Content uploaded by Ashlea Clare Troth
Author content
All content in this area was uploaded by Ashlea Clare Troth on Aug 20, 2014
Content may be subject to copyright.
A preview of the PDF is not available
Testing the links between emotional intelligence and motivation
Abstract
The emotional intelligence construct is still the focus of substantial controversy. In this paper we contribute to the current debate regarding the factors that comprise the emotional intelligence construct. While some authors argue that emotional intelligence consists of a number of social and emotional competencies including self-motivation (Goleman 1995, 1998), others maintain emotional intelligence abilities are restricted to abilities that directly link emotions to cognition (Mayer & Salovey 1997). This latter view does not include motivation as a factor, but acknowledges it as a separate, related function. We conducted an empirical study to test these two different conceptualisations. One hundred and thirteen individuals completed measures of emotional intelligence and McClelland's (1987) three motivational needs. Structural equation analyses clearly supported Mayer and Salovey's (1997) conceptualisation that motivation is a factor related to emotional intelligence but is not a component part of the emotional intelligence construct. Implications are discussed. Yes Yes
... Emotional meta-skills allow one to regulate emotions, both in oneself and others. Emotional intelligence meta-skills allow individuals to deliberately employ positive feelings as a means to increase intrinsic motivation, thus achieving an optimal psychological balance [31][32][33]. Figure 3 presents the emotional meta-skills that are closely related to emotional health. These meta-skills concern both the relationship with the self (intrapersonal) and with others (interpersonal) [15,17,19]. ...
... In addition, the individual should be trained to control both his or her own emotions as well as others' emotions [25]. Awareness and control over emotions can allow the individual to cultivate the emotional and social meta-skills required for being resilient with functional relationships [25,[31][32][33]. Emotional intelligence meta-skills ( Figure 3) allow the objective perception, evaluation, and expression of emotion, both in oneself and others. ...
... Emotional meta-skills allow one to regulate emotions, both in oneself and others. Emotional intelligence meta-skills allow individuals to deliberately employ positive feelings as a means to increase intrinsic motivation, thus achieving an optimal psychological balance [31][32][33]. Positive motivations implicitly or explicitly have the potential to alter humans perception, directing them to make effective decisions and urging them to externalize selfregulated behaviors [34]. Motivations have a major impact on mental and emotional states, determining to a significant extent the individuals' readiness to respond to new challenges [34]. ...
The holistic growth and psychological well-being of people with special needs and disabilities remain high on the priority agenda for sustainable and inclusive education. Digital well-being technologies and especially "smart technologies", are ready to revolutionize mental health interventions by meeting trainees' needs and providing them with more positive and transformative mental, emotional, and social experiences. Meta-skills refer to a set of consciousness-raising competences that incorporate meta-cognitive, social-emotional, and motivational attributes, allowing individuals to intentionally achieve a state of optimal functioning. Although positive psychology and well-being technologies are considered promising intervention approaches, there is less knowledge regarding the effectiveness of such interventions among people with special needs and disabilities, especially in the crucial domain of meta-skills development. Thus, the current systematic review aims to examine positive psychology strategies as well as the synergy with well-being technologies in the development of metacognition, emotional intelligence, and motivation meta-skills in populations with special training needs and disabilities. The PRISMA methodology was utilized to answer the research questions. A total of forty-nine studies met the inclusion criteria. The results indicated that positive psychology strategies improved a wide range of meta-skills, including self-regulation, emotional control, behavioral control, inhibition control, self-awareness, intrapersonal skills, interpersonal skills, adaptation, goal setting, and self-compassion. Artificial intelligence tools, wearables, smart applications , immersive technologies (virtual and augmented reality), neurofeedback and biofeedback technologies, as well as digital games were found to effectively assist such training programs. The results of the current review may provide positive feedback in the discussion about digitally-aided mental health interventions for training the meta-skills of mental and emotional health.
... Furthermore, Kezar and Kinzie (2006) suggest that a review of these benchmarks is inevitable to better conceptualize student engagement. The behavioral perspective attempts to measure engagement by observable and measurable quantifying metrics such as frequency, time, and task, but learning is also related to emotional aspects (Christie et al., 2007). ...
A comprehensive review of the literature reveals significant theoretical gaps in understanding student engagement such as cultural differences and the challenges posed by the growing prevalence of online and blended learning environments. There is a need for better approaches to explore the multifaceted nature of student engagement to inform effective educational practices and foster a supportive learning environment. This paper examines the conceptualization and theoretical frameworks surrounding student engagement by focusing on Theory of Involvement and The Self-Determination Theory. This paper argues for the integration of these theories to provide a more comprehensive understanding of student engagement and the need for future research to consider diverse theoretical perspectives as well as the dynamic nature of student engagement across various settings.
... While both types are active in learners who achieve genuine language proficiency, developing the latter appears crucial in securing sustained learning. In this vein, a teacher with insight, genuine passion, and enthusiasm for teaching, as well as a deep understanding and appreciation of students, can serve as an intrinsic source of motivation for learners, especially when disappointment, frustration, or other negative emotions arise during language learning [29,30] . Emotional intelligence is, in part, about personal and interpersonal sensitivity. ...
... The improvement of emotional intelligence among kindergarten teachers contributes to an enhanced sense of control over the work environment, activates proactive concern for children's needs, and fosters a caring interpersonal atmosphere to meet competence, autonomy, and other psychological needs (Cameron, 2022). This can enhance motivation, increase self-efficacy, work engagement, and inhibit surface acting (Christie et al., 2007). According to social cognitive theory, self-efficacy is an important foundation for action, and individuals will only take action if they believe their actions can achieve the expected results (Adebusuyi et al., 2022). ...
Background
Emotional labor, distinct from physical and mental labor, has gained significant attention in contemporary organizational psychology research. As a strategy for performing emotional labor, surface acting refers to the process of faking emotions to meet the demands of organizations’ norms. This study aimed to investigate the relationship between emotional intelligence and surface acting among Chinese kindergarten teachers, focusing on the mediating role of self-efficacy and work engagement.
Methods
Integrating the conservation of resources theory and the job demands-resources model, a questionnaire survey was conducted among 1,017 Chinese kindergarten teachers using Wong & Law Emotional Intelligence Scale, Self-Efficacy Scale, Utrecht Work Engagement Scale, and Surface Acting Scale. SPSS 26.0 was used to conduct descriptive statistics and correlation tests. Structural equation modeling and mediation analysis were constructed using AMOS 28.0.
Results
The results showed reveals several key findings. Firstly, kindergarten teachers’ emotional intelligence significantly positively predicted surface acting rather than negatively. Secondly, self-efficacy and work engagement, respectively, mediate the relationship between emotional intelligence and surface acting in kindergarten teachers. Additionally, self-efficacy and work engagement have chain mediating effects in the relationship between kindergarten teachers’ emotional intelligence and surface acting.
Conclusion
The research findings reveal the influencing mechanism of kindergarten teachers’ emotional intelligence on surface acting, providing a theoretical basis and practical implications for understanding and promoting the reasonable use of surface acting by kindergarten teachers in the Chinese context.
... When an individual is ready to take proactive steps and is a self-starter to prompt actions on opportunities, it shows that the individual takes initiative, which is a component of selfmotivation (Kugbey et al., 2018;Venkatesh and Balaji, 2013). Motivation also includes being optimistic, a positive outlook on a person's ability to overcome setbacks and obstacles and be resilient (Christie et al., 2007). ...
Introduction
The extant study was conducted over a cross-sectional period and aimed to assess the effect of intrapersonal on the interpersonal dimensions of Emotional Intelligence among University Students.
Methods
A literature survey was carried out, and the study’s hypotheses were framed. Utilising a standardised Emotional Intelligence Scale, a widely accepted and validated measurement tool in the field, for measurement, the survey was disseminated in digital and physical formats. The researchers employed the snowball sampling technique to distribute the questionnaires and recruit volunteers for the study. The data collection period spanned from August 2023 through September 2023. The demographic information of the individuals was described using the SPSS 25 software, while the dataset for the personal and social competencies was analysed using the SmartPLS software.
Results and discussion
The research reveals a statistically significant association between the variables under investigation. Specifically, there exists a negative correlation between Motivation and Social Skills, as well as between Self-regulation and Social Awareness. These findings open up exciting opportunities for future research, inspiring further exploration into the development of intrapersonal and interpersonal competencies among students.
... Austin et al. (2010) focused on how EI helps individuals cope with exam-related stress. They found that students with higher EI are more resilient in handling the pressures of exams and Christie et al. (2007) studied the relationship between EI and motivation. They observed that individuals with higher EI are more self-aware and better at setting achievable goals. ...
This study attempted to investigate the impact of teachers’ Emotional Intelligence (EI) on how they respond to post-observation feedback. To do so, 11 Iranian EFL teachers were selected and divided into two groups of high and low EI based on their EI test results. Based on their observed classes, post-observation conferences were held between the teacher and the observer. A thorough thematic analysis of the data unveiled three predominant themes: (1) maintaining positive moods and coping with stressful situations, (2) accepting negative feedback and justifying one’s performance, and (3) accepting negative feedback and becoming defensive. The findings of the study suggested that there were obvious differences in the way the teachers reacted to feedback from their observers. High EI teachers remained more confident after the negative feedback, were willing to listen to the observer, were active listeners, were open to criticism, and reflected on their performance. Low EI teachers, however, became agitated, failed to control their stress, tried to justify their performance, did not tend to accept the negative feedback, became defensive, responded immediately, and used discourse boosters frequently after the negative feedback. The study urges updated teacher education programs informed by teachers’ EI, particularly in providing feedback on their performance.
The Master Thesis investigate the relationship between Emotionally Intelligent bahavior at work and Work Motivation among professionals in public and private organizations to determine whether Emotional Competence at workplace correlates with Work Motivation, and to assess Emotionally Intelligent behavior is factor for Work Motivation. A sample of 87 respondents was selected through the convenience sample method for the primary data collection. A set of questionnaires for Motivation, Emotional Competence and Training effectiveness have been used to collect data from the participants. Data collected were analyzed using reliability (Cronbach Alfa), correlation (Pearson’s Correlation) and regression analysis (Linear Regression), and Results presented in Tables and Graphs. The research findings indicate emotional competence and its components correlates with work motivation. Training effectiveness correlates with Work Motivation and Emotional Competence at work. Emotionally Intelligent behavior is factor for Work Motivation. It is recommended that improvement in skills in the Emotional Competence of employees will contribute positively to enhanced Work Motivational levels, and Organization’s efficiency and outcomes Organizations should, therefore, apply and adapt policies and strategies that improve the Emotional Competence at workplace and hence Work Motivation of employees.
Keywords: Emotional Intelligence(EI), Emotional Competence (EC), Emotionally Intelligent Behavior at work, Components of EI, Models of EI, Work Motivation, Content Theories of Motivation, Process Theories of Motivation, Extrinsic and Intrinsic Motivation, Training Effectiveness, Self- Awareness
Organizations operating in the public sector are required to improve their performance to provide optimal service to the public. Organizations can strive for work efficiency by improving employee performance. Because of this, organizations need to manage human resources optimally, especially those related to employee performance and the factors that influence it. This study aims to find empirical evidence regarding the mediating effect of work motivation in compensation relationship patterns on employee performance. The samples involved in this study were 105 family planning field officers or called PLKB. Samples were drawn using the total sampling technique. Data analysis techniques used research instrument tests consisting of validity and reliability tests, normality tests, outlier tests, and hypothesis testing. Meanwhile, to find out the significance of the mediating variable, the Sobel test was used. The results of this study are statistically proven that compensation contributes positively and significantly to employee performance mediated by work motivation.
The view that emotional intelligence should be included within the traditional cognitive abilities framework was explored in 3 studies (total N = 530) by investigating the relations among measures of emotional intelligence, traditional human cognitive abilities, and personality. The studies suggest that the status of the emotional intelligence construct is limited by measurement properties of its tests. Measures based on consensual scoring exhibited low reliability. Self-report measures had salient loadings on well-established personality factors, indicating a lack of divergent validity. These data provide controvertible evidence for the existence of a separate Emotion Perception factor that (perhaps) represents the ability to monitor another individual's emotions. This factor is narrower than that postulated within current models of emotional intelligence.
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.
The purpose of this study was to examine whether self-awareness of managers (defined as agreement between self and other leadership ratings) would moderate relationships between (a) aspects of emotional intelligence and transformational leadership behavior, and (b) transformational leadership behavior and managerial performance. Multisource data were collected from 63 managers (who responded about their emotional intelligence and transformational leadership behavior), 192 subordinates (who rated their manager’s transformational leadership behavior and performance outcomes), and 63 superiors of focal managers (who rated managerial performance). Results indicated that correlations between emotional intelligence aspects, leader behavior, and performance varied as a function of self-awareness of managers. The practical implications of these findings are discussed.
In this article, we provide guidance for substantive researchers on the use of structural equation modeling in practice for theory testing and development. We present a comprehensive, two-step modeling approach that employs a series of nested models and sequential chi-square difference tests. We discuss the comparative advantages of this approach over a one-step approach. Considerations in specification, assessment of fit, and respecification of measurement models using confirmatory factor analysis are reviewed. As background to the two-step approach, the distinction between exploratory and confirmatory analysis, the distinction between complementary approaches for theory testing versus predictive application, and some developments in estimation methods also are discussed.
The purpose of this study was to create an instrument to measure four social needs; achievement, affiliation, autonomy, and dominance. Although an instrument exists (i.e., the Manifest Needs Questionnaire (MNQ). Steers & Braunstein, 1976), numerous studies have reported problematic internal consistency of the scale scores. A 60-item instrument, consisting of the 20 MNQ items and 40 new items, was administered to 476 undergraduates. Based on the factor analysis results, the 20-item Needs Assessment Questionnaire (NAQ) was created. Internal consistency estimates were higher for the NAQ scores than for the MNQ scores in the creation and confirmation samples. Evidence of the scale's test-retest reliability is provided. Additional data collected from 203 undergraduates and 401 workers provided support for the validity of the scale for these populations.
After decades of research it is now possible to offer a coherent, data-based theory of work motivation and job satisfaction. The present model combines aspects of the following theories: goal setting, expectancy, social-cognitive, attribution, job characteristics, equity, and turnover-commitment. The resulting model is called the high performance cycle. It begins with organizational members being faced with high challenge or difficult goals. If high challenge is accompanied by high expectancy of success or self-efficacy, high performance results, given that there is: commitment to the goals, feedback, adequate ability, and low situational constraints. High performance is achieved through four mechanisms, direction of attention and action, effort, persistence, and the development of task strategies and plans. High performance, if rewarding, leads to job satisfaction, which in turn facilitates commitment to the organization and its goals. The model has implications for leadership, self-management, and education.
A holistic construal is presented to represent and test organizational theories, using examples from contemporary organizational theory and data from a recent study of wholesale distribution companies. The methodology provides a mechanism for linking theory construction and theory testing in organization research by explicitly representing theoretical and empirical concepts, nonobservational hypotheses, and correspondence rules. Unlike traditional methods used for construct validation and hypothesis testing, the methodology permits the researcher to model the extent of random and systematic error in measures of theoretical concepts and to control these sources of error when testing substantive hypotheses. Comparisons made between the holistic construal and traditional procedures show how the latter can lead to inaccurate conclusions about the status of a theory's constructs, hypotheses, and measures.
Over the last decade, ambitious claims have been made in the management literature about the contribution of emotional intelligence to success and performance. Writers in this genre have predicted that individuals with high emotional intelligence perform better in all aspects of management. This paper outlines the development of a new emotional intelligence measure, the Workgroup Emotional Intelligence Profile, Version 3 (WEIP-3), which was designed specifically to profile the emotional intelligence of individuals in work teams. We applied the scale in a study of the link between emotional intelligence and two measures of team performance: team process effectiveness and team goal focus. The results suggest that the average level of emotional intelligence of team members, as measured by the WEIP-3, is reflected in the initial performance of teams. In our study, low emotional intelligence teams initially performed at a lower level than the high emotional intelligence teams. Over time, however, teams with low average emotional intelligence raised their performance to match that of teams with high emotional intelligence. Yes Yes