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Can emotional intelligence be trained?
Abstract
In this paper we describe a study on emotional intelligence. The hypothesis is that emotional intelligence can be trained. 106 managers took part in a 6 day training in emotional intelligence (TrEIn), spread over a period of 6 months. The Bar-On EQ-I, a well-known and validated measure for emotional capabilities, was used to assess the effect of the training. As a comparison group, 59 managers were assessed without being trained. The average score in the training group was 100.03 before the training and 111.85 at the follow-up (M = 100, SD = 15). The comparison group scored 108.27 before and 111.75 at the follow-up. The hypothesis was supported by the study. Your EQ can increase if you take part in the TrEIn. The Bar-On EQ-I is a self-report measure, in the future we can learn more about the trainability of Emotional Intelligence if we use a 360-degrees-measure.
Recent systematic reviews have shown that emotional competencies can be improved through training. In the workplace, such training has become increasingly popular over the last decade. These programs aim to enhance emotional intelligence, empathy or emotion regulation. This study wants to assess the training effects and potential moderators of these workplace interventions. To our knowledge, this is the first systematic review that focuses on the workplace context and integrates emotional intelligence, empathy, and emotion regulation training interventions. This study has been preregistered with PROSPERO and a protocol has been published before the review was conducted (CRD42021267073). We conducted a systematic literature search using Embase, PsycInfo, PSYNDEX, Web of Science and the Cochrane Central Register of Controlled Trials. The included studies were analyzed in two metaanalyses. In the primary analysis, we analyzed standardized mean changes in emotional competencies before and after the training for 50 included studies, depending on (a) training construct and (b) participants’ profession (teachers, health professionals, managers, and others). To determine the efficacy of the trainings, we conducted a separate metaanalysis of controlled trials only (k = 27). Both metaanalyses yielded moderate overall effect sizes that also persisted more than three months after the training end: (1) SMDpre-post = 0.44 (95% CI [0.29, 0.59]), (2) SMDEG-CG = 0.46 (95% CI [0.30, 0.63]). All professions benefited equally from the interventions and we observed no significant differences in the effectiveness of emotional intelligence, empathy, and emotion regulation trainings. Overall, our results suggest that workplace interventions effectively train emotional competencies, regardless of profession or specific training focus. Limitations are the high heterogeneity and the low methodological quality of the studies analyzed. Our study shows the need for more high-quality studies, like randomized controlled trials. Additionally, companies may consider incorporating emotional competence training into their employee and leadership development programs routinely. This study was preregistered on PROSPERO (CRD42021267073).
Supplementary Information
The online version contains supplementary material available at 10.1186/s40359-024-02198-3.
This study investigated emotional intelligence and marital stability as correlates of academic performance of Sandwich Students of Al-Hikmah University, Ilorin. Descriptive survey design was used in the study. One hundred (120) respondents were selected randomly from two programmes in each of the three departments of Faculty of Education, Al-Hikmah University. The respondents were measured with relevant standardized scale (instruments) and data obtained was analyzed using the percentage and Pearson Product Moment Correlation (PPMC) and Multiple Regression. Four research Hypotheses were formulated and tested at 0.05 level of significance. The result showed that there was significant relationship between emotional intelligence and academic performance of sandwich students of Al-Hikmah University Ilorin (r=.739; p<0.05), there was significant relationship between marital stability and academic performance of sandwich students of Al-Hikmah University Ilorin (r=.677; p<0.05), when emotional intelligence and marital stability pulled together have significant effect on academic performance of Sandwich students. The value of R (adjusted) =.689 and R2 (adjusted) =.570. The analysis of variance performed on the multiple regressions yielded an F-ratio value of 44.57 and was found to be significant at 0.05 level. In view of these findings, it was recommended that counseling psychologist should intensify effort in organizing workshop for educational stakeholders on the implications of the study.
This article critically reviews the claimed role of emotional intelligence (EI) in the educational and school context. Our review shows that most intervention programs were not specifically designed to change EI, and very few systematic interventions meet the canons of internal and external validity. Consequently, little objective evidence attesting to the useful role of EI as a predictor of school success and adjustment exists beyond that predicted by intelligence and personality factors. Herein we discuss several crucial issues that need to be addressed prior to developing and implementing EI programs, and we provide specific guidelines for the development, implementation, and evaluation of future EI programs. Currently, the successful schooling of EI is still undetermined.
This study explored links between emotional intelligence, measured as a set of abilities, and personality traits, as well as the contribution of both to the perceived quality of one's interpersonal relationships. In a sample of 103 college students, we found that both emotional intelligence and personality traits were associated with concurrent self-reports of satisfaction with social relationships. Individuals scoring highly on the managing emotions subscale of the Mayer, Salovey, and Caruso Emotional Intelligence Test (MSCEIT), were more likely to report positive relations with others, as well as perceived parental support, and less likely to report negative interactions with close friends. These associations remained statistically significant even controlling for significant Big Five personality traits and verbal intelligence. Global satisfaction with one's relationships was associated with extraversion, neuroticism (negatively), and the ability to manage one's emotions, as assessed by the MSCEIT.
The study examined reliability and validity of a new measure of emotional (i.e. non-cognitive) intelligence, the Bar-On Emotional Quotient Inventory (EQ-i; Bar-On, 1997, in a sample of 243 university students. Results indicated that the EQ-i domain and component scales had good item homogeneity and internal consistency. Scores were not unduly affected by response styles or biases. The EQ-i scales had a meaningful pattern of convergent validities with respect to measures of normal personality, depression, somatic symptomatology, intensity of affective experience and alexithymia. The reliability and validity results for men and women were very similar. Overall, the results suggested that the EQ-i is a promising measure of emotional intelligence. We recommend strategies for further validation of the EQ-i, as well as the construct of emotional intelligence.
"Psychopaths with modest IQ's (90-100) frequently show an excellent ability to manipulate their environment,… whereas neurotics, with considerably higher IQ's, often fail badly in managing their own lives… . The difference… is largely the result of differences in amount of non-intellective intelligence possessed by each." These non-intellective factors "include all affective and conative abilities which in any way enter into global behavior." Total intelligence cannot be measured until the tests also include some measures of the non-intellective factors. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Serge Sardo argues that recent research in Australia demonstrates that Emotional Intelligence is not simply an ingrained trait but can be taught. Published in 1995, Daniel Goleman's 'Emotional Intelligence: Why It Can Matter More Than IQ' remains one of the most widely read social science books in the world. The continued fascination with Emotional Intelligence (EI) goes beyond the fact that if we have only an average IQ we can at least claim that our EI is high. Today, not only can we measure EI we can enhance it as well.
One of the theoretical claims made regarding the concept of emotional intelligence is that it concerns a range of human abilities which are independent of the more familiar concept of intellectual ability. This study was conducted to evaluate the divergent validity of Bar-On's EQ-i as compared to the General Adult Mental Ability scale (GAMA), a measure of fluid intelligence. In a Dutch subject sample (n=873), results indicated that the correlations between the EQ-i and the GAMA were very low, for both the total sample as well as for the sexes separately. These findings indicate that the two tests are psychometrically independent, in that the EQ-i is measuring something other than the GAMA. There were also some small age-related changes in the correlations between the EQ-i and GAMA. These results replicate and elaborate those reported by Bar-On [Bar-On, R. (1997). BarOn Emotional Quotient Inventory: technical manual. Toronto: Multi Health Systems].
This study investigated the convergent, discriminant, and incremental validity of one ability test of emotional intelligence (EI)--the Mayer-Salovey-Caruso-Emotional Intelligence Test (MSCEIT)--and two self-report measures of EI--the Emotional Quotient Inventory (EQ-i) and the self-report EI test (SREIT). The MSCEIT showed minimal relations to the EQ-i and SREIT, whereas the latter two measures were moderately interrelated. Among EI measures, the MSCEIT was discriminable from well-studied personality and well-being measures, whereas the EQ-i and SREIT shared considerable variance with these measures. After personality and verbal intelligence were held constant, the MSCEIT was predictive of social deviance, the EQ-i was predictive of alcohol use, and the SREIT was inversely related to academic achievement. In general, results showed that ability EI and self-report EI are weakly related and yield different measurements of the same person.