression—emotional intelligence (particularly the ability to manage emotions), and overall subjective health. Additionally, specific personality traits, such as extraversion in women and neuroticism in men, played a significant role in influencing well-being. Conversely, determinants such as BMI, sleep habits, regular physical activity, sedentary behavior, dietary habits, avoiding smoking and excessive alcohol consumption, as well as logical thinking, non-utilitarian decision-making, and adverse childhood experiences, showed limited or no significant impact on well-being components like happiness, life satisfaction, and vigor. These findings provide valuable insights into the complex dynamics of human well-being, highlighting the distinct determinants of happiness, life satisfaction, and vigor/vitality for men and women.
... As suggested by O'Connor et al. (2019) and Malinauskas and Malinauskiene (2020), when one is interested in measuring behavioral tendencies and self-efficacy, selecting the trait measures of EI is an appropriate choice, as previous studies have shown that the trait EI model is "a good predictor of coping styles in response to ongoing stressors such as educational contexts" (O'Connor et al., 2019). Additionally, Laborde et al. (2016) reported that 33 out of 36 identified studies on EI in the sports context conceptualized EI as a trait. In the present study, the EI scale developed by Schutte et al. (1998) was used as the measure of trait EI, as it is a freely available and commonly used reliable measure of trait EI. ...
The psychological well-being of athlete–students during higher education is important in their healthy growth and adaptation to college and social life, and emotional intelligence is one of the key factors linked with psychological well-being. The present study aimed to investigate the relationship between emotional intelligence and psychological well-being among Turkish athlete–students in higher education studying physical education and sports. A total of 226 athlete–students studying physical education and sports participated in this study. The results of our mediation analysis revealed that emotional intelligence was positively related to psychological well-being. Additionally, the results indicated that self-efficacy and burnout act as partial mediators between emotional intelligence and psychological well-being. As a result, academic administrators and instructors should promote strategies that help athlete–students to gain better emotional intelligence skills, which may also help these students to cope with burnout and increase their self-efficacy, thus increasing their psychological well-being.
... For athletes, whose performance is often influenced by emotions, high emotional control is essential for ensuring optimal performance (Laborde et al., 2016). Research also highlights a close relationship between mindfulness and mental toughness (M. ...
Physical and psychological distress frequently challenges athletes throughout their careers. The perception of pain and coping strategies are often crucial factors in achieving victory. These factors not only reflect their commitment to daily training, but can also indicate their level of athletic performance. This study is a cross-sectional research using convenience and snowball sampling methods. It explores the relationship between mindfulness and athletes’ distress tolerance, revealing the mediating roles of cognitive reappraisal and mental toughness. A sample of 285 athletes was drawn from universities, youth training centers, and sports academies in Hunan, Hubei, and Sichuan provinces in China. To assess the proposed hypotheses, structural equation modeling was conducted using AMOS v23. The findings identified a significant positive correlation between mindfulness, cognitive reappraisal, and mental toughness. Additionally, both cognitive reappraisal and mental toughness were positively associated with distress tolerance. Further analysis demonstrated that cognitive reappraisal and mental toughness function as mediators in the mindfulness–distress tolerance relationship. These results indicate that athletes with higher mindfulness levels exhibit enhanced cognitive reappraisal skills, greater mental toughness, and improved distress tolerance. This means that athletes with higher mindfulness levels are more likely to detach from negative psychological states in a timely manner, utilizing emotional regulation skills such as cognitive reappraisal, and face training and competition with greater mental resilience. This can help athletes alleviate negative psychological states and, to some extent, reduce their experience of pain, enabling them to better cope with challenges. Therefore, athletes can actively engage in mindfulness practices combined with cognitive reappraisal strategies to achieve better psychological states, which can support their adherence to training and rehabilitation plans.
... The main application trend of the ability model has been academic(Zhang & Fan, 2013). The developmental evidence depicts those cognitive abilities in different emotional intelligence branches such as the recognition and understanding of emotions are parallel rather than sequential, through complex learning processes influenced by certain internal and external factors(Laborde, Dosseville, & Allen, 2016). The conceptual issues of various literature revealed that when the organisation"s culture and policies are not effectively implemented, it will render the elements of emotional intelligence ineffective and tends to reduce job performance.Although the four models of emotional intelligence remain the foundation for all developmental research in the field of emotional intelligence, there has been a revised concept of these models which has led to the development of three branches of models of ability as emotions recognition, emotions understanding, emotions management (Mayer, Caruso every current model and their description aids in the theoretical understanding of the content domains covered by the mixed model perspective of emotional intelligence. ...
The study examined emotional intelligence and performance of nurses at the Cape Coast Teaching Hospital, Ghana. The study focused on how emotional intelligence’s dimensions of self-awareness, social awareness, self-management and relationship management affected performance, using Goleman’s Mixed Competency theory, allowing for the review of concepts and empirical literature on emotional intelligence and job performance. An explanatory research design was employed, sampling 267 out of 799 nurses using a purposive sampling technique. The findings revealed that nurses’ self-awareness and relationship management positively influence their job performance. However, their social awareness and self-management skills do not significantly affect their performance. In conclusion, self-awareness and relationship management are the two significant predictors of nurses’ job performance at the CCTH. It was suggested that the Management of the Cape Coast Teaching Hospital must consider implementing training and development programs aimed at raising the emotional intelligence of nurses within the facility.
... Exercise on a regular basis may provide emotional benefits such as self-confidence and assertiveness, more positive body image, fewer phobias, reduced anxiety, less anger, and lower levels of depression. Many psychologists and physicians suggest exercise in addition to main treatment for emotional difficulties (16). Hobbies provide experience and success outside of medicine. ...
Objective: Anger management among health professionals can lead to chaos in the hospital or operating room if administered poorly. Aim of the study is to investigate the effect of emotional intelligence level on anger control in physicians. Material and Methods: Emotional intelligence (Reuven Bar-On) and anger control questionnaire (Spielberger) were performed on the voluntary physicians. Results: The 188 voluntary physicians (internal medicine physicians n= 67, surgeons n= 64, anesthesiologists n= 57) were included in the study. Emotional intelligence and continuous anger scales did not differ between the three groups whereas the scores of external anger in surgeons and internal anger (repressed anger) in anesthesiologists were higher. Stress endurance in the surgical group, problem-solving and empathy in anesthesiologists and social responsibility in the internal physicians group were prominent. A positive correlation was observed between emotional intelligence and age, hobbies, physical activity and anger control, while there was negative correlation with external anger scores. Total group was divided into two groups in terms of age. In the group over 35 years old, the scores of continuous anger and external anger were lower, whereas the emotional intelligence was higher. Conclusion: We conclude that emotional intelligence is effective in anger management. Higher age, more occupational experience, being more activities and having hobbies may be associated with better emotional intelligence and anger management in anesthesiologists and surgeons under stress in the operating room and internal physicians as well.
... Emotional intelligence, characterized by the ability to perceive, understand, and regulate one's emotions and those of others, emerges as a critical determinant of athletes' psychological resilience and interpersonal functioning (Mayer et al., 2016). Athletes with high emotional intelligence exhibit enhanced coping mechanisms, effective stress management skills, and adept interpersonal communication, facilitating cohesive team dynamics and optimal performance outcomes (Laborde et al., 2016). Moreover, emotional intelligence enables athletes to navigate the complexities of competitive sports environments, including setbacks, criticism, and high-pressure situations, with poise and adaptability (Lane & Terry, 2017). ...
The primary objective of the present study was to compare individual and team sportspersons on body image and emotional intelligence and to correlate the body image and emotional intelligence was another goal of the study. There were 50 Individual sportspersons (Boxing and Wrestling) and 50 team sportspersons (Hockey and Handball) were selected as the sample from the various district of Haryana. The participants' ages varied from 18 to 25 years old. For the assessment of the body image 'Body Image Scale' developed by Dr. Rakesh Behmani (2018) and 'Mangal Emotional Intelligence Inventory' by SK Mangal (2011) for the assessment of emotional intelligence was used. Group statistics, t test and correlation were applied for the statistical analysis. And a significant difference observed between individual and team players on body image and no significant difference was found on emotional intelligence. It is observed that individual players exhibited more body image issues than team sportspersons.
... This integrated model suggests that there is an influence from both traits and abilities of EI on academic achievements and influences, in turn, cognitive ability and personality traits. The tripartite model of EI offers a full view of the multidimensional impact of EI on academic achievement and is gaining ground in contexts of performance and health [71]. This model suggests that educational success is considerably explained by the interaction of trait EI with ability, both through the effects of emotional regulation and well-being. ...
Objectives: This study aims to investigate the relationship between Emotional Intelligence (EI) and academic achievement within educational settings. It seeks to determine how different EI models—specifically, Ability EI and Trait EI—impact students' academic performance, behavior, engagement, and motivation. The goal is to provide insights that can guide the integration of EI into educational practices to foster a more supportive and effective learning environment. Methods/Analysis: The study is based on a systematic review of sixty-four (64) peer-reviewed studies published between 2016 and 2023. These studies include randomized controlled trials (RCTs), longitudinal studies, and meta-analyses. The selected studies were analyzed to explore the effects of EI on various academic outcomes, including performance, behavioral engagement, and motivation. Findings: The analysis reveals that both Ability EI and Trait EI are positively associated with academic success. These models of EI appear to contribute significantly to the development of key skills such as emotional control, empathy, and problem-solving, which in turn support effective classroom management and academic achievement. The findings suggest that incorporating EI into educational curricula can lead to improved communication, better problem-solving abilities, and enhanced relationships between students and faculty. These improvements can create a more conducive learning environment and enhance overall academic outcomes. Novelty/Improvement: This study adds to the existing literature by offering a comprehensive review of recent studies that examine the role of EI in academic settings. It highlights the importance of implementing EI-focused interventions and curricula in schools, emphasizing the practical implications for educators and policymakers. Doi: 10.28991/ESJ-2024-SIED1-016 Full Text: PDF
... Athletes not only need to develop multidimensional identities and perceive themselves as autonomous, responsible humans, but they also need effective coping mechanisms to deal with the competitive stress that is inherent in competition due to social comparison and performance evaluation. (Laborde et al., 2016). Performance in competitive sports is negatively impacted by stress and anxiety. ...
The current study aimed to investigate the effect of competitive anxiety and coach leadership style on track and field athlete performance through the moderating role of coping strategies and emotional intelligence. The purposive sampling technique was used, and data was collected from 297 athlete students from 15 public universities in China. The Partial Least Squares–structural equation modeling (PLS-SEM) on Smart PLS software version 4 was used to test the hypotheses. It was hypothesized that competitive anxiety and coach leadership style would significantly affect track and field athlete’s performance. The result revealed that coach leadership style has a positive and significant impact on athlete’s performance but competitive anxiety negatively affects athlete’s performance. Furthermore, the moderators used athlete coping strategies and emotional intelligence. The athlete coping strategies have a negative effect on the relationship between competitive anxiety and athlete performance and a positive effect on coach leadership style and athlete performance. Lastly, athlete emotional intelligence also negatively affects the relationship between competitive anxiety and athlete performance. Therefore, research findings propose that coaches ought to establish a nurturing team environment and embrace a constructive mindset to assist athletes in managing the stress of competition caused by their high performance standards. When coaches demonstrate a positive attitude and confidence, athletes may internalize this perspective and utilize it as a coping mechanism. Besides that, athletes need to understand the worth of different coping mechanisms and how much their anxiety levels affect their performance. Moreover, professional sports psychologists and trainers should work together to guide athletes toward reaching their full potential.
... La présente recension systématique met en lumière que l'approche des habiletés émotionnelles rapportées (deuxième courant) a été largement utilisée (77,8 %). Les instruments de mesure de l'IÉ associés au deuxième courant ont également été les plus utilisés parmi les trois courants dans d'autres recensions de la littérature sur l'IÉ (Laborde et al., 2016;Saikia et al., 2023;Walter et al., 2011). Étant donné que les instruments du deuxième courant sont plus appropriés pour la plupart des objectifs de recherche et qu'ils ont de meilleures propriétés psychométriques que les instruments du premier courant (O'Connor et al., 2019), le choix de les utiliser serait justifié, bien que les individus soient souvent de mauvais juges de leurs propres habiletés, en particulier lorsqu'elles sont très valorisées (Cherniss, 2010). ...
Les transformations successives des environnements de travail, notamment sur le plan technologique, s’avèrent émotionnellement exigeantes et sont susceptibles d’affecter les attitudes et la performance des travailleurs. Dans ce contexte, l’intelligence émotionnelle (IÉ) des gestionnaires a été soulevée comme une ressource substantielle pour soutenir et influencer leurs subordonnés. Cependant, étant donné la large étendue de résultats empiriques sur les effets potentiels de l’intelligence émotionnelle des gestionnaires (IÉG) sur les subordonnés au travail et la variété d’instruments de mesure de l’IÉ, la compréhension de ces effets potentiels dans la littérature demeure un défi à ce jour. Cette recension systématique, réalisée à partir du protocole PRISMA 2020, présente une synthèse qualitative des effets potentiels de l’IÉG sur les subordonnés et des processus impliqués, et ce, en classant les résultats à partir des trois courants de l’IÉ. À la suite du processus de sélection et de l’évaluation de la qualité des études, un total de 56 études (1990-2023) a été retenu. Les résultats révèlent que l’IÉG a un effet potentiel significatif sur la performance des subordonnés (performance individuelle; performance et efficacité d’équipe; créativité et comportements d’innovation et comportements de citoyenneté organisationnelle) dans approximativement 85 % des études recensées et sur les attitudes (satisfaction individuelle et de groupe au travail; engagement et épuisement professionnel), les affects et les autres variables liées aux subordonnés dans approximativement 92 % des études. Le présent article illustre de manière complète et accessible les effets potentiels de l’IÉG sur les subordonnés et offre aux chercheurs un point de départ pour bâtir leur modèle d’étude.
... Therefore, possessing strong psychological skills may help elevate Paralympic athletes beyond their current levels. Undoubtedly, one of the most crucial relationships in dynamics athletes establish with their social environment, coaches, and teammates is emotional intelligence (Laborde et al., 2016;Zajonz et al., 2024). Emotional intelligence (EI) can be defined as an individual's awareness of their own emotional state, the ability to assess the emotions of others, the capacity for empathy, and the skill to manage emotions rationally and effectively (Goleman, 2017). ...
This study investigates the association between conscientiousness and emotional intelligence (EI) in Paralympic athletes. A sample of 274 athletes (190 male, 84 female) was analyzed using the Schutte EI Scale and a Conscientiousness scale from the Big Five Personality Traits. Results indicated a significant positive relationship between EI and conscientiousness, with EI explaining 28% of the variance in conscientiousness (p < 0.05). Specifically, optimism and mood regulation demonstrated a high positive correlation with conscientiousness (r = 0.501), while assessing feelings showed a moderate positive correlation (r = 0.391), and using feelings revealed a low positive correlation (r = 0.120). Gender-based analysis revealed that female athletes scored significantly higher in emotional usage. These findings suggest that promoting EI in Paralympic athletes could enhance conscientiousness, potentially benefiting their resilience and psychological stability. Future research should explore longitudinal designs to examine these associations further.
... In addition, we found that women had higher EI than men and that men had higher levels of LT (cognitive reflection). This conclusion is related to other findings that EI is associated with health conditions [44,47], PA [7,48], athletic motivation [49], and decision making speed [50]. The assessment of cognitive reflection [46] showed that unlike EI, cognitive reflection was not associated with MVPA in the subjects tested. ...
Background
The primary aim of our study is to explore how moderate-intensity physical activity (MPA), vigorous-intensity physical activity (VPA), moderate-to-vigorous physical activity (MVPA), and sedentary behavior (SB) in men and women (ages 18–74; 4545 females and 1824 males) are associated with age, education, psychological factors (cognitive reflection/”cold” mind, emotional intelligence (E), impulsivity, perceived stress), health behaviors (overeating, breakfast consumption, smoking, alcohol use), body mass index (BMI), and sleep duration.
Methods
The information was collected by means of an online survey (https://docs.google.com/forms/) to ensure the anonymity of participation and confidentiality of data.
Results
MVPA and SB in men and women are significantly influenced by education, age, BMI, lifestyle, and psychological factors, with some gender differences. Higher education reduces MVPA and increases SB, while age lowers SB and raises MVPA in women. BMI inversely affects MVPA and VPA, and breakfast supports higher activity levels, while overeating and alcohol (in men) are linked to lower MVPA and higher SB. Sleep duration weakly affects activity structure but inversely relates to SB. While Cognitive Reflection Test (CRT) scores—an indicator of logical reasoning—do not show a significant positive impact on physical activity levels (MPA, VPA, or MVPA) in either gender, they are associated with increased sedentary behavior in women. Emotional Intelligence (EI), however, plays a clear and positive role: higher EI is strongly associated with increased VPA and MVPA in both men and women, especially in women, and inversely related to SB in both genders.
Conclusions
The results of our study suggest that enhancing EI (“hot” mind) may be more effective than reasoning skills (“cold” mind) in promoting physical activity and reducing sedentary behavior, particularly in women. These findings highlight EI’s potential as a key driver of active lifestyles, while logical reasoning appears to have a lesser impact.
... These findings have practical implications for the design of health interventions in universities. First, enhancing EI in undergraduate students may increase their PAE and potentially improve their overall health literacy and quality of life (65,66). In addition, integrating EI with AM provides a new perspective for comprehensive interventions that combine mental health and physical education. ...
Background
Engaging in physical activity has been demonstrated to enhance cardiorespiratory fitness, muscle strength, bone health, and cardiometabolic health. However, it is concerning that more than 80% of students globally do not meet the recommended standard of at least 1 h of physical activity per day. It is imperative to enhance student involvement in physical activities.
Objective
This study aims to investigate the effect of emotional intelligence (EI) on undergraduate students’ physical activity engagement (PAE), to elucidate the mediating role of achievement motivation (AM) and interpersonal relationships (IR).
Methods
A stratified whole-sample was used to survey 810 university students (19.84 ± 1.40 years). The scale items were designed to assess the participants’ EI, PAE, AM, and IR based on the correlation scale. SPSS and AMOS were used to analyze the mediating effect.
Results and conclusion
The results demonstrated a positive effect of EI on AM and PAE (β = 0.29, p < 0.001; β = 0.28, p < 0.001). Furthermore, AM was found to have a positive effect on PAE (β = 0.07, p < 0.05). Notably, AM mediated between EI and PAE. In conclusion, our findings provide further insight into the effect of EI on undergraduate students’ PAE, and reveal the mediating role of AM.
... A pilot study of a school-based mindfulness intervention found that mindfulness training, in addition to traditional health education, may improve dietary habits and PA among adolescents (Salmoirago-Blotcher et al., 2015). Laborde et al. (2016) found that the EI trait is related to PA levels and positive attitudes toward PA. EI is also considered an influencing factor in sports performance (Kopp & Jekauc, 2018). ...
This study examines the relationship between factors (social support, self-esteem, emotional intelligence [EI], mindfulness, school PA program engagement [SPPE]), physical activity (PA), academic self-efficacy (ASE), and depression in Shanghai junior high school students. A nationwide offline survey was conducted in Shanghai between August and December 2023 using a purposive sampling design. A total of 432 questionnaires were administered to six seventh- and eighth-grade classes from six schools in Shanghai; 416 responses were included in the final analysis. SPSS software version 29, the Correlation and Multiple Linear Regression techniques were employed to analyze the collected data. Social support, self-esteem, EI, mindfulness, SPPE, PA, ASE, and depression were found to be correlated. None of the common factors significantly predict PA, as the p-values were more than 0.05. Social support, self-esteem, EI, and SPPE had a positive significant influence on ASE except for mindfulness. Social support, self-esteem, and mindfulness had a negative significant influence on depression among Shanghai junior high school students. This study highlights the interconnectedness of social support, self-esteem, EI, mindfulness, and SPPE with ASE and depression among junior high school students in Shanghai. While none of the factors predicted PA levels, social support, self-esteem, EI, and mindfulness emerged as important contributors to ASE, while social support, self-esteem, and mindfulness emerged as important contributors to depression.
... EQ is a cognitive aptitude involving a complete process and trying to manipulate emotionally and create relevant information for conduct (Mayer et al., 2008). When analysed as a higher or upper-order personal attribute, researchers have shown emotional intelligence as an instructive power\ in sports (TEI) (Laborde et al., 2016); it has a strong link with psychological processes, which differ according to an athlete's level of proficiency, (Vaughan et al., 2021). ...
This study explores the correlation between trait emotional intelligence (EI) with its four variables (emotionality, sociability, well-being, and self-control) and their performance in second language (L2) skills (reading and writing) among Pakistani undergraduate ESL students. Utilising the short-form Questionnaire of TEI and an English competency test, data from 158 out of 200 students reveal self-perceived moderately high TEI with lower sociability. Global TEI and its components (emotionality, sociability, well-being, and self-control) significantly impact L2 skills. Notably, global TEI, emotionality, self-control, and sociability correlate significantly with reading performance, while global TEI, well-being, self-control, and sociability are linked considerably to writing performance. Regression analysis predicts both reading and writing performance. These findings underscore the intricate role of TEI in L2 learning. The study discusses research limitations and delves into practical and theoretical implications.
... In sports, input emotional information undergoes three-stage cognitive processing (recognizing/understanding, managing/regulating, and utilizing/facilitating) for optimal motivational and behavioral output (Yoo 2010). It has been shown that sports participants experience a wide range of emotions during physical activity and that sports emotional intelligence can determine their sports behavioral tendencies and physical activity performance based on the characteristics of the emotions experienced and their regulation or control (Laborde et al. 2016;Zhao et al. 2016). Sports participants with high emotional intelligence will have meta-emotional functioning, recognizing, and regulating the unique emotions that arise from physical activity and using them positively for individual and team performance . ...
Objective:
The aims of this study were to investigate the effects and mechanisms of physical exercise input, sports emotional intelligence, and sports self-efficacy on exercise adherence, and to examine the chain-mediating role of sports emotional intelligence→sports self-efficacy.
Methods:
The Physical Exercise Input Scale, Exercise Adherence Scale, Sports Emotional Intelligence Scale, and Sports Self-Efficacy Scale were used to investigate 1390 college students in three universities in the Henan Province.
Results:
(1) Physical exercise input was a significant positive predictor of exercise adherence (β = 0.29, t = 5.78, p < 0.001); (2) sports emotional intelligence and sports self-efficacy mediated the relationship between physical exercise input and exercise adherence; (3) physical exercise input influenced exercise adherence through the separate mediating role of sports emotional intelligence (β = 0.10, t = 5.98, p < 0.001), the separate mediating role of sports self-efficacy (β = 0.13, t = 2.64, p < 0.01), and the chain mediating role of sports emotional intelligence→sports self-efficacy (β = 0.09, t = 2.80, p < 0.01).
Conclusions:
(1) Physical exercise input can positively predict the level of sports emotional intelligence and sports self-efficacy of college students; (2) Physical exercise input can not only directly influence college students' exercise adherence but can also indirectly influence it through sports emotional intelligence or sports self-efficacy levels alone, as well as through the chain mediation of the two.
... Furthermore, mood is one of the indicators of psychological well-being and mental health [11]. No one doubts that PA leads not only to better health, but also to a complete diet, abstemiousness [12], good rest and especially sleep [13], shorter periods of sedentary behaviour [1,5,14], emotion regulation and impulse control [6,15,16] and many other factors (diet, smoking, alcohol consumption, cognitive leisure activity and meditation) affect human health and well-being [17]. For example, Tapia-Serrano et al. distinguished the three most important factors for healthy behaviour of schoolchildren, i.e. ...
Background
In an online survey of Lithuanian adults (n = 1140) aged 18 to 64 years, we sought to better understand the factors influencing the structure of physical activity (PA). We hypothesised that the PA paradox (i.e. the benefits of PA will be much greater during leisure-time than work-related or household moderate to vigorous PA) occurs more subjectively for psychological well-being indicators, than physiological well-being indicators, and should not depend on age or gender.
Methods
An online questionnaire was distributed as to potential participants through the Facebook social networking website within the period May 2021 to December 2021. PA was assessed using the long version of the International Physical Activity Questionnaire (IPAQ). Mood responses were assessed using the Brunel Mood Scale (BRUMS-LTU). Emotional intelligence was assessed using the Schutte Self-Report Emotional Intelligence Test (SSREIT). Perceived stress was assessed using the 10-item Perceived Stress Scale (PSS-10). Descriptive analysis, a two-way analysis of variance, and linear regression analysis were used to interpret the data.
Results
The results revealed that a PA paradox occurred in women and men in terms of health, happiness, vigour and perceived stress, and only in women according to morbidity and overeating. According to the regression analysis, women’s and men’s subjective health (β = 0.135; p < 0.001), happiness (β = 0.084; p = 0.018) and vigour (β = 0.169; p < 0.001) were significantly positively, and perceived stress (β = -0.088; p = 0.009) negatively correlated (regardless of age) only with leisure-time moderate to vigorous PA. ‘Healthy’, i.e. the amount of leisure-time PA in men decreases with age, while it does not change in women.
Conclusions
We believe that this study has expanded a clearer understanding of the PA paradox and its possible application to improving the health of individuals of different age groups.
... Despite differences among emotional intelligence models, their application has resulted in numerous emotional intelligence-related findings, such as correlations between higher emotional intelligence scores and well-being, prosocial behavior, and physical activity (Laborde et al., 2016;Llamas-Díaz et al., 2022;Mavroveli et al., 2009;Sanchez-Alvarez et al., 2015). During adolescence, emotional intelligence is particularly relevant, as it affects the quality of relationships with peers, family, and teachers (Petrides et al., 2006). ...
Emotional intelligence, which encompasses the ability to perceive, understand, express, and regulate emotions, is recognized as critical to the socioemotional development of adolescents. Despite its significance, the relationship between emotional intelligence and social media use among adolescents remains largely unexplored in the literature. This work aimed to provide a review that examines the association between adolescents’ emotional intelligence, including its dimensions (self-esteem, emotion regulation, empathy), and social media use. An online search of two electronic databases identified 25 studies that met the inclusion criteria. The results suggest that lower levels of emotional intelligence are associated with increased problematic social media use among adolescents, with social media use showing a negative correlation with adolescents’ self-esteem. In addition, difficulties in emotion regulation were associated with problematic social media use, while social media use was positively correlated with empathy. These findings underscore the importance of considering emotional intelligence as a key factor in understanding the relationship between adolescents and problematic social media use.
... More specifically, TEI refers to the way an individual appraises, expresses, regulates, and uses their own and others' emotions (Mayer et al., 2008). In line with previous investigations on athletes, and due to its enduring positive association with mental health, we conceptualize EI as a trait (Laborde et al., 2016). Concerning the TEI and burnout association, investigations in the occupational setting found TEI to be negatively correlated with burnout in teachers (Mérida-López & Extremera, 2017) and medical professionals (Năstasă & Fărcaş, 2015). ...
Competitive sport has the potential to increase chronic stress and, hence, the risk of burnout. The aim of this paper was, first, to examine the relationship between athlete burnout and trait emotional intelligence (TEI) and, second, to look at the mediating role of coping strategies between TEI and athlete burnout. In two samples of athletes (N1 = 290; N2 = 144), we conducted correlation analyses linking dimensions of TEI with athlete burnout and found negative correlations. We then tested a structural equation model in the second sample, hypothesizing an indirect link between TEI and athlete burnout via coping strategies. Results showed a mediation effect of emotion-focused to problem-focused coping between TEI and athlete burnout. Avoidance coping showed a positive direct effect on athlete burnout. Further research should investigate effective coping strategies and clarify whether emotional intelligence training may be used to protect athletes from developing burnout.
... Selon la littérature, l'IE est une clé de la performance sportive (Kopp A, Jekauc D, 2018). En effet, une méta-analyse menée par Laborde et al a conclu qu'une personne capable de reconnaître et réguler ses émotions et celles des autres est capable d'améliorer ses émotions positives et de canaliser ses émotions négatives ce qui améliore la performance (Laborde et al, 2016). Cela était cohérent avec les résultats de la présente étude qui ont montré une association positive significative entre la gestion des émotions et la performance alors que la perception émotionnelle était significativement associée à la performance dans une direction négative. ...
... For instance, the majority of previous studies have studied EI using the MSCEIT, according to gender and age in adult (aged 18 -76 years old) university students, making them poorly representative of the general athletes' population. Studies investigating EI in athletes are limited (23,(25)(26)(27), with EI differences between genders and age groups not having been thoroughly investigated. ...
Background: Emotional intelligence (EI) and emotional competence (EC) are considered as multidimensional strategies for dealing with various complex situations. There are conflicting results regarding the effect of age, gender and sports status on EI and EC dimensions. Objectives: In the present study, we compared the EI between young athletes and non-athletes, as well as in terms of both genders and different age groups Methods: Four hundred seventy-nine young individuals (239 athletes, 240 non-athletes) aged 12 - 18 years old participated in this study. They were classified according to their age (12 - 15 years and 16 - 18 years) and gender (239 male, 240 female). All participants completed the Profile of Emotional Competence (PEC); for assessing the intra- and interpersonal EC and global EI. Results: Athletes had significantly higher values of global EI and altogether the intra- and interpersonal EC dimensions (all, P < 0.001). The comparison between genre and age groups highlighted those males and younger participants showed significantly higher components for both inter- and intrapersonal EC and global EI than females and older participants respectively (0.05 < P < 0.001). Conclusions: Based on the result of the current study, we conclude that engagement and involvement in sports can be considered as a key factor for developing adequate EI. Psychologists and sport-scientists need to be aware about the specific-related psychological skills for both age and gender requirements, particularly EI.
EU and its neighbours : resilience and multicultural harmony : L'Europe unie - United Europe - special volume - volume 21/2024 Paris-Cluj Napoca / coord.: Mihaela Natea, Simion Costea. - Cluj-Napoca : Napoca Star, 2024
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The present study aims to investigate the influence of goal orientation on emotional intelligence in sports persons. It also aims to look into the gender difference of these variables, as well as the type of sport they are involved in. The tools used in this study are the Task and Ego Orientation in Sports Questionnaire (TEOSQ) (Duda 1989) and the Emotional Intelligence Scale by Hyde, Pete, and Dhar (2007). The sample consisted of 182 sportspersons in the age range of 10-25 years and was chosen using the purposive sampling method. Statistical analysis, including Pearson’s product moment correlation, a t-test, and regression analysis were used for this study. The results indicate significant relationships between goal orientation and emotional intelligence. There was a significant gender difference with respect to emotional intelligence, but there was no significant gender difference on the levels of goal orientation. Similarly, there was no significant difference found in the types of sports in which they were involved in, with relation to both goal orientation and emotional intelligence as well. Further, the results show a significant influence of task orientation and ego orientation on emotional intelligence.
The purpose of this present research is to attempt to examine the varying levels of EI of athletes and non-athlete school students in the Delhi NCR government and public schools. The study focuses on the effects of participation in sporting activities on EI and interaction between the two variables as moderated by gender and school type. This study used comparative cross-sectional research design and involved 500 students of 14 — 18 years old participating in physical education classes, The Emotional Intelligence Inventory along with the standardized physical fitness tests were used to collect data. The t-tests and ANOVA further showed that athletes possessed better EI than non athletes in all aspects of self awareness, empathy and interpersonal sensitivity. Also, the government school athletes reported lower EI than the public school athletes indicating how institutional environments play out in EI. That is why the present research concerns sports as an opportunity to develop EI pointing at the promotion of teamwork, discipline, and stress regulation. This study suggests that effective implementation of sports based training in education is useful to improve overall student’s quality.
Background: Sports intelligence refers to the capacity for effectively processing and responding to environmental stimuli, a crucial ability, especially in high-performance sports. It encompasses components such as reaction time, attention, accuracy, multitasking skills, and mental flexibility. Numerous studies have highlighted the importance of these components in athletic success; however, existing assessment tools only evaluate limited aspects of sports intelligence and do not comprehensively measure the multifaceted abilities of athletes in dynamic conditions. This research gap underscores the need to develop a comprehensive, psychometrically sound tool that can provide a nuanced understanding of athletes' cognitive and functional abilities through multidimensional assessment. Thus, the design and psychometric evaluation of such a tool could lead to valid criteria for assessing sports intelligence and improving athletic performance. Aims: This study aimed to examine the factor structure and psychometric properties of a sports intelligence assessment tool among athletes and non-athletes. Methods: This descriptive-analytical study employed a tool-development approach. The study population comprised all athletes and non-athletes aged 16 to 55 in Alborz Province in 2022. Using convenience sampling, 624 participants were selected. In addition to the sports intelligence tool, the Cattell Intelligence Test (1961) was also administered. Data were analyzed using SPSS version 27 and R version 4.0.2, employing exploratory factor analysis, Pearson correlation coefficient, Cronbach's alpha, McDonald's omega, and intraclass correlation coefficients. Results: Exploratory factor analysis indicated that the sports intelligence tool consists of five factors. Furthermore, a significant positive correlation was observed between the dimensions of sports intelligence and the Cattell Intelligence Test (p< 0.05), suggesting suitable criterion validity for the tool. The instrument's reliability was demonstrated through Cronbach's alpha values above 0.7 for each of the five factors, indicating high internal consistency. Conclusion: The findings of this study suggest that the sports intelligence tool has satisfactory validity and reliability, making it suitable for assessing sports intelligence in individuals aged 16 to 55.
The aim of the study was to identify distinct trajectories of perceived stress and control in athletes across a season of sports competitions and whether these trajectory memberships could be predicted by subdimensions of the emotional intelligence (EI). Latent class growth analyses were performed on a five-stage longitudinal measurement plan (to cover the entire sporting season). Four hundred fifteen athletes answered to the Brief Emotional Intelligence Scale, the Mastery Scale, the Perceived Stress Scale, and the Attainment of Sport Achievement Goal Scale. The analyses revealed two trajectories of perceived stress (one trajectory adapted and one maladapted to performance) and two trajectories of perceived control (one trajectory adapted and one maladapted to performance). Moreover, athletes with higher emotional intelligence emotion regulation scores belong significantly more to performance-adaptive trajectories. The obtained results could contribute to the advancement of emotional intelligence intervention programs to optimize the dynamics of perceived stress and control within the sporting season.
This systematic review aimed to analyze the influence of Emotional Intelligence on racket sports, a field that integrates physical and emotional aspects in training and competition. Scientific studies published between 2019 and 2024 were reviewed, selected from databases such as PubMed, Scopus, Web of Science, and Dialnet, using keywords such as “emotional intelligence”," "racket sports," and "motivation." From a total of 21 identified studies, 6 were selected based on inclusion criteria, such as their relevance to sports science and psychology. The methodology was based on the PRISMA statement adapted to Spanish, ensuring a thorough and rigorous review. The results highlighted that Emotional Intelligence plays a crucial role in emotional regulation, performance under pressure, and cohesion in individual and paired sports such as tennis, padel, and badminton. Additionally, the importance of the coach's leadership and motivational climate in the athletes' emotional development was underscored. The review concludes that Emotional Intelligence is a determining factor for optimizing athletic performance and fostering a balanced experience in competitive sports.
Background/Objectives. The goal of this study was to assess the relative age effect and its relationship with the development of physical abilities and emotional intelligence in Colombian child athletes according to gender and the sport practiced. Methods. A cross-sectional correlational design was used. A total of 135 Colombian soccer and volleyball athletes, 62 boys and 73 girls, voluntarily participated with an average age of 13.25 ± 0.59 years. Physical skills such as SJ, CMJ, CMJA, 5, 10, and 15 m speed, CODS agility, and emotional intelligence were evaluated. Results. Statistically significant differences were found in the mood variables between Q1 and Q4 (p = 0.047, ηp² = 0.08) and Q2 and Q4 (p = 0.035, ηp² = 0.08). These differences are also present in the interpersonal variable between Q1 and Q4 (p = 0.003, ηp² = 0.12), Q2 and Q4 (p = 0.009, ηp² = 0.12), and, finally, in the total emotional quotient between Q1 and Q4 (p = 0.013, ηp² = 0.13), Q2 and Q3 (p = 0.024, ηp² = 0.13), and Q2 and Q4 (p = 0.005, ηp² = 0.13). Conclusions. Based on the findings of this research, it can be concluded that the relative age effect appears to be sensitive to CODS agility, 15 m speed, and SJ power variables concerning gender and sport. Jump height for CMJ concerning gender and CMJA jump concerning sport were considered. Emotional intelligence appears to be a variable sensitive to the relative age effect.
This paper shed light on the relationship between family ostracism, job engagement and task performance in security personnel of different organization of Punjab and the relationship among variables also supported via theory of reciprocity. A historically disregarded subject, family ostracism has significant influence on job engagement and task performance at the workplace. In this study, a specific population or sample is analyzed using a quantitative approach, the respondents of this study are 191 security personnel of different organization of province Punjab and the data was collected through questionnaire by using convenient sampling. Exclusion from life matters threatens fundamental psychological needs with highly detrimental repercussions on individual lives. The ostracized individuals from families have bad impacts on organizational productivity by performing worst. The data was analyzed using linear regression and Hayes Process method in SPSS. The result of the study indicates that Family ostracism impact negatively on the job engagement and task performance. Finding of the study also reveal that job engagement mediate the relationship between family ostracism and task performance to enhance the task performance of the employee.
Purpose
The aim of this study is to utilise the Theoretical Domains Framework (TDF) to identify the main barriers and facilitators of positive attitude towards trying Virtual Active Sports (VAS).
Design/methodology/approach
200 individuals took part in an online cross-sectional survey based on 11 domains within the TDF. Linear logistic regression analysis was performed on the participant’s self-reported attitudes and believes. Based on the results from the regression analyses, a list of suggested behaviour change techniques was designed using the Behaviour Change Wheel (BCW) framework and the BCT taxonomy (BCTTv1).
Findings
This research suggested that Beliefs about Consequences, Beliefs about Capabilities, Goal Conflict, Coping Planning, and Environmental Context and Resources are the main factors, influencing the positive attitude towards VAS and the self-reported desire to try it in the future. Future interventions were recommended and supported by 22 possible BCTs identified using the BCW approach. The TDF and BCW proved to be useful models for identifying both internal and external factors influencing fitness fans during the adoption of the new sportstech.
Originality/value
The main contribution of the present work was the implementation of a structured and effective approach derived from the healthcare domain to design solutions for behaviour change in the emerging and expanding virtual sports context.
This study aimed to identify the level of psychological skills of members of the national swimming team in Jordan. The descriptive methodology was used for the study. The psychological skills questionnaires were applied to collect required data, including the Emotional Intelligence Scale, Sport Motivation Scale and Rosenberg Self-Esteem Scale. A purposive sample consisted of (21) male and female swimmers of the Jordanian national team, distributed into (13) males and (8) females. The results indicated average and high levels of psychological skills; emotional intelligence was average level; optimism was the highest, while emotional awareness was the least. Intrinsic and extrinsic motivation and self-esteem were high. Moreover, no significant differences were revealed in psychological skills according to all aspects, nevertheless, the emotional intelligence differed according to swimming type in favor of the free style. Recommendations for paying attention to all swimmers’ psychological aspects in relation to the physical aspect when developing sports training plans and training programs.
We offer an alternative conceptualization of the construct of susceptibility to emotional contagion and four related studies where two separate measures were developed and initially validated. The Contagion of Affective Phenomena Scale-General (CAPS-G) is a 5-item scale that measures the general susceptibility to the contagion of affect, and the Contagion of Affective Phenomena Scale – Emotion (CAPS-E) assesses six distinct emotions. Study 1 generated items with experts. Study 2 explored and confirmed construct validity and the factorial structure of both measures using exploratory structural equation modeling. Study 3 established test–retest reliability, concurrent validity, and discriminant validity. Study 4 found predictive validity with a sample of competitive swimmers. In four separate samples, a 21-item and 6-factor first-order structure of CAPS-E provided the best model fit. We provide initial evidence that supports the use of CAPS-E and CAPS-G as reliable and valid measures of the susceptibility to contagion of affective phenomena.
The authors present a conceptual model of coaching efficacy and develop a reliable and valid instrument to measure the concept and to examine its hypothesized sources and outcomes. Coaching efficacy is defined as the extent to which coaches believe they have the capacity to affect the learning and performance of their athletes. Using high school coaches, confirmatory factor analysis supported 4 dimensions of the Coaching Efficacy Scale: game strategy, motivation, teaching technique, and character building. Marginal support was also found for 1 general coaching efficacy factor that explained the correlations among the 4 first-order factors. Using a separate sample of high school basketball coaches, coaching efficacy was predicted by a coach's past success, coaching experience, perceived player talent, and social support. In turn, coaching efficacy predicted coaching behavior, player satisfaction, and current success. Results establish preliminary support for the conceptual model of coaching efficacy.
THE ABSTRACT IS AVAILABLE IN THE PDF
Background. This article deals with the issue of the manifestation of emotional intelligence in Lithuanian and
Latvian student athletes. Emotional intelligence has been suggested as providing a new perspective on how emotional
competencies necessary for performance in today’s workplace among would-be physical educators might be more
effective and better understood. Hence, the following research question is raised: does the emotional intelligence
of Lithuanian student athletes differ from that of Latvian student athletes? We hypothesized that the emotional
intelligence of Lithuanian student athletes differs from that of Latvian student athletes. Research aim was to reveal
the manifestation of emotional intelligence in Lithuanian and Latvian student athletes.
Methods. The independent random sample consisted of 227 student athletes from the Latvian Academy of
Sports Education and 214 student athletes from the Lithuanian Sports University. Schutte Self-Report Inventory
(SSRI) was employed. This instrument divides emotional intelligence into four separate components, namely: ability
to use personal positive emotional experience (optimism), ability to assess and express emotions (appraisal), ability
to understand and analyse emotions (social skills) and ability to manage emotions (utilization).
Results. The analysis of the ability to use personal positive emotional experience resulted in the following
averages: 51.48 ± 5.24 in case of the Lithuanian student athletes and 52.78 ± 6.33 in case of the Latvian student
athletes. The application of the Student’s t-test revealed a statistically significant difference in the ability of the
Lithuanian student athletes to use own positive emotional experience and that of the Latvian student athletes:
t (439) = 2.32; p < .005.
Conclusions. The comparison of the components of emotional intelligence of Lithuanian and Latvian student
athletes revealed that Latvian student athletes have better ability to use own positive emotional experience (optimism)
(p < .05). No other statistically significant difference between Lithuanian and Latvian student athletes in terms of the
components of emotional intelligence was observed.
Keywords: emotional intelligence, emotions, student athletes.
The concept of emotional intelligence (EI) has drawn a great amount of scholarly interest in recent years; however, attempts to measure individual differences in this ability remain controversial. Although the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) remains the flagship test of EI, no study has comprehensively examined the full interpretive argument tying variation in observed test performance to variation in the underlying ability. Employing a modern perspective on validation, this article reviews and synthesizes available evidence and discusses sources of concern at every level of the interpretive argument. It is argued that a focus on causal explanation of observed variation in test performance would significantly improve the validity of the MSCEIT as a measure of EI.
Similar to an effective leader in business, a high-performance sports coach requires qualities beyond technical and tactical acumen, such as leadership and the ability to facilitate a functional leader-follower relationship. Underpinning this dynamic relationship that exists between the coach and athlete is a leader's acumen associated with emotional intelligence (EI). This article aims to highlight the utility of EI for high-performance sport coaches, and provide concrete examples as to how EI might enhance a coaches' ability to lead and direct the production of high-performance with their staff and athletes. First, a brief overview of the link between EI and leadership quality is presented. Second, Mayer and Salovey's (1997) four-branch model of EI (i.e., perceiving, using, understanding, and managing emotions) will be used as a framework for demonstrating how a coach may use such abilities to lead and produce high-performance.
The purpose of this study was to investigate the effect of emotional intelligence (EI) training and development on the EI profile scores of individual cricketers. 24 players attending the South African National Cricket Academy were randomised to an intervention group (EI training and development intervention program) or control group (no intervention). The experimental design was executed in 2007 and 2008 with different cohorts of players. The EI of the players was measured pre and post intervention using the Mayer, Salovey & Caruso Emotional Intelligence Test (MSCEIT). In 2007 the baseline Total EI score for the intervention group was 84.9 and the post intervention Total EI score was 96.6, giving a relative increase of 13.7%. By comparison, the baseline Total EI score for the control group was 81.8 and post intervention the Total EI score was 83.4, giving a relative increase of 2%. In 2008 the baseline Total EI score for the intervention group was 89.4 and the post intervention Total EI score was 101.7, giving a relative increase of 13.8%. By comparison, the baseline Total EI score for the control group was 87.4 and the post intervention Total EI score was 84.8, a relative decrease of 3.1%. The estimated intervention effect for the percentage change in Total EI score over both years is 14.5% (95% CI: 11.9 to 17.2%) and is significant, indicating EI training and development may contribute to increasing the EI profile of individual cricketers.
The present study used a mixed methods approach to evaluate the usage and perceived effectiveness of a 12-month coping intervention. Twelve junior national netball players followed an intervention that had two objectives: 1) to encourage the use of future-oriented coping across goal-oriented contexts and 2) to facilitate resource accumulation and maintenance by developing coping related competencies. Mentors and players maintained reflective diaries throughout the intervention and were contacted via telephone or e-mail every 2-3 months. In addition, players completed the Brief COPE measure at 1, 6, and 12 months. Eight players and 8 mentors completed postintervention interviews. Data indicated that following completion of the intervention, players perceived themselves to have a better understanding of when and how to use future-oriented coping. They also perceived enhanced psychosocial resources, and a more flexible approach toward goal pursuits. Recommendations for future research developments and the evaluation of coping interventions are presented.
Emotional intelligence (EI) theory provides a framework to study the role of emotion skills in social, personal, and academic functioning. Reporting data validating the importance of EI among youth have been limited due to a dearth of measurement instruments. In two studies, the authors examined the reliability and validity of the Mayer-Salovey-Caruso Emotional Intelligence Test-Youth Version (MSCEIT-YV), a performance test of EI. Study 1 examined psychometric attributes of the MSCEIT-YV in a large sample of fifth- to eighth-grade students (N = 756). Study 2 examined the relationship of the MSCEIT to student and teacher reports of academic, social, and personal functioning among fifth- and sixth-grade students (N = 273). The authors report that EI can be measured reliably with the MSCEIT-YV and that higher scores on the test are related to healthier psychological functioning and greater social competence based on both teacher and student ratings, as well as to academic performance in English language arts.
Research into emotion regulation in sport has predominantly focused on intrapersonal regulation of emotion response systems (i.e. subjective experience, cognitions, behaviours or physiological responses). However, researchers in social psychology have suggested that the emotion regulation process is inherently social and interpersonal. This shift represents a significant change in how emotion regulation is conceptualized and, given the intensity of emotions experienced in sport, represents a potentially productive line of enquiry. This review addresses interpersonal emotion regulation in sport, and draws attention to work in social psychology that might inform future sports research. Specifically, the utility of social-functional approaches will be considered.
Emotional intelligence is an important and popular concept within coaching. This randomised controlled trial investigated the short-term impact of coaching using emotional intelligence on three factors related to performance in athletes: anxiety, self-efficacy and team identification. Twenty high-performance netball players were divided into coaching and control groups. The coaching group completed the Bar-On EQ-i to produce emotional intelligence profiles that formed the basis of the solution-focused coaching session. Coaching improved self-efficacy and anxiety but not team identification. There was no change in the control group. Self-efficacy and anxiety are directly linked to scales on the EQ-i whereas team identification is not directly linked. The findings indicate that solution-focused coaching using emotional intelligence is effective, but only when a direct link is identified between a particular component of emotional intelligence and a particular outcome.
This review addresses personality in organised sport. We describe the extant literature that has explored personality effects on athletic success and population-based differences before hypothesising how sport participation may contribute to personality development. We then outline the role of personality in athletic interactions and group processes before considering the practical applications of personality research and avenues for future study. Our review shows that personality is an important determinant of long-term success in sport and identifies clear personality differences between individuals that participate in organised sport and individuals that do not participate in organised sport. We also observe important personality differences between sub-samples of athletes and outline the contribution of personality to intragroup relationships and team effectiveness in team sport. The interaction of genetic and environmental influences is presented as a promising avenue of inquiry that can strengthen our understanding of personality effects on sport and exercise participation and athletic success. We conclude by outlining implications for applied sport psychology.
This paper presents a unifying model that aims to reconcile two conflicting conceptions of emotional intelligence (EI): the conception of EI as a form of intelligence (ability EI) and the conception of EI as a personality trait (trait EI). The paper starts with a synthesis and critical examination of the main arguments of each perspective. Based on this review, it is suggested that both perspectives have contributed to extend scientific knowledge about emotional skills underlying processes and outcomes. In order to enable them both to exist in their own right, a Three-Level Model of EI (knowledge – abilities – dispositions) is suggested. The paper is concluded by emphasizing the implications of the model for both research and practice.
Based on four samples and more than 2,000 participants, the authors examined the structural equivalence, discriminant validity as well as criterion and incremental validity of the Romanian version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), an ability-based measure of emotional intelligence. Results suggest that the Romanian version of the MSCEIT has a very good structural equivalence and good discriminant validity compared with measures of cognitive ability, personality (Big Five), and empathy. Also, the Romanian MSCEIT has incremental validity over personality when predicting job performance. Based on these results, the authors encourage usage of the MSCEIT as a sound measure of emotional intelligence. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
Emotional intelligence, neuroticism, and extroversion were studied in boxers, judokas, and non-athlete controls. The results based on the Wong and Law Emotional Intelligence Scale and Eysenck Personality Inventory showed that in understanding their own emotions boxers scored higher than judokas and controls (effect sizes d=.72, and .47). In appraising others' emotions boxers and judokas did not differ from each other but both scored higher than non-athletes (d=56 and d=.54). In using and controlling emotions boxers scored higher than judokas (d=1.3 and d=.68, respectively) who scored higher than non-athletes (d=1.0 and d=.55, respectively). In the current study the boxers have exhibited the lowest neuroticism (d=1.6 vs. judokas and d=2.0 vs. controls). The two groups of combat athletes have reported higher extroversion than controls (d=1.2, boxers, and d=1.3, judokas). Since in the current study the ability-linked emotional intelligence was studied, it may be concluded that boxing, and combat sports in general, may foster its development.
This study investigated the relationships among emotional intelligence (EI), coaching efficacy (CE), and leadership style (LS) of coaches and tested the mediation effect of CE in the relationship between EI and LS. Using 323 head basketball coaches at the high school level, structural equation modeling was conducted to examine the relationships in the model and the meditational effect. The final model provided a good fit to that data, in which LS was directly predicted by EI and CE. The standardized estimates are 0.497 and 0.403, respectively. Also, EI directly predicted CE (0.624). The findings showed significant mediating effect of CE on the relationship between EI and LS (0.251).
The predictive ability of the Big Five personality traits and trait emotional intelligence (EI) of physical education (PE) teacher candidates' academic success was examined. A total of 295 PE teacher candidates aged 23 to 32 completed the Short Form Five Factor Personality Inventory (Tatar, 2005) and the revised and adapted Schutte Emotional Intelligence Scale (Schutte et al., 1998) at the beginning of the 2007-2008 academic year. At the year's end, participants' grade point averages (GPAs) were matched to their trait EI and personality scores. Pearson product-moment correlations and hierarchical regression were used to analyze data. Academic success as GPA was found to be positively related with Openness to Experience and Conscientiousness and negatively related with Neuroticism. Additionally, a regression model consisting of the Big Five personality traits could predict a significant amount of variance in GPA. However, no association was identified between trait EI as measured by the Schutte Emotional Intelligence Scale and GPA. Trait EI also did not make any significant contribution to the predictive ability of the Big Five personality traits.
The ability approach has been indicated as promising for advancing research in emotional intelligence (EI). However, there is scarcity of tests measuring EI as a form of intelligence. The Mayer Salovey Caruso Emotional Intelligence Test, or MSCEIT, is among the few available and the most widespread measure of EI as an ability. This implies that conclusions about the value of EI as a meaningful construct and about its utility in predicting various outcomes mainly rely on the properties of this test. We tested whether individuals who have the highest probability of choosing the most correct response on any item of the test are also those who have the strongest EI ability. Results showed that this is not the case for most items: The answer indicated by experts as the most correct in several cases was not associated with the highest ability; furthermore, items appeared too easy to challenge individuals high in EI. Overall results suggest that the MSCEIT is best suited to discriminate persons at the low end of the trait. Results are discussed in light of applied and theoretical considerations.
The ability approach has been indicated as promising for advancing research in emotional intelligence (EI). However, there is scarcity of tests measuring EI as a form of intelligence. The Mayer Salovey Caruso Emotional Intelligence Test, or MSCEIT, is among the few available and the most widespread measure of EI as an ability. This implies that conclusions about the value of EI as a meaningful construct and about its utility in predicting various outcomes mainly rely on the properties of this test. We tested whether individuals who have the highest probability of choosing the most correct response on any item of the test are also those who have the strongest EI ability. Results showed that this is not the case for most items: The answer indicated by experts as the most correct in several cases was not associated with the highest ability; furthermore, items appeared too easy to challenge individuals high in EI. Overall results suggest that the MSCEIT is best suited to discriminate persons at the low end of the trait. Results are discussed in light of applied and theoretical considerations.
Emotional intelligence (EI), which refers to individual differences in the identification, understanding, expression, regulation and use of one’s own emotions and those of others, has been found to be an important predictor of individuals’ adaptation to their environment. While it is well-known that EC (as a whole) predicts important outcomes, it has often been unclear which specific competency(ies) participate(s) in a given outcome because, until recently, no measure of EI distinctly measured each of the five core emotional competencies, separately for one’s own and others’ emotions. Because this lack of information was problematic both theoretically (we do not understand the processes at stake) and practically (we cannot develop customized interventions), Brasseur et al. recently developed and validated a measure of EI [Brasseur, S., Grégoire, J., Bourdu, R., & Mikolajczak, M. (2013). The Profile of Emotional Competence (PEC): Development and Validation of a Self-Reported Measure that Fits Dimensions of Emotional Competence Theory. PLoS ONE 8(5), e6265.] that allows to assess emotion identification, expression, understanding, regulation and use, separately for self and others’ emotions. The current study presents a shorter version of the instrument obtained using structural equation modeling on two samples of 500 subjects.
The theory of emotional intelligence has elicited great interest both in the academic and the nonacademic world. Therapists, educators, and parents want to know what they can do to help children develop their emotional intelligence. However, most of the research in this field has investigated adults’ emotional intelligence. This study reviews the scarce research literature in the area of children’s emotional intelligence. It also reviews the way in which parenting styles and practices predict children’s emotional intelligence in similar or different ways that they predict other developmental outcomes. Based on the parenting literature, four main dimensions of parenting are identified that are relevant to the study of emotional intelligence: parental responsiveness, parental positive demandingness, parental negative demandingness, and parental emotion-related coaching. Parental responsiveness, parental emotion-related coaching, and parental positive demandingness are related to children’s higher emotional intelligence, while parental negative demandingness is related to children’s lower emotional intelligence. Additionally, social—emotional intervention programs used in schools have succeeded in improving children’s emotional skills. Implications for practitioners are discussed.
This study investigated the factorial validity of the 33-item self-rated Emotional Intelligence Scale (EIS: Schutte et al., 1998) for use with athletes. In stage 1, content validity of the EIS was assessed by a panel of experts (n = 9). Items were evaluated in terms of whether they assessed EI related to oneself and EI focused on others. Content validity further examined items in terms of awareness, regulation, and utilization of emotions. Content validity results indicated items describe 6-factors: appraisal of own emotions, regulation of own emotions, utilization of own emotions, optimism, social skills, and appraisal of others emotions. Results highlighted 13-items which make no direct reference to emotional experiences, and therefore, it is questionable whether such items should be retained. Stage 2 tested two competing models: a single factor model, which is the typical way researchers use the EIS and the 5-factor model (optimism was discarded as it become a single-item scale fiolliwng stage 1) identified in stage 1. Confirmatory factor analysis (CFA) results on EIS data from 1,681 athletes demonstrated unacceptable fit indices for the 33-item single factor model and acceptable fit indices for the 6-factor model. Data were re-analyzed after removing the 13-items lacking emotional content, and CFA results indicate partial support for single factor model, and further support for a five-factor model (optimism was discarded as a factor during item removal). Despite encouraging results for a reduced item version of the EIS, we suggest further validation work is needed.
Recent research suggests that appropriately-tailored interventions can assist adolescents enhance their coping skills (Frydenberg and Lewis, 2004). The present paper reflects upon the delivery of a longitudinal coping intervention utilized by junior national netball players. Reflection is focused on issues such as the rationale for the intervention, operational issues surrounding the delivery and management of the work. It is also focused on interpersonal issues relating to intervention implementation. We contend that being explicit about developmental and applied processes may enable theoretically sound and efficacious practices to be identified. In addition, unpacking operational issues related to delivery may assist applied sport and exercise psychologists in the development of related work. Key pointsThis paper exemplifies the potential benefits of reflective practice and offers an insight into the lessons learned during longitudinal applied research.We conclude that intervention-based research must accommodate the idiosyncrasies of an organization and requires the sport organisation to buy into the value of the work.Whilst thoughts and associations are offered, readers are encouraged to consider these and alternative associations.
This study investigated relationships between self-report measures of emotional intelligence and memories of pre-competitive emotions before optimal and dysfunctional athletic performance. Participant-athletes (n = 284) completed a self-report measure of emotional intelligence and two measures of pre-competitive emotions; a) emotions experienced before an optimal performance, and b) emotions experienced before a dysfunctional performance. Consistent with theoretical predictions, repeated MANOVA results demonstrated pleasant emotions associated with optimal performance and unpleasant emotions associated with dysfunctional performance. Emotional intelligence correlated with pleasant emotions in both performances with individuals reporting low scores on the self-report emotional intelligence scale appearing to experience intense unpleasant emotions before dysfunctional performance. We suggest that future research should investigate relationships between emotional intelligence and emotion-regulation strategies used by athletes. Key pointsAthletes reporting high scores of self-report emotional intelligence tend to experience pleasant emotions.Optimal performance is associated with pleasant emotions and dysfunctional performance is associated with unpleasant emotions.Emotional intelligence might help athletes recognize which emotional states help performance.
Sport psychologists work with athletes from a vast array of cultural backgrounds.
Numerous factors comprise the cultural composition of both the client and the
practitioner, including, though not necessarily limited to, ethnicity, socioeconomic
background and status, race, socialization, sexual orientation, religion, gender,
and geographic location. These intersecting and often deeply ingrained personal
variables can certainly impact the nature of the therapeutic relationship, intervention
strategies, and intervention outcomes with athletic clientele. Yet, while
other domains of professional psychology have long embraced the integration of
cultural aspects, the field of sport psychology has been slow to join the dialogue
or to learn from these relevant sources. Therefore, this special issue of the Journal
of Clinical Sport Psychology was conceptualized and constructed with the intention
of opening these lines of discussion to help ensure that sport psychologists
are gaining a comprehensive understanding of the athletes with whom they work,
demonstrating respect for and integration of cultural constructs in the treatment
room, and maintaining personal and professional self-awareness. As Co-Editors
of this unique special issue, Drs. Robert Schinke and Zella Moore provide the
present paper to begin this important dialogue. This paper sets the stage for six
informative articles by leading professionals in their areas, including both theoretical
articles and articles highlighting culturally informed direct service provision
with athletes from around the world. We hope that this timely special issue leads to
numerous additional questions, cutting-edge research ideas, and most importantly,
an enhanced or renewed commitment from sport psychologists to integrate the
concepts found within these pages, and those already found within the professional
literature of mainstream psychology, into their daily work with athletes.
Objectives
Research examining how emotional intelligence (EI) relates to the performance of athletes has been conducted using various EI measures including the Bar-On Emotional Quotient Inventory (EQ-i; Bar-On, 1997), but no one has investigated the factor structure of the EQ-i in the area of sport psychology. The current study explored the dimensional structure and factorial validity of the EQ-i in a sample of male athletes.DesignConfirmatory factor analysis was used to examine 3 and 4 model of emotional–social intelligence and the 1-5-15 dimensional structure which underpins the EQ-i.MethodA total sample of 706 male athletes from various sports and competing at the national age group level through to the professional level of competition completed the EQ-i.ResultsConfirmatory factor analyses demonstrated that the 1-5-15 dimensional structure was a poor fit for the data. A re-specification of the model representing the best fit for the data was a 1-4-15 dimensional structure. The factorial validity of the individual subscales was also examined at the item level using confirmatory factor analysis. Thirteen of the 15 subscales showed close, reasonably good, or mediocre fit for the data.Conclusion
Further construct validation of Bar-On’s model and measure is required. Sport psychologists administering the EQ-i in applied practice should consider using the EQ-i subscales rather than referring back to the 1-5-15 dimensional structure.
The Oxford Handbook of Sport and Performance Psychology includes the latest research and applied perspectives from leaders in the field of performance psychology, presenting sport and performance psychology from myriad perspectives. It looks at individual psychological processes in performance such as attention, imagery, superior performance intelligence, motivation, anxiety, confidence, cognition, and emotion. Articles also consider the social psychological processes in performance including leadership, teamwork, coaching, relationships, moral behavior, and gender and cultural issues. The book further examines human development issues in performance, such as the development of talent and expertise, positive youth development, the role of the family, the end of involvement transitions, and both youth and masters-level sport and physical activity programs. Finally, the text looks at interventions in sport and performance psychology and counseling of performers in distress including such important issues for all performers as: appearance- and performance-enhancing drug use, injuries, managing pain, eating and weight issues, burnout, and the role of physical activity in maintaining health. The articles collected here also cover the history of sport and performance psychology; the scope and nature of the field; ethical issues in sport and performance psychology; performance psychology in the performing arts and other non-sporting fields; perfectionism and performance; the role of the performance coach and of the sport psychologist with a coach and team; supervision; and a look ahead to the future of the field.
The present paper reports the impact of hypnosis, technique refinement, and self-modeling on the self-efficacy levels of a cricket leg-spin bowler. A single-subject (A-B) design was employed with the collection of 8 baseline data points and 16 post-intervention data points that included 8 data points collected 7 months after the intervention. The intervention comprised three aspects. Aspect one focused on using hypnosis and self-hypnosis to increase self-efficacy. Aspect two was based around refining the bowler's technique, focusing on the run-up, head position, and follow-through. Aspect three focused on self-modeling through the use of an edited videotape. The results revealed a significant difference between pre and post-intervention self-efficacy levels. This positive change was maintained in the long-term follow-up data. Also an increase in bowling performance was noted across the intervention. A number of consultancy issues are presented surrounding the use of hypnosis as part of a multimodal intervention.
There is now good evidence that athletic success and participation in physical activity can be predicted by personality traits. In this article, we review new studies that have contributed to our understanding of these relationships and outline potential avenues of inquiry to support the development of personality-trait research in exercise and sport. Our review identified a number of novel findings from contemporary studies. In the context of sport performance, new studies have demonstrated that personality traits relate to long-term athletic success, interpersonal relationships, and athletes' psychological states before, during, and after competitions. In the context of health-related exercise, new studies have demonstrated that personality traits relate to leisure-time sitting time, strength and mobility in old age, and unhealthy (addictive) exercise behaviors. There is also evidence that physical activity contributes to personality change. Our recommendations include a more targeted focus on adolescence (as this is the age of greatest change in personality and sport participation) and a greater consideration of consultant personality traits in applied research and professional practice (given their role in intervention effectiveness).
This research was conducted to compare the psychological skills, overall emotional intelligence and athletic success motivation between team and individual sports. The research sample consisted of 400 male athletes (247individual and 153team) that were selected via randomly multistage sampling method and subjects completed the psychological skills questionnaire Ottawa-3, Bar-On emotional intelligence inventory and perception of sport success questionnaire. Data were analyzed using mean, standard deviation and MANOVA statistical method .The finding(MANOVA) showed that there was significant difference between the two groups (individual and team sports) in terms of psychological skills and motivation of athletic success but there wasn't a significant difference between the two groups (individual and team sports) with respect to overall emotional intelligence. KEY WORDS: Psychological skills; overall emotional intelligence; motivation of athletic success; team and individual sports.
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.
Physical activity clearly is beneficial for health. Thus, it is unfortunate that so many people worldwide do not get sufficient activity to meet guidelines. This talk will focus on the public health problem of physical inactivity worldwide, by estimating how much of the world's major non-communicable diseases is due to inactivity.
The aim of this introduction is to provide the reader with the keys to understanding the context of the research papers published in this special issue on emotions and decision-making in sports. Recent work on emotions and decision-making in psychology is first contrasted with historical views on the topic, and the claim is made that the sports domain is an ideal environment for the development of the field. After introducing the articles, we outline a comprehensive approach for future research that would take advantage of theoretical and methodological developments. Specifically, at the theoretical level we show how sports could benefit from integrating theories from mainstream psychology, and at the methodological level we detail the possibilities offered by cognitive neuroscience to increase what is known about the processes at the core of the emotion and decision-making relationship.
Clinical question:
Is exercise an effective treatment for depression?
Bottom line:
Exercise is associated with a greater reduction in depression symptoms compared with no treatment, placebo, or active control interventions, such as relaxation or meditation. However, analysis of high-quality studies alone suggests only small benefits.
Scholars in youth development, education, and sport are examining the formative contexts of classrooms, music halls, and playing fields to gain a better understanding of positive development in children. Of particular interest are the leaders in these contexts (e.g., teachers, conductors, and coaches) and their ability to nurture the social-emotional skills that provide the foundation for development across the lifespan (Elias, 2003; Kress, Norris, Schoenholz, Elias, & Seigle, 2004). Learning contexts that emphasize caring are fundamental to positive development because a caring and supportive environment positively influences children’s social-emotional competencies, character development, and personal mastery (Elias, 2003; Kress et al., 2004; Noblit, 1993; Noblit, Rogers, & McCadden, 1995; Noddings, 1995, 2002; Tappan, 1998; Wentzel, 1997).
Abstract This study aimed to identify the cues upon which athletes rely when developing their expectations with regard to the competence of sports officials and to examine the sources of information, which are given priority in different kinds of sport (i.e. team, racquet and fighting sports). A questionnaire - the Athlete Perception of Sports Officials Questionnaire (APSO-Q) - was developed in which athletes (N=472) were asked to indicate the influence of 32 cues on their impressions of sports officials. Exploratory factor analysis (EFA) yielded a four-factor model (i.e. static cues, psychological, communicational and performance cues). Athletes mostly rely on psychological and personal communication attributes when evaluating officiating competence. Moreover, team players perceived that static cues were more influential when forming their expectations of sports officials than racquet players and fighting contestants. Such findings may have implications for athlete-official relationships and training of sports officials.
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.
Personality traits are associated with a number of health-related factors; less is known about how such factors contribute to adult personality development. Based on evidence for the protective role of physical activity for individual functioning, the present study tests whether physical activity contributes to personality stability and change. Using longitudinal data from the Midlife in the United States study (N= 3758) and the Health and Retirement Study (N= 3774), we found that more physically active individuals declined less on conscientiousness, extraversion, openness and agreeableness, and had higher rank-order stability and profile consistency over time. These findings suggest that physical activity may help preserve personality stability and prevent maladaptive personality changes across adulthood and old age.
