WorldWideScience

Sample records for underlying emotional intelligence

  1. Next generation Emotional Intelligence

    Science.gov (United States)

    J. Saveland

    2012-01-01

    Emotional Intelligence has been a hot topic in leadership training since Dan Goleman published his book on the subject in 1995. Emotional intelligence competencies are typically focused on recognition and regulation of emotions in one's self and social situations, yielding four categories: self-awareness, self-management, social awareness and relationship...

  2. Priming Ability Emotional Intelligence

    Science.gov (United States)

    Schutte, Nicola S.; Malouff, John M.

    2012-01-01

    Two studies examined whether priming self-schemas relating to successful emotional competency results in better emotional intelligence performance. In the first study participants were randomly assigned to a successful emotional competency self-schema prime condition or a control condition and then completed an ability measure of emotional…

  3. Emotional Intelligence: Requiring Attention

    Directory of Open Access Journals (Sweden)

    Monica Tudor

    2016-01-01

    Full Text Available This article aims to highlight the need for emotional intelligence. Two methods of measurementare presented in this research, in order to better understand the necessity of a correct result. Theresults of research can lead to recommendations for improving levels of emotional intelligence andare useful for obtaining data to better compare past and present result. The papers presented inthis research are significant for future study of this subject. The first paper presents the evolutionof emotional intelligence in the past two years, more specifically its decrease concerning certaincharacteristics. The second one presents a research on the differences between generations. Thethird one shows a difference in emotional intelligence levels of children from rural versus urbanenvironments and the obstacles that they encounter in their own development.

  4. Emotional Intelligence and School Leadership

    Science.gov (United States)

    Gray, David

    2009-01-01

    Emotional intelligence is the cornerstone of every decision a principal makes; solving problems and making judgments are part of a leader's system of values and beliefs. Mayer and Salovney (1997) described emotionally intelligent leaders as those who are able to perceive and understand emotions and to regulate emotions to foster emotional and…

  5. Philosophy Underlying Emotional Intelligence in Relation to Level of Curiosity and Academic Achievement of Rural Area Students

    OpenAIRE

    Aminuddin Hassan; Tajularipin Sulaiman; Rohaizan Ishak

    2009-01-01

    Problem statement: Since emotional intelligence is still not wholly-accepted despite evidences of its powerful influence in general setting, this study is therefore conducted to identify the emotional intelligence level among school students in rural areas, relationships between emotional intelligence and anxiety, as well as relationships between emotional intelligence and academic achievement. Approach: It involved a sample of 223 form 1 and form 4 students. Process of data collection was ad...

  6. Relationship between Emotional Intelligence

    African Journals Online (AJOL)

    GB

    Items 21 - 28 ... Therefore, the present study is aimed to examine the relationship between ... organizational citizenship behavior in critical and emergency nurses in teaching ... Salovey's scientific literature is defined as the ... organizational behavior, which has a critical role ... between emotional intelligence and stress, coping,.

  7. Emotionally intelligent teachers

    Directory of Open Access Journals (Sweden)

    Rosario Cabello

    2010-04-01

    Full Text Available In this article, we describe the importance of complementing teachers’ training with the learning and development of social and emotional aspects. It is in this way that Emotional Intelligence (EI –understood as a complement of the cognitive development of teachers and students– is to play a role in the educational context. We review Mayer & Salovey’s ability model (1997, some of the programmes of socio-emotional improvement that are also designed for teachers and several activities for the development of teachers’ EI. In addition, we examine the implications for teachers derived from the development of their EI to enhance their capacity to appropriately perceive, understand and manage one’s own emotions and those of others.

  8. Dental ethics and emotional intelligence.

    Science.gov (United States)

    Rosenblum, Alvin B; Wolf, Steve

    2014-01-01

    Dental ethics is often taught, viewed, and conducted as an intell enterprise, uninformed by other noncognitive factors. Emotional intelligence (EQ) is defined distinguished from the cognitive intelligence measured by Intelligence Quotient (IQ). This essay recommends more inclusion of emotional, noncognitive input to the ethical decision process in dental education and dental practice.

  9. Next generation emotional intelligence (Abstract)

    Science.gov (United States)

    Jim Saveland

    2012-01-01

    Emotional intelligence has been a hot topic in leadership training since Dan Goleman published his book on the subject in 1995. Emotional intelligence competencies are typically focused on recognition and regulation of emotions in one's self and social situations, yielding four categories: self-awareness, self-management, social awareness and relationship...

  10. Putting Emotional Intelligence To Work

    CERN Document Server

    Ryback, David

    2012-01-01

    Putting Emotional Intelligence to Work offers a new paradigm of communication for the 21st-century workplace. Beginning with the thoughts of communication pioneer Carl Rogers, this book covers the origins and history of emotional intelligence, why it is essential at this point in the changing marketplace, how to delegate and negotiate more effectively, and how to change yourself to become a more effective player. An EQ (Emotional Quotient) survey helps you determine where you are on the scale of executive intelligence. Putting Emotional Intelligence to Work leaves you with a greater understand

  11. Managing emotions - an ability of emotional intelligence.

    OpenAIRE

    Correia, Ana Almeida; Veiga-Branco, Augusta

    2011-01-01

    This study focuses on the concept Managing Emotions from Emotional Intelligence (I.E.), (Mayer-Salovey, 1990, 1997, Goleman, 1995), also identified as Emotional Regulation (Bisquerra, 2000), to obtain recognition and practical use of this concept, through the use of Emotional Fitness charts (Bimbela-Pedrola, 2008), to develop these abilities and manage emotions in contexts of practical life. Objective: To train preschool teachers, as well as primary and lower secondary sc...

  12. EMOTIONAL INTELLIGENCE AND SUCCESSFUL LEADERSHIP

    OpenAIRE

    Ilić, Egli

    2008-01-01

    The occurrence of the construct of emotional intelligence in the late twentieth century provoked controversies among scientists, due to connecting two, seemingly exclusive psychological notions – intelligence and emotions, with emotions being considered as an obstacle to rational thinking and quality performance. However, numerous studies have proven that, provided they are appropriately managed, emotions may even facilitate rational thinking, influence the appropriate decision-making and per...

  13. Emotional Intelligence and Simulation.

    Science.gov (United States)

    McKinley, Sophia K; Phitayakorn, Roy

    2015-08-01

    Emotional intelligence (EI) is an established concept in the business literature with evidence that it is an important factor in determining career achievement. There is increasing interest in the role that EI has in medical training, but it is still a nascent field. This article reviews the EI literature most relevant to surgical training and proposes that simulation offers many benefits to the development of EI. Although there are many unanswered questions, it is expected that future research will demonstrate the effectiveness of using simulation to develop EI within surgery. Copyright © 2015 Elsevier Inc. All rights reserved.

  14. Relationship between Emotional Intelligence and

    Directory of Open Access Journals (Sweden)

    Vahid Rafieyan

    2014-07-01

    Full Text Available Language learners’ awareness of target language pragmatic features is influenced by individual difference variables, the least explored one being emotional intelligence. To investigate the relationship between emotional intelligence and pragmatic awareness, the current study was conducted over 120 Iranian senior undergraduates of English as a Foreign Language at a university in Iran. Pragmatic awareness was measured through a 12-scenario contextualized pragmatic judgment task. Emotional intelligence was also measured through the EQ-i. The results of the Pearson correlation revealed a strong positive relationship between emotional intelligence and pragmatic awareness. The pedagogical implications of the findings suggested incorporation of emotion-driven authentic materials in English language classes to invoke emotional intelligence in language learners.

  15. Practical Leader Development Program Using Emotional Intelligence

    DEFF Research Database (Denmark)

    Barfod, Jakob Rømer; Bakkegaard, Bjarne

    2017-01-01

    The Danish Army has more than ten years of experience working with developing emotional intelligence in the Royal Danish Army Officers’ Academy (RDAOA), and the Academy has developed military leaders who have benefitted from emotional intelligence training. Today many of the military leaders...... are better at understanding themselves as well as their ability to build relationships whilst under great pressure e.g. during combat operations. On the basis of field experience, qualitative research and quantitative data the effects of working with emotional intelligence in a structured way is presented...

  16. Emotional Intelligence in medical practice

    Directory of Open Access Journals (Sweden)

    Abu Hasan Sarkar

    2016-08-01

    Full Text Available Emotional Intelligence is the ability to perceive, express, understand and regulate one’s inner emotions and the emotions of others. It is considered to be a ‘must have’ competence in the workplace. Several scientific studies have proven that the application of emotional intelligence is effective in improving the teaching-learning process and that it leads to organizational growth; however, only limited work has been carried out to assess its effectiveness in the practice of medicine, especially in India. Various scales have been developed to measure emotional intelligence but they are not universally applicable because emotional intelligence depends upon culture and personal background among other factors. In recent years in India, conflicts between patients and doctors have had serious, sometimes fatal, consequences for the physician. Behavior, when faced with a potential conflict-like situation, depends to a great extent on the emotional intelligence of the physician. Emotional intelligence of medical students and medical professionals can be honed through exposure to the medical humanities which are known to promote patient-centered care. Building better physician-patient relationships might help in averting doctor-patient conflict.

  17. Emotional intelligence, trauma severity, and emotional expression.

    Science.gov (United States)

    Kao, Min C; Chen, Yung Y

    2016-07-01

    This study investigated Emotional Intelligence (EI) as a moderator for the association between emotional expression and adaptive trauma processing, as measured by depressive symptoms. Using Pennebaker's written emotional expression paradigm, 105 participants were assigned to either a conventional trauma-writing or religious trauma-writing condition. Depressive symptoms were assessed at baseline and again at one-month post writing. No significant association between EI and religiousness was found at baseline. Results indicated a three-way interaction among EI, trauma severity, and writing condition on depressive symptoms at follow-up. For the religious trauma-writing condition only, there was a significant difference between high- versus low-EI participants who experienced more severe trauma in depressive symptoms at follow-up, such that low-EI participants registered less depressive symptoms than high-EI participants; while there was no significant difference between low versus high EI for participants with less severe trauma. These findings encourage further investigation of the conditions under which religion may be a beneficial factor in trauma adaptation.

  18. Trait Emotional Intelligence and Personality

    OpenAIRE

    Siegling, Alexander B.; Furnham, Adrian; Petrides, K. V.

    2015-01-01

    This study investigated if the linkages between trait emotional intelligence (trait EI) and the Five-Factor Model of personality were invariant between men and women. Five English-speaking samples (N = 307-685) of mostly undergraduate students each completed a different measure of the Big Five personality traits and either the full form or short form of the Trait Emotional Intelligence Questionnaire (TEIQue). Across samples, models predicting global TEIQue scores from the Big Five were invari...

  19. Emotional Intelligence and Successful Leadership.

    Science.gov (United States)

    Maulding, Wanda S.

    Cognitive intelligence is often equated with eventual success in many areas. However, there are many instances where people of high IQ flounder whereas those of modest IQ do surprisingly well. Author and renowned psychologist Daniel Goleman believes that the explanation for this fact lies in abilities called "emotional intelligence,"…

  20. Emotional Intelligence and Decision Making

    Directory of Open Access Journals (Sweden)

    A M Kustubayeva

    2011-12-01

    Full Text Available The results of the experimental research of the connection between the efficiency of decision making and emotional intelligence are presented in the article. The empirical data indicate that the ability to regulate emotion is an important indicator of the efficiency of decision making in the conditions of psychological experiment.

  1. Emotional intelligence and social interaction.

    Science.gov (United States)

    Lopes, Paulo N; Brackett, Marc A; Nezlek, John B; Schütz, Astrid; Sellin, Ina; Salovey, Peter

    2004-08-01

    Two studies found positive relationships between the ability to manage emotions and the quality of social interactions, supporting the predictive and incremental validity of an ability measure of emotional intelligence, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). In a sample of 118 American college students (Study 1), higher scores on the managing emotions subscale of the MSCEIT were positively related to the quality of interactions with friends, evaluated separately by participants and two friends. In a diary study of social interaction with 103 German college students (Study 2), managing emotions scores were positively related to the perceived quality of interactions with opposite sex individuals. Scores on this subscale were also positively related to perceived success in impression management in social interactions with individuals of the opposite sex. In both studies, the main findings remained statistically significant after controlling for Big Five personality traits.

  2. Emotional intelligence in nursing students

    Directory of Open Access Journals (Sweden)

    MAASOUMEH BARKHORDARI

    2013-04-01

    Full Text Available Introduction: Emotion is fundamental to nursing practice and Emotional Intelligence is considered as an important characteristic of nurses that can affect the quality of their work including clinical decision-making, critical thinking, evidence and knowledge use in practice, etc. The aim of this research was to assess and compare Emotional Intelligence between freshman and senior baccalaureate nursing students at Islamic Azad University of Yazd. Methods: This descriptive, cross-sectional study was performed on a sample of 87 freshmen and senior baccalaureate nursing students at Islamic Azad University of Yazd. The data was collected, using a questionnaire. The questionnaire consisted of two parts; demographic information and the Baron Emotional Quotient Inventory (EQ-i. The data were analyzed through both descriptive and inferential statistics (t-test, and ANOVA. Results: The mean score of emotional intelligence for the freshmen was 282.37±27.93 and for the senior students 289.64±21.13. No significant difference was found between the freshmen and senior students’ score patterns. Conclusion: The findings showed that there was no statistically significant difference between the freshmen and senior students’ scores. However, as emotional intelligence can have a significant role in what one does. So this quality should be given more importance in nursing education.

  3. When getting angry is smart: emotional preferences and emotional intelligence.

    Science.gov (United States)

    Ford, Brett Q; Tamir, Maya

    2012-08-01

    People who prefer to feel useful emotions, even when they are unpleasant to experience, must understand emotions and seek to regulate them in strategic ways. Such people, therefore, may be more emotionally intelligent compared with people who prefer to feel emotions that may not be useful for the context at hand, even if those emotions are pleasant to experience. We tested this hypothesis by measuring emotional intelligence and preferences to feel pleasant and unpleasant emotions in contexts in which they are likely to be useful or not. We found significant positive associations between emotional intelligence and preferences for useful emotions, even when controlling for trait emotional experiences and cognitive intelligence. People who prefer to feel anger when confronting others tend to be higher in emotional intelligence, whereas people who prefer to feel happiness in such contexts tend to be lower in emotional intelligence. Such findings are consistent with the idea that wanting to feel bad may be good at times, and vice versa.

  4. 'Emotional Intelligence': Lessons from Lesions.

    Science.gov (United States)

    Hogeveen, J; Salvi, C; Grafman, J

    2016-10-01

    'Emotional intelligence' (EI) is one of the most highly used psychological terms in popular nomenclature, yet its construct, divergent, and predictive validities are contentiously debated. Despite this debate, the EI construct is composed of a set of emotional abilities - recognizing emotional states in the self and others, using emotions to guide thought and behavior, understanding how emotions shape behavior, and emotion regulation - that undoubtedly influence important social and personal outcomes. In this review, evidence from human lesion studies is reviewed in order to provide insight into the necessary brain regions for each of these core emotional abilities. Critically, we consider how this neuropsychological evidence might help to guide efforts to define and measure EI. Copyright © 2016 Elsevier Ltd. All rights reserved.

  5. Building the Emotional Intelligence of Groups.

    Science.gov (United States)

    Druskat, Vanessa Urch; Wolff, Steven B.

    2001-01-01

    Research has found that individual emotional intelligence has a group analog and it is critical to groups' effectiveness. Teams can develop greater emotional intelligence and boost their overall performance. (JOW)

  6. Emotional intelligence of mental health nurses

    NARCIS (Netherlands)

    Jan Derksen; prof Berno van Meijel; Loes van Dusseldorp

    2011-01-01

    Aims. The aim of this study is to gain insight into the level of emotional intelligence of mental health nurses in the Netherlands. Background. The focus in research on emotional intelligence to date has been on a variety of professionals. However, little is known about emotional intelligence in

  7. Learning Emotional Intelligence: Training & Assessment

    Science.gov (United States)

    Shults, Allison

    2015-01-01

    This core assessment provides an overview and training of the use of Emotional Intelligence (EI) in the workplace. It includes a needs analysis for a local Chamber of Commerce, and outlines the importance of improving their organizational communication with the improvement of their EI. Behavioral objectives related to the skills needed are…

  8. Emotional intelligence and criminal behavior.

    Science.gov (United States)

    Megreya, Ahmed M

    2015-01-01

    A large body of research links criminality to cognitive intelligence and personality traits. This study examined the link between emotional intelligence (EI) and criminal behavior. One hundred Egyptian adult male offenders who have been sentenced for theft, drug dealing or murder and 100 nonoffenders were administered the Bar-On Emotional Quotient Inventory (EQ-i). The offenders had lower levels of EI than the nonoffenders. In addition, EI varied as a function of the types of offenses. Namely, it decreased in magnitude with crime severity (lowest for murder, higher for drug dealing, and highest for theft). These results converged with the direct/ indirect aggression theory suggesting that indirect aggression requires more social intelligence than physical aggression. Forensic intervention programs should therefore include EI training, especially when violence is involved. © 2014 American Academy of Forensic Sciences.

  9. Spiritual Intelligence, Emotional Intelligence and Auditor’s Performance

    OpenAIRE

    Hanafi, Rustam

    2010-01-01

    The objective of this research was to investigate empirical evidence about influence audi-tor spiritual intelligence on the performance with emotional intelligence as a mediator variable. Linear regression models are developed to examine the hypothesis and path analysis. The de-pendent variable of each model is auditor performance, whereas the independent variable of model 1 is spiritual intelligence, of model 2 are emotional intelligence and spiritual intelligence. The parameters were estima...

  10. Impact of emotional intelligence on job performance

    Directory of Open Access Journals (Sweden)

    Marjanca Krajnc

    2012-06-01

    Full Text Available RQ: To determine whether emotional intelligence has an impact on motivation and how this can affect work performance.Purpose: High work performance of individuals in an organization can be achieved with a high level of motivation that is directly derived from emotional intelligence. Because the impact of emotional intelligence in organizations is under-researched and is not sufficiently included in the scope of management, there is a need tofurther explore this topic.Method: Qualitative analysis in the form of interviews and quantitative analysis in the form of a survey was used in this study. Details of interviews with employees were analyzed according to the rules of qualitative methods. The data obtained in the survey were analyzed with a chi-square test.Results: The results showed that emotional intelligence has a significant impact on motivation and that emotionally motivated person works more and better.Organization: Management can take these research findings into consideration during the human resources management process, and in the procedures of a comprehensive development of individual’s personal potential. The result of the research findings can be used bymanagement, supervisors, and all employees as a method to establish better motivational climate.Society: With a similar, but wider purpose, the findings of this research can be taken into account in the wider social environment, particularly in the field of public administration and media.Originality: In Slovenian organizations, research on this topic and in this combination has not yet been performed.Limitations: The sample is small and limited to only one major successful Slovenian company. It takes into account only the influence of motivation that comes from emotional intelligence.

  11. ABOUT EMOTIONAL INTELLIGENCE AND LEADERSHIP

    Directory of Open Access Journals (Sweden)

    RADULESCU Corina Michaela

    2012-12-01

    Full Text Available This article is, because of its topic of study, a part of management and includes details regarding the important role of emotional intelligence in management and leadership. The importance of this problem is related to the fact that, in Romanian management, this concept (being of a psycho-management nature, is poorly understood. Emotional intelligence is still a highly publicized concept in the West, subject to many controversies between recognized experts in various fields: organizational management, leadership, psychology, sociology. The target of the article is to highlight the fact that there are few management or recruitment consulting firms in Romania that support emotional intelligence development programs, and fewer are the organizations that realize the impact it has in running a business. Since 1995, from the first publication of Daniel Goleman's book, "Emotional intelligence", EQ has become one of the most debated concepts in U.S management. The content of the article calls for a new business climate, ensuring professional excellence. We want this to be "a guide" in cultivating emotional intelligence in individuals, groups and organizations, through leadership, trying to validate the scientific aspect. Because we live in a time when future projects depend increasingly more on self-control and on the art with which we know to maintain interpersonal relationships, such guidelines are necessary to prevent future challenges. The contribution of the authors brings to the forefront the debate about management, behavior management, the concept of emotional intelligence and the importance of understanding, knowing its substance, and the manner in which the management process has to be adopted in order to achieve positive results in an organization, as a system. Businessmen with a preemptive mind will encourage and support such an education in business, not only to improve the quality of management in their organization but also for the

  12. Emotions and trait emotional intelligence among ultra-endurance runners.

    Science.gov (United States)

    Lane, Andrew M; Wilson, Mathew

    2011-07-01

    The aim of this study was to investigate relationships between trait emotional intelligence and emotional state changes over the course of an ultra-endurance foot race covering a route of approximately 175 miles (282 km) and held in set stages over six days. A repeated measures field design that sought to maintain ecological validity was used. Trait emotional intelligence was defined as a relatively stable concept that should predict adaptive emotional states experienced over the duration of the race and therefore associate with pleasant emotions during a 6-stage endurance event. Thirty-four runners completed a self-report measure of trait emotional intelligence before the event started. Participants reported emotional states before and after each of the six races. Repeated measures ANOVA results showed significant variations in emotions over time and a main effect for trait emotional intelligence. Runners high in self-report trait emotional intelligence also reported higher pleasant and lower unpleasant emotions than runners low in trait emotional intelligence. Findings lend support to the notion that trait emotional intelligence associates with adaptive psychological states, suggesting that it may be a key individual difference that explains why some athletes respond to repeated bouts of hard exercise better than others. Future research should test the effectiveness of interventions designed to enhance trait emotional intelligence and examine the attendant impact on emotional responses to intense exercise during multi-stage events. Copyright © 2011. Published by Elsevier Ltd.

  13. Emotional intelligence of mental health nurses.

    Science.gov (United States)

    van Dusseldorp, Loes R L C; van Meijel, Berno K G; Derksen, Jan J L

    2011-02-01

    The aim of this study is to gain insight into the level of emotional intelligence of mental health nurses in the Netherlands. The focus in research on emotional intelligence to date has been on a variety of professionals. However, little is known about emotional intelligence in mental health nurses. The emotional intelligence of 98 Dutch nurses caring for psychiatric patients is reported. Data were collected with the Bar-On Emotional Quotient Inventory within a cross-sectional research design. The mean level of emotional intelligence of this sample of professionals is statistically significant higher than the emotional intelligence of the general population. Female nurses score significantly higher than men on the subscales Empathy, Social Responsibility, Interpersonal Relationship, Emotional Self-awareness, Self-Actualisation and Assertiveness. No correlations are found between years of experience and age on the one hand and emotional intelligence on the other hand. The results of this study show that nurses in psychiatric care indeed score above average in the emotional intelligence required to cope with the amount of emotional labour involved in daily mental health practice. The ascertained large range in emotional intelligence scores among the mental health nurses challenges us to investigate possible implications which higher or lower emotional intelligence levels may have on the quality of care. For instance, a possible relation between the level of emotional intelligence and the quality of the therapeutic nurse-patient relationship or the relation between the level of emotional intelligence and the manner of coping with situations characterised by a great amount of emotional labour (such as caring for patients who self-harm or are suicidal). © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

  14. Reliability and construct validity of factors underlying the emotional intelligence of Iranian EFL teachers

    Directory of Open Access Journals (Sweden)

    Ebrahim Khodadady

    2013-06-01

    The 133-item Emotional Quotient Inventory (EQ-i designed by Bar-On (1997 and translated by Dehshiry (2003 was revised and modified by removing the response validity items, changing reverse indicators into positively worded statements and revising the remaining 117 Persian indicators on the basis of schema theory. It was administered to 669 instructors most of whom were teaching English as a foreign language (EFL in national branches of Iran Language Institute in 15 cities. The application of the Principal Axis Factoring to the data and rotating the extracted factors via Varimax with Kaiser Normalization yielded 15 latent variables (LVs called Humanistic, Self-Satisfying, Self-Confident, Self-Aware, Self-Controlled, Research-Oriented, Content, Sociable, Empathetic, Tolerant, Flexible, Realistic, Independent, Emotional and Happy in this study. Not only did the modified Persian EQ-I proved to be more reliable than its original version, but also its thirteen LVs reached very high and acceptable levels of reliability. With the exception of the last, all the LVs also correlated significantly with each other and thus established the EI as a multifactorial construct whose constituting LVs are closely related to each other. The findings question correlating the so-called competences of EI and offer employing the factorially valid LVs as the best factors to explore the relationship between EI and variables involved in teaching and learning EFL.

  15. Learning Disabilities and Emotional Intelligence.

    Science.gov (United States)

    Zysberg, Leehu; Kasler, Jon

    2017-07-04

    The literature is conflicted around the subject of the emotional abilities of individuals with Specific Learning Disabilities (SLDs): While many claim cognitive challenges are associated with emotional difficulties, some suggest emotional and interpersonal abilities are not compromised in such disorders and may help individuals compensate and cope effectively with the challenges they meet in learning environments. Two studies explored differences in emotional intelligence (EI) between young adults with and without SLD. Two samples (matched on gender, approximate age, and program of study; n = 100, and unmatched; n = 584) of college students took self-report and performance-based tests of EI (Ability-EI) as well as a measure of self-esteem and demographics associated with college performance (e.g.: SAT scores, gender, etc.). The results showed that while SAT scores and ability emotional intelligence (Ability-EI) were associated with college GPA, Ability-EI did not differ between the two groups, while self-report measures of EI and self-esteem did show differences, with the group with learning disabilities ranking lower. The effects remained stable when we controlled for demographics and potential intervening factors. The results suggest that EI may play a protective role in the association between background variables and college attainment in students with SLD. The results may provide a basis for interventions to empower students with SLD in academia.

  16. Trait Emotional Intelligence and Personality

    Science.gov (United States)

    Furnham, Adrian; Petrides, K. V.

    2015-01-01

    This study investigated if the linkages between trait emotional intelligence (trait EI) and the Five-Factor Model of personality were invariant between men and women. Five English-speaking samples (N = 307-685) of mostly undergraduate students each completed a different measure of the Big Five personality traits and either the full form or short form of the Trait Emotional Intelligence Questionnaire (TEIQue). Across samples, models predicting global TEIQue scores from the Big Five were invariant between genders, with Neuroticism and Extraversion being the strongest trait EI correlates, followed by Conscientiousness, Agreeableness, and Openness. However, there was some evidence indicating that the gender-specific contributions of the Big Five to trait EI vary depending on the personality measure used, being more consistent for women. Discussion focuses on the validity of the TEIQue as a measure of trait EI and its psychometric properties, more generally. PMID:25866439

  17. Measuring Emotional Intelligence: Where We Are Today.

    Science.gov (United States)

    Finegan, Jane E.

    Emotional intelligence has been defined as "the ability to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and actions" (P. Salovey and J. Mayer, 1990). As a subset of social intelligence and of personal intelligences (H. Gardner, 1983), emotional…

  18. Psychometric properties of Akinboye's emotional intelligence tests ...

    African Journals Online (AJOL)

    Various studies have been carried out on emotional intelligence. But few of these studies have been able to link emotional intelligence to creativity, innovation and entrepreneurship. Importantly, the fact that creativity, innovation and entrepreneurship are strongly driven by positive emotions cannot be ignored. This study ...

  19. Using Emotional Intelligence in Personalized Adaptation

    NARCIS (Netherlands)

    Damjanovic, Violeta; Kravcik, Milos

    2007-01-01

    Damjanovic, V. & Kravcik, M. (2007). Using Emotional Intelligence in Personalized Adaptation. In V. Sugumaran (Ed.), Intelligent Information Technologies: Concepts, Methodologies, Tools, and Applications (pp. 1716-1742). IGI Publishing.

  20. Indirect Self-Destructiveness and Emotional Intelligence.

    Science.gov (United States)

    Tsirigotis, Konstantinos

    2016-06-01

    While emotional intelligence may have a favourable influence on the life and psychological and social functioning of the individual, indirect self-destructiveness exerts a rather negative influence. The aim of this study has been to explore possible relations between indirect self-destructiveness and emotional intelligence. A population of 260 individuals (130 females and 130 males) aged 20-30 (mean age of 24.5) was studied by using the Polish version of the chronic self-destructiveness scale and INTE, i.e., the Polish version of the assessing emotions scale. Indirect self-destructiveness has significant correlations with all variables of INTE (overall score, factor I, factor II), and these correlations are negative. The intensity of indirect self-destructiveness differentiates significantly the height of the emotional intelligence and vice versa: the height of the emotional intelligence differentiates significantly the intensity of indirect self-destructiveness. Indirect self-destructiveness has negative correlations with emotional intelligence as well as its components: the ability to recognize emotions and the ability to utilize emotions. The height of emotional intelligence differentiates the intensity of indirect self-destructiveness, and vice versa: the intensity of indirect self-destructiveness differentiates the height of emotional intelligence. It seems advisable to use emotional intelligence in the prophylactic and therapeutic work with persons with various types of disorders, especially with the syndrome of indirect self-destructiveness.

  1. Emotional intelligence in strategic plan

    OpenAIRE

    Mulet Arasa, David

    2017-01-01

    Treball Final de Grau en Administració d'Empreses. Codi: AE1049. Curs acadèmic: 2016/2017. Given that there is high labor competitiveness, encouraged by globalization, companies must use all the resources they have as effectively as possible. One of these resources is the human factor, from the point of view of Emotional Intelligence and the competencies raised by Goleman (2008). On the other hand, it has the strategic plan, the framework where all the procedures and objectives...

  2. Coronary Heart Disease and Emotional Intelligence.

    Science.gov (United States)

    Vlachaki, Chrisanthy; Maridaki Kassotaki, Katerina

    2013-09-23

    Coronary Heart Disease (CHD) is associated with emotions, especially negative ones, namely anxiety and depression. Emotional Intelligence (EI) is a psychological model that consists of a variety of emotional skills. The aim of the present study was to examine the relation between different dimensions of Emotional Intelligence and coronary heart disease. A total of 300 participants were studied during a 3-year period in an attempt to partially replicate and further expand a previous study conducted in Greece among CHD patients, which indicated a strong association between certain dimensions of Emotional Intelligence and the incidence of CHD. All participants completed a self-report questionnaire, assessing several aspects of Emotional Intelligence. The results showed that there is a link between the regulation of emotions and the occurrence of CHD. The evidence reported in the present study makes stronger the claim that EI plays a significant role in the occurrence of CHD.

  3. Emotional Intelligence and Social-Emotional Learning: An Overview

    Science.gov (United States)

    Basu, Anamitra; Mermillod, Martial

    2011-01-01

    The term "EI (emotional intelligence)" was first used in 1990 by Salovey and Mayer. EI involves: (1) the ability to perceive accurately, appraise and express emotion; (2) the ability to access and/or generate feelings when they facilitate thought; (3) the ability to understand emotion and emotional knowledge; and (4) the ability to regulate…

  4. Impact of emotional intelligence on risk behaviour with mediating effect of positive and negative affect

    OpenAIRE

    Khan, I. (Iqra)

    2017-01-01

    Abstract Emotional intelligence and risk taking behaviour are considered as significant factors through which people engage in organizations and in daily life. This dissertation formulates the linkage between emotional intelligence, positive affect, negative affect and risk taking behavior. The underlying principle of this study was to develop a sense of relationship between emotional intelligence, positive affect, negative...

  5. Emotional Intelligence of Self Regulated Learners

    Science.gov (United States)

    Rathore, Ami

    2018-01-01

    The study was conducted on self regulated learners of senior secondary school. The main objectives of the study were to find out significant dimensions of emotional intelligence held by self regulated learners. To compare the emotional intelligence dimensions of self regulated learners, in terms of subject and gender. To find out the relationship…

  6. Emotional Intelligence in Christian Higher Education

    Science.gov (United States)

    Gliebe, Sudi Kate

    2012-01-01

    This paper explores the importance of emotional intelligence in Christian higher education. Specifically, it addresses possible implications between emotional intelligence skills and success in the areas of learning, mental health, and career preparation. The paper addresses the following questions: Is there a positive relationship between…

  7. The trait-coverage of emotional intelligence

    NARCIS (Netherlands)

    De Raad, B

    In this paper it is explored to what extent emotional intelligence can be expressed in terms of a standard trait model. Two studies were performed. In Study 1 a total of 437 items from several emotional intelligence questionnaires were used. The items were classified into the categories comprised by

  8. Emotional intelligence, happiness, hope and marital satisfaction ...

    African Journals Online (AJOL)

    Emotional Intelligence Scale, Subjective-happiness Scale, Adult Trait-hope Scale and the Marital Satisfaction Scale were used to collect data from the participants. Statistical analysis involved the use of Simple Linear and Standard Multiple regression. Findings indicated that, emotional intelligence did not have a significant ...

  9. Encouraging Preadolescent Emotional Intelligence through Leadership Activity

    Science.gov (United States)

    Alvarado, John Henry

    2010-01-01

    The study sought to determine effects of leadership activity on emotional intelligence in preadolescents. Ninety-two Central California Valley sixth grade students in two schools and four classes were assessed on emotional intelligence. Treatment and comparison groups were identified. A Two-Way Repeated Measures ANOVA examined change over time…

  10. The subject to emotional intelligence training of changes of emotional intelligence research, and adolescence of Japan seen from overseas literature

    OpenAIRE

    中島, 正世; Nakajima, Masayo

    2015-01-01

    In this paper, the author have revealed the transition about the concept of emotional intelligence from overseas literature, and have tried to clarify the subject to the definition of emotional intelligence, the difference from similar concepts, the measuring method of emotional intelligence, the related element of emotional intelligence, and emotional intelligence training for the man-power development to current adolescence. As a result, the base element which constitutes emotional intellig...

  11. TIE: An Ability Test of Emotional Intelligence

    Science.gov (United States)

    Śmieja, Magdalena; Orzechowski, Jarosław; Stolarski, Maciej S.

    2014-01-01

    The Test of Emotional Intelligence (TIE) is a new ability scale based on a theoretical model that defines emotional intelligence as a set of skills responsible for the processing of emotion-relevant information. Participants are provided with descriptions of emotional problems, and asked to indicate which emotion is most probable in a given situation, or to suggest the most appropriate action. Scoring is based on the judgments of experts: professional psychotherapists, trainers, and HR specialists. The validation study showed that the TIE is a reliable and valid test, suitable for both scientific research and individual assessment. Its internal consistency measures were as high as .88. In line with theoretical model of emotional intelligence, the results of the TIE shared about 10% of common variance with a general intelligence test, and were independent of major personality dimensions. PMID:25072656

  12. TIE: an ability test of emotional intelligence.

    Science.gov (United States)

    Śmieja, Magdalena; Orzechowski, Jarosław; Stolarski, Maciej S

    2014-01-01

    The Test of Emotional Intelligence (TIE) is a new ability scale based on a theoretical model that defines emotional intelligence as a set of skills responsible for the processing of emotion-relevant information. Participants are provided with descriptions of emotional problems, and asked to indicate which emotion is most probable in a given situation, or to suggest the most appropriate action. Scoring is based on the judgments of experts: professional psychotherapists, trainers, and HR specialists. The validation study showed that the TIE is a reliable and valid test, suitable for both scientific research and individual assessment. Its internal consistency measures were as high as .88. In line with theoretical model of emotional intelligence, the results of the TIE shared about 10% of common variance with a general intelligence test, and were independent of major personality dimensions.

  13. TIE: an ability test of emotional intelligence.

    Directory of Open Access Journals (Sweden)

    Magdalena Śmieja

    Full Text Available The Test of Emotional Intelligence (TIE is a new ability scale based on a theoretical model that defines emotional intelligence as a set of skills responsible for the processing of emotion-relevant information. Participants are provided with descriptions of emotional problems, and asked to indicate which emotion is most probable in a given situation, or to suggest the most appropriate action. Scoring is based on the judgments of experts: professional psychotherapists, trainers, and HR specialists. The validation study showed that the TIE is a reliable and valid test, suitable for both scientific research and individual assessment. Its internal consistency measures were as high as .88. In line with theoretical model of emotional intelligence, the results of the TIE shared about 10% of common variance with a general intelligence test, and were independent of major personality dimensions.

  14. Borderline personality disorder and emotional intelligence.

    Science.gov (United States)

    Peter, Mathell; Schuurmans, Hanneke; Vingerhoets, Ad J J M; Smeets, Guus; Verkoeijen, Peter; Arntz, Arnoud

    2013-02-01

    The present study investigated emotional intelligence (EI) in borderline personality disorder (BPD). It was hypothesized that patients with BPD (n = 61) compared with patients with other personality disorders (PDs; n = 69) and nonpatients (n = 248) would show higher scores on the ability to perceive emotions and impairments in the ability to regulate emotions. EI was assessed with the Mayer-Salovey-Caruso Emotional Intelligence Test (Mayer, Salovey, and Caruso [New York: MHS, 2002]). As compared with the PD group and the nonpatient group, the patients with BPD displayed the anticipated deficits in their ability to understand, whereas no differences emerged with respect to their ability to perceive, use, and regulate emotions. In addition, a negative relationship was found between the severity of BPD and total EI score. However, this relationship disappeared when intelligence quotient was partialled out. These results suggest that BPD is associated with emotion understanding deficits, whereas temporary severity of BPD is associated with emotion regulation deficits.

  15. On the Job With Emotional Intelligence

    Science.gov (United States)

    2013-04-01

    stimulates the amygdala , referred to as an “ amygdala hijack ,” a term coined by Daniel Coleman in his 1996 book Emotional Intelligence, the emotion is...because they stimulate the amygdala , an area of the brain responsible for intense emotional reac- tions. The amygdala is responsible for the “fight or

  16. Emotional intelligence predicts success in medical school.

    Science.gov (United States)

    Libbrecht, Nele; Lievens, Filip; Carette, Bernd; Côté, Stéphane

    2014-02-01

    Accumulating evidence suggests that effective communication and interpersonal sensitivity during interactions between doctors and patients impact therapeutic outcomes. There is an important need to identify predictors of these behaviors, because traditional tests used in medical admissions offer limited predictions of "bedside manners" in medical practice. This study examined whether emotional intelligence would predict the performance of 367 medical students in medical school courses on communication and interpersonal sensitivity. One of the dimensions of emotional intelligence, the ability to regulate emotions, predicted performance in courses on communication and interpersonal sensitivity over the next 3 years of medical school, over and above cognitive ability and conscientiousness. Emotional intelligence did not predict performance on courses on medical subject domains. The results suggest that medical schools may better predict who will communicate effectively and show interpersonal sensitivity if they include measures of emotional intelligence in their admission systems. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  17. A New Layered Model on Emotional Intelligence

    Science.gov (United States)

    Drigas, Athanasios S.

    2018-01-01

    Emotional Intelligence (EI) has been an important and controversial topic during the last few decades. Its significance and its correlation with many domains of life has made it the subject of expert study. EI is the rudder for feeling, thinking, learning, problem-solving, and decision-making. In this article, we present an emotional–cognitive based approach to the process of gaining emotional intelligence and thus, we suggest a nine-layer pyramid of emotional intelligence and the gradual development to reach the top of EI. PMID:29724021

  18. Scholastic Success: Fluid Intelligence, Personality, and Emotional Intelligence

    Science.gov (United States)

    Downey, Luke A.; Lomas, Justine; Billings, Clare; Hansen, Karen; Stough, Con

    2014-01-01

    The aim of the current study was to examine the role of fluid intelligence, personality traits, and emotional intelligence (EI) in predicting female Year 9 students' grade point average (GPA) and to determine whether any differences in scholastic performance were related to differences in EI or Personality. Two-hundred and forty-three female…

  19. Emotional intelligence, anxiety, and emotional eating: A deeper insight into a recently reported association?

    Science.gov (United States)

    Zysberg, Leehu

    2018-04-01

    Recent studies reported a negative association between emotional intelligence (EI: defined here as individual predispositions associated with effective identification and regulation of emotions) and emotional eating. Although theory provides some insights into how the concept represents mechanisms that may serve as protective factors, empirical evidence of the mechanism behind the association has yet to be presented. This study tested a proposed model in which anxiety levels mediate the association between emotional intelligence and emotional-eating patterns in a normative sample of women in Israel. A cross-sectional/correlational design was used to gather data from 208 generally healthy female participants who completed measures of trait emotional intelligence, anxiety, and tendency toward emotional eating, as well as demographics. Anxiety levels mediated the negative association between emotional intelligence and emotional eating. Background variables had only marginal involvement in this model. The results shed light on the mechanisms underlying the association between emotional intelligence and emotional eating. Should future studies corroborate the findings, they may serve as a basis for future screening protocols, prevention and interventions with individuals and groups at risk of EE and eating disorders. Copyright © 2018 Elsevier Ltd. All rights reserved.

  20. Can Emotionally Intelligent Volleyball Players Be More Prone to Sportspersonship?

    Science.gov (United States)

    Can, Suleyman

    2016-01-01

    Emotional intelligence concept has been examined by researchers in the field of education as well as field of sports. When emotional intelligence theory examined, it comes to mind that emotional intelligence can be related to moral behaviors in sport. In this regard, the question of "Can emotional intelligence predict sportspersonship…

  1. Using Emotional Intelligence in Personalized Adaptation

    NARCIS (Netherlands)

    Damjanovic, Violeta; Kravcik, Milos

    2008-01-01

    Damjanovic, V. & Kravcik, M. (2007). Using Emotional Intelligence in Personalized Adaptation. In M. D. Lytras & A. Naeve (Eds.), Ubiquitous and Pervasive Knowledge and Learning Management (pp. 158-197). IGI Publishing.

  2. The consideration of emotional intelligence abilities in event volunteers

    Directory of Open Access Journals (Sweden)

    Reza Andam

    2012-09-01

    Full Text Available The measurement of emotional intelligence abilities is one of the new subjects and important in human behavior studies. According to this matter, purpose of this research is consideration of emotional intelligence abilities in public sport events volunteers in 2011. For this purpose, Bradbury and Cruise's standard questionnaire was completed by present volunteers in event (n=80. The results indicated that 4 levels of emotional intelligence in volunteers are higher than expectational average significantly (p<0.01. Also, priority of emotional intelligence abilities indicated that self-awareness is first priority and social awareness, relationship management and self-management are second, third and fourth priorities in volunteers. Finally, in the basis of parameter, results stated that there is no difference between male and female volunteers emotional intelligence in first Olympia of public sport. According to results of present research and advantages of attention to emotional intelligence and human behavior in organizations, it recommended sport events managers to be more sensitive relative to human behavior abilities in human behavior abilities in human resource (volunteers under his management. At least, result of this meditation in student's sport is recruitment and development of motivated volunteers for continuous attendance in sport events.

  3. Do emergency nurses have enough emotional intelligence?

    Science.gov (United States)

    Codier, Estelle; Codier, David

    2015-06-01

    A significant body of research suggests there is a correlation between measured emotional intelligence (EI) abilities and performance in nursing. The four critical elements of EI, namely the abilities to identify emotions correctly in self and others, using emotions to support reasoning, understanding emotions and managing emotions, apply to emergency care settings and are important for safe patient care, teamwork, retention and burnout prevention. This article describes 'emotional labour' and the importance of EI abilities for emergency nurses, and suggests that such abilities should be considered core competencies for the profession.

  4. Social Skills Via Emotional intelligence: Language Learning

    OpenAIRE

    Yıldırım, Osman

    2010-01-01

    The aim of this essay to draw an outline of the effect of various types of intelligence, paying particular attention to the concept of so called "Emotional Intelligence" with a language teacher's perspective. Throughout the essay it is aimed to create an awareness of different intelligence capacity of each individual learner in an ideal language teaching environment. While doing this literature on the area has been scanned and case studies have been performed on learners of various cultu...

  5. Emotional Intelligence and Nursing Student Retention

    Science.gov (United States)

    Wilson, Victoria Jane

    2013-01-01

    The study examined the constructs of a Multi-Intelligence Model of Retention with four constructs: cognitive and emotional-social intelligence, student characteristics, and environmental factors. Data were obtained from sophomore students entering two diploma, nine associate, and five baccalaureate nursing programs. One year later, retention and…

  6. Emotional intelligence scale for medical students

    Directory of Open Access Journals (Sweden)

    Kalpana Srivastava

    2011-01-01

    Full Text Available Background: Emotional Intelligence has been associated with positive outcome process in varied professions. There is paucity of Indian literature on the subject; especially involving medical undergraduates; and presently there is no scale available to measure the same in the Indian scenario. Objective: To develop a scale to measure Emotional Intelligence among medical undergraduates. Materials and Methods: Four domains of Emotional intelligence were selected, viz. Self-Awareness, Self-Management, Social-Awareness & Social-Skills and these were included for the purpose of domains of the scale. On the basis of focused group discussions and in-depth deliberations with experts, undergraduate and postgraduate medical students a pool of 50 items was generated. The items were reduced to 27 based on expert consensus and on the basis of frequency of endorsement by expert reviews. It was followed by a pilot study of 50 undergraduates. This completed the preparation of the preliminary draft based on content analysis. The questionnaire was then administered in 480 students and the data was analyzed by appropriate statistical methods. For the purpose of concurrent validity, emotional intelligence scale developed by Dr. Ekta was used. Results: The Cronbach′s Alpha for Internal Consistency Reliability was 0.68. The EIS had a significant correlation with social awareness domain of Emotional Intelligence Test (EIT establishing Concurrent Validity. Conclusion: Emotional Intelligence Scale for medical undergraduates was constructed. Reliability and concurrent validity were also established for the same.

  7. Personality and emotional intelligence in teacher burnout.

    Science.gov (United States)

    Pishghadam, Reza; Sahebjam, Samaneh

    2012-03-01

    This paper aims to investigate the relationship between teacher's personality types, emotional intelligence and burnout and to predict the burnout levels of 147 teachers in the city of Mashhad (Iran). To this end, we have used three inventories: Maslach Burnout Inventory (MBI), NEO Five Factor Inventory (NEO-FFI), and Emotional Quotient Inventory (EQ-I). We used Homogeneity Analysis and Multiple Linear Regression to analyze the data. The results exhibited a significant relationship between personality types and emotional intelligence and the three dimensions of burnout. It was indicated that the best predictors for emotional exhaustion were neuroticism and extroversion, for depersonalization were intrapersonal scale of emotional intelligence and agreeableness, and for personal accomplishment were interpersonal scale and conscientiousness. Finally, the results were discussed in the context of teacher burnout.

  8. Emotional Intelligence and Job Satisfaction

    Science.gov (United States)

    Hosseinian, Simin; Yazdi, Seyedeh-Monavar; Zahraie, Shaghayegh; Fathi-Ashtiani, Ali

    This study aims to investigate the effect of training some aspects of Emotional Intelligence (EI) on job satisfaction and productivity of employees. The results can help organizations to realize human capabilities and the way to improve them by paying more attention to psychological issues. We used a quasi-experimental method using a pre-test and a post-test designed with control group and a four-month follow-up. Study population consists of employees of Marine Installations and Construction Company. Considering variables like age, education and job rank, we selected 28 employees who earned the lowest score for EI. They were then randomly assigned to experimental and control groups. Each employee got job satisfaction and productivity questionnaires and their managers were given employee evaluation questionnaire. Then some aspects of EI were taught to the experimental group once a week for 10 sessions. Four months later, both groups were evaluated by managers. The results show that education did not increase employees` job satisfaction nor did it improve managers` evaluation. However, employees` productivity score after training sessions and managers` evaluation improved in the long run. The results reveal that training EI by further controlling the above-mentioned variables is effective and essential to improve human resources.

  9. Implicit theories and ability emotional intelligence

    Science.gov (United States)

    Cabello, Rosario; Fernández-Berrocal, Pablo

    2015-01-01

    Previous research has shown that people differ in their implicit theories about the essential characteristics of intelligence and emotions. Some people believe these characteristics to be predetermined and immutable (entity theorists), whereas others believe that these characteristics can be changed through learning and behavior training (incremental theorists). The present study provides evidence that in healthy adults (N = 688), implicit beliefs about emotions and emotional intelligence (EI) may influence performance on the ability-based Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Adults in our sample with incremental theories about emotions and EI scored higher on the MSCEIT than entity theorists, with implicit theories about EI showing a stronger relationship to scores than theories about emotions. Although our participants perceived both emotion and EI as malleable, they viewed emotions as more malleable than EI. Women and young adults in general were more likely to be incremental theorists than men and older adults. Furthermore, we found that emotion and EI theories mediated the relationship of gender and age with ability EI. Our findings suggest that people’s implicit theories about EI may influence their emotional abilities, which may have important consequences for personal and professional EI training. PMID:26052309

  10. Implicit theories and ability emotional intelligence

    Directory of Open Access Journals (Sweden)

    ROSARIO eCABELLO

    2015-05-01

    Full Text Available Previous research has shown that people differ in their implicit theories about the essential characteristics of intelligence and emotions. Some people believe these characteristics to be predetermined and immutable (entity theorists, whereas others believe that these characteristics can be changed through learning and behavior training (incremental theorists. The present study provides evidence that in healthy adults (N = 688, implicit beliefs about emotions and emotional intelligence (EI may influence performance on the ability-based Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT. Adults in our sample with incremental theories about emotions and EI scored higher on the MSCEIT than entity theorists, with implicit theories about EI showing a stronger relationship to scores than theories about emotions. Although our participants perceived both emotion and EI as malleable, they viewed emotions as more malleable than EI. Women and young adults in general were more likely to be incremental theorists than men and older adults. Furthermore, we found that emotion and EI theories mediated the relationship of gender and age with ability EI. Our findings suggest that people’s implicit theories about EI may influence their emotional abilities, which may have important consequences for personal and professional EI training.

  11. Optimizing managerial effectiveness through emotional intelligence

    NARCIS (Netherlands)

    Hur, Y.H.

    2009-01-01

    The idea that emotional competence is crucial for adaptation in various realms of life has fuelled numerous studies and social learning programs. Nonetheless, leadership research on emotional intelligence contexts is still limited and the construct is controversial on several grounds and includes a

  12. Emotional intelligence and leadership abilities | Herbst | South ...

    African Journals Online (AJOL)

    (defined from a cognitive perspective, as a set of abilities). Given the increased recognition of the importance of the role of emotions in the leadership literature, the question arises whether the concept of emotional intelligence has significance for leadership effectiveness. In a pioneering study in the South African context, we

  13. The Emotional Foundations of High Moral Intelligence

    Science.gov (United States)

    Narvaez, Darcia

    2010-01-01

    Moral intelligence is grounded in emotion and reason. Neuroscientific and clinical research illustrate how early life co-regulation with caregivers influences emotion, cognition, and moral character. Triune ethics theory (Narvaez, 2008) integrates neuroscientific, evolutionary, and developmental findings to explain differences in moral…

  14. Strengthening Social and Emotional Intelligences through Writing

    Science.gov (United States)

    Burth, Jeanne Hager; McConnell, Michelle

    2017-01-01

    Using writing to allow children with Autism Spectrum Disorder (ASD) to express how they are feeling or to stimulate thinking about a social situation will allow the students the opportunity to strengthen social and emotional intelligences. By giving prompts about different social and emotional situations or ideas to children, the teacher allows…

  15. Emotion Comprehension: The Impact of Nonverbal Intelligence

    Science.gov (United States)

    Albanese, Ottavia; De Stasio, Simona; Di Chiacchio, Carlo; Fiorilli, Caterina; Pons, Francisco

    2010-01-01

    A substantial body of research has established that emotion understanding develops throughout early childhood and has identified three hierarchical developmental phases: external, mental, and reflexive. The authors analyzed nonverbal intelligence and its effect on children's improvement of emotion understanding and hypothesized that cognitive…

  16. The relationship between emotional intelligence and learning outcomes, and the mediating role of emotional conflict

    OpenAIRE

    Hjertø, Kjell B.

    2010-01-01

    A field sample of 1100 employees in the army was investigated to study the relationship between the individuals’ self reported emotional intelligence and learning outcomes in work groups, with two dimensions of emotional conflict as mediators, emotional person conflict and emotional task conflict. Most importantly, emotional intelligence predicted positively learning outcomes and emotional task conflict, and predicted negatively emotional person conflict. Further, emotional task ...

  17. Keeping Current: Emotional Intelligence and the School Library Media Specialist.

    Science.gov (United States)

    Barron, Daniel D.

    1997-01-01

    Discusses emotional intelligence and its importance for school library media specialists, based on a book by Daniel Goleman called "Emotional Intelligence." Highlights include managing emotions and relationships; self-motivation; and how emotional intelligence fits in with Standards for Information Literacy. (LRW)

  18. Effects Of Emotional Intelligence On Marital Adjustment Of Couples ...

    African Journals Online (AJOL)

    Couples should be helped to develop emotion management skills. Couples should be taught emotional sensitivity skills. Our educational systems should not only develop learners' Intelligence (IQ) but their Emotional intelligence (EQI) competencies too. Emotional intelligence should form part of the criteria for marital choice ...

  19. How healthcare leaders can increase emotional intelligence.

    Science.gov (United States)

    Scott, Jason

    2013-01-01

    How leaders deal with a variety of feelings will deduce how successful they are in dealing with the daily challenges of being in a leadership position. Successful healthcare leaders are those who lead with heart and possess the soft skills needed to positively influence others. All humans have two minds: the rational one and the emotional one, which operate in tight harmony to assist in decision making. When passions surge, the emotional mind takes over and sometimes makes a decision before the rational mind has time to react. Some strategies to help leaders strengthen emotional intelligence include keeping an emotional journal, daily meditation, positive visualization, appreciative inquiry, thought before action, and empathetic listening. Four skills that will enhance an individual's emotional intelligence include self awareness, self management, social management, and relationship management.

  20. [Emotional intelligence and oscillatory responses on the emotional facial expressions].

    Science.gov (United States)

    Kniazev, G G; Mitrofanova, L G; Bocharov, A V

    2013-01-01

    Emotional intelligence-related differences in oscillatory responses to emotional facial expressions were investigated in 48 subjects (26 men and 22 women) in age 18-30 years. Participants were instructed to evaluate emotional expression (angry, happy and neutral) of each presented face on an analog scale ranging from -100 (very hostile) to + 100 (very friendly). High emotional intelligence (EI) participants were found to be more sensitive to the emotional content of the stimuli. It showed up both in their subjective evaluation of the stimuli and in a stronger EEG theta synchronization at an earlier (between 100 and 500 ms after face presentation) processing stage. Source localization using sLORETA showed that this effect was localized in the fusiform gyrus upon the presentation of angry faces and in the posterior cingulate gyrus upon the presentation of happy faces. At a later processing stage (500-870 ms) event-related theta synchronization in high emotional intelligence subject was higher in the left prefrontal cortex upon the presentation of happy faces, but it was lower in the anterior cingulate cortex upon presentation of angry faces. This suggests the existence of a mechanism that can be selectively increase the positive emotions and reduce negative emotions.

  1. Emotional intelligence: a primer for practitioners in human communication disorders.

    Science.gov (United States)

    Taylor, Brian

    2005-05-01

    Emerging research clearly shows a link between emotions and the overall productivity of the participants in any service organization or business. The ability to understand one's own emotions and the emotions of others, and to express feelings in a proactive manner, is referred to as "emotional intelligence." The purpose of this article is to introduce the essential components of emotional intelligence and provide practical strategies for improving one's own emotional intelligence and that of colleagues, staff, or clients.

  2. The relation between career anchors, emotional intelligence and ...

    African Journals Online (AJOL)

    a variety of career preferences, and to commit to attractive career options (Puffer ... evidence of the relationship between people's emotional intelligence and their ...... of competing measures of emotional intelligence', Personality and Social ...

  3. The study of emotional intelligence at preadolescents from different environment

    Directory of Open Access Journals (Sweden)

    Racu Iulia

    2016-09-01

    Full Text Available The issue of emotional intelligence is an important one in the sphere of human resources, management, education and psychology. Emotional intelligence is the capability of individuals to recognize their own, and other people’s emotions, to discriminate between different feelings and label them appropriately, and to use emotional information to guide thinking and behaviour. The present research is focused on emotional intelligence at preadolescents. As a result we established that the high level of emotional intelligence is particular for 23,46% preadolescents. Girls manifest a high level of emotional intelligence. Also high level of emotional intelligence is characteristic to 13 – 14 preadolescents. The emotional intelligence are more developed at preadolescents from rural environment.

  4. Emotional Intelligence and Graduates - Employers' Perspectives

    OpenAIRE

    Jameson, Ailish; Carthy, Aiden; McGuinness, Colm; McSweeney, Fiona

    2016-01-01

    Research has demonstrated that employers favour graduates who possess higher levels of emotional intelligence. Many initiatives to increase students’ levels of EI have involved ‘whole school’ approaches, whereby generic EI skills programmes are delivered to all students in a third level institute. This paper details an initial survey of employers’ (n = 500) opinions on the importance and current level of graduates’ social and emotional competencies. The survey was completed across fi...

  5. Emotional Intelligence in Secondary Education Students in Multicultural Contexts

    Science.gov (United States)

    Pegalajar-Palomino, Ma. del Carmen; Colmenero-Ruiz, Ma. Jesus

    2014-01-01

    Introduction: The study analyzes the level of development in emotional intelligence of Secondary Education students. It also checks for statistically significant differences in educational level between Spanish and immigrant students, under the integration program "Intercultural Open Classrooms". Method: 94 students of Secondary…

  6. Investigating the effect of emotional intelligence education on baccalaureate nursing students' emotional intelligence scores.

    Science.gov (United States)

    Orak, Roohangiz Jamshidi; Farahani, Mansoureh Ashghali; Kelishami, Fatemeh Ghofrani; Seyedfatemi, Naima; Banihashemi, Sara; Havaei, Farinaz

    2016-09-01

    Nursing students, particularly at the time of entering clinical education, experience a great deal of stress and emotion typically related to their educational and clinical competence. Emotional intelligence is known to be one of the required skills to effectively cope with such feelings. The aim of this study was to investigate the effect of training on first-year nursing students' levels of emotional intelligence. This was a quasi-experiment study in which 69 first-year nursing students affiliated with Tehran University of Medical Sciences were assigned to either the control or the experimental groups. The study intervention included of an emotional intelligence educational program offered in eight two-hour sessions for eight subsequent weeks. In total, 66 students completed the study. The study groups did not differ significantly in terms of emotional intelligence scores before and after educational program. Although the educational program did not have an effect on students' emotional intelligence scores, this study finding can be explained. Limited time for exercising the acquired knowledge and skills may explain the non-significant findings. Moreover, our participants were exclusively first-year students who had no clinical experience and hence, might have felt no real need to learn emotional intelligence skills. Copyright © 2016 Elsevier Ltd. All rights reserved.

  7. The Relationship between Emotional Intelligence and Productive Language Skills

    Science.gov (United States)

    Genç, Gülten; Kulusakh, Emine; Aydin, Savas

    2016-01-01

    Emotional intelligence has recently attracted educators' attention around the world. Educators who try to investigate the factors in language learning achievement have decided to pave the way to success through emotional intelligence. The relationship between emotional intelligence and language learning is the major concern of this study. The…

  8. Emotional Intelligence in Learners with Attention Deficit Disorder

    Science.gov (United States)

    Wootton, Carol Anne; Roets, H. E.

    2013-01-01

    This study was undertaken to analyse and evaluate the nature and quality of emotional intelligence in learners with Attention Deficit Disorder (ADD), and to investigate whether their emotional intelligence was enhanced, and whether the symptoms and behaviour of these learners improved, after exposure to a programme on emotional intelligence.…

  9. Strategies to Foster Emotional Intelligence in Christian Higher Education

    Science.gov (United States)

    Gliebe, Sudi Kate

    2012-01-01

    This article proposes five initiatives to foster emotional intelligence (EI) education throughout institutions of Christian higher education. Goleman (1995) identifies self-awareness, managing emotions, motivation, empathy, and social intelligence as the hallmark skills of emotional intelligence. The importance of mastering these skills and their…

  10. Emotional Intelligence: The MSCEIT from the Perspective of Generalizability Theory

    Science.gov (United States)

    Follesdal, Hallvard; Hagtvet, Knut A.

    2009-01-01

    The Mayer, Salovey, & Caruso Emotional Intelligence Test (MSCEIT) has been reported to provide reliable scores for the four-branch ability model of emotional intelligence [Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). "Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). User's manual." Toronto, Canada: Multi-Health…

  11. Parenting Styles and Children's Emotional Intelligence: What Do We Know?

    Science.gov (United States)

    Alegre, Alberto

    2011-01-01

    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…

  12. Should Emotional Intelligence in the Workplace Be Taught in CTCs?

    Science.gov (United States)

    Viviano, Thomas

    2012-01-01

    Many studies and much research have been done verifying the significance and importance of emotional intelligence in the workplace in dealing with individuals or teams. This article looks at the importance of emotional and social intelligence in the workplace and how important it is to include emotional intelligence as part of the comprehensive…

  13. Emotional Intelligence: Popular but Elusive Construct.

    Science.gov (United States)

    Pfeiffer, Steven I.

    2001-01-01

    Important work of Daniel Goleman, Peter Salovey and John Mayer on emotional intelligence (EI) is discussed to illustrate recent theorizing on EI. The article discusses conceptual and measurement problems that presently challenge the usefulness of the EI construct and urges further research. (Author/CR)

  14. Measuring emotional intelligence of medical school applicants.

    Science.gov (United States)

    Carrothers, R M; Gregory, S W; Gallagher, T J

    2000-05-01

    To discuss the development, pilot testing, and analysis of a 34-item semantic differential instrument for measuring medical school applicants' emotional intelligence (the EI instrument). The authors analyzed data from the admission interviews of 147 1997 applicants to a six-year BS/MD program that is composed of three consortium universities. They compared the applicants' scores on traditional admission criteria (e.g., GPA and traditional interview assessments) with their scores on the EI instrument (which comprised five dimensions of emotional intelligence), breaking the data out by consortium university (each of which has its own educational ethos) and gender. They assessed the EI instrument's reliability and validity for assessing noncognitive personal and interpersonal qualities of medical school applicants. The five dimensions of emotional intelligence (maturity, compassion, morality, sociability, and calm disposition) indicated fair to excellent internal consistency: reliability coefficients were .66 to .95. Emotional intelligence as measured by the instrument was related to both being female and matriculating at the consortium university that has an educational ethos that values the social sciences and humanities. Based on this pilot study, the 34-item EI instrument demonstrates the ability to measure attributes that indicate desirable personal and interpersonal skills in medical school applicants.

  15. Borderline personality disorder and emotional intelligence

    NARCIS (Netherlands)

    Peter, M.; Schuurmans, H.; Vingerhoets, A.J.J.M.; Smeets, G.; Verkoeijen, P.; Arntz, A.

    2013-01-01

    The present study investigated emotional intelligence (EI) in borderline personality disorder (BPD). It was hypothesized that patients with BPD (n = 61) compared with patients with other personality disorders (PDs; n = 69) and nonpatients (n = 248) would show higher scores on the ability to perceive

  16. Emotional Intelligence, Academic Procrastination and Academic ...

    African Journals Online (AJOL)

    Itwas therefore recommended that efforts should be made to look into other pressing factors like self-esteem, teacher's attitude, student's attitude, parental background among others which may be influencing student's poor academic achievement. Key words: Emotional Intelligence, Academic Procrastination, Academic ...

  17. Increasing Organizational Productivity Through Heightened Emotional Intelligence.

    Science.gov (United States)

    Maulding, Wanda S.

    According to psychologist Daniel Goleman, a strong IQ can set the baseline for success but does not guarantee prosperity. Goleman believes that factors contributing to "emotional intelligence" (for example, self-control, zeal and persistence, and ability to motivate oneself) are key to success in the corporate world. Howard Gardner has…

  18. A Theoretical Assessment on Emotional Intelligence as a Competitive Managerial Skill

    Directory of Open Access Journals (Sweden)

    Burcu Hacioglu

    2014-03-01

    Full Text Available Emotion as the main motive underlying the human behaviors is a conceptthat has been researched by many disciplines in the social sciences. Derivingfrom behavioral studies on emotions, Emotional Intelligence as acritical concept in organizational behavior studies is attached to theassestment of employee motivation and performance drivers. In this study, atheoretical framework for the emotional intelligence in workplace has beenassessed. The major contribution of the concept in competitive business strategiesfrom managerial scope has been evaluated.

  19. Emotional Intelligence and At-Risk Students

    Directory of Open Access Journals (Sweden)

    Abdullah Maria Chong

    2015-02-01

    Full Text Available This study examined the relationships between emotional intelligence (EI and the delinquent behavior (DB of the students. The level of DB reported by the students is categorized under the headings of crime, drugs, vandalism, pornography and sexual behavior, other misbehavior, and dishonesty. Meanwhile, EI is investigated by looking at the level of EI domains, such as self-awareness, self-regulation, self-motivation, empathy, social skills, maturity, and spiritual awareness. Data were gathered from a sample of 300 secondary school students aged 15 to 18 years in Selangor. The schools they attended were selected from the so-called “hardcore schools,” which were identified by Schools Division in the State of Selangor. Two instruments, namely, surveys on the “Behavior of Students” and “Malaysian Emotional Quotient Inventory (R–Adolescence (MEQI,” were utilized to collect the research data and were analyzed using SPSS 19.0. The data showed that the highest delinquency among the adolescents was misbehavior in school, followed by crime, vandalism, pornography, dishonesty, and drugs. Results also revealed a negative linear relationship between EI (r = −.208, n = 300, p = .001 and DB, implying that adolescents with better EI had lower levels of delinquency. Multiple regression analysis revealed that EI is a significant predictor of DB and self-awareness is the main factor of DB. This study contributes to the knowledge of the importance of EI in understanding DB. EI can be used to identify and discriminate emotional skills among those adolescents who exhibit DB. Addressing the role of EI as a predictor would probably prove to be effective in reducing DB.

  20. Dynamic Analysis of Emotions through Artificial Intelligence

    Directory of Open Access Journals (Sweden)

    Susana Mejía M.

    2016-04-01

    Full Text Available Emotions have been demonstrated to be an important aspect of human intelligence and to play a significant role in human decision-making processes. Emotions are not only feelings but also processes of establishing, maintaining or disrupting the relation between the organism and the environment. In the present paper, several features of social and developmental Psychology are introduced, especially concepts that are related to Theories of Emotions and the Mathematical Tools applied in psychology (i.e., Dynamic Systems and Fuzzy Logic. Later, five models that infer emotions from a single event, in AV-Space, are presented and discussed along with the finding that fuzzy logic can measure human emotional states

  1. The Role of the Emotional Intelligence and Emotional Schema in Womenn’s Marital Satisfaction

    Directory of Open Access Journals (Sweden)

    جعفر حسني

    2014-01-01

    Full Text Available The present study investigated the role of emotional intelligence and emotional schema in marital satisfaction among women. A sample of 200 married women (100 employed and 100 household women was selected randomly and completed measures of emotional schemas, emotional intelligence, and marital satisfaction. The results of stepwise regression analysis showed that attention and clarity components of emotional intelligence are significant predictors of most marital satisfaction dimensions. Also, blame, agreement, simplistic view of emotions and higher values towards emotional schemas predicted different dimensions of marital satisfaction. Based on the findings it can be concluded that the emotional intelligence and effective emotional schema play a key role in marital satisfaction.

  2. Emotional Intelligence (EI): A Therapy for Higher Education Students

    Science.gov (United States)

    Machera, Robert P.; Machera, Precious C.

    2017-01-01

    This study investigates the need to design and develop emotional intelligence curriculum for students in higher education. Emotional intelligence curriculum may be used as a therapy that provides skills to manage high emotions faced by generation "Y", on a day-to-day basis. Generation "Y" is emotionally challenged with: drug…

  3. How Emotionally Intelligent Are Pre-Service Teachers?

    Science.gov (United States)

    Corcoran, Roisin P.; Tormey, Roland

    2012-01-01

    Although there is evidence that teacher emotional intelligence is important for pupil adjustment and learning and for teachers in managing the emotional demands of their work, little is known about the levels of emotional skill of teachers and beginning teachers. Using Mayer and Salovey's emotional intelligence (EI) model and the MSCEIT test of…

  4. Predictive Estimates of Employees’ Intelligence at Workplace with Special Reference to Emotional and Spiritual Intelligence

    OpenAIRE

    B. K. Punia; Priyanka Yadav

    2015-01-01

    The piece of writing investigates the relationship between employees’ emotional and Spiritual intelligence. A conversation of spirituality and emotions within the workplace can be an unthinkable topic. However, emotional intelligence and spiritual intelligence are, at present, more widely acknowledged. Drawing a research connected with these construct we suggest that emotional intelligence within the employees in organisations may provide employees with a medium to better understand and mix s...

  5. Relationship between emotional intelligence and organizational citizenship behavior.

    Science.gov (United States)

    Turnipseed, David L; Vandewaa, Elizabeth A

    2012-06-01

    This study evaluated hypothesized positive linkages between organizational citizenship behavior and the emotional intelligence dimensions of perception, using emotion, understanding emotion, and management of emotion, involving two samples. Sample 1 comprised 334 employed college students, 52% male, with a mean age of 23.4 yr., who worked an average of 29.6 hr. per week. Sample 2 comprised 72 professors, 81% female, with a mean age of 47 yr. Measures were the Emotional Intelligence Scale and the Organizational Citizenship Behavior Scale. Results of hierarchical multiple regressions indicated a positive link between organizational citizenship behavior and emotional intelligence. There were differences between the samples. In Sample 1, each of the emotional intelligence dimensions were positively linked to citizenship behavior: using and managing emotion were the greatest contributors. In Sample 2, managing emotion was the only contributor. Emotional intelligence had the strongest relationship with citizenship behavior directed at individuals.

  6. The relationship of Emotional Intelligence with Academic Intelligence and the Big Five

    NARCIS (Netherlands)

    Van der Zee, K.I.; Thijs, Melanie; Schakel, Lolle

    The present study examines the relationship of self- and other ratings of emotional intelligence with academic intelligence and personality, as well as the incremental validity of emotional intelligence beyond academic intelligence and personality in predicting academic and social success. A sample

  7. Self-Assessing of the Emotional Intelligence and Organizational Intelligence in Schools

    Science.gov (United States)

    Dagiene, Valentina; Juškeviciene, Anita; Carneiro, Roberto; Child, Camilla; Cullen, Joe

    2015-01-01

    The paper presents the results of an evaluation of the Emotional Intelligence (EI) and Organisational Intelligence (OI) competences self-assessment tools developed and applied by the IGUANA project. In the paper Emotional Intelligence and Organisational Intelligence competences are discussed, their use in action research experiments to assess and…

  8. The relationship of emotional intelligence with academic intelligence and the Big Five

    NARCIS (Netherlands)

    van der Zee, K; Thijs, M; Schakel, L

    2002-01-01

    The present study examines the relationship of self- and other ratings of emotional intelligence with academic intelligence and personality, as well as the incremental validity of emotional intelligence beyond academic intelligence and personality in predicting academic and social success. A sample

  9. BSN Program Admittance Criteria: Should Emotional Intelligence Be Included?

    Science.gov (United States)

    Smith, Tanya

    2017-01-01

    Emotional intelligence refers to the ability to identify and monitor emotions and remain aware of how emotions affect thoughts and actions. Emotional intelligence has been discussed as a better predictor of personal and occupational success than performance on intellectual intelligence tests. Despite the importance of one's emotional intelligence, BSN (Bachelor of Science in Nursing) nursing schools routinely admit candidates based on the student's cumulative college course grade point average (GPA). Nursing is a profession that requires one's ability to empathize, care, and react in emotionally sound manners. Is the GPA enough to determine if a student will evolve into a professional nurse? This article will explore the routine admittance criteria for BSN nursing programs and propose the concept of using the emotional intelligence tool as an adjunct to the cumulative college course GPA. The emotional intelligence theory will be identified and applied to the nursing profession. © 2016 Wiley Periodicals, Inc.

  10. Emotional intelligence and social functioning in persons with schizotypy.

    Science.gov (United States)

    Aguirre, Fabian; Sergi, Mark J; Levy, Cynthia A

    2008-09-01

    The present study is the first to examine emotional intelligence in persons with schizotypy. Over 2100 undergraduates were screened for schizotypy with the Schizotypal Personality Questionnaire-Brief Version. Forty participants identified as persons with high schizotypy and 56 participants identified as persons with low schizotypy completed assessments of emotional intelligence (Mayer-Salovey-Caruso Emotional Intelligence Test), social functioning (Social Adjustment Scale-Self Report), verbal episodic (secondary) memory (California Verbal Learning Test), and executive functioning (Wisconsin Card Sorting Test). Persons high in schizotypy were impaired in overall emotional intelligence and two aspects of emotional intelligence, the ability to perceive emotions and the ability to manage emotions. Persons high in schizotypy were also impaired in three aspects of social functioning: peer relationships, family relationships, and academic functioning. Group differences in verbal episodic (secondary) memory and executive functioning were not observed. For persons with high schizotypy, overall emotional intelligence and two aspects of emotional intelligence, the ability to perceive emotions and the ability to manage emotions, were associated with peer relationship functioning. Overall emotional intelligence was associated with verbal episodic (secondary) memory, but not executive functioning, in persons with high schizotypy. The current findings suggest that emotional intelligence is impaired in persons with schizotypy and that these impairments affect their social functioning.

  11. Opportunities for emotional intelligence in the context of nursing

    Directory of Open Access Journals (Sweden)

    Lubica Ilievová

    2013-04-01

    Full Text Available Introduction: Emotional intelligence is the ability to recognize and control one´s own emotions as well as emotions of other people. There are two orientations in studying emotional intelligence. They differ in whether they relate abilities and personal characteristic features or not. Emotional intelligence usage is currently being understood as a fundamental requirement of nursing in care provision to patients.Methods: In a research conducted with a group of nursing students (n = 86, we were examining emotional intelligence as an ability and as a feature. We used SIT-EMO (Situational Test of Emotional Understanding scales in order to fi nd out emotional intelligence as an ability, and SEIS (Schutte Emotional Intelligence Scale, measuring emotional intelligence as a feature. In the context of nursing, we were finding out emotional self-effi cacy in relation to geriatric patients (ESE-GP. TEIQue-SF (Trait Emotional Intelligence Questionnaire – short form method was used to set up our own questionnaire.Results: We were fi nding out the extent of emotional intelligence and we were analyzing it from the viewpoint of its grasping as a feature, ability and emotional self-effi cacy in relation to geriatric patients. We found out lower levels in social awareness, emotional management and stress management dimensions of the nursing students.Conclusion: Emotional intelligence as an ability of the nursing students can be enhanced through psychological and social trainings. Emotional intelligence has an impact on social and communication skills, which are a precondition of effective nursing care.

  12. Emotional intelligence and recovering from induced negative emotional state

    Directory of Open Access Journals (Sweden)

    Joaquín T. Limonero

    2015-06-01

    Full Text Available The aim of the present study was to examine the relationship between emotional intelligence and recovering from negative emotions induction, using a performance test to measure Emotional Inteligence (EI. Sixty seven undergraduates participated in the procedure, which lasted 75 minutes and was divided into three stages. At Time 1, subjects answered the STAI-S, POMS-A, and EI was assessed by MSCEIT. At Time 2, negative emotions were induced by 9 pictures taken from the International Affective Picture System (IAPS and participants were asked to complete a second STAI-S and POMS-B questionnaires. At Time 3 participants were allowed to rest doing a distracting task and participants were asked to complete a third STAI-S and POMS-A questionnaires. Results showed that the branches of the MSCEIT emotional facilitation and emotional understanding are related to previous mood states and mood recovery, but not to mood reactivity. This finding contrasts nicely with studies on which emotional recovery was assessed in relation to EI self-reported measures, highlighting the perception and emotional regulation.

  13. Emotional intelligence, emotional labor, and job satisfaction among physicians in Greece.

    Science.gov (United States)

    Psilopanagioti, Aristea; Anagnostopoulos, Fotios; Mourtou, Efstratia; Niakas, Dimitris

    2012-12-17

    There is increasing evidence that psychological constructs, such as emotional intelligence and emotional labor, play an important role in various organizational outcomes in service sector. Recently, in the "emotionally charged" healthcare field, emotional intelligence and emotional labor have both emerged as research tools, rather than just as theoretical concepts, influencing various organizational parameters including job satisfaction. The present study aimed at investigating the relationships, direct and/or indirect, between emotional intelligence, the surface acting component of emotional labor, and job satisfaction in medical staff working in tertiary healthcare. Data were collected from 130 physicians in Greece, who completed a series of self-report questionnaires including: a) the Wong Law Emotional Intelligence Scale, which assessed the four dimensions of emotional intelligence, i.e. Self-Emotion Appraisal, Others' Emotion Appraisal, Use of Emotion, and Regulation of Emotion, b) the General Index of Job Satisfaction, and c) the Dutch Questionnaire on Emotional Labor (surface acting component). Emotional intelligence (Use of Emotion dimension) was significantly and positively correlated with job satisfaction (r=.42, peffect was moderated by gender. Apart from its mediating role, surface acting was also a moderator of the emotional intelligence-job satisfaction relationship. Hierarchical multiple regression analysis revealed that surface acting could predict job satisfaction over and above emotional intelligence dimensions. The results of the present study may contribute to the better understanding of emotion-related parameters that affect the work process with a view to increasing the quality of service in the health sector.

  14. Emotional intelligence--essential for trauma nursing.

    Science.gov (United States)

    Holbery, Natalie

    2015-01-01

    Patients and their relatives are increasingly considered partners in health and social care decision-making. Numerous political drivers in the UK reflect a commitment to this partnership and to improving the experience of patients and relatives in emergency care environments. As a Lecturer/Practitioner in Emergency Care I recently experienced the London Trauma System as a relative. My dual perspective, as nurse and relative, allowed me to identify a gap in the quality of care akin to emotional intelligence. This paper aims to raise awareness of emotional intelligence (EI), highlight its importance in trauma care and contribute to the development of this concept in trauma nursing and education across the globe. Copyright © 2014 Elsevier Ltd. All rights reserved.

  15. Lesion Mapping the Four-Factor Structure of Emotional Intelligence

    Science.gov (United States)

    Operskalski, Joachim T.; Paul, Erick J.; Colom, Roberto; Barbey, Aron K.; Grafman, Jordan

    2015-01-01

    Emotional intelligence (EI) refers to an individual’s ability to process and respond to emotions, including recognizing the expression of emotions in others, using emotions to enhance thought and decision making, and regulating emotions to drive effective behaviors. Despite their importance for goal-directed social behavior, little is known about the neural mechanisms underlying specific facets of EI. Here, we report findings from a study investigating the neural bases of these specific components for EI in a sample of 130 combat veterans with penetrating traumatic brain injury. We examined the neural mechanisms underlying experiential (perceiving and using emotional information) and strategic (understanding and managing emotions) facets of EI. Factor scores were submitted to voxel-based lesion symptom mapping to elucidate their neural substrates. The results indicate that two facets of EI (perceiving and managing emotions) engage common and distinctive neural systems, with shared dependence on the social knowledge network, and selective engagement of the orbitofrontal and parietal cortex for strategic aspects of emotional information processing. The observed pattern of findings suggests that sub-facets of experiential and strategic EI can be characterized as separable but related processes that depend upon a core network of brain structures within frontal, temporal and parietal cortex. PMID:26858627

  16. UNDERSTANDING EMOTIONAL INTELLIGENCE IN A DIVERSE SOCIETY

    OpenAIRE

    ZAWAWI, Dahlia; TSANG, Denise

    2009-01-01

    This study examines the relationship between emotional intelligence and job performance among the Malay, Chinese, and Indian management employees in Malaysia. The study thus extends and adapts the existing literature regarding these variables, mainly developed for Western cases, to a major and successful non-Western economy. Since this represented a pioneer study in the context of Malaysia’s main ethnic groups, data collection was conducted on Nestlé in Malaysia, one of the major multinationa...

  17. Emotional intelligence, personality and sales performance

    OpenAIRE

    Sjöberg, Lennart; Littorin, Patrick

    2003-01-01

    In this study, salespersons in a telecommunications company were tested for emotional intelligence (EI), additional dimensions of work motivation and personality, and work performance. It was found that EI was related as expected to other variables, most noticeably to life/work balance (positively), to positive affective tone (positively), and to materialistic values and money obsession (negatively). EI was most clearly related to citizenship behavior and less to core task performance, as exp...

  18. Resilience and Emotional Intelligence: which role in achievement motivation

    Directory of Open Access Journals (Sweden)

    Paola Magnano

    2016-01-01

    Full Text Available In the framework of Positive Organizational Behavior, the construct of Psychological Capital identifies four psychological capacities that affect motivation and performance in the workplace: self-efficacy, hope, optimism and resilience. Emotional Intelligence, then, addresses self-regulatory processes of emotions and motivation that enable people to make adjustments to achieve individual, group, and organizational goals; Emotional Intelligence is strongly correlated with individual advancement and success in an organizational setting and with individual performance. Moreover, Emotional Intelligence is considered an antecedent to resilience. The present study aims to investigate the role of resilience and emotional intelligence in achievement motivation, verifying if emotional intelligence mediates the relationship among resilience and achievement motivation. Participants are 488 Italian workers, aged between 18 and 55 years. The findings confirm the significant role played by emotional intelligence on resilience and on motivation to achievement.

  19. Emotional intelligence in orthopedic surgery residents.

    Science.gov (United States)

    Chan, Kevin; Petrisor, Brad; Bhandari, Mohit

    2014-04-01

    Emotional intelligence (EI) is the ability to understand and manage emotions in oneself and others. It was originally popularized in the business literature as a key attribute for success that was distinct from cognitive intelligence. Increasing focus is being placed on EI in medicine to improve clinical and academic performance. Despite the proposed benefits, to our knowledge, there have been no previous studies on the role of EI in orthopedic surgery. We evaluated baseline data on EI in a cohort of orthopedic surgery residents. We asked all orthopedic surgery residents at a single institution to complete an electronic version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). We used completed questionnaires to calculate total EI scores and 4 branch scores. Data were analyzed according to a priori cutoff values to determine the proportion of residents who were considered competent on the test. Data were also analyzed for possible associations with age, sex, race and level of training. Thirty-nine residents (100%) completed the MSCEIT. The mean total EI score was 86 (maximum score 145). Only 4 (10%) respondents demonstrated competence in EI. Junior residents (p = 0.026), Caucasian residents (p = 0.009) and those younger than 30 years (p = 0.008) had significantly higher EI scores. Our findings suggest that orthopedic residents score low on EI based on the MSCEIT. Optimizing resident competency in noncognitive skills may be enhanced by dedicated EI education, training and testing.

  20. Identifying emotional intelligence in professional nursing practice.

    Science.gov (United States)

    Kooker, Barbara Molina; Shoultz, Jan; Codier, Estelle E

    2007-01-01

    The National Center for Health Workforce Analysis projects that the shortage of registered nurses in the United States will double by 2010 and will nearly quadruple to 20% by 2015 (Bureau of Health Professionals Health Resources and Services Administration. [2002]. Projected supply, demand, and shortages of registered nurses, 2000-2020 [On-line]. Available: http:bhpr.hrsa.gov/healthworkforce/reports/rnprojects/report.htm). The purpose of this study was to use the conceptual framework of emotional intelligence to analyze nurses' stories about their practice to identify factors that could be related to improved nurse retention and patient/client outcomes. The stories reflected evidence of the competencies and domains of emotional intelligence and were related to nurse retention and improved outcomes. Nurses recognized their own strengths and limitations, displayed empathy and recognized client needs, nurtured relationships, used personal influence, and acted as change agents. Nurses were frustrated when organizational barriers conflicted with their knowledge/intuition about nursing practice, their communications were disregarded, or their attempts to create a shared vision and teamwork were ignored. Elements of professional nursing practice, such as autonomy, nurse satisfaction, respect, and the professional practice environment, were identified in the excerpts of the stories. The shortage of practicing nurses continues to be a national issue. The use of emotional intelligence concepts may provide fresh insights into ways to keep nurses engaged in practice and to improve nurse retention and patient/client outcomes.

  1. Emotional intelligence and emotions associated with optimal and dysfunctional athletic performance.

    Science.gov (United States)

    Lane, Andrew M; Devonport, Tracey J; Soos, Istvan; Karsai, Istvan; Leibinger, Eva; Hamar, Pal

    2010-01-01

    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.

  2. Emotional intelligence in incarcerated men with psychopathic traits

    OpenAIRE

    Ermer, Elsa; Kahn, Rachel E.; Salovey, Peter; Kiehl, Kent A.

    2012-01-01

    The expression, recognition, and communication of emotional states are ubiquitous features of the human social world. Emotional intelligence (EI) is defined as the ability to perceive, manage, and reason about emotions, in oneself and others. Individuals with psychopathy have numerous difficulties in social interaction and show impairment on some emotional tasks. Here we investigate the relation between emotional intelligence and psychopathy in a sample of incarcerated men (n=374), using the ...

  3. Emotional Intelligence and risk taking in investment decision-making

    OpenAIRE

    Enrico Rubaltelli; Sergio Agnoli; Michela Rancan; Tiziana Pozzoli

    2015-01-01

    Previous work on investment decision-making suggested that emotions prevent investors from taking risks and from investing in a rational way, whereas other work found that there is great variability in people’s ability to manage and use emotional feedbacks. We hypothesized that people with high trait emotional intelligence should be more willing, than people with low trait emotional intelligence, to accept risks when making an investment. Data supported a model in which trait emotional intell...

  4. Emotional Intelligence in Intensive Clinical Experiences for Nursing Students

    Science.gov (United States)

    Zoromski, Lorraine M.

    2017-01-01

    This study looked for associations between measures of emotional intelligence in an intensive clinical experience for nursing students in their final semester of an associate's degree program. The theory of emotional labor was used to make connections between nursing clinical experience and emotional intelligence. Twenty nursing students from a…

  5. Fostering Emotional Intelligence in Online Higher Education Courses

    Science.gov (United States)

    Majeski, Robin A.; Stover, Merrily; Valais, Teresa; Ronch, Judah

    2017-01-01

    Given the complex challenges organizations face and the importance of emotional intelligence to effective leadership, management education has begun to help adult learners develop emotional intelligence competencies. These include emotional self-control, conflict management, teamwork, cultural awareness, and inspirational leadership, among other…

  6. Resilience and Emotional Intelligence: which role in achievement motivation

    OpenAIRE

    Paola Magnano; Giuseppe Craparo; Anna Paolillo

    2016-01-01

    In the framework of Positive Organizational Behavior, the construct of Psychological Capital identifies four psychological capacities that affect motivation and performance in the workplace: self-efficacy, hope, optimism and resilience. Emotional Intelligence, then, addresses self-regulatory processes of emotions and motivation that enable people to make adjustments to achieve individual, group, and organizational goals; Emotional Intelligence is strongly correlated with individual advancemen...

  7. Emotional Intelligence. Why It Can Matter More than IQ.

    Science.gov (United States)

    Goleman, Daniel

    1996-01-01

    Because school success is predicted largely by emotional and social measures, teachers and parents cannot start too early in helping children develop their emotional intelligence. The paper describes emotional intelligence, discusses how to teach it, and presents resources for learning how other schools are helping students build emotional…

  8. Different aspects of emotional intelligence of borderline personality disorder

    NARCIS (Netherlands)

    Peter, Mathell; Arntz, Arnoud R; Klimstra, T.A.; Vingerhoets, A.J.J.M.

    2018-01-01

    Objectives: The present study investigated deficiencies in different components of emotional intelligence in borderline personality disorder (BPD). Method: The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Emotional Quotient Inventory (EQ-i) were used to assess EI dimensions. BPD

  9. The Development, Testing, and Evaluation of an Emotional Intelligence Curriculum.

    Science.gov (United States)

    Fischer, Ronald G.; Fischer, Jerome M.

    2003-01-01

    Adult students using an emotional intelligence (EI) curriculum (n=13) and 15 controls in a composition class completed the Emotional Intelligence Test and Emotional Content Quality Index. Significant pre- to posttest changes in the EI group suggest the curriculum positively increased their ability to identify, reflect on, process, and manage…

  10. Resilience and emotional intelligence: which role in achievement motivation

    OpenAIRE

    Magnano, Paola; Facoltà di Scienze dell'Uomo e della Società, Università degli studi Kore, Enna, Italia.; Craparo, Giuseppe; Facoltà di Scienze dell'Uomo e della Società, Università degli studi Kore, Enna, Italia.; Paolillo, Anna; Dipartimento Filosofia, Pedagogia e Psicologia, Università degli Studi di Verona, Verona, Italia.

    2016-01-01

    In the framework of Positive Organizational Behavior, the construct of Psychological Capital identifies four psychological capacities that affect motivation and performance in the workplace: self-efficacy, hope, optimism and resilience. Emotional Intelligence, then, addresses self-regulatory processes of emotions and motivation that enable people to make adjustments to achieve individual, group, and organizational goals; Emotional Intelligence is strongly correlated with individual advancemen...

  11. Emotional Intelligence: A Study of Female Secondary School Headteachers

    Science.gov (United States)

    Cliffe, Joanne

    2011-01-01

    The notion that emotional intelligence can be correlated with work success is well documented, particularly with regard to leadership in the business world. However, there are few empirical studies which detail the interplay of intelligent use of emotions in school leadership. This article explores the relationship between emotional intelligence…

  12. Emotional Intelligence and Nurse Recruitment: Rasch and confirmatory factor analysis of the trait emotional intelligence questionnaire short form.

    Science.gov (United States)

    Snowden, Austyn; Watson, Roger; Stenhouse, Rosie; Hale, Claire

    2015-12-01

    To examine the construct validity of the Trait Emotional Intelligence Questionnaire Short form. Emotional intelligence involves the identification and regulation of our own emotions and the emotions of others. It is therefore a potentially useful construct in the investigation of recruitment and retention in nursing and many questionnaires have been constructed to measure it. Secondary analysis of existing dataset of responses to Trait Emotional Intelligence Questionnaire Short form using concurrent application of Rasch analysis and confirmatory factor analysis. First year undergraduate nursing and computing students completed Trait Emotional Intelligence Questionnaire-Short Form in September 2013. Responses were analysed by synthesising results of Rasch analysis and confirmatory factor analysis. Participants (N = 938) completed Trait Emotional Intelligence Questionnaire Short form. Rasch analysis showed the majority of the Trait Emotional Intelligence Questionnaire-Short Form items made a unique contribution to the latent trait of emotional intelligence. Five items did not fit the model and differential item functioning (gender) accounted for this misfit. Confirmatory factor analysis revealed a four-factor structure consisting of: self-confidence, empathy, uncertainty and social connection. All five misfitting items from the Rasch analysis belonged to the 'social connection' factor. The concurrent use of Rasch and factor analysis allowed for novel interpretation of Trait Emotional Intelligence Questionnaire Short form. Much of the response variation in Trait Emotional Intelligence Questionnaire Short form can be accounted for by the social connection factor. Implications for practice are discussed. © 2015 John Wiley & Sons Ltd.

  13. Emotional intelligence in incarcerated men with psychopathic traits

    Science.gov (United States)

    Ermer, Elsa; Kahn, Rachel E.; Salovey, Peter; Kiehl, Kent A.

    2012-01-01

    The expression, recognition, and communication of emotional states are ubiquitous features of the human social world. Emotional intelligence (EI) is defined as the ability to perceive, manage, and reason about emotions, in oneself and others. Individuals with psychopathy have numerous difficulties in social interaction and show impairment on some emotional tasks. Here we investigate the relation between emotional intelligence and psychopathy in a sample of incarcerated men (n=374), using the Psychopathy Checklist—Revised (PCL-R; Hare, 2003) and the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; Mayer, Salovey, & Caruso, 2002). The MSCEIT is a well-validated ability-based emotional intelligence measure that does not rely on self-report judgments of emotional skills. The Hare PCL-R is the gold-standard for the assessment of psychopathy in clinical populations. Controlling for general intelligence, psychopathy was associated with lower emotional intelligence. These findings suggest individuals with psychopathy are impaired on a range of emotional intelligence abilities and that emotional intelligence is an important area for understanding deficits in psychopathy. PMID:22329657

  14. The impact of stroke on emotional intelligence

    Directory of Open Access Journals (Sweden)

    Hoffmann Bronwyn

    2010-10-01

    Full Text Available Abstract Background Emotional intelligence (EI is important for personal, social and career success and has been linked to the frontal anterior cingulate, insula and amygdala regions. Aim To ascertain which stroke lesion sites impair emotional intelligence and relation to current frontal assessment measurements. Methods One hundred consecutive, non aphasic, independently functioning patients post stroke were evaluated with the Bar-On emotional intelligence test, "known as the Emotional Quotient Inventory (EQ-i" and frontal tests that included the Wisconsin Card Sorting Test (WCST and Frontal Systems Behavioral Inventory (FRSBE for correlational validity. The results of a screening, bedside frontal network syndrome test (FNS and NIHSS to document neurological deficit were also recorded. Lesion location was determined by the Cerefy digital, coxial brain atlas. Results After exclusions (n = 8, patients tested (n = 92, mean age 50.1, CI: 52.9, 47.3 years revealed that EQ-i scores were correlated (negatively with all FRSBE T sub-scores (apathy, disinhibition, executive, total, with self-reported scores correlating better than family reported scores. Regression analysis revealed age and FRSBE total scores as the most influential variables. The WCST error percentage T score did not correlate with the EQ-i scores. Based on ANOVA, there were significant differences among the lesion sites with the lowest mean EQ-i scores associated with temporal (71.5 and frontal (87.3 lesions followed by subtentorial (91.7, subcortical gray (92.6 and white (95.2 matter, and the highest scores associated with parieto-occipital lesions (113.1. Conclusions 1 Stroke impairs EI and is associated with apathy, disinhibition and executive functioning. 2 EI is associated with frontal, temporal, subcortical and subtentorial stroke syndromes.

  15. FROM EMOTIONAL TO SPIRITUAL INTELLIGENCE IN PUBLIC ADMINISTRATION

    OpenAIRE

    Mircea Aurel NITÃ

    2014-01-01

    This paper aims at underlining the existence of various types of intelligence (rational IQ, emotional EQ, spiritual SQ), representing an argument for the fact that the intelligence of „to feel” (EQ) taken to perfection triggers the qualitative jump towards the intelligence of „to be” (SQ). The paper presents at the same time the results of an empiric study done within the public administration by applying some emotional and spiritual intelligence tests.

  16. Emotional Intelligence and Social Interest : are they related constructs?

    OpenAIRE

    Chamarro Lusar, Andrés

    2012-01-01

    In the last 15 years, a new psychological construct has emerged in the field of psychology: Emotional Intelligence. Some models of Emotional Intelligence bear ressemblence with aspects of one of the core constructs of Adlerian Psychology: Social Interest. The authors investigated, if both constructs are also empirically related and which is their capacity to predict psychiatric symptoms and antisocial behavior. Results indicate that Social Interest and Emotional Intelligence are empirically d...

  17. Manfaat Emotional Intelligence bagi Pengajar dalam Proses Belajar Mengajar

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    Astrini Astrini

    2010-10-01

    Full Text Available This paper contains a theoretical overview of Emotional Intelligence or emotional intelligence that can be applied in teaching and learning. The application of emotional intelligence is not only beneficial to create quality graduates but is also useful for self-development of teachers. Emotional intelligence can be developed by the faculty including the development of self-awareness of their feelings experience, acceptance and management of feelings, relationships built with students and also the ability to create a conducive learning environment for students ready to learn. 

  18. Thinking style preference, emotional intelligence and leadership effectiveness

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    Tessie H. Herbst

    2008-04-01

    Full Text Available In this study, the researchers investigate the relationship between thinking style preference, emotional intelligence and leadership effectiveness in an institution of higher education. The measuring instruments used were the Neethling Brain Preference Profle (NBPP and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT, as well as the Kouzes and Posner Leadership Practices Inventory (LPI. The sample comprised 138 managers within a higher education institution. The researchers found some evidence to support the relationship between thinking style, emotional intelligence (EI and leadership effectiveness. The researchers concluded that facets of brain dominance and emotional intelligence may be potentially useful predictors of transformational leadership behaviours.

  19. Predictors of Happiness and Emotional Intelligence in Secondary Education

    Directory of Open Access Journals (Sweden)

    Federico Pulido Acosta

    2018-01-01

    Full Text Available This study analyzed predictors of happiness and emotional intelligence taking into account age, sex, culture and status and the relationship among these variables. 811 persons participated; 71.6% were Muslims and 28.4% Christians, with 46.1% males and 53.9% females. One questionnaire was used to evaluate happiness and another to evaluate emotional intelligence. The results indicate that predictors of happiness are age, culture, status and sex, while those of emotional intelligence are age, culture and sex. The study found that there is a statistically significant and direct correlation between happiness and emotional intelligence.

  20. Prospective associations between loneliness and emotional intelligence.

    Science.gov (United States)

    Wols, A; Scholte, R H J; Qualter, P

    2015-02-01

    Loneliness has been linked cross-sectionally to emotional skill deficits (e.g., Zysberg, 2012), but missing from the literature is a longitudinal examination of these relationships. The present study fills that gap by examining the prospective relationships between loneliness and emotional functioning in young adolescents in England. One hundred and ninety-six adolescents aged 11-13 years (90 females) took part in the study and completed the youth version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT-YV) and the peer-related subscale of the Loneliness and Aloneness Scale for Children and Adolescents (LACA) at two time points, which were 10 months apart. Prospective associations were obtained for male and female adolescents separately using cross-lagged statistical techniques. Our results showed prospective links between understanding and managing emotions and loneliness for both females and males. Perceiving and using emotions were prospectively linked to loneliness in males only. Possible explanations and directions for future research are discussed. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  1. Emotional intelligence, risk perception in abstinent cocaine dependent individuals.

    Science.gov (United States)

    Romero-Ayuso, Dulce; Mayoral-Gontán, Yolanda; Triviño-Juárez, José-Matías

    2016-01-01

    Cocaine is now responsible for the second-highest number of cessation intervention requests. In this study we analyze the different skills of emotional intelligence in cocaine- dependent patients maintaining abstinence. The Mayer- Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Balloon Analogue Risk Task (BART) were administered to 50 subjects (25 individuals with no history of drug use and 25 individuals in treatment at the Addictive Behaviors Unit in a state of withdrawal at the time of evaluation). The results showed differences between these groups in overall emotional intelligence quotient, strategic emotional intelligence, understanding emotions and emotional management. Cocaine-addicted participants showed difficulties in analyzing complex emotions and regulating their emotional response, aspects that can interfere with interactions in daily life.

  2. Distributed neural system for emotional intelligence revealed by lesion mapping.

    Science.gov (United States)

    Barbey, Aron K; Colom, Roberto; Grafman, Jordan

    2014-03-01

    Cognitive neuroscience has made considerable progress in understanding the neural architecture of human intelligence, identifying a broadly distributed network of frontal and parietal regions that support goal-directed, intelligent behavior. However, the contributions of this network to social and emotional aspects of intellectual function remain to be well characterized. Here we investigated the neural basis of emotional intelligence in 152 patients with focal brain injuries using voxel-based lesion-symptom mapping. Latent variable modeling was applied to obtain measures of emotional intelligence, general intelligence and personality from the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT), the Wechsler Adult Intelligence Scale and the Neuroticism-Extroversion-Openness Inventory, respectively. Regression analyses revealed that latent scores for measures of general intelligence and personality reliably predicted latent scores for emotional intelligence. Lesion mapping results further indicated that these convergent processes depend on a shared network of frontal, temporal and parietal brain regions. The results support an integrative framework for understanding the architecture of executive, social and emotional processes and make specific recommendations for the interpretation and application of the MSCEIT to the study of emotional intelligence in health and disease.

  3. Distributed neural system for emotional intelligence revealed by lesion mapping

    Science.gov (United States)

    Colom, Roberto; Grafman, Jordan

    2014-01-01

    Cognitive neuroscience has made considerable progress in understanding the neural architecture of human intelligence, identifying a broadly distributed network of frontal and parietal regions that support goal-directed, intelligent behavior. However, the contributions of this network to social and emotional aspects of intellectual function remain to be well characterized. Here we investigated the neural basis of emotional intelligence in 152 patients with focal brain injuries using voxel-based lesion-symptom mapping. Latent variable modeling was applied to obtain measures of emotional intelligence, general intelligence and personality from the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT), the Wechsler Adult Intelligence Scale and the Neuroticism-Extroversion-Openness Inventory, respectively. Regression analyses revealed that latent scores for measures of general intelligence and personality reliably predicted latent scores for emotional intelligence. Lesion mapping results further indicated that these convergent processes depend on a shared network of frontal, temporal and parietal brain regions. The results support an integrative framework for understanding the architecture of executive, social and emotional processes and make specific recommendations for the interpretation and application of the MSCEIT to the study of emotional intelligence in health and disease. PMID:23171618

  4. CEO Emotional Intelligence and Board of Directors Efficiency

    Directory of Open Access Journals (Sweden)

    Mohamed Ali Azouzi

    2012-07-01

    Full Text Available This article deals with the relationship existing between the emotional aspect and decision-making processes. More specifically, it examines the links between emotional intelligence, decision biases and effectiveness of the governance mechanisms. The primary purposes of this article are to: consider emotional intelligence like new research ideas that make important contributions to society; offer suggestions for improving manuscripts submitted to the journal; and discuss methods for enhancing the validity of inferences made from research. The article explains that the main cause of organization’s problems is CEO emotional intelligence level. I will use three models (linear regression and logistic binary regression to examine this correlation: each model treats the relationship between emotional intelligence and one of efficiency criteria of the board. Emotional intelligence has been measured according to the Schutte self-report emotional intelligence scale with a high internal validity level. Regarding the four cognitive biases, they have been measured by means of a questionnaire comprising several items. As for the selected sample, it comprises of some one hundred and eighty Tunisian executives, belonging to sixty firms. Our results have revealed that the presence of a high emotional intelligence rate is not always positively correlated with the executives’ suggestibility with respect to behavioral biases. They have also affirmed the existence of a complementarity relationship between emotional intelligence and the board of directors.

  5. Creating a board game for encouraging emotional intelligence

    OpenAIRE

    Galič, Kaja

    2016-01-01

    The main focus of this thesis is on creating a board game for encouraging emotional intelligence of children in early childhood. Game is based on the Four-Branch Model which was proposed by Mayer and Salovey (1997). Board game covers emotional skills, which include the abilities to perceive emotions in oneself and other, to use emotions, to understand emotions and to manage emotions. Game was tested in Kindergarten Ledina Ljubljana and Kindergarten Mavrica Brežice. 57 children, aged five and ...

  6. Contribution of Emotional Intelligence towards Graduate Students’ Critical Thinking Disposition

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    Fong-Luan Kang

    2015-10-01

    Full Text Available Good critical thinkers possess a core set of cognitive thinking skills, and a disposition towards critical thinking. They are able to think critically to solve complex, real-world problems effectively. Although personal emotion is important in critical thinking, it is often a neglected issue. The emotional intelligence in this study concerns our sensitivity to and artful handling of our own and others’ emotions. Engaging students emotionally is the key to strengthening their dispositions toward critical thinking. Hence, a study involving 338 male and female graduate students from a public university was carried out. They rated the Emotional Intelligence Scale and Critical Thinking Disposition Scale. Findings suggested that emotional intelligence and critical thinking disposition were positively correlated (r=.609. Differences in terms of age, gender, and course of study also formed part of the analysis. Keywords: emotional intelligence, critical thinking disposition, graduate students

  7. Emotional intelligence, emotional labor, and job satisfaction among physicians in Greece

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    Psilopanagioti Aristea

    2012-12-01

    Full Text Available Abstract Background There is increasing evidence that psychological constructs, such as emotional intelligence and emotional labor, play an important role in various organizational outcomes in service sector. Recently, in the “emotionally charged” healthcare field, emotional intelligence and emotional labor have both emerged as research tools, rather than just as theoretical concepts, influencing various organizational parameters including job satisfaction. The present study aimed at investigating the relationships, direct and/or indirect, between emotional intelligence, the surface acting component of emotional labor, and job satisfaction in medical staff working in tertiary healthcare. Methods Data were collected from 130 physicians in Greece, who completed a series of self-report questionnaires including: a the Wong Law Emotional Intelligence Scale, which assessed the four dimensions of emotional intelligence, i.e. Self-Emotion Appraisal, Others’ Emotion Appraisal, Use of Emotion, and Regulation of Emotion, b the General Index of Job Satisfaction, and c the Dutch Questionnaire on Emotional Labor (surface acting component. Results Emotional intelligence (Use of Emotion dimension was significantly and positively correlated with job satisfaction (r=.42, p, whereas a significant negative correlation between surface acting and job satisfaction was observed (r=−.39, p. Furthermore, Self-Emotion Appraisal was negatively correlated with surface acting (r=−.20, p. Self-Emotion Appraisal was found to influence job satisfaction both directly and indirectly through surface acting, while this indirect effect was moderated by gender. Apart from its mediating role, surface acting was also a moderator of the emotional intelligence-job satisfaction relationship. Hierarchical multiple regression analysis revealed that surface acting could predict job satisfaction over and above emotional intelligence dimensions. Conclusions The results of the present

  8. Enhancing Cross-Cultural Training Efficacy on Expatriate Adjustment through Emotional Intelligence and Social Capital

    Directory of Open Access Journals (Sweden)

    Ely Susanto

    2012-05-01

    Full Text Available Cross cultural training is widely believed to make a positive contribution to expatriate adjustment. In practice, however, it is very costly and sometimes ineffective for expatriates. Therefore, there is a growing importance placed on increasing the cost effectiveness or enhancing the efficacy of crosscultural training by functioning individual expatriate’s social capital and emotional intelligence as moderating variables towards expatriate’s adjustment and performance. To do so we blend ideas drawn from social capital theory and emotional intelligence to develop the structure that underlies the logic of this paper. Thus, this paper uses social capital and emotional intelligence theories to enrich extant literature on expatriate adjustment

  9. Exploring the emotional intelligence of Florence Nightingale.

    Science.gov (United States)

    Magpantay-Monroe, Edna Ruiz

    2015-01-01

    Emotional intelligence (EI) within nursing appears to be a growing interest as evidenced by the expanding number of literature reviews conducted on the subject. The inquiry for this historical research is to understand the work and characteristics of Florence Nightingale and EI. The assumption is that nurses who are emotionally intelligent are the most likely to not only survive the nursing profession but to thrive and make compassionate future leaders. Nightingale's letters, pictures and other writings were used to evaluate her viewpoints as an inspirational nurse and leader. Nightingale was a catalyst for change; internally motivated to be a great nurse and had the zeal to develop others as well. Exploring Nightingale's characteristics of EI such her confidence, determination, integrity and compassion, her teachings and beliefs can transcend time to mold successful nurses more than a century later. "The voice of a leader. It is as resounding as the heart it encourages, as far-reaching as the change it invokes. It is tuned by its keen sense of the voices around it and speaks back in a language they can understand. Its breath enters all that truly hear it, and when it no longer speaks, it can still be heard."-Mae Taylor Moss.

  10. EMOTIONAL INTELLIGENCE AND PARENTING STYLES INFLUENCE ON ADOLESCENT GIRLS

    Directory of Open Access Journals (Sweden)

    A V Krasnov

    2016-12-01

    Full Text Available Foreign psychologists believe that parenting may influence children’s development of emotional intelligence. However, little research has been done in this area. In view of the reviewed literature and given the scarcity of data, we conducted an exploratory study in an as yet unexplored field. The present study aims at examining relationships between the parenting practices and adolescents’ emotional intelligence. 74 students (17-18 years, females were surveyed to assess their perception of parenting styles and their own emotional intelligence. Spearman’s rank correlation coefficients showed that adolescents’ emotional intelligence correlated with one of maternal parenting styles (positive attitude and four of paternal parenting styles (positive attitude, directivity, autonomy, incoherence. Positive interest of parents positively correlated with adolescents’ ability for understanding their own emotions. Paternal positive interest positively correlated with adolescents’ ability for managing their own emotions and emotional intelligence. Paternal directivity positively correlated with adolescents’ ability for understanding emotions (their own and other people’s. Paternal autonomy negatively correlated with adolescents’ emotional intelligence and ability for understanding other people’s emotions. Paternalincoherence negatively correlated with adolescents’ ability for understanding and managing their own emotions.

  11. The Correlation of IQ and Emotional Intelligence with Reading Comprehension

    Science.gov (United States)

    Ghabanchi, Zargham; Rastegar, Rabe'e

    2014-01-01

    The aim of this study was to determine the impact of both IQ and emotional intelligence on reading comprehension in Iran. Forty-five EFL college students from Payame Noor University of Gonbad and Azad University of Gorgan participated in this study. Three independent tests were administrated, including Bar-On's emotional intelligence inventory…

  12. Emotional Intelligence and Academic Anxieties: A Literature Review

    Science.gov (United States)

    Jan, Sajjad Ullah; Anwar, Mumtaz Ali; Warraich, Nosheen Fatima

    2017-01-01

    Emotional intelligence is an important area of psychology, which has gained acceptance in almost every academic discipline. It also seems to influence the various academic activities undertaken by students. This article, which is part of a larger study, reviews the literature on emotional intelligence, and its relationship with the academic and…

  13. Leadership Institute: Building Leadership Capacity through Emotional Intelligence

    Science.gov (United States)

    Argabright, Karen J.; King, Jeff; Cochran, Graham R.; Chen, Claire Yueh-Ti

    2013-01-01

    Given the changing dynamics of society and the pressures on Extension organizations to adapt, leadership effectiveness has become a crucial element of success. The program presented here is designed to enhance individual emotional intelligence. Through in-depth engagement of the participants, they learn to apply dynamics of emotional intelligence,…

  14. Examining Emotional Intelligence within the Context of Positive Psychology Interventions

    Science.gov (United States)

    Gregersen, Tammy; MacIntyre, Peter D.; Finegan, Kate Hein; Talbot, Kyle; Claman, Shelby

    2014-01-01

    Emotional intelligence has not been widely studied in second language acquisition and studies published to date have been questionnaire-based. In this study we take a qualitative approach to focus on how emotional intelligence is used by two participants, one a learner and the other a pre-service teacher. The two focal participants were selected…

  15. The Role of Emotional Intelligence in Community College Leadership

    Science.gov (United States)

    Freed, Curt Alan

    2016-01-01

    The study explores the role of emotional intelligence in community college leaders using a case study design with mixed-methods, including quantitative and qualitative data. Twenty-one leaders among three cases participated in the study, each completing the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and participating in…

  16. Teaching the Teachers: Emotional Intelligence Training for Teachers

    Science.gov (United States)

    Hen, Meirav; Sharabi-Nov, Adi

    2014-01-01

    A growing body of research in recent years has supported the value of emotional intelligence in both effective teaching and student achievement. This paper presents a pre-post, quasi-experimental design study conducted to evaluate the contributions of a 56-h "Emotional Intelligence" training model. The model has been developed and…

  17. Ability-versus skill-based assessment of emotional intelligence.

    Science.gov (United States)

    Bradberry, Travis R; Su, Lac D

    2006-01-01

    Emotional intelligence has received an intense amount of attention in leadership circles during the last decade and continuing debate exists concerning the best method for measuring this construct. This study analyzed leader emotional intelligence scores, measured via skill and ability methodologies, against leader job performance. Two hundred twelve employees from three organizations participated in this study. Scores on the Emotional Intelligence Appraisal, a skill-based assessment, were positively, though not significantly, correlated with scores on the MSCEIT, an ability-based assessment of emotional intelligence. Scores on the MSCEIT did not have a significant relationship with job performance in this study, whereas, scores on the Emotional Intelligence Appraisal had a strong link to leader job performance. The four subcomponents of the Emotional Intelligence Appraisal were examined against job performance. Relationship management was a stronger predictor of leader job performance than the other three subcomponents. Social awareness was the single emotional intelligence skill that did not have a significant link to leader job performance. Factor analyses yielded a two-component model of emotional intelligence encompassing personal and social competence, rather than confirmation of a four-part taxonomy.

  18. Impact of Emotional Intelligence on Employees' Performance and ...

    African Journals Online (AJOL)

    2012r

    During the past decade, management researchers claim that emotional intelligence ... Commitment: Case Study of Dangote Flour Mills Workers. 3 ... The concept of emotional intelligence goes back to early studies in the 1920s. (Bar-on .... social skills of supervisors to subordinates' strategies of handling conflict: problem ...

  19. Expressive Writing: Enhancing the Emotional Intelligence of Human Services Majors

    Science.gov (United States)

    Castillo, Yuleinys; Fischer, Jerome M.

    2017-01-01

    The skills and tasks in the human services field are highly connected to emotional intelligence abilities. The purpose of the study was to investigate the effect of an expressive writing program involving human service students in an undergraduate rehabilitation services course. The program was developed to enhance their emotional intelligence.…

  20. Do Students Experience "Social Intelligence," Laughter, and Other Emotions Online?

    Science.gov (United States)

    Meyer, Katrina A.; Jones, Stephanie J.

    2012-01-01

    Are online activities devoid of emotion and social intelligence? Graduate students in online and blended programs at Texas Tech University and the University of Memphis were surveyed about how often they laughed, felt other emotions, and expressed social intelligence. Laughter, chuckling, and smiling occurred "sometimes" as did other…

  1. Emotional Intelligence Profiles and Learning Strategies in Secondary School Students

    Science.gov (United States)

    Inglés, Cándido J.; Martínez-Monteagudo, María C.; Pérez Fuentes, Maria C.; García-Fernández, José M.; Molero, María del Mar; Suriá-Martinez, Raquel; Gázquez, José J.

    2017-01-01

    The aim of this study was to analyse the relationship among emotional intelligence (EI) and learning strategies, identifying different emotional intelligence profiles and determining possible statistically significant differences in learning strategies through the identified profiles. Thousand and seventy-one Spaniards secondary school students…

  2. A reflective framework to foster emotionally intelligent leadership in nursing.

    Science.gov (United States)

    Heckemann, Birgit; Schols, Jos M G A; Halfens, Ruud J G

    2015-09-01

    To propose a reflective framework based on the perspective of emotional intelligence (EI) in nurse leadership literature. Emotional intelligence is a self-development construct aimed at enhancing the management of feelings and interpersonal relationships, which has become increasingly popular in nurse leadership. Reflection is an established means to foster learning. Integrating those aspects of emotional intelligence pertinent to nurse leadership into a reflective framework might support the development of nurse leadership in a practical context. A sample of 22 articles, retrieved via electronic databases (Ovid/Medline, BNI, psycArticles, Zetoc and CINAHL) and published between January 1996 and April 2009, was analysed in a qualitative descriptive content analysis. Three dimensions that characterise emotional intelligence leadership in the context of nursing - the nurse leader as a 'socio-cultural architect', as a 'responsive carer' and as a 'strategic visionary' - emerged from the analysis. To enable practical application, these dimensions were contextualised into a reflective framework. Emotional intelligence skills are regarded as essential for establishing empowering work environments in nursing. A reflective framework might aid the translation of emotional intelligence into a real-world context. The proposed framework may supplement learning about emotional intelligence skills and aid the integration of emotional intelligence in a clinical environment. © 2014 John Wiley & Sons Ltd.

  3. Teachers: Emotional Intelligence, Job Satisfaction, and Organizational Commitment

    Science.gov (United States)

    Anari, Nahid Naderi

    2012-01-01

    Purpose: The purpose of this study is to investigate the relationship between emotional intelligence and job satisfaction, between emotional intelligence and organizational commitment, and between job satisfaction and organizational commitment among high-school English teachers. Furthermore, the study aims to examine the role of gender and age in…

  4. Emotional Intelligence and Cognitive Moral Development in Undergraduate Business Students

    Science.gov (United States)

    McBride, Elizabeth A.

    2010-01-01

    This study examines relationships between emotional intelligence (EI) and cognitive moral development (CMD) in undergraduate business students. The ability model of emotional intelligence was used in this study, which evaluated possible relationships between EI and CMD in a sample of 82 undergraduate business students. The sample population was…

  5. Raising Emotionally Intelligent Teenagers: Parenting with Love, Laughter, and Limits.

    Science.gov (United States)

    Elias, Maurice J.; Tobias, Steven E.; Friedlander, Brian S.

    Based on the formula of love, laughter, limits, and linkages, this book presents practical, parent-tested ways parents can help their adolescent children become emotionally intelligent. The book is presented in three parts. Part 1 concerns parent preparation for raising an emotionally intelligent teenager, discusses the importance of parenting by…

  6. The Predictive Role of Emotional Intelligence on Personality and Shyness

    Science.gov (United States)

    Arslan, Coskun; Bülbül, Ayse Eliüsük; Büyükbayraktar, Çagla Girgin

    2017-01-01

    The main objective of this research is to determine the relationship between shyness, emotional intelligence and the five factor personality traits in university students. Furthermore it aims to determine whether the emotional intelligence and personality traits predict the Shyness levels at a significant level. The population of this study…

  7. Emotional Intelligence Is a Protective Factor for Suicidal Behavior

    Science.gov (United States)

    Cha, Christine B.; Nock, Matthew K.

    2009-01-01

    Emotional intelligence is found to be a protective factor for suicidal behavior after examining the relations between childhood sexual abuse and suicidal ideation and attempts to emotional intelligence. Childhood sexual abuse is found to be a strong predictive of the results.

  8. Emotional intelligence and its association with orgasmic frequency in women.

    Science.gov (United States)

    Burri, Andrea V; Cherkas, Lynn M; Spector, Tim D

    2009-07-01

    Up to 30% of women suffer from female orgasmic disorder (FOD)-the second most common type of female sexual dysfunction. FOD has been acknowledged to be multifactorial and recent research has implicated the importance of psychosocial risk factors. The aim of this study is to investigate whether normal variations in emotional intelligence--the ability to identify and manage emotions of one's self and others--are associated with orgasmic frequency during intercourse and masturbation. To our knowledge, this is the first such study in a large unselected population. A total of 2035 women from the TwinsUK registry completed questionnaires relating to emotional intelligence and sexual behavior. Global emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). Orgasmic frequency was assessed using two self-constructed questions. Using Spearman's rank correlation and quartile logistic regression, we investigated whether variations in emotional intelligence are associated with female orgasmic frequency during intercourse and masturbation. Emotional intelligence was not associated with the potential confounders of age and years of education, nor did we find a significant association between emotional intelligence and potential risk factors for FOD such as age, body mass index, physical or sexual abuse, or menopause. We found emotional intelligence to be positively correlated with both frequency of orgasm during intercourse (r = 0.13, P emotional intelligence had an approximate twofold increased risk of infrequent orgasm (Intercourse = odds ratio [OR] 2.3, 95% confidence interval [CI] 1.4-3.9; Masturbation = [OR] 1.8, [CI] 1.3-2.5). Low emotional intelligence seems to be a significant risk factor for low orgasmic frequency. Consideration of this behavioral risk factor may need to be incorporated into research into FOD and possible treatment approaches.

  9. Emotional Intelligence and its consequences for occupational and life satisfaction - Emotional Intelligence in the context of irrational beliefs

    OpenAIRE

    Welpe, Isabell; Tumasjan, Andranik; Stich, Jennifer; Spörrle, Matthias; Försterling, Friedrich

    2005-01-01

    According to Albert Ellis' theory of Rational Emotive Behavior Therapy irrational beliefs (IB) lead to maladaptive emotions. A central component of irrationality is the denial of one's own possibilities to control important aspects of life. A specific IB is that one cannot control and thus cannot avoid certain emotion states. Emotion research considers regulative emotion control a pivotal component of the concept of emotional intelligence (EI). A negative association between IB and EI can thu...

  10. Development and Validation of the Emotional Self-Awareness Questionnaire: A Measure of Emotional Intelligence

    Science.gov (United States)

    Killian, Kyle D.

    2012-01-01

    This study examined the psychometric characteristics of the Emotional Self-Awareness Questionnaire (ESQ), a self-report measure of emotional intelligence. The ESQ, Emotional Intelligence Scale, and measures of alexithymia, positive negative affect, personality, cognitive ability, life satisfaction, and leadership aspirations were administered to…

  11. Selective Attention to Emotional Stimuli: What IQ and Openness Do, and Emotional Intelligence Does Not

    Science.gov (United States)

    Fiori, Marina; Antonakis, John

    2012-01-01

    We examined how general intelligence, personality, and emotional intelligence--measured as an ability using the MSCEIT--predicted performance on a selective-attention task requiring participants to ignore distracting emotion information. We used a visual prime in which participants saw a pair of faces depicting emotions; their task was to focus on…

  12. Emotional intelligence and the Occupational Personality Questionnaire (OPQ).

    Science.gov (United States)

    Furnham, Adrian; Race, Mary-Clare; Rosen, Adrienne

    2014-01-01

    This study explores the relationship between the Bar-on EQ-I and the Occupational Personality Questionnaire OPQ32i to determine if there is a link between self- and other-reported Emotional Intelligence and personality traits. Data was obtained from 329 managers working in the IT and Finance sectors and included multi-source (360°) measures of Emotional Intelligence. Results indicated construct overlap and correlations between some elements of Emotional Intelligence and the OPQ32i with a stronger relationship between 360 measures of Emotional Intelligence and personality. On both the self-report measure of EQ-I and the 360 measure the mood scale showed a strongest link with personality factors. Measures of Emotional Intelligence which include a 360 component may thus provide a more useful indicator of an individual's ability to manage their own feelings and those of others.

  13. The level of emotional intelligence in undergraduate students of nursing

    Directory of Open Access Journals (Sweden)

    Majerníková Ľudmila

    2017-03-01

    Full Text Available Aim. The theory of emotional intelligence provides a framework to think about all of the non-technical skills you need in order to be a good nurse. It’s often described as the potential to feel, use, communicate, recognize, remember, describe, identify, learn from, manage, understand, and explain emotions. The aim of the study was to determine the level of total global Emotional Intelligence among undergraduate students of nursing and also to check the influence of factors (the year of study, type of completed high school education on Emotional Intelligence.

  14. Servant Leadership, Emotional Intelligence: Essential for Baccalaureate Nursing Students.

    Science.gov (United States)

    Anderson, Della

    2016-08-01

    Baker University Bachelor of Science in Nursing students study servant leadership and emotional intelligence in a Leadership and Management in Professional Nursing course. The acquisition of these skills increases collaboration with clients and colleagues. Servant leadership improves care through encouragement and facilitation rather than power (Waterman, 2011). Emotional intelligence allows individuals to deal effectively with emotions and is associated with better health (Por, Barriball, Fitzpatrick, & Roberts, 2011). Knowledge of servant leadership, combined with emotional intelligence, creates a relationship with self; encourages relationships with others, clients, and providers; allows teamwork participation; and impacts the entire community.

  15. [The role of emotional intelligence in addiction disorders].

    Science.gov (United States)

    Kun, Bernadette; Demetrovics, Zsolt

    2010-01-01

    Role of emotions in the background of addictions is a long-studied question. Clinical observations and comorbidity studies unambiguously indicate that psychoactive substance use and dependence are related to emotional problems as well. Emotional intelligence is a relatively new concept of the study of managing emotions. On the revelation of this construct's relationship with psychoactive substance use and dependence only a few studies have been carried out so far. Present study systematically reviews articles born between 1990 and October 1, 2010 dealing with the relationship of these two factors. Out of the identified altogether 54 studies, 37 fitted the criteria of analysis. Studies overall indicate that lower levels of emotional intelligence are associated with more intensive drinking, smoking and illicit substance use and also more likely correlate with internet addiction, bulimia, gambling and impulsive buying. According to their results, especially the components called "recognizing emotions" and "regulation of emotions" of emotional intelligence play important roles regarding substance use.

  16. Emotional Intelligence as a Predictor of Resident Well-Being.

    Science.gov (United States)

    Lin, Dana T; Liebert, Cara A; Tran, Jennifer; Lau, James N; Salles, Arghavan

    2016-08-01

    There is increasing recognition that physician wellness is critical; it not only benefits the provider, but also influences quality and patient care outcomes. Despite this, resident physicians suffer from a high rate of burnout and personal distress. Individuals with higher emotional intelligence (EI) are thought to perceive, process, and regulate emotions more effectively, which can lead to enhanced well-being and less emotional disturbance. This study sought to understand the relationship between EI and wellness among surgical residents. Residents in a single general surgery residency program were surveyed on a voluntary basis. Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire-Short Form. Resident wellness was assessed with the Dupuy Psychological General Well-Being Index, Maslach Burnout Inventory, and Beck Depression Inventory-Short Form. Emotional intelligence and wellness parameters were correlated using Pearson coefficients. Multivariate analysis was performed to identify factors predictive of well-being. Seventy-three residents participated in the survey (response rate 63%). Emotional intelligence scores correlated positively with psychological well-being (r = 0.74; p emotional exhaustion (r = -0.69; p emotional exhaustion (β = -0.63; p Emotional intelligence is a strong predictor of resident well-being. Prospectively measuring EI can identify those who are most likely to thrive in surgical residency. Interventions to increase EI can be effective at optimizing the wellness of residents. Copyright © 2016. Published by Elsevier Inc.

  17. Impact of Emotional Intelligence on Academic Achievement and Leadership

    Directory of Open Access Journals (Sweden)

    Beena Johnson

    2016-10-01

    Full Text Available Emotional intelligence is the ability to perceive, appraise and control one's emotions. It is the ability to motivate oneself even in stressful situations, to control impulsive behaviour and to manage feelings in perfect way. Emotional intelligence can be considered as a set of skills which contribute to the proper assessment and regulation of emotions, and the utilization of feelings for best achievement in academics, profession and life. Emotional Intelligence is an important predictor of success in life and has significant role in stress management and academic achievement. Students who are high academic performers, usually have higher emotional intelligence scores compared with children with scholastic backwardness. Individuals with high emotional intelligence will correctly understand emotional issues, manage stressful situations successfully and regulate emotions in the best way. They are balanced, empathetic, self-aware and sociable. They have very strong will-power and are intrinsically motivated. Emotional intelligence is also a crucial factor needed for successful leadership. It has significant role in academic and organizational success.

  18. Teachers’ emotional intelligence: The impact of training

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    Nina Dolev

    2016-04-01

    Full Text Available A growing number of studies have suggested that teachers' personal competencies, and more specifically Emotional Intelligence (EI, are particularly important for teacher effectiveness. Recently, there has also been a growing recognition of the importance of social-emotional competencies to students' learning and academic achievement. However, there has been a neglect of emotions in the field of teaching, and little is known about the impact of training aimed at developing teachers' EI on their EI levels and their practice. The current study investigates the impact of a teacher- centered EI training on teachers' EI in Israel. The study followed a two-year EI training in one school, employing group workshops and personal coaching. The study used a mixed methodology, making use of pre-post EQ-i assessment and semi-structured interviews. The findings illustrate that the training programme was perceived by the participants to have enhanced their EI competencies, as defined by the Bar-On model. Most participants integrated these competencies into their personal, professional and group identities and modified their EI-related behaviours.

  19. Role of emotional intelligence in managerial effectiveness: An empirical study

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    Md. Sahidur Rahman

    2016-03-01

    Full Text Available Emotional intelligence is very critical to the managerial effectiveness. The present study intends to explore the relationships between emotional intelligence and the three roles such as, interpersonal, informational, and decision of managerial effectiveness. Emotional intelligence is measured by using the Emotional Quotient Index (Rahim et al., 2002 [Rahim, M., Psenicka, C., Polychroniou, P., Zhao, J., Yu, C., Chan, K., Susana, K., Alves, M., Lee, C., Rahman, M.S., Ferdausy, S., & Wyk, R. (2002. A model of emotional intelligence and conflict management strategies: a study in seven countries. International Journal of Organizational Analysis, 10(4, 302-326.] while managerial effectiveness is assessed by using Tsui’s (1984 scale [Tsui, A.S. (1984. A role set analysis of managerial reputation. Organizational Behavior and Human Performance, 34, 64-96.]. Data were collected by distributing self-administered questionnaires among the working MBA students using a convenience sampling technique. Respondents are asked to rate their emotional intelligence and managerial effectiveness scales. Finally 127 usable responses are received and, then, analyzed by using the descriptive statistics, bivariate correlation, and regression analysis. Analysis shows that emotional intelligence was positively related with interpersonal role, informational role, and decision role. The main implication is that emotional intelligence could enhance managerial effectiveness guiding the managers, academics, and professionals. The limitations are the sample size and the sampling technique which might limit the generalizability of the findings. Future directions are also discussed.

  20. Emotional intelligence in male and female sport climbers

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    Milena Marczak

    2017-09-01

    Conclusions: Male sport climbers used the recognition and understanding of emotional states to solve problems for success in climbing and characterize their higher level of overall emotional intelligence in a better way. Sport climbers of both sexes had average levels of acceptance of emotion and empathy. This means that climbers of both sexes were characterized by low levels of other emotional experiences and the use of emotional experiences in prospective activities.

  1. A Theoretical Assessment on Emotional Intelligence as a Competitive Managerial Skill

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    Burcu Hacioglu

    2016-01-01

    Full Text Available Emotion as the main motive underlying the human behaviors is a concept that has been researched by many disciplines in the social sciences. Deriving from behavioral studies on emotions, Emotional Intelligence as a critical concept in organizational behavior studies is attached to the assestment of employee motivation and performance drivers. In this study, a theoretical framework for the emotional intelligence in workplace has been assessed. The major contribution of the concept in competitive business strategies from managerial scope has been evaluated.

  2. Misconceptions about emotional intelligence: Deploying emotional intelligence in one’s life dimensions

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    Anobé Badenhorst

    2007-07-01

    Full Text Available Emotional intelligence (EI has become a buzz-word over the past ten years, yet misconceptions with regard to the concept abound. This leads to confusion among the general public, the scientific community, as well as to unfounded claims being made as to what the development of EI can accomplish in a person’s life. In this article the aim is to clarify the concept EI by making a sharper demarcation between the Emotional Life Dimension and the other life dimensions. Based on this clarification, the conceptualisation of EI in the literature is reviewed in more depth.

  3. Trait emotional intelligence in initial teacher training

    Directory of Open Access Journals (Sweden)

    David Molero

    2017-02-01

    Full Text Available This study analyzes the emotional intelligence (EI in teachers during their initial training following the trait EI model, namely the wellness model Bar-On (2002; 2006. 460 students participated (age in years M=22.57, SD=±3.39 of the University of Jaen (Spain who responded to the scale EQ-i Short Form Spanish version (López-Zafra, Pulido-Martos, & Berrios-Martos, 2014, that includes 4 factors (Interpersonal, Adaptability, Stress management and Intrapersonal. There are significant differences (p<.05 on various factors based on gender, age, degree of participants and the educational level of the same. The variables considered in the regression analysis that most predict global IE are Stress Management, Adaptability followed, Intrapersonal and Interpersonal. The results are consistent with those obtained in other studies in similar contexts.

  4. The Effect of Emotional Intelligence on Student Success

    Science.gov (United States)

    Chapin, Krysta

    2015-01-01

    Emotional intelligence (EI) is the ability to recognize, assess, and control one's emotions, as well as the emotions of others, and even groups. It also allows people to handle added pressures, as they often experience in higher education. Occasionally clinicians report a small number of senior veterinary medicine students lack the ability to…

  5. Emotional intelligence, performance, and retention in clinical staff nurses.

    Science.gov (United States)

    Codier, Estelle; Kamikawa, Cindy; Kooker, Barbara M; Shoultz, Jan

    2009-01-01

    Emotional intelligence has been correlated with performance, retention, and organizational commitment in professions other than nursing. A 2006 pilot study provided the first evidence of a correlation between emotional intelligence and performance in clinical staff nurses. A follow-up study was completed, the purpose of which was to explore emotional intelligence, performance level, organizational commitment, and retention. A convenience sample of 350 nurses in a large medical center in urban Hawaii participated in this study. This article reports the findings pertaining to the subset of 193 clinical staff nurses who responded. The Mayer-Salovey-Caruso Emotional Intelligence Test instrument was used to measure emotional intelligence abilities. Performance was defined as ranking on a clinical ladder. Commitment was scored on a Likert scale. The following variables measured retention: total years in nursing, years in current job, total years anticipated in current job, and total anticipated career length. Emotional intelligence scores in clinical staff nurses correlated positively with both performance level and retention variables. Clinical staff nurses with higher emotional intelligence scores demonstrated higher performance, had longer careers, and greater job retention.

  6. Are Emotionally Intelligent EFL Teachers More Satisfied Professionally?

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    Mohammad Hossein Hekmatzadeh

    2016-03-01

    Full Text Available Despite the fact that Intelligence Quotient (IQ is an important factor in one’s success in terms of working environment, it is believed that emotional quotient or EQ plays a more important role. With that in mind, this study investigated the relationship between emotional intelligence and job satisfaction of English as Foreign Language (EFL teachers who work at private language institutes in Iran/Shiraz. Furthermore, this study tried to answer whether there is a significant difference between emotional intelligence and job satisfaction of Iranian’s EFL teachers in terms of gender.  A 90-item Bar-On questionnaire was used to measure the teachers’ emotional intelligence; also, a modified version of Karavas’s (2010 job satisfaction scale was used to see how satisfied our teachers are with their teaching career. To answer the research question, Pearson Product-Moment Correlation Coefficient statistical test was run. The results showed that there was a positive and significant correlation between emotional intelligence and job satisfaction of EFL teachers in Iran/Shiraz. Furthermore, the results revealed that there was a statistically significant difference in emotional intelligence between EFL male and female teachers, but there was no statistically significant relationship between Iranian EFL teachers’ job satisfaction in terms of gender. Based on our findings, it is suggested that some preparatory courses aiming at enhancing the important psychological traits such as emotional intelligence should be incorporated in educational programs designed for novice teachers so that it will contribute to pedagogical improvement.

  7. Emotional intelligence and glycemic management among type I diabetes patients.

    Science.gov (United States)

    Zysberg, Leehu; Bar Yoseph, Tal; Goldman, Mor

    2017-02-01

    Type 1 diabetes is a lifelong physical and emotional challenge. The concept of emotional intelligence may offer better understanding of personal resources facilitating management of such challenges. We therefore hypothesized that emotional intelligence will negatively associate with two measures of diabetic management: HA1c and blood sugar levels. A total of 78 young adults with type 1 diabetes mellitus reported their last HA1c test result and their blood sugar level, as well as demographics and took the audio-visual test of emotional intelligence. The results showed a negative association between emotional intelligence and HA1c and marginal results in the same direction with blood sugar levels even when controlling for demographics.

  8. Emotional Intelligence and the ACGME Competencies.

    Science.gov (United States)

    Webb, Anita R; Young, Richard A; Baumer, Joane G

    2010-12-01

    Residency programs desire assessment tools for teaching and measuring resident attainment of the Accreditation Council for Graduate Medical Education competencies, including interpersonal and communication skills. We sought to evaluate the use of emotional intelligence (EI) assessment and training tools in assessing and enhancing interpersonal and communication skills. We used a quasi-experimental design, with an intervention and control group composed of 1 class each of family medicine residents. The intervention was EI coaching. The assessment used the Emotional and Social Competence Inventory, a 360-degree EI survey consisting of self and other (colleague) ratings for 12 EI competencies. There were 21 participants in each of the 3 assessments (test, posttest, and control). Our EI coaching intervention had very limited participation due to a lack of protected time for EI coaching and residents' competing obligations. Return rates for self surveys were 86% to 91% and 66% to 68% for others. On all 3 trials, ratings by others were significantly higher than self ratings for every competence (range, P competencies. None of the intervention group self ratings increased significantly on posttesting, whereas ratings by others increased significantly for coach/mentor (P coaching intervention was unsuccessful, the effects of coaching on interpersonal and communication skills could not be assessed.

  9. EMOTIONAL INTELLIGENCE AND ORGANIZATIONAL COMPETITIVENESS: MANAGEMENT MODEL APPROACH

    Directory of Open Access Journals (Sweden)

    John N. N. Ugoani

    2016-09-01

    Full Text Available Modern organization theory considers emotional intelligence as the index of competencies that help organizations to develop a vision for competitiveness. It also allows organizational leaders to enthusiastically commit to the vision, and energize organizational members to achieve the vision. To maximize competiveness organizations use models to simplify and clarify thinking, to identify important aspects, to suggest explanations and to predict consequences, and explore other performance areas that would otherwise be hidden in an excess of words. The survey research design was used to explore the relationship between emotional intelligence and organizational competitiveness. The study found that emotional intelligence has strong positive relationship with organizational competitiveness

  10. Measuring Emotional Intelligence Enhances the Psychological Evaluation of Chronic Pain.

    Science.gov (United States)

    Doherty, Eva M; Walsh, Rosemary; Andrews, Leanne; McPherson, Susan

    2017-12-01

    The assessment of emotional factors, in addition to other psychosocial factors, has been recommended as a means of identifying individuals with chronic pain who may not respond to certain pain treatments. Systematic reviews of the evidence regarding the prediction of responsiveness to a treatment called the spinal cord stimulator (SCS) have yielded inconclusive results. Emotional intelligence is a term which refers to the ability to identify and manage emotions in oneself and others and has been shown to be inversely associated with emotional distress and acute pain. This study aims to investigate the relationship between emotional intelligence, chronic pain, and the more established psychosocial factors usually used for SCS evaluations by clinical psychologists in medical settings. A sample of 112 patients with chronic pain on an acute hospital waiting list for SCS procedures in a pain medicine service were recruited. Psychological measures were completed including: a novel measure of emotional intelligence; usual measures of emotional distress and catastrophizing; and a numerical rating scale designed to assess pain intensity, pain-related distress, and interference. As predicted, findings revealed significant associations between most of the measures analyzed and current pain intensity. When entered into a simultaneous regression analysis, emotional intelligence scores remained the only significant predictor of current pain intensity. There are potential clinical, ethical, and organizational implications of emotional intelligence processes partially predicting pain in patients on a waiting list for a medical procedure. These results may offer new insight, understanding, and evaluation targets for clinical psychologists in the field of pain management.

  11. The moderating role of personality traits on emotional intelligence and conflict management styles.

    Science.gov (United States)

    Ann, Bao-Yi; Yang, Chun-Chi

    2012-06-01

    In a sample of 442 part-time MBA and undergraduate students, the relationships between emotional intelligence and the integrating style and between emotional intelligence and the dominating style of conflict management were moderated by extraversion. In addition, agreeableness moderated the relationships between emotional intelligence and compromising style and between emotional intelligence and dominating style.

  12. Perceived emotional intelligence, general intelligence and early professional success: predictive and incremental validity

    Directory of Open Access Journals (Sweden)

    José-Manuel de Haro

    2014-05-01

    Full Text Available Although the study of factors affecting career success has shown connections between biographical and other aspects related to ability, knowledge and personality, few studies have examined the relationship between emotional intelligence and professional success at the initial career stage. When these studies were carried out, the results showed significant relationships between the dimensions of emotional intelligence (emotional self-awareness, self-regulation, social awareness or social skills and the level of professional competence. In this paper, we analyze the relationship between perceived emotional intelligence, measured by the Trait Meta-Mood Scale (TMMS-24 questionnaire, general intelligence assessed by the Cattell factor "g" test, scale 3, and extrinsic indicators of career success, in a sample of 130 graduates at the beginning of their careers. Results from hierarchical regression analysis indicate that emotional intelligence makes a specific contribution to the prediction of salary, after controlling the general intelligence effect. The perceived emotional intelligence dimensions of TMMS repair, TMMS attention and sex show a higher correlation and make a greater contribution to professional success than general intelligence. The implications of these results for the development of socio-emotional skills among University graduates are discussed.

  13. Emotionally intelligent nurse leadership: a literature review study.

    Science.gov (United States)

    Akerjordet, Kristin; Severinsson, Elisabeth

    2008-07-01

    To establish a synthesis of the literature on the theoretical and empirical basis of emotional intelligence and it's linkage to nurse leadership, focusing on subjective well-being and professional development. Emotional intelligence has been acknowledged in the literature as supporting nurse leadership that fosters a healthy work environment, creating inspiring relationships based on mutual trust. Nurse leaders who exhibit characteristics of emotional intelligence enhance organizational, staff and patient outcomes. A literature search was undertaken using international data bases covering the period January 1997 to December 2007. Eighteen articles were included in this integrative review and were thoroughly reviewed by both authors. Emotional intelligence was associated with positive empowerment processes as well as positive organizational outcomes. Emotionally intelligent nurse leadership characterized by self-awareness and supervisory skills highlights positive empowerment processes, creating a favourable work climate characterized by resilience, innovation and change. Emotional intelligence cannot be considered a general panacea, but it may offer new ways of thinking and being for nurse leaders, as it takes the intelligence of feelings more seriously by continually reflecting, evaluating and improving leadership and supervisory skills.

  14. Analytical, Practical and Emotional Intelligence and Line Manager Competencies

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    Anna Baczyńska

    2015-12-01

    Full Text Available Purpose: The research objective was to examine to what extent line manager competencies are linked to intelligence, and more specifically, three types of intelligence: analytical (fluid, practical and emotional. Methodology: The research was carried out with line managers (N=98 who took part in 12 Assessment Centre sessions and completed tests measuring analytical, practical and emotional intelligence. The adopted hypotheses were tested using a multiple regression. In the regression model, the dependent variable was a managerial competency (management and striving for results, social skills, openness to change, problem solving, employee development and the explanatory variables were the three types of intelligence. Five models, each for a separate management competency, were tested in this way. Findings: In the study, it was hypothesized that practical intelligence relates to procedural tacit knowledge and is the strongest indicator of managerial competency. Analysis of the study results testing this hypothesis indicated that practical intelligence largely accounts for the level of competency used in managerial work (from 21% to 38%. The study findings suggest that practical intelligence is a better indicator of managerial competencies among line managers than traditionally measured IQ or emotional intelligence. Originality: This research fills an important gap in the literature on the subject, indicating the links between major contemporary selection indicators (i.e., analytical, practical and emotional intelligence and managerial competencies presented in realistic work simulations measured using the Assessment Centre process.

  15. Emotional Intelligence Components in Alcohol Dependent and Mentally Healthy Individuals

    Directory of Open Access Journals (Sweden)

    Arash Mohagheghi

    2015-01-01

    Full Text Available Objective. Emotional intelligence might play an important role in the onset and persistence of different psychopathologies. This study investigated the relationship between emotional intelligence and alcohol dependence. Methods. In this case-control study, participants included alcohol dependent individuals and mentally healthy inpatients. Each group consisted of 40 individuals (male/female: 1. The diagnosis was based on the criteria of the DSM-IV-TR using the Structured Clinical Interview for DSM-IV (SCID-IV. All the participants completed Bar-On emotional intelligence test. Results. 20 males and 20 females were included in each group. Mean age of alcohol dependent participants and controls was 31.28 ± 7.82 and 34.93 ± 9.83 years in that order. The analyses showed that the alcohol dependent individuals had a significant difference compared with the control group and received lower scores in empathy, responsibility, impulse control, self-esteem, optimism, emotional consciousness, stress tolerance, autonomy, problem-solving, and total score of emotional intelligence components. Conclusion. Patients with alcohol dependence have deficits in components of emotional intelligence. Identifying and targeted training of the individuals with lower scores in components of emotional intelligence may be effective in prevention of alcohol dependence.

  16. Emotional intelligence components in alcohol dependent and mentally healthy individuals.

    Science.gov (United States)

    Mohagheghi, Arash; Amiri, Shahrokh; Mousavi Rizi, Seyedreza; Safikhanlou, Salman

    2015-01-01

    Emotional intelligence might play an important role in the onset and persistence of different psychopathologies. This study investigated the relationship between emotional intelligence and alcohol dependence. In this case-control study, participants included alcohol dependent individuals and mentally healthy inpatients. Each group consisted of 40 individuals (male/female: 1). The diagnosis was based on the criteria of the DSM-IV-TR using the Structured Clinical Interview for DSM-IV (SCID-IV). All the participants completed Bar-On emotional intelligence test. 20 males and 20 females were included in each group. Mean age of alcohol dependent participants and controls was 31.28±7.82 and 34.93±9.83 years in that order. The analyses showed that the alcohol dependent individuals had a significant difference compared with the control group and received lower scores in empathy, responsibility, impulse control, self-esteem, optimism, emotional consciousness, stress tolerance, autonomy, problem-solving, and total score of emotional intelligence components. Patients with alcohol dependence have deficits in components of emotional intelligence. Identifying and targeted training of the individuals with lower scores in components of emotional intelligence may be effective in prevention of alcohol dependence.

  17. The role of Trait Emotional Intelligence and social and emotional skills in students’ emotional and behavioural strengths and difficulties: A study of Greek adolescents’ perceptions.

    Directory of Open Access Journals (Sweden)

    Maria S. Poulou

    2010-11-01

    Full Text Available The emergence of the Trait Emotional Intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. A second body of research in applied settings, the Social and Emotional Learning movement, emphasized the cultivation of emotional and social skills for positive relationships in a school environment. In this paper we investigate the role of both personality traits and social and emotional skills, in the occurrence of emotional and behavioural strengths and difficulties, according to adolescent students’ self-perceptions. Five hundred and fifty-nine students from state secondary schools in Greece, aged 12-14 years old, completed The Trait Emotional Intelligence Questionnaire-Adolescent Short Form, The Matson Evaluation of Social Skills with Youngsters, and The Strengths and Difficulties Questionnaire. It was found that students with higher Trait Emotional Intelligence and stronger social and emotional skills were less likely to present emotional, conduct, hyperactivity and peer difficulties and more likely to present prosocial behaviour. Gender was a significant factor for emotional difficulties and grade for peer difficulties. The paper describes the underlying mechanisms of students’ emotional and behavioural strengths and difficulties, and provides practical implications for educators to improve the quality of students’ lives in schools.

  18. The mediating effect of emotional intelligence between emotional labour, job stress, burnout and nurses' turnover intention.

    Science.gov (United States)

    Hong, Eunyoung; Lee, Young Sook

    2016-12-01

    This study was designed to construct and test the structural equation modelling on nurses' turnover intention including emotional labour, job stress, emotional intelligence and burnout in order to identify the mediating effect of emotional intelligence between those variables. Emotional labour, job stress and burnout increase turnover intention of nurses. However, emotional intelligence is negatively correlated with emotional labour and reduces job stress, burnout and turnover intention. Structural equation modelling was used to analyse the goodness of fit of the hypothetical model of nurses' turnover intention. Research data were collected via questionnaires from 4 to 22 August 2014 and analysed using SPSS version 18.0 and AMOS version 20.0. The model fit indices for the hypothetical model were suitable for recommended. Emotional intelligence has decreasing effect on turnover intention through burnout, although its direct effect on turnover intention is not significant. Emotional intelligence has mediation effect between emotional labour and burnout. This study's results suggest that increasing emotional intelligence might critically decrease nurses' turnover intention by reducing the effect of emotional labour on burnout. © 2016 John Wiley & Sons Australia, Ltd.

  19. Self-compassion and emotional intelligence in nurses.

    Science.gov (United States)

    Heffernan, Mary; Quinn Griffin, Mary T; Sister Rita McNulty; Fitzpatrick, Joyce J

    2010-08-01

    Nurses often provide care for patients and families who are suffering and where emotions are heightened. Compassion is an essential component of the care that nurses provide. Emotions play an important role in the relationship and communication between nurses, patients and families. Self-compassion is the ability to be compassionate to oneself, without this ability nurses might not be prepared to be compassionate to patients. Emotionally intelligent persons perceive themselves as confident, better able to understand, control and manage their emotions. The purpose of this descriptive, correlational study was to examine the relationship between self-compassion and emotional intelligence. Participants were 135 nurses. The setting for this study was a health system with hospitals located in Queens, Nassau and Suffolk counties of New York, USA. Three of the hospitals in the study are located in Queens and/or the Queens/Nassau border. Queens is the most culturally diverse community in the USA. The patients served, as well as the nursing staff, are reflective of this cultural and religious diversity. Results indicated a positive correlation between self-compassion and emotional intelligence (r = 0.55). Recommendations for future research include: exploration of self-compassion and emotional intelligence in nurses, and identification of the benefits of enhancing self-compassion and emotional intelligence in nurses.

  20. Emotional Intelligence, Physical Activity and Coping with Stress in Adolescents

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    Ali Aziz Dawood A L S U D A N I

    2015-06-01

    Full Text Available Participation in physical activity seems to be connected with better coping with stress and higher level emotional intelligence. The aim of the study is to check if there are any significant correlations between emotional intelligence, physical activity and style focused on the task in coping with stress. The sample was made by 90 adolesc ents, aged from 19 - 21 from Psychology department at University of Szczecin. To check the level of emotional inteligence was used polish version of Emotional Intelligence Questionaire. To check te level of physical activity was used s hort form of Internati onal Physical Activity Questionaire. To find out what kind of style is used by adolescents with coping with stress was used Polish version of Coping Inventory for Stressful Situations. There were signifficant correlations between physical activity an d task oriented coping, avoidance, social diversion, emotional intelligence (p<0.05. Regression analyses showed that task oriented coping and social diversion are predictors of physical activity. Results of one way Anova showed that the task - oriented copi ng, social diversion, walking, moderate and vigorous intensity physical activity, physical actrivity (in MET/min, emotional intelligence, identifying emotions and using emotions in practice of the high PA group were significantly higher (p<0.05 than in t he low PA group.

  1. Effect of Emotional Intelligence on Student Learning Achievement

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    Hendra Hadiwijaya

    2017-08-01

    Full Text Available The Effect of Emotional Intelligence Against Student Achievement aims to determine the effect of emotional intelligence which consists of self awareness, self management, Motivation, social awareness, relationship management partially and simultaneously on learning achievement. Respondents are students of SMP Negeri 4 Lalan Bumi Agung  Vilage Musi Banyuasin Regency to be 135 people. Methods of data analysis using regression analysis techniques. Partial assay results (t-test showed emotional intelligence consists of Self awareness, self management, Motivation, social awareness, relationship management positive and significant effect on learning achievement. Simultaneous Test Results (Test-F emotional intelligence consists of Self awareness, self management, motivation, social awareness, relationship management and significant positive effect on learning achievement. Social awareness is more dominant influence on learning achievement.

  2. Interdisciplinary teamwork: is the influence of emotional intelligence fully appreciated?

    Science.gov (United States)

    McCallin, Antoinette; Bamford, Anita

    2007-05-01

    The purpose of this study is to discuss how emotional intelligence affects interdisciplinary team effectiveness. Some findings from a larger study on interdisciplinary teamworking are discussed. Teams are often evaluated for complementary skill mix and expertise that are integrated for specialist service delivery. Interactional skills and emotional intelligence also affect team behaviour and performance. An effective team needs both emotional intelligence and expertise, including technical, clinical, social and interactional skills, so that teamwork becomes greater or lesser than the whole, depending on how well individuals work together. Team diversity, individuality and personality differences, and interprofessional safety are analysed to raise awareness for nurse managers of the complexity of interdisciplinary working relationships. If nursing input into interdisciplinary work is to be maximized, nurse managers might consider the role of emotional intelligence in influencing team effectiveness, the quality of client care, staff retention and job satisfaction.

  3. Emotional intelligence and locus of control of adult patients with ...

    African Journals Online (AJOL)

    2011-03-15

    Mar 15, 2011 ... Keywords: breast cancer, treatment, positive psychology, emotional intelligence, locus of control ... branches are organised in a hierarchy with perception of ..... Asian. Development Bank Knowledge Solutions [serial online].

  4. The role of trait emotional intelligence in predicting networking behavior

    OpenAIRE

    Teresa Torres-Coronas; María-Arántzazu Vidal-Blasco

    2017-01-01

    Objective – The purpose of this paper is to obtain evidence of the relation between entrepreneur proactive networking behavior and trait emotional intelligence to support transition towards entrepreneurial careers. Design/methodology/approach – The Trait Emotional Intelligence Questionnaire-Short form (TEIQue-SF), developed by Cooper and Petrides (2010), was used to test hypotheses on the factors that define a proactive use of a professional network and their relationship with the indivi...

  5. EMOTIONAL INTELLIGENCE AND PARENTING STYLES INFLUENCE ON ADOLESCENT GIRLS

    OpenAIRE

    A V Krasnov

    2016-01-01

    Foreign psychologists believe that parenting may influence children’s development of emotional intelligence. However, little research has been done in this area. In view of the reviewed literature and given the scarcity of data, we conducted an exploratory study in an as yet unexplored field. The present study aims at examining relationships between the parenting practices and adolescents’ emotional intelligence. 74 students (17-18 years, females) were surveyed to assess their perception of p...

  6. Emotional Intelligence and Life Adjustment: A Validation Study

    OpenAIRE

    Sjöberg, Lennart

    2001-01-01

    Emotional intelligence was hypothesized to be a factor in successful life adjustment, among them the successful achievement of a well-balanced life with little interference between work and family and leisure. Data from a sample of 153 respondents who were roughly representative of the population were obtained, including measurement of emotional intelligence, life/work balance and other indices of adjustment and social/psychological skills, and salary. EI was measured by both questionnaire it...

  7. The influence of trait-emotional intelligence on authentic leadership

    Directory of Open Access Journals (Sweden)

    Martina Kotzé

    2015-11-01

    Full Text Available Orientation: Authentic leadership is a relatively new construct that has recently gained increasing attention resulting from challenges faced by organisations relating to ethical meltdowns, corruption and fraud. Research purpose: This study seeks to explore the relationship between components of emotional intelligence and authentic leadership. Motivation for the study: Several authors called for more empirical investigations into the antecedents of authentic leadership. Despite the important role that emotions play in leadership, empirical studies were lacking about the influence of different components of emotional intelligence to authentic leadership. Research design, approach and method: Data were collected, using questionnaires obtained from 341 full-time employed applicants to MBA and leadership programmes in a South African Business School. Relationships between variables were analysed, using Pearson product-moment correlations and stepwise multiple regression. Main findings: The results indicated that emotional intelligence has positive statistically significant associations with authentic leadership. Specifically, those who scored high on all the emotional intelligence components also scored high on authentic leadership. In addition, the emotional intelligence component of empathy was a statistically significant predictor of authentic leadership. Practical/managerial implications: Initial findings suggest the potential value of recognising and developing the emotional intelligence of leaders to enable them to lead their organisations authentically to desired, successful outcomes. As empathy has been shown to be the most important emotional intelligence predictor of authentic leadership, leaders need to understand when subordinates perceive a leader as displaying empathic emotion. Contribution: This study contributes to the literature and empirical research on the antecedents of authentic leadership.

  8. Emotional Intelligence of Women Who Experience Domestic Violence.

    Science.gov (United States)

    Tsirigotis, Konstantinos; Łuczak, Joanna

    2016-03-01

    Violence in family constitutes serious social and psychological problem with harmful consequences leading, among others, to changes in emotional functioning of victim and, secondarily, also perpetrator. The aim of this study was to examine emotional intelligence of women experiencing domestic violence. INTE, i.e. Polish version of "Assessing Emotional Scale" by Schutte, was used to study two groups of women. Study (criterion) group included 40 women aged 23-47 years (mean age 35.28) using assistance of Crisis Intervention Centre due to experienced domestic violence. Reference (control) group was well-matched in terms of socio-demographic characteristics and consisted of 140 women not experiencing domestic violence. Study women experiencing domestic violence have significantly lower scores on all INTE indicators (general score, Factor I and Factor II). Women not experiencing domestic violence achieved significantly higher scores on Factor I than on Factor II. In this group all INTE components (general score, Factor I, Factor II) are positively correlated, whereas in group of women experiencing domestic violence there is no significant correlation between Factor I and Factor II and coefficients are lower. Emotional intelligence of study women experiencing domestic violence is lower than emotional intelligence of women not experiencing domestic violence. Their abilities and skills making up emotional intelligence are also less developed. The internal structure of emotional intelligence of study women experiencing domestic violence differs from emotional intelligence of women not experiencing domestic violence. It seems advisable to consider emotional intelligence in the process of providing women experiencing domestic violence with psychosocial help.

  9. SIGNIFICANT INFLUENCES OF VIOLIN EXTRACURRICULAR ACHIEVEMENT TO EMOTIONAL INTELLIGENCE

    Directory of Open Access Journals (Sweden)

    Nafik

    2014-06-01

    Full Text Available This research aims to find out (1 whether there is an influence between student’s achievements of learning violin toward their emotional intelligence, (2 whether there is a correlation between student’s achievement of learning violin and their emotional intelligence, and (3 how much contribution of student’s achievement of learning violin to their emotional intelligence. It is a qualitative research which is defined as a research method based on positivism philosophy which is used to study particular sample and population. The sample and population are drawn randomly using research instruments to collect data, and the data are analyzed statistically. This aims to examine the hypothesis defined. The finding shows that there is a significant influence between student’s achievement of learning violin and their emotional intelligence about 76.1%, while the rest of it 23.9% is influenced by other factors which are not studied in this research. It proves that learning violin influences student’s emotional intelligence very much and emotional intelligence is influential in increasing student’s achievement. From the data, it shows that most of the students participating in violin extracurricular are able to increase their learning achievement.

  10. Emotional intelligence as protective factor in adolescents with suicidal ideation

    Directory of Open Access Journals (Sweden)

    Oscar Javier Mamani-Benito

    2018-01-01

    Full Text Available The objective of the present study is to determine the effectiveness of an intervention program to develop emotional intelligence in a risk group. The methodology involves a quasi experimental design, with intact group, the same that was submitted to an evaluation before and after an intervention. The population consists of 33 female adolescents identified with suicidal ideation, and the instruments applied were Beck's suicidal ideation scale and BarOn Ice's emotional intelligence inventory. The results evidenced the finding of significant differences (p < 0.05 in the levels of both suicidal ideation (Z = -4.596 and emotional intelligence dimensions: intrapersonal (t = -7.815, stress management (t = 10.294 and general mood (t = 7.178. The prevalence of emotional intelligence affected in subjects with suicidal ideation is corroborated; so, the results agree with studies that support that the emotional intelligence modulates the suicidal risk. Therefore, it has been shown that the effectiveness of the intervention program allowed the development of emotional intelligence in the aforementioned dimensions. Consequently, the levels of suicidal ideation in the at-risk population were reduced.

  11. Death attitudes and emotional intelligence in nursing students.

    Science.gov (United States)

    Aradilla-Herrero, Amor; Tomás-Sabado, Joaquin; Gómez-Benito, Juana

    The aims of this study were to analyze the relationships between death attitudes and perceived emotional intelligence in a sample of nursing students, and to determine whether there are differences between different academic years with regard to both emotional intelligence and death attitudes. The participants were 243 nursing students. They all responded voluntarily and anonymously to a questionnaire that assessed the following constructs: fear of death, death anxiety, death depression, death obsession, and emotional intelligence (attention, clarity, and mood repair). Students' scores on fear of death of others subscale (p nursing degree program and increased significantly on emotional clarity (p death of others. The importance of including emotional skills training and death-education programs as part of professional nursing curricula are discussed.

  12. Culture of Honour and Emotional Intelligence: Incompatible or related concepts?

    Directory of Open Access Journals (Sweden)

    Esther López-Zafra

    2013-11-01

    Full Text Available In this study we relate two concepts, Emotional Intelligence and Culture of Honour; in both cases the emotional aspect is very important and we believe they may have a role in couple relations. We propose that both concepts would relate in reverse, so that an individual with a high level of Emotional Intelligence would give less importance to the Culture of Honor and vice versa. A sample of 203 heterosexual couples completed a questionnaire. Our results show that the dimension Attention to emotions is associated with the culture of honor. Among our fi ndings we propose that the two concepts are related in some way and that congruency in the valuation of the Culture of Honor between the two partners will also deal with a level of Emotional Intelligence higher than in couples where there is not this congruence.

  13. General Intelligence, Emotional Intelligence and Academic Knowledge as Predictors of Creativity Domains: A Study of Gifted Students

    Science.gov (United States)

    Sahin, Feyzullah

    2016-01-01

    Creativity of the individual is dependent on numerous factors, such as knowledge, general intelligence and emotional intelligence. The general purpose of this study is to investigate the effect of general intelligence, emotional intelligence and academic knowledge on the emerging of domain-specific creativity. The study was conducted on 178…

  14. The role of trait emotional intelligence in predicting networking behavior

    Directory of Open Access Journals (Sweden)

    Teresa Torres-Coronas

    2017-02-01

    Full Text Available Objective – The purpose of this paper is to obtain evidence of the relation between entrepreneur proactive networking behavior and trait emotional intelligence to support transition towards entrepreneurial careers. Design/methodology/approach – The Trait Emotional Intelligence Questionnaire-Short form (TEIQue-SF, developed by Cooper and Petrides (2010, was used to test hypotheses on the factors that define a proactive use of a professional network and their relationship with the individual level of trait emotional intelligence and its four components (well-being, self-control, emotionality and sociability. A questionnaire was sent to local entrepreneurs to verify whether trait emotional intelligence act as a predictor of proactive networking behavior. Theoretical foundation – We will be using Petrides and Furnham’s (2001 trait EI definition and EI will be studied within a personality framework (Petrides, 2001, Petrides & Furnham, 2001, 2006, 2014. Findings – Final findings partially confirms research hypothesis, with some components of EI (well-being and self-control factors showing a significant positive correlation with proactive networking behavior. This indicates that entrepreneurs’ ability to regulate emotions influences their networking behavior helping them to succeed in their business relationships. Practical implications – The present study provides a clear direction for further research by focusing on how trait emotional intelligence affects social networking behavior amongst entrepreneurs, thus demonstrating the utility of using trait EI to evaluate high potential entrepreneurs.

  15. The relationship between emotional intelligence and stress management

    Directory of Open Access Journals (Sweden)

    Saras Ramesar

    2009-05-01

    Full Text Available Regardless of where one lives in the world, one cannot escape three defi ning forces of our time: globalisation, the information revolution and the speed of change (Cascio, 2001. To ensure continued organisational performance and to maintain the competitive advantage, organisations must therefore constantly implement changes in strategy, structure, process and culture (Higgs, 2002; Langley, 2000. Goleman (1998 proposes a solution of self-awareness as a key skill in handling stress, thereby indicating that a lack of emotional intelligence in such an unstable environment means possible failure that can impact on everyone’s future. The general aim of this research was to determine whether there is a relationship between emotional intelligence and stress management in a group of managers. This was done through a quantitative study of the relationship between stress management and emotional intelligence. These constructs were operationalised by means of a combination of scales present in the Feelings and Emotions domain of the Occupational Personality Questionnaire (OPQ32i and the Emotional Quotient Inventory (Bar-On EQ-i. The correlation and regression results seem to indicate that stress management (the ability to cope with stress is a component of emotional intelligence, while stress can be either an input or an outflow of emotional intelligence or the lack thereof.

  16. Psychological Gender and Emotional Intelligence in Youth Female Soccer Players

    Directory of Open Access Journals (Sweden)

    Rutkowska Katarzyna

    2015-09-01

    Full Text Available Many sports (for instance soccer are stereotypically perceived as a male activity. Even so, more and more women decide to become competitive athletes. Since the theory of sport requires comprehensive explanations and the practice of sport needs clear guidelines, interdisciplinary studies into the nature of sport, including its psychological aspects, are necessary. Analysing the psychological profile of female soccer players, particularly those who are about to become professional athletes, can provide many interesting insights into the specific character of female youth sport and show where improvements can be made in athletic training programmes (especially in mental training. It is therefore important to study psychological gender that determines social behaviours and to analyse female athletes’ emotional intelligence. Emotional intelligence is defined as a set of emotional competencies that determine the effectiveness of human behaviours. Psychological gender and emotional intelligence have a significant effect on human adaptability and the efficiency of psychosocial functioning. This research was undertaken with the dual purpose of identifying the psychological gender and emotional intelligence of female soccer players. It involved 54 secondary-school girls, some of whom attended a sports class and others played on the Polish national team. The following tools were used to carry out the research: the Gender Assessment Inventory (IPP [This and the other acronyms derive from the Polish language]-developed by Kuczyńska and the Emotional Intelligence Questionnaire (INTE; created by Jaworowska and Matczak. As shown by the analysis of the results, most female soccer players in the study were androgynous and the level of their emotional intelligence was significantly higher than in other participants. This also seems to point to their significantly greater adaptability. At the same time, the level of emotional intelligence in many players was

  17. Role of Emotional Intelligence in Conflict Management Strategies of Nurses.

    Science.gov (United States)

    Başoğul, Ceyda; Özgür, Gönül

    2016-09-01

    This study analyzes the emotional intelligence levels and conflict management strategies of nurses and the association between them. This cross-sectional, descriptive study was conducted with 277 nurses in a stratified random sample from a university hospital in Turkey. The data were collected from nurses who gave their informed consent to participate using a personal information form, the Rahim Organizational Conflict Inventory-II and Bar-On's Emotional Quotient Inventory (EQ-I). Data were assessed by descriptive statistics, t tests, and Pearson correlation analyses, using SPSS software. The levels of the nurses' strategies were as follows: avoiding (M = 2.98), dominating (M = 2.76), and obliging (M = 2.71) were medium; compromising (M = 1.99) and integration (M = 1.96) were low. The levels of the emotional intelligence of nurses (mean = 2.75) were medium on a 5-point scale. Integration (r = .168), obliging (r = .25), dominating (r = .18), and compromising (r = .33), which are conflict management strategies, were positively correlated with scores of emotional intelligence, and avoiding (r = -.25) was negatively correlated with scores of emotional intelligence (p emotional intelligence affects conflict management strategies. To use effective strategies in conflict management, nurses must develop emotional intelligence. Training programs on conflict management and emotional intelligence are needed to improve effective conflict management in healthcare facilities. Copyright © 2016. Published by Elsevier B.V.

  18. Psychological Gender and Emotional Intelligence in Youth Female Soccer Players.

    Science.gov (United States)

    Rutkowska, Katarzyna; Bergier, Józef

    2015-09-29

    Many sports (for instance soccer) are stereotypically perceived as a male activity. Even so, more and more women decide to become competitive athletes. Since the theory of sport requires comprehensive explanations and the practice of sport needs clear guidelines, interdisciplinary studies into the nature of sport, including its psychological aspects, are necessary. Analysing the psychological profile of female soccer players, particularly those who are about to become professional athletes, can provide many interesting insights into the specific character of female youth sport and show where improvements can be made in athletic training programmes (especially in mental training). It is therefore important to study psychological gender that determines social behaviours and to analyse female athletes' emotional intelligence. Emotional intelligence is defined as a set of emotional competencies that determine the effectiveness of human behaviours. Psychological gender and emotional intelligence have a significant effect on human adaptability and the efficiency of psychosocial functioning. This research was undertaken with the dual purpose of identifying the psychological gender and emotional intelligence of female soccer players. It involved 54 secondary-school girls, some of whom attended a sports class and others played on the Polish national team. The following tools were used to carry out the research: the Gender Assessment Inventory (IPP [This and the other acronyms derive from the Polish language]-developed by Kuczyńska) and the Emotional Intelligence Questionnaire (INTE; created by Jaworowska and Matczak). As shown by the analysis of the results, most female soccer players in the study were androgynous and the level of their emotional intelligence was significantly higher than in other participants. This also seems to point to their significantly greater adaptability. At the same time, the level of emotional intelligence in many players was average or low

  19. Cognitive-emotional interplay:implications for children’s development of self-aware emotion regulation as the last developmental phase of emotional intelligence

    OpenAIRE

    Kralj, S. (Sara)

    2016-01-01

    Abstract Cognitive and emotional developmental trajectories account for individual differences in children. Individual variations of emotional intelligence may be a result of various factors. For the purpose of this work children’s development of emotional intelligence is examined through individual developmental aspect related to development of cognition and emotion. The ability to be aware of own emotions and emotions of ...

  20. Identification of parameters underlying emotions and a classification of emotions

    OpenAIRE

    Kumar, N. Arvind

    2008-01-01

    The standard classification of emotions involves categorizing the expression of emotions. In this paper, parameters underlying some emotions are identified and a new classification based on these parameters is suggested.

  1. Contribution of Emotional Intelligence towards Graduate Students' Critical Thinking Disposition

    Science.gov (United States)

    Kang, Fong-Luan

    2015-01-01

    Good critical thinkers possess a core set of cognitive thinking skills, and a disposition towards critical thinking. They are able to think critically to solve complex, real-world problems effectively. Although personal emotion is important in critical thinking, it is often a neglected issue. The emotional intelligence in this study concerns our…

  2. Emotional Intelligence, Personality Traits and Career Decision Difficulties

    Science.gov (United States)

    Di Fabio, Annamaria; Palazzeschi, Letizia

    2009-01-01

    This study aims to take an in-depth look at the role of emotional intelligence and personality traits in relation to career decision difficulties. The Italian version of the Career Decision Difficulties Questionnaire (CDDQ), the Bar-On Emotional Quotient Inventory: Short (Bar-On EQ-i: S), and the Big Five Questionnaire (BFQ) were administered to…

  3. On Emotional Intelligence: A Conversation with Daniel Goleman.

    Science.gov (United States)

    O'Neil, John

    1996-01-01

    Emotional intelligence involves a cluster of skills, including self-control, zeal, persistence, and self-motivation. Every child must be taught the essentials of handling anger, managing conflicts, developing empathy, and controlling impulses. Schools must help children recognize and manage their emotions. Educators should model emotional…

  4. Emotional Intelligence Abilities and Traits in Different Career Paths

    Science.gov (United States)

    Kafetsios, Konstantinos; Maridaki-Kassotaki, Aikaterini; Zammuner, Vanda L.; Zampetakis, Leonidas A.; Vouzas, Fotios

    2009-01-01

    Two studies tested hypotheses about differences in emotional intelligence (EI) abilities and traits between followers of different career paths. Compared to their social science peers, science students had higher scores in adaptability and general mood traits measured with the Emotion Quotient Inventory, but lower scores in strategic EI abilities…

  5. Measurement of ability emotional intelligence: results for two new tests.

    Science.gov (United States)

    Austin, Elizabeth J

    2010-08-01

    Emotional intelligence (EI) has attracted considerable interest amongst both individual differences researchers and those in other areas of psychology who are interested in how EI relates to criteria such as well-being and career success. Both trait (self-report) and ability EI measures have been developed; the focus of this paper is on ability EI. The associations of two new ability EI tests with psychometric intelligence, emotion perception, and the Mayer-Salovey-Caruso EI test (MSCEIT) were examined. The new EI tests were the Situational Test of Emotion Management (STEM) and the Situational Test of Emotional Understanding (STEU). Only the STEU and the MSCEIT Understanding Emotions branch were significantly correlated with psychometric intelligence, suggesting that only understanding emotions can be regarded as a candidate new intelligence component. These understanding emotions tests were also positively correlated with emotion perception tests, and STEM and STEU scores were positively correlated with MSCEIT total score and most branch scores. Neither the STEM nor the STEU were significantly correlated with trait EI tests, confirming the distinctness of trait and ability EI. Taking the present results as a starting-point, approaches to the development of new ability EI tests and models of EI are suggested.

  6. Emotional Intelligence Competencies and the Army Leadership Requirements Model

    Science.gov (United States)

    2015-06-12

    cultural stereotype in the military that suggests the display of emotions is less than desirable, however the ability for military leaders to regulate...2004) found that older participants rated higher in emotional intelligence competencies than younger participants. Additionally, women scored...manage conflict within the workplace enhances his or her ability to Build Trust among followers and Create s Positive Environment. Conflict management

  7. The Impact of Counsellor Training on Emotional Intelligence

    Science.gov (United States)

    Pearson, Anne; Weinberg, Ashley

    2017-01-01

    This study evaluated the impact of counsellor training on emotional intelligence (EI) in 45 undergraduates and 58 postgraduates. Significant improvements were recorded by students on completion of both programmes, suggesting that these were attributable to training which enhanced intra- and interpersonal aspects of emotional functioning. As a…

  8. Emotional Intelligence as Educational Goal: A Case for Caution

    Science.gov (United States)

    Rietti, Sophie

    2008-01-01

    Originally conceptualised as a set of capacities for understanding and managing emotions, emotional intelligence (EI) has become associated, mainly due to the work of Daniel Goleman, with life success skills, prosocial attitudes and moral and civic virtues. But EI, which may not in itself be teachable, need not lead to these outcomes, which may…

  9. Gender-Wise Comparison on Emotional Intelligence and Marital ...

    African Journals Online (AJOL)

    The research aims at exploring and comparing the marital satisfaction and emotional intelligence of people between age 25-65. Tools used were namely Marital Satisfaction Scale (MSS) and Exploring Emotional Abilities (EEA). A fairly representative data of 316 respondents was collected from Maharashtra, India.

  10. Teaching Emotional Intelligence in the Business School Curriculum

    Science.gov (United States)

    Bellizzi, Frank

    2008-01-01

    The ability to manage one's emotions and to manage one's interactions with others is tantamount to effective managerial leadership. Students in business schools will need to be prepared to integrate their emotional intelligence with their everyday behavior if they are to achieve success in whatever field of endeavor they have chosen. In this…

  11. Promoting well-being: The contribution of emotional intelligence

    Directory of Open Access Journals (Sweden)

    Annamaria Di Fabio

    2016-08-01

    Full Text Available Adopting a primary prevention perspective, this study examines competencies with the potential to enhance well-being and performance among future workers. More specifically, the contributions of ability-based and trait models of emotional intelligence (EI, assessed through well-established measures, to indices of hedonic and eudaimonic well-being were examined for a sample of 157 Italian high school students. The Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT was used to assess ability-based EI, the Bar-On Emotional Intelligence Inventory (EQ-i and the Trait Emotional Intelligence Questionnaire (TeiQue were used to assess trait EI, the Positive and Negative Affect Scale (PANAS and the Satisfaction With Life Scale (SWLS were used to assess hedonic well-being, and the Meaningful Life Measure (MLM was used to assess eudaimonic well-being. The results highlight the contributions of trait emotional intelligence in explaining both hedonic and eudaimonic well-being, after controlling for the effects of fluid intelligence and personality traits. Implications for further research and intervention regarding future workers are discussed.

  12. Improving Emotional Intelligence through Personality Development: The Effect of the Smart Phone Application based Dharma Life Program on Emotional Intelligence

    Science.gov (United States)

    Poonamallee, Latha; Harrington, Alex M.; Nagpal, Manisha; Musial, Alec

    2018-01-01

    Emotional intelligence is established to predict success in leadership effectiveness in various contexts and has been linked to personality factors. This paper introduces Dharma Life Program, a novel approach to improving emotional intelligence by targeting maladaptive personality traits and triggering neuroplasticity through the use of a smart-phone application and mentoring. The program uses neuroplasticity to enable users to create a more adaptive application of their maladaptive traits, thus improving their emotional intelligence. In this study 26 participants underwent the Dharma Life Program in a leadership development setting. We assessed their emotional and social intelligence before and after the Dharma Life Program intervention using the Emotional and Social Competency Inventory (ESCI). The study found a significant improvement in the lowest three competencies and a significant improvement in almost all domains for the entire sample. Our findings suggest that the completion of the Dharma Life Program has a significant positive effect on Emotional and Social Competency scores and offers a new avenue for improving emotional intelligence competencies. PMID:29527182

  13. Improving Emotional Intelligence through Personality Development: The Effect of the Smart Phone Application based Dharma Life Program on Emotional Intelligence

    Directory of Open Access Journals (Sweden)

    Latha Poonamallee

    2018-02-01

    Full Text Available Emotional intelligence is established to predict success in leadership effectiveness in various contexts and has been linked to personality factors. This paper introduces Dharma Life Program, a novel approach to improving emotional intelligence by targeting maladaptive personality traits and triggering neuroplasticity through the use of a smart-phone application and mentoring. The program uses neuroplasticity to enable users to create a more adaptive application of their maladaptive traits, thus improving their emotional intelligence. In this study 26 participants underwent the Dharma Life Program in a leadership development setting. We assessed their emotional and social intelligence before and after the Dharma Life Program intervention using the Emotional and Social Competency Inventory (ESCI. The study found a significant improvement in the lowest three competencies and a significant improvement in almost all domains for the entire sample. Our findings suggest that the completion of the Dharma Life Program has a significant positive effect on Emotional and Social Competency scores and offers a new avenue for improving emotional intelligence competencies.

  14. Improving Emotional Intelligence through Personality Development: The Effect of the Smart Phone Application based Dharma Life Program on Emotional Intelligence.

    Science.gov (United States)

    Poonamallee, Latha; Harrington, Alex M; Nagpal, Manisha; Musial, Alec

    2018-01-01

    Emotional intelligence is established to predict success in leadership effectiveness in various contexts and has been linked to personality factors. This paper introduces Dharma Life Program, a novel approach to improving emotional intelligence by targeting maladaptive personality traits and triggering neuroplasticity through the use of a smart-phone application and mentoring. The program uses neuroplasticity to enable users to create a more adaptive application of their maladaptive traits, thus improving their emotional intelligence. In this study 26 participants underwent the Dharma Life Program in a leadership development setting. We assessed their emotional and social intelligence before and after the Dharma Life Program intervention using the Emotional and Social Competency Inventory (ESCI). The study found a significant improvement in the lowest three competencies and a significant improvement in almost all domains for the entire sample. Our findings suggest that the completion of the Dharma Life Program has a significant positive effect on Emotional and Social Competency scores and offers a new avenue for improving emotional intelligence competencies.

  15. Improving Emotional Intelligence and Emotional Self-Efficacy through a Teaching Intervention for University Students

    Science.gov (United States)

    Pool, Lorraine Dacre; Qualter, Pamela

    2012-01-01

    Emotional intelligence continues to receive a substantial amount of attention from researchers who argue that it is an important predictor of health, wellbeing and in particular, work-related outcomes. Emotional self-efficacy, which is concerned with beliefs in one's emotional functioning capabilities, has recently been shown to be important in…

  16. Cognitions as determinants of (mal)adaptive emotions and emotionally intelligent behavior in an organizational context.

    Science.gov (United States)

    Spörrle, Matthias; Welpe, Isabell M; Försterling, Friedrich

    2006-01-01

    This study applies the theoretical concepts of Rational Emotive Behavior Therapy (REBT; Ellis, 1962, 1994) to the analysis of functional and dysfunctional behaviour and emotions in the workplace and tests central assumptions of REBT in an organizational setting. We argue that Ellis' appraisal theory of emotion sheds light on some of the cognitive and emotional antecedents of emotional intelligence and emotionally intelligent behaviour. In an extension of REBT, we posit that adaptive emotions resulting from rational cognitions reflect more emotional intelligence than maladaptive emotions which result from irrational cognitions, because the former lead to functional behaviour. We hypothesize that semantically similar emotions (e.g. annoyance and rage) lead to different behavioural reactions and have a different functionality in an organizational context. The results of scenario experiments using organizational vignettes confirm the central assumptions of Ellis' appraisal theory and support our hypotheses of a correspondence between adaptive emotions and emotionally intelligent behaviour. Additionally, we find evidence that irrational job-related attitudes result in reduced work (but not life) satisfaction.

  17. CONTRIBUTION OF EMOTIONAL INTELLIGENCE IN OUR EDUCATION SYSTEM

    OpenAIRE

    K.Vijayalakshmi

    2017-01-01

    Emotional Intelligence (EI) also known as Emotional Quotient (EQ) is one of the hot topics among Teachers and learners. Emotional Intelligence (EI) has had a huge impact on management since Daniel Goleman (1995) published his book popular book on EI for a wider audience. From fairly humble beginnings. EI has come into its own as one of the most popular psychological concepts of the last decade. EI has been used by some as an umbrella term that comprises elements such as ‘soft skills’, ‘people...

  18. The emotional component of professional intelligence of future social sphere specialists

    Directory of Open Access Journals (Sweden)

    Оксана Богданівна Мельничук

    2015-11-01

    Full Text Available The emotional component of professional intelligence of future social sphere specialists is studied. Importance of emotional area in professional activities of social workers is analyses. Specifics of manifestation of emotional features (emotional intelligence, emotional communication barriers, emotional reaction type, alexithymia of the students, who are future social sphere professionals are determined. Psychological conditions emotional area developing as a component of professional intelligence of future social sphere professionals are detected.

  19. What it feels like to be me: Linking emotional intelligence, identity, and intimacy.

    Science.gov (United States)

    Maher, Hemali; Winston, Christine N; S, Usha Rani

    2017-04-01

    The search for the self and for an intimate other are the normative tasks of adolescence and early adulthood. The role of emotions in the resolution of these developmental tasks, however, remains largely under-studied, especially in non-western cultures. The objective of the present study, therefore, was to examine the relationships between emotional intelligence, identity, and intimacy, among Indian adolescents. Differences across genders (boys vs. girls) and types of school (gender segregated vs. integrated) were also explored. A sample of 486 adolescents completed measures of emotional intelligence, identity, and intimacy. Girls scored higher than boys on intimacy, and those from segregated schools scored higher, than those from integrated schools, on emotional intelligence. Significant relationships emerged between emotional intelligence, and identity and intimacy, and were invariant across the groups. These findings underscore the pivotal role that emotional intelligence plays in healthy adolescent development, irrespective of personal and environmental variables. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  20. Relationship between Emotional Intelligence and Aggression on Boxers

    Directory of Open Access Journals (Sweden)

    Hande Baba Kaya

    2017-09-01

    Full Text Available Emotional Quotient is defined as the ability to perceive, use, manage and understand the emotions, which is associated with the better psychological adjustment. Analyzing studies in the literature, an inverse relationship was observed between emotional quotient and aggressive behavior. Therefore, the purpose of this study is examining the relationship between emotional quotient and aggression on boxers. This study is important for the boxers. That is why emotion management has a great role for the success in the ring. Boxing sport is based on the technical implementation. During the game boxer must control the emotions, which push him to the aggression. If emotions are not able to control during the game, anger and aggression will prevent the success. The findings of this study will demonstrate the relationship between the sports environment and emotional intelligence, in particular inferences to be made about the boxer. The sample of their search consists of 200 boxers who do sports in the districts of Eskişehir, Zonguldak, Bolu, Bursa, Ankara, Sakarya, Gaziantep and Antalya in Turkey. In this study, variation of demographic characteristics are determined Personal Information form, Bar-on Emotional Quotient Scale to determine the emotional quotient [Bar-On 1997; Acar, 2001], and Aggression Inventory were used which was developed by Kocatürk [Kocatürk, 1982]. The relationship between emotional quotient and aggression were analyzed Pearson product moment correlation coefficients. The function of emotional intelligence explanation for aggression was tested by stepwise multiple regression analysis. According to findings of the research have meaningful negative relationship between aggression and all dimensions of the emotional quotient. In addition, coping with stress and interpersonal relationships significant size aggression scores (R2 = .26, F (2,197 = 34,252, p <.001 were found to explain. As a result, boxer aggression in terms of emotional

  1. Emotional intelligence in medical laboratory science

    Science.gov (United States)

    Price, Travis

    The purpose of this study was to explore the role of emotional intelligence (EI) in medical laboratory science, as perceived by laboratory administrators. To collect and evaluate these perceptions, a survey was developed and distributed to over 1,400 medical laboratory administrators throughout the U.S. during January and February of 2013. In addition to demographic-based questions, the survey contained a list of 16 items, three skills traditionally considered important for successful work in the medical laboratory as well as 13 EI-related items. Laboratory administrators were asked to rate each item for its importance for job performance, their satisfaction with the item's demonstration among currently working medical laboratory scientists (MLS) and the amount of responsibility college-based medical laboratory science programs should assume for the development of each skill or attribute. Participants were also asked about EI training in their laboratories and were given the opportunity to express any thoughts or opinions about EI as it related to medical laboratory science. This study revealed that each EI item, as well as each of the three other items, was considered to be very or extremely important for successful job performance. Administrators conveyed that they were satisfied overall, but indicated room for improvement in all areas, especially those related to EI. Those surveyed emphasized that medical laboratory science programs should continue to carry the bulk of the responsibility for the development of technical skills and theoretical knowledge and expressed support for increased attention to EI concepts at the individual, laboratory, and program levels.

  2. Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review

    Science.gov (United States)

    Waterhouse, Lynn

    2006-01-01

    This article reviews evidence for multiple intelligences theory, the Mozart effect theory, and emotional intelligence theory and argues that despite their wide currency in education these theories lack adequate empirical support and should not be the basis for educational practice. Each theory is compared to theory counterparts in cognitive…

  3. Inadequate Evidence for Multiple Intelligences, Mozart Effect, and Emotional Intelligence Theories

    Science.gov (United States)

    Waterhouse, Lynn

    2006-01-01

    I (Waterhouse, 2006) argued that, because multiple intelligences, the Mozart effect, and emotional intelligence theories have inadequate empirical support and are not consistent with cognitive neuroscience findings, these theories should not be applied in education. Proponents countered that their theories had sufficient empirical support, were…

  4. Preliminary Findings from RULER Approach in Spanish Teachers' Emotional Intelligence and Work Engagement

    Science.gov (United States)

    Castillo-Gualda, Ruth; García, Valme; Pena, Mario; Galán, Arturo; Brackett, Marc A.

    2017-01-01

    Introduction: The goal of this study was to assess the effectiveness of a socio-emotional learning program, RULER, on enhancing both the emotional intelligence and work-related outcomes in Spanish teachers. Measures included: Ability emotional intelligence, assessed by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and work-related…

  5. The dimensions of affective attachment as predictors of the level of emotional intelligence

    Directory of Open Access Journals (Sweden)

    Đorđević Tamara S.

    2016-01-01

    Full Text Available The core issue of this investigation was to examine whether the dimensions of familial affective attachment (anxious and avoidant can serve as predictors of the level of emotional intelligence in university students. In addition, explored was the connection between the above constructs, as well as whether they differ in prominence by sex, academic success, birth order and parent's education. The prominence of the dimensions of familial affective attachment on the sample used was also investigated. Used questionnaires were: Questionnaire for assessment of family attachment PAVb (Kamenov and Jelić, 2003 questionnaire for assessing emotional competence (UEK-45; (Takšić, 2002 and a questionnaire created for research purposes. The sample consists of students from the second and third year students 'Vocational high school for teachers' in Krusevac and 'Faculty of Pedagogical Sciences' in Jagodina, a total of 200. The findings show that emotional intelligence in general, as well as its Ability to Name and Express Emotion can be predicted on the basis of dimensions of Anxiety and Avoidance. The prominence of dimensions of familial attachment is low in the sample, and the Secure pattern of attachment predominates. Differences in the prominence of constructs under observation were not found by sex, year of study, birth order and parent's education, while connection between academic success and emotional intelligence is positive. The findings concerning connection between dimensions of familial affective attachment and capability of emotional intelligence show that the dimension Avoidance is negatively correlated with the Ability to Name and Express Emotion.

  6. Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects.

    Science.gov (United States)

    Mérida-López, Sergio; Extremera, Natalio; Rey, Lourdes

    2017-09-29

    This study examined the additive and interactive effects of role stress and emotional intelligence for predicting engagement among 288 teachers. Emotional intelligence and engagement were positively associated. Role ambiguity and role conflict showed negative associations with vigor and dedication scores. The interaction of role ambiguity and emotional intelligence was significant in explaining engagement dimensions. Similar results were found considering overall teacher engagement. Emotional intelligence boosted engagement when the levels of role ambiguity were higher. Our findings suggest the need for future research examining the impact of job hindrances on the links between emotional intelligence and teachers' occupational well-being indicators. Finally, the implications for emotional intelligence training in education are discussed.

  7. Emotional Intelligence and Transformational Leadership in Physical Education Managers

    Directory of Open Access Journals (Sweden)

    Nooshin Esfahani,

    2013-03-01

    Full Text Available The aim of the present research was to investigate the relationship between emotional intelligence and transformational leadership in managers of physical education of Golestan province. The managers and deputies of Golestan physical education departments participated in this research and 47 subjects were selected as the statistical sample of this study. Emotional Intelligence questionnaire that assessed five micro scales of self-awareness, self-management, self-motivation, empathy and social skills, Multifactor Leadership questionnaire (MLQ by Bass and Avolio (1996 that measured five micro scales related to transformational leadership, three micro scales of transactional leadership, and laissez-faire leadership were used to collect the data. In order to analyze the data, ANOVA test, multiple regression test, and Pearson correlation coefficient were applied. The results showed a significant relationship between emotional intelligence and transformational leadership method. Also, the results of multiple regression test indicated that among transformational leadership micro scales, personal considerations was the strongest predictive variable in transformational leadership method and among emotional intelligence micro scales, empathy had a great influence on emotional intelligence of physical education managers.

  8. Emotional intelligence as a crucial component to medical education.

    Science.gov (United States)

    Johnson, Debbi R

    2015-12-06

    The primary focus of this review was to discover what is already known about Emotional Intelligence (EI) and the role it plays within social relationships, as well as its importance in the fields of health care and health care education. This article analyzes the importance of EI in the field of health care and recommends various ways that this important skill can be built into medical programs. Information was gathered using various database searches including EBSCOHOST, Academic Search Premier and ERIC. The search was conducted in English language journals from the last ten years. Descriptors include: Emotional Intelligence, medical students and communication skills, graduate medical education, Emotional Intelligence and graduate medical education, Emotional Intelligence training programs, program evaluation and development. Results of the study show a direct correlation between medical education and emotional intelligence competencies, which makes the field of medical education an ideal one in which to integrate further EI training. The definition of EI as an ability-based skill allows for training in specific competencies that can be directly applied to a specialized field. When EI is conceptualized as an ability that can be taught, learned, and changed, it may be used to address the specific aspects of the clinician-patient relationship that are not working well. For this reason, teaching EI should be a priority in the field of medical education in order to better facilitate this relationship in the future.

  9. Emotional Intelligence and job performance: Evidence from railroad industry

    Directory of Open Access Journals (Sweden)

    Masoumeh Bahmanabadi

    2014-08-01

    Full Text Available This paper presents an empirical investigation to study the relationship between emotional intelligence and job performance in railroad industry. The study uses two questionnaires, one for measuring emotional intelligence adopted from Salovey and Mayer (1989 [Salovey, P., & Mayer, J. D. (1989. Emotional intelligence. Imagination, Cognition and Personality, 9(3, 185-211.] and the other one for measuring job performance. The study selects 300 full time employees who work for railroad industry in city of Tehran, Iran, distributes two questionnaires among the employees and managed to collect all filled ones. Using Spearman correlation, the study has determined a positive and meaningful relationship between emotional intelligence and job performance (r = 0.796, Sig. = 0.000. In addition, there were positive and meaningful relationships between four components of emotional intelligence, namely consciousness (r = 0.642, Sig. = 0.000, self-regulation (r = 0.41, Sig. = 0.000, self-awareness ( r = 0.552, Sig. = 0.000 and social skills (r = 0.524, Sig. = 0.000.

  10. Effect of Undergraduates’ Emotional Intelligence on Information Search Behavior

    Directory of Open Access Journals (Sweden)

    Wang Haocheng

    2017-06-01

    Full Text Available [Purpose/significance] Information search capability is the focus of information literacy education. This paper explores the relationship between emotional intelligence and information search behavior. [Method/process] Based on the data from the questionnaires by 250 undergraduates, this paper used IBM SPSS Statistics 19.0 for statistical data analysis. [Result/conclusion]The correlation between emotional intelligence and information search capability is positively obvious. When it comes to all variables in the regression equation, information search behavior is mainly affected by regulation and utilization of the dimension of emotion. Utilization of emotion mainly affects retrieval strategies, information evaluation, behavior adjustment and total score; regulation of emotions mainly affects the information reference.

  11. Multimodal Detection of Music Performances for Intelligent Emotion Based Lighting

    DEFF Research Database (Denmark)

    Bonde, Esben Oxholm Skjødt; Hansen, Ellen Kathrine; Triantafyllidis, Georgios

    2016-01-01

    Playing music is about conveying emotions and the lighting at a concert can help do that. However, new and unknown bands that play at smaller venues and bands that don’t have the budget to hire a dedicated light technician have to miss out on lighting that will help them to convey the emotions...... of what they play. In this paper it is investigated whether it is possible or not to develop an intelligent system that through a multimodal input detects the intended emotions of the played music and in realtime adjusts the lighting accordingly. A concept for such an intelligent lighting system...... is developed and described. Through existing research on music and emotion, as well as on musicians’ body movements related to the emotion they want to convey, a row of cues is defined. This includes amount, speed, fluency and regularity for the visual and level, tempo, articulation and timbre for the auditory...

  12. Different aspects of emotional intelligence of borderline personality disorder.

    Science.gov (United States)

    Peter, Mathell; Arntz, Arnoud R; Klimstra, Theo; Vingerhoets, Ad J J M

    2018-01-01

    The present study investigated deficiencies in different components of emotional intelligence in borderline personality disorder (BPD). The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Emotional Quotient Inventory (EQ-i) were used to assess EI dimensions. BPD patients (N = 85; 69 women; M = 33.6 years) were compared with Cluster C personality disorder (PD) patients (N = 39; 23 women; M = 36.6 years) and nonpatients (N = 69; 44 women; M = 35.6 years). Compared to the Cluster C PD patients and the nonpatient group, BPD patients displayed only deficits in their ability to understand emotions as measured with the Mayer-Salovey-Caruso Emotional Intelligence Test. The Emotional Quotient Inventory only revealed deficits in stress management in BPD patients compared to Cluster C PD patients. Our findings suggest that BPD patients have the ability to regulate emotions effectively, but they subjectively experience deficits in emotion regulation and therefore may not use this ability when they need it. Copyright © 2017 John Wiley & Sons, Ltd.

  13. A Socratic epistemology for verbal emotional intelligence

    OpenAIRE

    Abe Kazemzadeh; James Gibson; Panayiotis Georgiou; Sungbok Lee; Shrikanth Narayanan

    2016-01-01

    We describe and experimentally validate a question-asking framework for machine-learned linguistic knowledge about human emotions. Using the Socratic method as a theoretical inspiration, we develop an experimental method and computational model for computers to learn subjective information about emotions by playing emotion twenty questions (EMO20Q), a game of twenty questions limited to words denoting emotions. Using human–human EMO20Q data we bootstrap a sequential Bayesian model that drives...

  14. Intelligibility of emotional speech in younger and older adults.

    Science.gov (United States)

    Dupuis, Kate; Pichora-Fuller, M Kathleen

    2014-01-01

    Little is known about the influence of vocal emotions on speech understanding. Word recognition accuracy for stimuli spoken to portray seven emotions (anger, disgust, fear, sadness, neutral, happiness, and pleasant surprise) was tested in younger and older listeners. Emotions were presented in either mixed (heterogeneous emotions mixed in a list) or blocked (homogeneous emotion blocked in a list) conditions. Three main hypotheses were tested. First, vocal emotion affects word recognition accuracy; specifically, portrayals of fear enhance word recognition accuracy because listeners orient to threatening information and/or distinctive acoustical cues such as high pitch mean and variation. Second, older listeners recognize words less accurately than younger listeners, but the effects of different emotions on intelligibility are similar across age groups. Third, blocking emotions in list results in better word recognition accuracy, especially for older listeners, and reduces the effect of emotion on intelligibility because as listeners develop expectations about vocal emotion, the allocation of processing resources can shift from emotional to lexical processing. Emotion was the within-subjects variable: all participants heard speech stimuli consisting of a carrier phrase followed by a target word spoken by either a younger or an older talker, with an equal number of stimuli portraying each of seven vocal emotions. The speech was presented in multi-talker babble at signal to noise ratios adjusted for each talker and each listener age group. Listener age (younger, older), condition (mixed, blocked), and talker (younger, older) were the main between-subjects variables. Fifty-six students (Mage= 18.3 years) were recruited from an undergraduate psychology course; 56 older adults (Mage= 72.3 years) were recruited from a volunteer pool. All participants had clinically normal pure-tone audiometric thresholds at frequencies ≤3000 Hz. There were significant main effects of

  15. Emotional intelligence is a second-stratum factor of intelligence: evidence from hierarchical and bifactor models.

    Science.gov (United States)

    MacCann, Carolyn; Joseph, Dana L; Newman, Daniel A; Roberts, Richard D

    2014-04-01

    This article examines the status of emotional intelligence (EI) within the structure of human cognitive abilities. To evaluate whether EI is a 2nd-stratum factor of intelligence, data were fit to a series of structural models involving 3 indicators each for fluid intelligence, crystallized intelligence, quantitative reasoning, visual processing, and broad retrieval ability, as well as 2 indicators each for emotion perception, emotion understanding, and emotion management. Unidimensional, multidimensional, hierarchical, and bifactor solutions were estimated in a sample of 688 college and community college students. Results suggest adequate fit for 2 models: (a) an oblique 8-factor model (with 5 traditional cognitive ability factors and 3 EI factors) and (b) a hierarchical solution (with cognitive g at the highest level and EI representing a 2nd-stratum factor that loads onto g at λ = .80). The acceptable relative fit of the hierarchical model confirms the notion that EI is a group factor of cognitive ability, marking the expression of intelligence in the emotion domain. The discussion proposes a possible expansion of Cattell-Horn-Carroll theory to include EI as a 2nd-stratum factor of similar standing to factors such as fluid intelligence and visual processing.

  16. Emotionally intelligent learner leadership development: a case study

    Directory of Open Access Journals (Sweden)

    CA Jansen

    2014-01-01

    Full Text Available A case study was conducted with a student leadership body of a private multicultural international secondary school in North- West Province, South Africa, to indicate that the emotional intelligence leadership development challenges of student leaders can be identified through a questionnaire as a measuring instrument, which can then be utilized in promoting training and development of student leaders. The questionnaire results were used to construct emotional intelligence leadership profiles for the 12 participating student leaders, followed by semi-structured interviews with them to verify the results qualitatively. The results of the questionnaire and two of the interviews are reported. It was established that it was possible to develop a reliable instrument to measure the emotional intelligence leadership development challenges of student leaders, which can be used in promoting their training and development.

  17. The adaption study of emotional intelligence inventory in sport

    Directory of Open Access Journals (Sweden)

    İlhan Adiloğulları

    2015-12-01

    Full Text Available Aim: The purpose of this study was to test the validity and reliability of the Turkish version of Emotional Intelligence Inventory in Sport (EIIS. Material and Methods: The emotional intelligence inventory in sport which have consists of nineteen items and five subscales, 157 female (age=20,10±1,95 and 247 male (age=21,25±2,18 in total 404 (age=20,80±2,17 participants completed. Respondents of the EIIS indicate the extent to which they agree with each statement on a five-point Likert scale, ranging from 1 (strongly disagree to 5 (strongly agree. Factor structures of the scale were tested by confirmatory factor analysis in AMOS programme. Results: The resulting factor is appropriate for the 19-item inventory value but is below the desired value of the item-total correlation values b4 and paragraphs are seen as loaded with low load factors. However, there was only one item with low factor loadings that was excluded from the inventory. It was obtained acceptable fit index values of inventory that confirming factor structures of Turkish version. Internal consistency coefficients of EIIS were found ranging from 0,69 (Appraisal of others emotions, 0,85 (Appraisal of own emotions, 0,67 (Emotional regulation 0,85 (Use of emotions and 0,61 (Social skills. Conclusion: Turkish version of the Emotional intelligence inventory in Sport is can be used for Turkish athletes.

  18. EFL Teachers' Commitment to Professional Ethics and Their Emotional Intelligence: A Relationship Study

    Science.gov (United States)

    Ashraf, Hamid; Hosseinnia, Mansooreh; Domsky, Javad GH.

    2017-01-01

    Emotional intelligence is the capability to realize, to create, to comprehend emotions and sentimental knowledge, and to reflectively control emotions and to improve emotional and mental growth. The purpose of this study is to examine the relationship between EFL teachers' commitment to professional ethics and their emotional intelligence. To…

  19. Promoting Well-Being: The Contribution of Emotional Intelligence.

    Science.gov (United States)

    Di Fabio, Annamaria; Kenny, Maureen E

    2016-01-01

    Adopting a primary prevention perspective, this study examines competencies with the potential to enhance well-being and performance among future workers. More specifically, the contributions of ability-based and trait models of emotional intelligence (EI), assessed through well-established measures, to indices of hedonic and eudaimonic well-being were examined for a sample of 157 Italian high school students. The Mayer-Salovey-Caruso Emotional Intelligence Test was used to assess ability-based EI, the Bar-On Emotional Intelligence Inventory and the Trait Emotional Intelligence Questionnaire were used to assess trait EI, the Positive and Negative Affect Scale and the Satisfaction With Life Scale were used to assess hedonic well-being, and the Meaningful Life Measure was used to assess eudaimonic well-being. The results highlight the contributions of trait EI in explaining both hedonic and eudaimonic well-being, after controlling for the effects of fluid intelligence and personality traits. Implications for further research and intervention regarding future workers are discussed.

  20. Perceived Emotional Intelligence, Self-Esteem and Life Satisfaction in Adolescents

    Directory of Open Access Journals (Sweden)

    Lourdes Rey

    2011-07-01

    Full Text Available The present study examined the relationship between perceived emotional intelligence, selfesteem and life satisfaction in a sample of 316 Spanish adolescents (179 females and 137 males, ranging in age from 14 to 18. Demographic information was collected, along with data through the use of three self-report measures: the Trait Meta-Mood Scale, the Rosenberg Self-Esteem Scale and the Satisfaction with Life Scale. As expected, perceived emotional dimensions, particularly mood clarity and repair, showed positive associations with life satisfaction. Self-esteem also correlated significantly and positively with levels of adolescents´ satisfaction with life. More interestingly, results of structural equation modelling indicated that mood clarity and emotional repair had a significant direct and indirect link (via selfesteem with life satisfaction in adolescents. The present study contributes to an emerging understanding of the underlying process between perceived emotional intelligence and life satisfaction. Our findings encourage moving beyond the examination of direct association between perceived emotional intelligence and life satisfaction and focusing on the role of potential mechanisms such as self-esteem involved in the link between perceived emotional intelligence and life satisfaction in adolescents. Implications of the present findings for future research are discussed, as well as potential interventions for increasing subjective well-being in adolescents.

  1. Criminal thinking styles and emotional intelligence in Egyptian offenders.

    Science.gov (United States)

    Megreya, Ahmed M

    2013-02-01

    The Psychological Inventory of Criminal Thinking Styles (PICTS) has been applied extensively to the study of criminal behaviour and cognition. Increasingly growing evidence indicates that criminal thinking styles vary considerably among individuals, and these individual variations appear to be crucial for a full understanding of criminal behaviour. This study aimed to examine individual differences in criminal thinking as a function of emotional intelligence. A group of 56 Egyptian male prisoners completed the PICTS and Bar-On Emotional Quotient Inventory (EQ-i). The correlations between these assessments were examined using a series of Pearson correlations coefficients, with Bonferroni correction. General criminal thinking, reactive criminal thinking and five criminal thinking styles (mollification, cutoff, power orientation, cognitive indolence and discontinuity) negatively correlated with emotional intelligence. On the other hand, proactive criminal thinking and three criminal thinking styles (entitlement, superoptimism and sentimentality) did not associate with emotional intelligence. Emotional intelligence is an important correlate of individual differences in criminal thinking, especially its reactive aspects. Practical implications of this suggestion were discussed. Copyright © 2013 John Wiley & Sons, Ltd.

  2. The influence of emotional intelligence and trust on servant leadership

    Directory of Open Access Journals (Sweden)

    Marieta du Plessis

    2015-04-01

    Research purpose: The objective of this research was to investigate the relationships between servant leadership, emotional intelligence and trust in the manager. A model depicting a sequential process of interrelationships amongst the constructs was proposed. Motivation for the study: Organisations worldwide acknowledge the role that leadership and emotions play in psychological and physical well-being, as well as job performance of employees. Therefore, organisations need valid and workable interventions to assist their employees to function optimally in the work environment. By understanding the sequential relationships between servant leadership, emotional intelligence and trust, suggestions for such interventions were put forward. Research approach, design and method: Both survey and statistical modelling methodologies were employed to guide the investigation. Standardised questionnaires were used to measure the three different constructs, based on the responses of 154 employees on a composite questionnaire. Main findings: A high level of reliability was found for all the measurement scales utilised.The results of the structural equation model indicated that emotional intelligence and trust in the manager affected servant leadership. Practical/managerial implications: Emotional intelligence training should form part of a necessary component in the development of servant leaders. Sufficient time should also be given to aspirant servant leaders to build relationships when coaching and mentoring their subordinates in order to build trust. Contribution/value-add: The model of sequential relationships between the constructs assists in understanding the antecedents of servant leadership in the work environment.

  3. Emotional intelligence moderates the relationship between regional gray matter volume in the bilateral temporal pole and critical thinking disposition.

    Science.gov (United States)

    Yao, Xiaonan; Yuan, Shuge; Yang, Wenjing; Chen, Qunlin; Wei, Dongtao; Hou, Yuling; Zhang, Lijie; Qiu, Jiang; Yang, Dong

    2018-04-01

    Critical thinking enables people to form sound beliefs and provides a basis for emotional life. Research has indicated that individuals with better critical thinking disposition can better recognize and regulate their emotions, though the neuroanatomical mechanisms involved in this process remain to be elucidated. Further, the influence of emotional intelligence on the relationship between brain structure and critical thinking disposition has not been examined. The present study utilized voxel-based morphometry (VBM) to investigate the neural structures underlying critical thinking disposition in a large sample of college students (N = 296). Regional gray matter volume (rGMV) in the bilateral temporal pole, which reflects an individual's ability to process social and emotional information, was negatively correlated with critical thinking disposition. In addition, rGMV in bilateral para hippocampal regions -regions involved in contextual association/emotional regulation-exhibited negative correlation with critical thinking disposition. Further analysis revealed that emotional intelligence moderated the relationship between rGMV of the temporal pole and critical thinking disposition. Specifically, critical thinking disposition was associated with decreased GMV of the temporal pole for individuals who have relatively higher emotional intelligence rather than lower emotional intelligence. The results of the present study indicate that people who have higher emotional intelligence exhibit more effective and automatic processing of emotional information and tend to be strong critical thinkers.

  4. Relationship Between Reward and Emotional Intelligence of Academic Staff at Malaysian Public Universities

    OpenAIRE

    Ma’rof Bin Redzuan Haslinda Abdullah, Aida Mehrad Hanina Halimatussadiah

    2015-01-01

    One of the great positive behavioral factors among staff at university is emotional intelligence. In reality, emotional intelligence is cause of different reaction at workplace that was appeared by staff and also controlled most of moods in various situations. Moreover, knowing factors that impact on emotional intelligence is very vital and lead to different positive and negative behavior among staff. Reward is one of these external effective factors that influence on emotional intelligence. ...

  5. Emotional Intelligence Measured in a Highly Competitive Testing Situation

    OpenAIRE

    Sjöberg, Lennart

    2001-01-01

    This is a study in which emotional intelligence (EI) as well as several other personality dimensions were studied in a real, high-stakes, selection situation, N=190. Forty-one trait oriented personality scales were measured and factor analyzed. A factor pattern with four secondary factors was found: EI, emotional stability, rigidity/perfectionism and energy/dominance. These factors were related to standard FFM (Five Factor Model) dimensions, to Hogan's Development Survey ("the dark side of pe...

  6. The Relationship of Emotional Intelligence of Managers and Organization

    OpenAIRE

    Asghar Moshabaki; Vahab Khalili Shojaei

    2009-01-01

    AbstractThe pupose implementation of the present study is investigating the Relationship between EmotionalIntelligence (EI) of Managers and Organization Climate with Organizational learning culture of which NIOC1 has been chosen as case study. In this article, 30 managers of NIOC and suborganizations have been chosenby clusterly method base that using interview and questionnaire for gatering information. In this articlesubjects are splited for two classify. Fistyly, deal with emotional intell...

  7. A Comparison of the Trait Emotional Intelligence Profiles of Individuals with and without Asperger Syndrome

    Science.gov (United States)

    Petrides, K. V.; Hudry, Kristelle; Michalaria, Georgia; Swami, Viren; Sevdalis, Nick

    2011-01-01

    The extent to which the socioemotional impairments of Asperger syndrome (AS) might be extreme manifestations of individual differences within the general population remains under-explored. We compared the trait emotional intelligence (trait EI) profiles of 30 individuals with AS against the profiles of 43 group-matched controls using the Trait…

  8. How Are Trait Emotional Intelligence and Social Skills Related to Emotional and Behavioural Difficulties in Adolescents?

    Science.gov (United States)

    Poulou, Maria S.

    2014-01-01

    Trait emotional intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. The Social and Emotional Learning (SEL) movement emphasised the cultivation of social skills for positive relationships. In this paper we investigate the role of students' global…

  9. Prospective associations between loneliness and emotional intelligence

    NARCIS (Netherlands)

    Wols, A.C.; Scholte, R.H.J.; Qualter, P.

    2015-01-01

    Loneliness has been linked cross-sectionally to emotional skill deficits (e.g., Zysberg, 2012), but missing from the literature is a longitudinal examination of these relationships. The present study fills that gap by examining the prospective relationships between loneliness and emotional

  10. Emotional Intelligence and Academic Success: A Conceptual Analysis for Educational Leaders

    Science.gov (United States)

    Labby, Sandy; Lunenburg, Frederick C.; Slate, John R.

    2012-01-01

    In this review of the literature, we briefly examined the development of intelligence theories as they lead to the emergence of the concept of emotional intelligence(s). In our analysis, we noted that only limited attention had been focused on the emotional intelligence skills of school administrators. Accordingly, we examined the role of…

  11. Emotional Intelligence in Agenesis of the Corpus Callosum.

    Science.gov (United States)

    Anderson, Luke B; Paul, Lynn K; Brown, Warren S

    2017-05-01

    People with agenesis of the corpus callosum (AgCC) with normal general intelligence have deficits in complex cognitive processing, as well as in social cognition. It is uncertain the extent to which impoverished processing of emotions may contribute to social processing deficiencies. We used the Mayer-Salovey-Caruso Emotional Intelligence Test to clarify the nature of emotional intelligence in 16 adults with AgCC. As hypothesized, persons with AgCC exhibited greater disparities from norms on tests involving more socially complex aspects of emotions. The AgCC group did not differ from norms on the Experiential subscale, but they were significantly below norms on the Strategic subscale. These findings suggest that the corpus callosum is not essential for experiencing and thinking about basic emotions in a "normal" way, but is necessary for more complex processes involving emotions in the context of social interactions. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  12. Emotional Intelligence and Callous-Unemotional Traits in Incarcerated Adolescents.

    Science.gov (United States)

    Kahn, Rachel E; Ermer, Elsa; Salovey, Peter; Kiehl, Kent A

    2016-12-01

    Emotional intelligence (EI) is the ability to perceive, manage, and reason about emotions and to use this information to guide thinking and behavior adaptively. Youth with callous-unemotional (CU) traits demonstrate a variety of affective deficits, including impairment in recognition of emotion and reduced emotional responsiveness to distress or pain in others. We examined the association between ability EI and CU traits in a sample of incarcerated adolescents (n = 141) using an expert-rater device (Psychopathy Checklist Youth Version (PCL-YV; Manual for the Hare psychopathy checklist: Youth version. Multi-Health Systems, Toronto, 2003) and self-report assessments of CU traits. EI was assessed using the Mayer-Salovey-Caruso Emotional Intelligence Test-Youth Version, Research Version (MSCEIT-YV-R; MSCEIT YV: Mayer-Salovey-Caruso emotional intelligence test: Youth version, research version 1.0. Multi-Health Systems, Toronto, Ontario, 2005). Similar to findings in adult forensic populations, high levels of CU traits in incarcerated adolescents were associated with lower EI, particularly higher order EI skills. Identifying impairment on EI abilities may have important implications for emerging treatment and intervention developments for youth with high levels of CU traits.

  13. Effectiveness of an Emotional Intelligence Program in Elementary Education

    Directory of Open Access Journals (Sweden)

    Isabel Mª Merchán

    2014-07-01

    Full Text Available The aim of this article is to demonstrate the positive effects of the implementation of a program to develop emotional competence in first year students of primary education. This population has been taking as public school students in the city of Badajoz during the course 2012-2013, selecting a sample of 78 pupils aged between 5 and 7 years, divided into experimental group and control group. The methodological procedure focuses on a descriptive-interpretative approach with two data collection techniques: sociometric test and test emotional intelligence. Designed and implemented a program of emotional intelligence with students in the experimental group, measured before and after the intervention the level of emotional competence and social relations of the class group. Similarly, measurements were taken of the degree of emotional competence and social relations of the students in the control group, which did not participate in the intervention. The results show that the program was effective to increase the emotional intelligence of students that make up the experimental group improved with it the degree of friendship and social relations of the class group.

  14. Integrating emotion regulation and emotional intelligence traditions: a meta-analysis

    Science.gov (United States)

    Peña-Sarrionandia, Ainize; Mikolajczak, Moïra; Gross, James J.

    2015-01-01

    Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER) tradition, which focuses on the processes which permit individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI) tradition, which focuses—among other things—on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998b) to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration. PMID:25759676

  15. Integrating emotion regulation and emotional intelligence traditions: a meta-analysis

    Directory of Open Access Journals (Sweden)

    Ainize ePeña-Sarrionandia

    2015-02-01

    Full Text Available Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER tradition, which focuses on the processes which permit individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI tradition, which focuses – among other things - on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998 to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration.

  16. Integrating emotion regulation and emotional intelligence traditions: a meta-analysis.

    Science.gov (United States)

    Peña-Sarrionandia, Ainize; Mikolajczak, Moïra; Gross, James J

    2015-01-01

    Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER) tradition, which focuses on the processes which permit individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI) tradition, which focuses-among other things-on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998b) to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration.

  17. Contribution to Language Teaching and Learning: A Review of Emotional Intelligence

    Science.gov (United States)

    Sucaromana, Usaporn

    2012-01-01

    The aim of this paper is to introduce the importance of emotional intelligence and the extent to which emotional intelligence can be implemented and used to improve language teaching and learning. Since emotional intelligence is perceived to play a crucial part in every aspect of people's lives, it can be extended to language teaching and…

  18. Relation of Employee and Manager Emotional Intelligence to Job Satisfaction and Performance

    Science.gov (United States)

    Sy, Thomas; Tram, Susanna; O'Hara, Linda A.

    2006-01-01

    This study examined the relationships among employees' emotional intelligence, their manager's emotional intelligence, employees' job satisfaction, and performance for 187 food service employees from nine different locations of the same restaurant franchise. We predicted and found that employees' emotional intelligence was positively associated…

  19. Report on the Validation of the Emotionally Intelligent Leadership for Students Inventory

    Science.gov (United States)

    Miguel, Rosanna F.; Allen, Scott J.

    2016-01-01

    The present study was designed to examine the measurement of the Emotionally Intelligent Leadership (EIL) construct and to provide evidence of validation for the multidimensional Emotionally Intelligence Leadership for Students: Inventory 2.0 (EILS:I 2.0). The EILS:I 2.0 is a self-report assessment of emotionally intelligent leadership in the…

  20. Emotional Intelligence Tests: Potential Impacts on the Hiring Process for Accounting Students

    Science.gov (United States)

    Nicholls, Shane; Wegener, Matt; Bay, Darlene; Cook, Gail Lynn

    2012-01-01

    Emotional intelligence is increasingly recognized as being important for professional career success. Skills related to emotional intelligence (e.g. organizational commitment, public speaking, teamwork, and leadership) are considered essential. Human resource professionals have begun including tests of emotional intelligence (EI) in job applicant…

  1. Effects of emotional intelligence on entrepreneurial intention and self-efficacy

    OpenAIRE

    Andreea Mortan, Roxana; Ripoll, Pilar; Carvalho, Carla; Bernal, M. Consuelo

    2014-01-01

    Past studies associated emotional intelligence with positive workplace outcomes, such as job performance and job satisfaction. However, to date, the relationship between emotional intelligence and individual differences in entrepreneurship has been scarcely examined. In this study, the contribution of emotional intelligence dimensions to entrepreneurial potential is explored, controlling for the influence of personality traits and demographic variables. Using a sample of 394 participants, it ...

  2. Training emotional intelligence improves both emotional intelligence and depressive symptoms in inpatients with borderline personality disorder and depression.

    Science.gov (United States)

    Jahangard, Leila; Haghighi, Mohammad; Bajoghli, Hafez; Ahmadpanah, Mohammad; Ghaleiha, Ali; Zarrabian, Mohammad Kazem; Brand, Serge

    2012-09-01

    Borderline personality disorder (BPD) is defined as a pervasive pattern of instability in emotion, mood and interpersonal relationships, with a comorbidity between PBD and depressive disorders (DD). A key competence for successful management of interpersonal relationships is emotional intelligence (EI). Given the low EI of patients suffering from BPD, the present study aimed at investigating the effect on both emotional intelligence and depression of training emotional intelligence in patients with BPD and DD. A total of 30 inpatients with BPD and DD (53% females; mean age 24.20 years) took part in the study. Patients were randomly assigned either to the treatment or to the control group. Pre- and post-testing 4 weeks later involved experts' rating of depressive disorder and self-reported EI. The treatment group received 12 sessions of training in components of emotional intelligence. Relative to the control group, EI increased significantly in the treatment group over time. Depressive symptoms decreased significantly over time in both groups, though improvement was greater in the treatment than the control group. For inpatients suffering from BPD and DD, regular skill training in EI can be successfully implemented and leads to improvements both in EI and depression. Results suggest an additive effect of EI training on both EI and depressive symptoms.

  3. Emotional Intelligence as Assessed by Situational Judgment and Emotion Recognition Tests: Building the Nomological Net

    Directory of Open Access Journals (Sweden)

    Carolyn MacCann

    2011-12-01

    Full Text Available Recent research on emotion recognition ability (ERA suggests that the capacity to process emotional information may differ for disparate emotions. However, little research has examined whether this findings holds for emotional understanding and emotion management, as well as emotion recognition. Moreover, little research has examined whether the abilities to recognize emotions, understand emotions, and manage emotions form a distinct emotional intelligence (EI construct that is independent from traditional cognitive ability factors. The current study addressed these issues. Participants (N=118 completed two ERA measures, two situational judgment tests assessing emotional understanding and emotion management, and three cognitive ability tests. Exploratory and confirmatory factor analyses of both the understanding and management item parcels showed that a three-factor model relating to fear, sadness, and anger content was a better fit than a one-factor model, supporting an emotion-specific view of EI. In addition, an EI factor composed of emotion recognition, emotional understanding, and emotion management was distinct from a cognitive ability factor composed of a matrices task, general knowledge test, and reading comprehension task. Results are discussed in terms of their potential implications for theory and practice, as well as the integration of EI research with known models of cognitive ability.

  4. Emotions, Emotional Intelligence and Leadership: A Brief, Pragmatic Perspective

    Science.gov (United States)

    Ingram, Jay; Cangemi, Joseph

    2012-01-01

    When people think of emotions, usually they think of different states of being, such as happiness, sadness, or anger. However, emotions generate very powerful chemicals that can create positive feelings, such as motivation and enthusiasm, or they can create more negative responses, such as offending and even attacking others. When an emotionally…

  5. Manipulative emotional behaviour and delinquency: sex differences and links to emotional intelligence.

    OpenAIRE

    Bacon, AM; Regan, L

    2016-01-01

    Trait emotional intelligence (EI) encompasses high levels of emotional understanding and is generally associated with positive outcomes. However research has suggested that high EI might predispose some young females to delinquency. The present study investigated whether this relationship can be accounted for by a tendency towards emotionally manipulative behaviours, facilitated by high EI. Two hundred and fifty two young adults (125 female) completed measures of EI, Machiavellianism, managin...

  6. Emotional intelligence and its importance in human life – case study

    OpenAIRE

    Ewa Kupcewicz; Adam Kupcewicz

    2017-01-01

    Introduction. Emotional intelligence is a set of abilities used for processing emotional informations that underpins the development of social and emotional competence. Knowing one’s own emotional intelligence is a valuable element of the individual's self-knowledge which allows to develop further and improve weaknesses through social training. Aim of the study. To study the profile of emotional intelligence and to identify the developmental needs of the researched man. Case report. T...

  7. Emotional Intelligence Levels of Students with Sensory Impairment

    Science.gov (United States)

    Al-Tal, Suhair; AL-Jawaldeh, Fuad; AL-Taj, Heyam; Maharmeh, Lina

    2017-01-01

    This study aimed at revealing the emotional intelligence levels of students with sensory disability in Amman in Jordan. The participants of the study were 200 students; 140 hearing impaired students and 60 visual impaired students enrolled in the special education schools and centers for the academic year 2016-2017. The study adopted the…

  8. The Effect of Emotional Intelligence on Managerial Involvement

    Directory of Open Access Journals (Sweden)

    Burcu Semahat Avcı

    2014-04-01

    Full Text Available The purpose of this study was to analyze the relationship between the emotional intelligence levels and job satisfaction of the managers and to carry out a research in this sense. In the research, the relationship of emotional intelligence abilities in managers with their own job satisfaction was analyzed. The main population of the study included the managers in different grades of small, medium, and large scale entities from different sectors in Istanbul. The basic purpose of the study was to reveal the relationship between the emotional intelligence dimensions the managers had and their own job satisfaction. In this sense, it was analyzed the effect of emotional intelligence abilities managers had upon their own job satisfaction, and whether there was a relationship between them or not. The field research was carried out with reference to the theoretical framework revealed after the literature review.In methodology section of the study, the findings related to the research and the interpretations were included with the analyses. It was revealed depending upon the correlation and regression analyses performed within the scope of the research that interpersonal relationships factor had effect upon the job satisfaction.

  9. Emotional Intelligence Moderates Perfectionism and Test Anxiety among Iranian Students

    Science.gov (United States)

    Abdollahi, Abbas; Abu Talib, Mansor

    2015-01-01

    Test anxiety is one of the common forms of anxiety for students. Thus, it is necessary to improve our knowledge regarding the etiology of test anxiety. The purpose of this study was to explore the relationships between perfectionism, emotional intelligence, and test anxiety among Iranian students. This study also was conducted to test emotional…

  10. Emotional Intelligence: Impact on Post-Secondary Academic Achievement

    Science.gov (United States)

    Garg, Rashmi; Levin, Elizabeth; Tremblay, Line

    2016-01-01

    This research examined the simultaneous influences of emotional intelligence, adjustment to university, authoritative versus other parenting style, and high school average on first year university students' grade point average (GPA) via structural equation modeling. The participants were 299 first year students from the social science faculty at…

  11. Stress, Emotional Intelligence, and Life Satisfaction in College Students

    Science.gov (United States)

    Holinka, Cassandra

    2015-01-01

    Prior studies have examined stress, life satisfaction, and emotional intelligence in college students. Research on stress in college students has focused on the sources of stress, coping styles, and relevant outcomes. Research on life satisfaction has focused on specific relationships between life satisfaction and concepts like worry,…

  12. Exploring the Relationship of Emotional Intelligence and Conflict Management Styles

    Science.gov (United States)

    Ellis, Andrea Claire

    2010-01-01

    A growing emphasis exists in higher education and corporate America on the importance of interpersonal skills, emotional intelligence, and ability to resolve conflict in the workforce. As MBA schools across the country seek to prepare students for prominent business careers, the concern is that the general graduate level curriculum does not…

  13. INNOVATIVE LEADERSHIP STYLES AND THE INFLUENCE OF EMOTIONAL INTELLIGENCE

    Directory of Open Access Journals (Sweden)

    Camelia\tBĂEȘU

    2015-06-01

    Full Text Available This paper argues a set of solutions to be applied by leaders in order to make their work with the employees more effective. We consider that the innovative approach we bring is a specific approach regarding the emotional intelligence influence on leadership styles. Throughout this paper we present a comparative analysis of interdependencies and connections between emotional intelligence skills and different leadership styles. We present a mixture of the conceptual approach and practice evidences regarding the relevance, the reflection and the impact of certain emotional intelligence skills of leaders in the knowledge economy. Throughout the paper we describe the most relevant aspects/layers of the emotional intelligence and the way they may lead to positive or negative results for leaders. We also approach the theories about effective leadership styles and thus we propose innovative strategies to enhance these. The paper bases on a thorough study of the domain and presents a series of research results that could represent a solid base for any other academic work or managerial training.

  14. Examining the Relationship between Emotional Intelligence and Group Cohesion

    Science.gov (United States)

    Moore, Amanda; Mamiseishvili, Ketevan

    2012-01-01

    Collaborative learning experiences increase student learning, but what happens when students fail to collaborate? The authors investigated the relationship between emotional intelligence and group cohesion by studying 44 undergraduate teams who were completing semester-long projects in their business classes at a small private university in the…

  15. Relationships between Emotional Intelligence, Leadership Style, and School Culture

    Science.gov (United States)

    Segredo, Mirta R.; Cistone, Peter J.; Reio, Thomas G.

    2017-01-01

    Research regarding the association between emotional intelligence, leadership style and organizational culture has been inconclusive. The purpose of this study was to explore these relationships in elementary school settings. A non-experimental ex post facto research design was utilized to investigate four research hypotheses. Fifty-seven…

  16. Emotional Intelligence: What Does the Research Really Indicate?

    Science.gov (United States)

    Cherniss, Cary; Extein, Melissa; Goleman, Daniel; Weissberg, Roger P.

    2006-01-01

    In her critique of emotional intelligence (EI) theory and research, Waterhouse (2006) makes several claims. First, she argues that there are "many conflicting constructs of EI," implying that it cannot be a valid concept given this multiplicity of views. Second, she cites some research and opinion suggesting that "EI has not been differentiated…

  17. Emotional Intelligence Research within Human Resource Development Scholarship

    Science.gov (United States)

    Farnia, Forouzan; Nafukho, Fredrick Muyia

    2016-01-01

    Purpose: The purpose of this study is to review and synthesize pertinent emotional intelligence (EI) research within the human resource development (HRD) scholarship. Design/methodology/approach: An integrative review of literature was conducted and multiple electronic databases were searched to find the relevant resources. Using the content…

  18. Growth in Emotional Intelligence. Psychotherapy with a Learning Disabled Girl

    Science.gov (United States)

    Chantrell, Sue

    2009-01-01

    This paper describes the once-weekly psychoanalytic psychotherapy of a girl, called Ellie, aged eight at the start of her treatment. Ellie had a learning disability and displayed difficult behaviour at school and at home. In her therapy, Ellie grew in emotional intelligence, more in touch with and able to express her feelings. Her behaviour…

  19. Choosing among Tests of Emotional Intelligence: What Is the Evidence?

    Science.gov (United States)

    McEnrue, Mary Pat; Groves, Kevin

    2006-01-01

    This article provides a comprehensive review of research regarding five types of validity for each of four major tests used to measure emotional intelligence (EI). It culls and synthesizes information scattered among a host of articles in academic journals, technical reports, chapters, and books, as well as unpublished papers and manuscripts. It…

  20. Examining Perception of Emotional Intelligence in Online Professors

    Science.gov (United States)

    Hamilton, Diane

    2018-01-01

    The perceptions of the knowledge and value online instructors place on emotional intelligence (EI), warrants scholarly attention. Thirty-eight adjunct faculty members who were recruited through LinkedIn completed an instrument developed for this purpose. Instructors ranked their perception of the importance of the factors associated with EI…

  1. How to Teach Emotional Intelligence Skills in IT Project Management

    Science.gov (United States)

    Connolly, Amy J.; Reinicke, Bryan

    2017-01-01

    High emotional intelligence ("EQ") is considered one of the greatest strengths of an alpha project manager, yet undergraduate project management students are not directly trained in EQ soft skills such as communication, politics and teamwork. This article describes examples of active learning exercises implemented in an undergraduate IT…

  2. A Conversation Model Enabling Intelligent Agents to Give Emotional Support

    NARCIS (Netherlands)

    Van der Zwaan, J.M.; Dignum, V.; Jonker, C.M.

    2012-01-01

    In everyday life, people frequently talk to others to help them deal with negative emotions. To some extent, everybody is capable of comforting other people, but so far conversational agents are unable to deal with this type of situation. To provide intelligent agents with the capability to give

  3. Creativity, Emotional Intelligence, and School Performance in Children

    Science.gov (United States)

    Hansenne, Michel; Legrand, Jessica

    2012-01-01

    Previous studies have shown that both creativity and emotional intelligence (EI) were related to children school performance. In this study, we investigated the incremental validity of EI over creativity in an elementary school setting. Seventy-three children aged from 9 to 12 years old were recruited to participate in the study. Verbal and…

  4. Health care leader competencies and the relevance of emotional intelligence.

    Science.gov (United States)

    Weiszbrod, Twila

    2015-01-01

    As health care leader competencies continue to be refined and emphasized in health care administration educational programs, the "soft skills" of emotional intelligence have often been implied, but not included explicitly. The purpose of this study was to better understand what relationship, if any, could be identified between health care leader competencies and emotional intelligence. A quantitative correlational method of study was used, utilizing self-assessments and 360-degree assessments of both constructs. There were 43 valid participants in the study, representing the various types of health care delivery systems. Correlational analysis suggested there was a positive relationship; for each unit of increase in emotional intelligence, there was a 0.6 increase in overall health care leadership competence. This study did not suggest causation, but instead suggested that including the study and development of emotional intelligence in health care administration programs could have a positive impact on the degree of leader competence in graduates. Some curricula suggestions were provided, and further study was recommended.

  5. Emotional intelligence competences of three different ethnic groups in Indonesia

    NARCIS (Netherlands)

    Dewi, Z.L.; Halim, M.S.; Derksen, J.J.L.

    2018-01-01

    This study attempts to provide a portrayal of emotional intelligence (EI) of the Indonesians, one of the fourth most populous countries and multiethnic societies in the world, specifically across the 404 Bataks, 430 Minangkabau, and 479 Javanese ethnics. The result indicated that the Indonesian

  6. The Effect of Translators' Emotional Intelligence on Their Translation Quality

    Science.gov (United States)

    Varzande, Mohsen; Jadidi, Esmaeil

    2015-01-01

    Translators differ from each other in many ways in terms of their knowledge, professional and psychological conditions that may directly influence their translation. The present study aimed at investigating the impact of translators' Emotional Intelligence on their translation quality. Following a "causal-comparative study," a sample of…

  7. Emotional Intelligence in Language Instruction in Oman: The Missing Link?

    Science.gov (United States)

    Balasubramanian, Chandrika; Al-Mahrooqi, Rahma

    2016-01-01

    The field of English Language Teaching (ELT) has long sought to identify traits of good language learners, in an effort to teach these traits to less successful language learners (Rubin, 1975). Emotional Intelligence has recently come to the forefront of research on language learning and teaching, and is now increasingly recognized as an important…

  8. Emotional Intelligence, Creativity and Academic Achievement of Business Administration Students

    Science.gov (United States)

    Olatoye, R. Ademola; Akintunde, S. O.; Yakasai, M. I.

    2010-01-01

    Introduction: This study investigated the extent to which the level of creativity and emotional intelligence influenced the level of academic achievement of Higher National Diploma HND business administration students of Polytechnics in the South Western States of Nigeria. Method: Three instruments; Student Cumulative Grade Point (CGPA)…

  9. University Students' Development of Emotional Intelligence Skills for Leadership

    Science.gov (United States)

    Ramos-Villarreal, Joseph; Holland, Glenda

    2011-01-01

    The study was conducted to add to the knowledge base and further the understanding of Emotional Intelligence and leadership theory. Freshmen business students enrolled in BUAD 1201: Principles of Business Administration and graduating senior business students enrolled in MGMT 4325: Decision Making and Business Policy class provided the data for…

  10. Emotional Intelligence Levels and Counselling Skills of Prospective Psychological Counsellors

    Science.gov (United States)

    Odaci, Hatice; Degerli, Fatma Irem; Bolat, Neslihan

    2017-01-01

    This research aimed to determine the correlation between emotional intelligence (EI) and counselling skills of Turkish prospective psychological counsellors and to investigate differences in both EI and counselling skills in terms of sex, previous experience of group studies, and class levels. Within a correlational pattern, the sample of the…

  11. Emotionally Intelligent Learner Leadership Development: A Case Study

    Science.gov (United States)

    Jansen, C. A.; Moosa, S. O.; van Niekerk, E. J.; Muller, H.

    2014-01-01

    A case study was conducted with a student leadership body of a private multicultural international secondary school in North-West Province , South Africa, to indicate that the emotional intelligence leadership development challenges of student leaders can be identified through a questionnaire as a measuring instrument, which can then be utilized…

  12. Emotional intelligence and locus of control of adult patients with ...

    African Journals Online (AJOL)

    Background: This article investigates emotional intelligence and locus of control in an adult breast cancer population receiving treatment. Gaining insight into these constructs will contribute to improving breast cancer patients' psychological well-being and to reducing physical vulnerability to disease before and during ...

  13. Emotionally intelligent learner leadership development: a case study ...

    African Journals Online (AJOL)

    A case study was conducted with a student leadership body of a private multicultural international secondary school in North- West Province , South Africa, to indicate that the emotional intelligence leadership development challenges of student leaders can be identified through a questionnaire as a measuring instrument, ...

  14. Measured effect of emotional intelligence education in the ...

    African Journals Online (AJOL)

    The study investigated the effects of Emotional Intelligence education in the remediation of aggressive behaviours among the members of the National Union of Road Transport Workers (NURTW) in Ibadan metropolis. Eighty-nine (89) member of the NURTW who were randomly selected from Gate, Molete and Iwo Road ...

  15. Exploring Emotional Intelligence among Master's-Level Counseling Trainees

    Science.gov (United States)

    Gutierrez, Daniel; Mullen, Patrick R.; Fox, Jesse

    2017-01-01

    The authors explored the relationship between counseling trainees' emotional intelligence (EI), empathy, stress, distress, and demographics. Results indicated that higher levels of EI were associated with lower stress and distress, higher affective and cognitive empathy, and age. These findings suggest curricular integration of EI and potential…

  16. Relationship between emotional intelligence and family well-being ...

    African Journals Online (AJOL)

    This study investigated the relationship between emotional intelligence and family well-being among couples in Yenagoa metropolis of Bayelsa State. This was against the backdrop of incessant family crises and maladjustment in contemporary society. The study adopted a descriptive survey design. Three hundred and ...

  17. Retail Managers' Situational Leadership Style and Emotional Intelligence

    Science.gov (United States)

    Schlott, Jason L.

    2012-01-01

    Researchers of leadership in management have explored why some managers excel in their positions and others fail. Some researchers have suggested that managers who use emotional intelligence while leading have a better opportunity to promote organizational success. Ineffective leadership may contribute to employees' poor performance and lack…

  18. Emotional intelligence as an aspect of general intelligence: what would David Wechsler say?

    Science.gov (United States)

    Kaufman, A S; Kaufman, J C

    2001-09-01

    R. D. Roberts, M. Zeidner, and G. Matthews (2001) have carefully examined the controversial issue of whether emotional intelligence (EI) should be classified as an intelligence and whether EI's constructs meet the same psychometric standards as general intelligence's constructs. This article casts their efforts into the framework of both historical and modern IQ-testing theory and research. It details David Wechsler's attempts to integrate EI into his tests and how his conception of a good clinician would be that of an emotionally intelligent clinician. Current theories and research on IQ also have a role in EI beyond what Roberts et al. described, including J. L. Horn's (1989) expanded model and A. R. Luria's (1966) neuropsychological research, and better criteria than the Armed Services Vocational Aptitude Battery should be used in future EI studies. The authors look forward to more research being conducted on EI, particularly in future performance-based assessments.

  19. Emotional intelligence and human relationship management as ...

    African Journals Online (AJOL)

    ... human relationship management as predictors of organizational commitment. ... The study seeks to explain the interactive and relative effects of emotional ... Simple random sampling technique was used in selecting 300 participants from ...

  20. A Socratic epistemology for verbal emotional intelligence

    Directory of Open Access Journals (Sweden)

    Abe Kazemzadeh

    2016-01-01

    Full Text Available We describe and experimentally validate a question-asking framework for machine-learned linguistic knowledge about human emotions. Using the Socratic method as a theoretical inspiration, we develop an experimental method and computational model for computers to learn subjective information about emotions by playing emotion twenty questions (EMO20Q, a game of twenty questions limited to words denoting emotions. Using human–human EMO20Q data we bootstrap a sequential Bayesian model that drives a generalized pushdown automaton-based dialog agent that further learns from 300 human–computer dialogs collected on Amazon Mechanical Turk. The human–human EMO20Q dialogs show the capability of humans to use a large, rich, subjective vocabulary of emotion words. Training on successive batches of human–computer EMO20Q dialogs shows that the automated agent is able to learn from subsequent human–computer interactions. Our results show that the training procedure enables the agent to learn a large set of emotion words. The fully trained agent successfully completes EMO20Q at 67% of human performance and 30% better than the bootstrapped agent. Even when the agent fails to guess the human opponent’s emotion word in the EMO20Q game, the agent’s behavior of searching for knowledge makes it appear human-like, which enables the agent to maintain user engagement and learn new, out-of-vocabulary words. These results lead us to conclude that the question-asking methodology and its implementation as a sequential Bayes pushdown automaton are a successful model for the cognitive abilities involved in learning, retrieving, and using emotion words by an automated agent in a dialog setting.

  1. Exploring the validity of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) with established emotions measures.

    Science.gov (United States)

    Roberts, Richard D; Schulze, Ralf; O'Brien, Kristin; MacCann, Carolyn; Reid, John; Maul, Andy

    2006-11-01

    Emotions measures represent an important means of obtaining construct validity evidence for emotional intelligence (EI) tests because they have the same theoretical underpinnings. Additionally, the extent to which both emotions and EI measures relate to intelligence is poorly understood. The current study was designed to address these issues. Participants (N = 138) completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), two emotions measures, as well as four intelligence tests. Results provide mixed support for the model hypothesized to underlie the MSCEIT, with emotions research and EI measures failing to load on the same factor. The emotions measures loaded on the same factor as intelligence measures. The validity of certain EI components (in particular, Emotion Perception), as currently assessed, appears equivocal. Copyright 2006 APA, all rights reserved.

  2. Exploring an Emotional Intelligence Model With Psychiatric Mental Health Nurses.

    Science.gov (United States)

    Sims, Traci T

    A lack of emotional skills may affect a nurse's personal well-being and have negative effects on patient outcomes. To compare psychiatric-mental health nurses' (PMHN) scores on the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to a normed population and compare the emotional intelligence (EI) scores of PMHNs using two tools, MSCEIT and Self-Rated Emotional Intelligence Scale (SREIS). Comparative descriptive and correlational study. PMHNs in the study had a higher mean EI compared with that of 5,000 participants in the normed MSCEIT sample. Significant weak correlations were seen between the perceiving and understanding emotion branches of the MSCEIT and SREIS. The current study added data about a sample of PMHN's EI levels in the United States, which may encourage dialog about EI among PMHNs. Future research is needed to examine the relationship between self-report EI tools (e.g., SREIS) and performance tools (e.g., MSCEIT) to determine if they are measuring the same construct.

  3. Motivation and emotional intelligence in high school students

    Directory of Open Access Journals (Sweden)

    José Domínguez-Alonso

    2016-11-01

    Full Text Available This study explores the motivational and emotional intelligence level of students in Obligatory Secondary Education, and the relationship between the two essential components of an individual's personality. It has worked from a quantitative methodology with a sample of 500 students from public secondary schools, using the questionnaire motivation and learning strategies (CMEA and Spanish version of the Trait goal-Mood Scale (TMMS-24. The results show a good motivational level in all factors with an adequate perception and understanding emotional regulation (intrinsic goals, tasks value, control beliefs, self-efficacy for performance anxiety and extrinsic goals, with an adequate perception, regulation and understanding emotional. In addition, they denote a positive and significant correlation of both, except in the factors that make emotional intelligence, and they are as follows: anxiety, understanding and regulation. In conclusion, both motivation and emotional intelligence are likely to be trained and improved in the field of education, with a capacity to put in place social skills and make the most of each adolescent.

  4. Investigation of the construct of trait emotional intelligence in children.

    Science.gov (United States)

    Mavroveli, Stella; Petrides, K V; Shove, Chloe; Whitehead, Amanda

    2008-12-01

    This paper discusses the construct of trait emotional intelligence (trait EI or trait emotional self-efficacy) with emphasis on measurement in children. The Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF) is introduced and its development and theoretical background are briefly explained. It is shown in two independent studies that the TEIQue-CF has satisfactory levels of internal consistency (alpha = 0.76 and alpha = 0.73, respectively) and temporal stability [r = 0.79 and r ((corrected)) = 1.00]. Trait EI scores were generally unrelated to proxies of cognitive ability, as hypothesized in trait EI theory (Petrides et al. in Matthews et al. (eds) Emotional intelligence: knowns and unknowns -- series in affective science. Oxford University Press, Oxford, pp 151-166). They also differentiated between pupils with unauthorized absences or exclusions from school and controls. Trait EI correlated positively with teacher-rated positive behavior and negatively with negative behavior (emotional symptoms, conduct problems, peer problems, and hyperactivity).

  5. Beliefs and environmental behavior: the moderating effect of emotional intelligence.

    Science.gov (United States)

    Aguilar-Luzón, Maria Carmen; Calvo-Salguero, Antonia; Salinas, Jose Maria

    2014-12-01

    Recent decades have seen a proliferation of studies aiming to explain how pro-environmental behavior is shaped by attitudes, values and beliefs. In this study, we have included an aspect in our analysis that has been rarely touched upon until now, that is, the intelligent use of emotions as a possible component of pro-environmental behavior. We applied the Trait Meta Mood Scale-24 (TMMS-24) and the New Environmental Paradigm scale to a sample of 184 male and female undergraduate students. We also carried out correlation and hierarchical regression analyses of blocks. The results show the interaction effects of the system of environmental beliefs and the dimensions of emotional intelligence on glass recycling attitudes, intentions and behavior. The results are discussed from the perspective of research on how the management of emotions guides thought and behavior. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

  6. Autobiographical remembering and individual differences in emotional intelligence.

    Science.gov (United States)

    Yamamoto, Kohsuke; Toyota, Hiroshi

    2013-06-01

    The relationship between individual differences in Emotional Intelligence (EI) and self-reported arousal from remembering an autobiographical emotional or neutral event was examined. Participants (N = 235; 75 men; M age = 18.7 yr., SD = 0.9, range = 18-22) were required to complete the Japanese version of the Emotional Skills and Competence Questionnaire to assess EI. Participants were then asked to recall personal episodes from autobiographical memory, and then completed the Memory Characteristics Questionnaire (MCQ). A group with high EI-rated, emotionally neutral episodes higher than did a group with low EI on several MCQ subscales: sound, participants, overall memory, and doubt/certainty. However, differences in ratings between the two groups were not observed for emotionally positive episodes. These results suggest that high EI is related to more effective use of weak retrieval cues when recalling neutral autobiographical memories.

  7. How Emotional Intelligence Might Get You the Job: The Relationship Between Trait Emotional Intelligence and Faking on Personality Tests

    NARCIS (Netherlands)

    D.H.M. Pelt (Dirk); D. van der Linden (Dimitri); M.Ph. Born (Marise)

    2017-01-01

    textabstractThis study examined trait emotional intelligence (EI) in relation to the ability to fake on personality tests. Undergraduate students (N = 129) were first instructed to fill out a personality inventory honestly, and subsequently in such a way as to maximize their chances of obtaining two

  8. Interrelationship between Personality Traits and Emotional Intelligence of Secondary Teachers in India

    Science.gov (United States)

    Kant, Ravi

    2014-01-01

    Emotional intelligence is an ability to control our emotions in abnormal situations. Now it is widely accepted that emotional intelligence also a key determent for success and also in development in personality. Personality is a sum total of emotions. By taking a sample of 200 secondary school teachers an attempt has made to find out the…

  9. Trait Emotional Intelligence Is Related to Risk Taking when Adolescents Make Deliberative Decisions

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    Angelo Panno

    2016-08-01

    Full Text Available Most forms of risky behavior reach their peak during adolescence. A prominent line of research is exploring the relationship between people’s emotional self-efficacy and risk taking, but little is known about this relationship in the cognitive-deliberative domain among adolescents. The main aim of the present study consists in investigating whether trait EI (Emotional Intelligence is positively related to risk taking under predominantly cognitive-deliberative conditions among adolescents. Ninety-four adolescents played the cold version of the Columbia Card Task one month following an assessment of their trait EI. Results showed that trait EI is associated with risk taking under cognitive-deliberative conditions among adolescents. Moreover, the present research showed that trait EI is related to risk taking through the decision makers’ self-motivation. These results provide novel insights into research investigating the connections between emotional intelligence, decision science and adolescence research.

  10. Emotional rescue: the role of emotional intelligence and emotional labour on well-being and job-stress among community nurses.

    Science.gov (United States)

    Karimi, Leila; Leggat, Sandra G; Donohue, Lisa; Farrell, Gerald; Couper, Greta E

    2014-01-01

    To investigate the extent to which emotional labour and emotional intelligence are associated with well-being and job-stress among a group of Australian community nurses. The moderating role of emotional intelligence was evaluated as a key factor in the rescue of healthcare workers from job-stress, thus increasing job retention. Although emotional labour has been broadly investigated in the literature, the contribution of emotional labour and emotional intelligence to the well-being and experience of job-stress in a community nursing setting requires further exploration. This study used a cross-sectional quantitative research design with data collected from Australian community nurses. Australian community nurses (n = 312) reported on their perceived emotional labour, emotional intelligence and their levels of well-being and job-stress using a paper and pencil survey in 2010. Results from structural equation modelling support the hypothesis that both emotional labour and emotional intelligence have significant effects on nurses' well-being and perceived job-stress. Emotional intelligence plays a moderating role in the experience of job-stress. These findings provide additional evidence for the important effects that emotional labour and emotional intelligence can have on well-being and job-stress among community nurses. The potential benefits of emotional intelligence in the nurses' emotional work have been explored. © 2013 John Wiley & Sons Ltd.

  11. Self-reported emotional dysregulation but no impairment of emotional intelligence in borderline personality disorder: an explorative study.

    Science.gov (United States)

    Beblo, Thomas; Pastuszak, Anna; Griepenstroh, Julia; Fernando, Silvia; Driessen, Martin; Schütz, Astrid; Rentzsch, Katrin; Schlosser, Nicole

    2010-05-01

    Emotional dysfunction is a key feature of patients with borderline personality disorder (BPD) but emotional intelligence (EI) has rarely been investigated in this sample. This study aimed at an investigation of ability EI, general intelligence, and self-reported emotion regulation in BPD. We included 19 patients with BPD and 20 healthy control subjects in the study. EI was assessed by means of the Mayer-Salovey-Caruso emotional intelligence test and the test of emotional intelligence. For the assessment of general intelligence, we administered the multidimensional "Leistungsprüfsystem-Kurzversion." The emotion regulation questionnaire and the difficulties in Emotion Regulation Scale were used to assess emotion regulation. The patients with BPD did not exhibit impairments of ability EI and general intelligence but reported severe impairments in emotion regulation. Ability EI was related both to general intelligence (patients and controls) and to self-reported emotion regulation (patients). In conclusion, emotional dysfunction in BPD might primarily affect self-perceived behavior rather than abilities. Intense negative emotions in everyday life may trigger dysfunctional emotion regulation strategies in BPD although patients possess sufficient theoretical knowledge about optimal regulation strategies.

  12. PERCEIVED EMOTIONAL INTELLIGENCE AS A MODERATOR VARIABLE BETWEEN CYBERVICTIMIZATION AND ITS EMOTIONAL IMPACT

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    Paz eElipe

    2015-04-01

    Full Text Available The negative effects of traditional bullying and, recently, cyberbullying on victims are well documented, and abundant empirical evidence for it exists. Cybervictimization affects areas such as academic performance, social integration and self-esteem, and causes emotions ranging from anger and sadness to more complex problems such as depression. However, not all victims are equally affected, and the differences seem to be due to certain situational and personal characteristics. The objective of this study is to analyze the relationship between perceived emotional intelligence and the emotional impact of cybervictimization. We hypothesize that emotional intelligence, which has previously been found to play a role in traditional bullying and cyberbullying, may also affect the emotional impact of cyberbullying.The participants in our study were 636 university students from two universities in the south of Spain. Three self-report questionnaires were used: the European Cyberbullying Intervention Project Questionnaire, the Cyberbullying Emotional Impact Scale; and Trait Meta-Mood Scale-24. Structural Equation Models were used to test the relationships between the analyzed variables.The results support the idea that perceived emotional intelligence, by way of a moderator effect, affects the relationship between cybervictimization and emotional impact. Taken together, cybervictimization and perceived emotional intelligence explain much of the variance observed in the emotional impact in general and in the negative dimensions of that impact in particular. Attention and Repair were found to be inversely related to Annoyance and Dejection, and positively related to Invigoration. Clarity has the opposite pattern; a positive relationship with Annoyance and Dejection and an inverse relationship with Invigoration. Various hypothetical explanations of these patterns are discussed.

  13. The effect of intranasal oxytocin on perceiving and understanding emotion on the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT).

    Science.gov (United States)

    Cardoso, Christopher; Ellenbogen, Mark A; Linnen, Anne-Marie

    2014-02-01

    Evidence suggests that intranasal oxytocin enhances the perception of emotion in facial expressions during standard emotion identification tasks. However, it is not clear whether this effect is desirable in people who do not show deficits in emotion perception. That is, a heightened perception of emotion in faces could lead to "oversensitivity" to the emotions of others in nonclinical participants. The goal of this study was to assess the effects of intranasal oxytocin on emotion perception using ecologically valid social and nonsocial visual tasks. Eighty-two participants (42 women) self-administered a 24 IU dose of intranasal oxytocin or a placebo in a double-blind, randomized experiment and then completed the perceiving and understanding emotion components of the Mayer-Salovey-Caruso Emotional Intelligence Test. In this test, emotion identification accuracy is based on agreement with a normative sample. As expected, participants administered intranasal oxytocin rated emotion in facial stimuli as expressing greater emotional intensity than those given a placebo. Consequently, accurate identification of emotion in faces, based on agreement with a normative sample, was impaired in the oxytocin group relative to placebo. No such effect was observed for tests using nonsocial stimuli. The results are consistent with the hypothesis that intranasal oxytocin enhances the salience of social stimuli in the environment, but not nonsocial stimuli. The present findings support a growing literature showing that the effects of intranasal oxytocin on social cognition can be negative under certain circumstances, in this case promoting "oversensitivity" to emotion in faces in healthy people. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  14. Exploring emotional intelligence in a Caribbean medical school.

    Science.gov (United States)

    Sa, B; Baboolal, N; Williams, S; Ramsewak, S

    2014-03-01

    To explore the emotional intelligence (EI) in medical students in a Caribbean medical school and investigate its association with gender, age, year of study and ethnicity. A cross-sectional design using convenient sampling of 304 years two to five undergraduate medical students at the School of Medicine, the University of the West Indies (UWI), St Augustine campus, was conducted. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT-V2.0) was administered to test four branches of EI: perceiving emotions, facilitating thought, understanding emotions and managing emotions. Data were analysed using SPSS version 19. T-test, analysis of variance (ANOVA) and r (product moment correlation) were calculated to establish the effects of selected variables (gender, age, year of study and ethnicity) on total and sub-scales EI scores and tested against 0.05 and 0.01 significance levels. The total mean score for EI fell within the average according to MSCEIT standards. Gender analysis showed significantly higher scores for males and for younger age groups (maturity and emotional stability. It would be valuable to widen this study by including other UWI campuses and offshore medical schools in the Caribbean. This preliminary study examined a sample of medical students from a well-established Caribbean medical school. Since EI is considered to be important in the assessment and training of medical undergraduates, consideration should be given to introducing interventions aimed at increasing EI.

  15. Emotional intelligence score and performance of dental undergraduates.

    Science.gov (United States)

    Hasegawa, Yuh; Ninomiya, Kazunori; Fujii, Kazuyuki; Sekimoto, Tsuneo

    2016-09-01

    The purpose of this study was to investigate the relationship between emotional intelligence (EI) and undergraduate dental students' ability to deal with different situations of communication in a clinical dentistry practical training course of communication skills. Fourth-year students in 2012 and in 2013 at the Nippon Dental University School of Life Dentistry at Niigata participated in the survey. The total number of participating students was 129 (88 males and 41 females). The students were asked to complete the Japanese version of the Mayer-Salovey-Caruso Emotional Intelligence Test in communication skills. Female students tended to have significantly higher EI score than males. The EI score in the group with high-grade academic performers was higher than in the low-grade group. The influence of EI on academic performance appeared to be mainly due to the students' ability to accurately perceiving emotions and to their ability to understand emotional issues. The importance of EI may also lie in its ability to parse out personality factors from more changeable aspects of a person's behavior. Although further studies are required, we believe that dental educators need to assume the responsibility to help students develop their emotional competencies that they will need to prosper in their chosen careers. In our conclusion, dental educators should support low achievers to increase their levels of self-confidence instead of concentrating mainly on improving their technical skill and academic performance. This may lead to upgrading their skills for managing emotions and to changing their learning approach.

  16. Emotional intelligence and psychological health in a sample of Kuwaiti college students.

    Science.gov (United States)

    Alkhadher, Othman

    2007-06-01

    This summary investigated correlations between emotional intelligence and psychological health amongst 191 Kuwaiti undergraduate students in psychology, 98 men and 93 women (M age=20.6 yr., SD=2.8). There were two measures of emotional intelligence, one based on the ability model, the Arabic Test for Emotional Intelligence, and the other on the mixed model, the Emotional Intelligence Questionnaire. Participants' psychological health was assessed using scales from the Personality Assessment Inventory. A weak relationship between the two types of emotional intelligence was found. A correlation for scores on the Emotional Intelligence Questionnaire with the Personality Assessment Inventory was found but not with those of the Arabic Test for Emotional Intelligence. Regression analysis indicated scores on Managing Emotions and Self-awareness accounted for most of the variance in the association with the Personality Assessment Inventory. Significant sex differences were found only on the Arabic Test for Emotional Intelligence; women scored higher than men. On Emotional Intelligence Questionnaire measures, men had significantly higher means on Managing Emotions and Self-motivation. However, no significant differences were found between the sexes on the Total Emotional Intelligence Questionnaire scores.

  17. Service with a smile: do emotional intelligence, gender, and autonomy moderate the emotional labor process?

    Science.gov (United States)

    Johnson, Hazel-Anne M; Spector, Paul E

    2007-10-01

    This survey study of 176 participants from eight customer service organizations investigated how individual factors moderate the impact of emotional labor strategies on employee well-being. Hierarchical regression analyses indicated that gender and autonomy were significant moderators of the relationships between emotional labor strategies and the personal outcomes of emotional exhaustion, affective well-being, and job satisfaction. Females were more likely to experience negative consequences when engaging in surface acting. Autonomy served to alleviate negative outcomes for individuals who used emotional labor strategies often. Contrary to our hypotheses, emotional intelligence did not moderate the relationship between the emotional labor strategies and personal outcomes. Results demonstrated how the emotional labor process can influence employee well-being. (c) 2007 APA, all rights reserved.

  18. Relating emotional intelligence to academic achievement among university students in Barbados

    Directory of Open Access Journals (Sweden)

    Grace A. Fayombo

    2012-11-01

    Full Text Available This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI, Barbados, making use of Barchard (2001's Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students' academic achievement.

  19. Intelligent Tutor with Emotion Recognition and Student Emotion Management for Math Performance

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    Mari­a Luci­a Barron Estrada

    2014-10-01

    Full Text Available This research presents the development, implementation, and testing of an Intelligent Tutoring System for math in third grade elementary students, it identifies and manages the emotional state of the student; it produces affective feedback for the student during the course that also it is part of a social network. Emotions are recognized via facial expressions by means of an artificial neural network. The social network and the intelligent tutoring system with affective management have been tested in public and private elementary schools with very satisfying results.

  20. Why and how to improve gifted students’ emotional intelligence?

    Directory of Open Access Journals (Sweden)

    Jannet Patti

    2011-10-01

    Full Text Available The aim of this paper is to study in depth the socio–emotional characteristics of gifted and talented students by analyzing the different works that have focused on the characteristics of such students. To do so, firstly previous studies dealing with the social and emotional characteristics of gifted and talented students will be reviewed. In addition, the concept of emotional intelligence will be explored together with the diverse theoretical perspectives from which it is studied. Finally some proposals and developed programs aimed at educational intervention on emotional recognition, expression, understanding and management will be included. Given the benefits of such programs, their inclusion in any educative curricula is justified, especially for high ability students.

  1. EMOTIONAL INTELLIGENCE, MORAL, ETHICS, BIO-ETHICS AND WHAT IS IN BETWEEN.

    Science.gov (United States)

    Keidar, Daniella; Yagoda, Arie

    2014-10-01

    In recent years, the study of emotions has broadened its scope and established its standing as a new scientific discipline. Humanity has become increasingly conscious of the seminal role played by the emotional components in both intrapersonal and interpersonal behavior. A deeply rooted and inherent correlation exists between emotional intelligence (E.I. - Emotional Intelligence) and positive social results: social adaptation, quality social relationships, the capacity for healthy social behaviors, caring, altruism, empathy, enlightened communication and the efficacy and personal coherence essential to moral and ethical behavior, including its manifestation in the sphere of bio-ethics. The importance of the personal relationship between the doctor and the patient is especially fundamental in the current era of immense and accelerated scientific-technological development, forcing doctors to cope with an increasingly complicated technical environment. Precisely because of this reality, it is essential that a doctor's actions and interpersonal relationship with the patient proceed from an ethical base, grounded in both professional and emotional responsibility. Emotional responsibility is one of the central elements underlying bioethical conduct and is the element that provides the guideposts for the treatment of others. The symbiotic connection between emotional intelligence and the sphere of ethics and morals is what delineates human beings. Human beings, by definition and in essence, bear responsibility for their actions. The beginning of ethics is in the human being's consciousness of choice in relation to self and to others. An individual's choices integrate emotion and cognition. That ability to integrate alongside the capacity for choice enables the human race to act in accordance with ethical and moral codes. At work, on a daily basis, a doctor is positioned opposite to the physical, emotional, cognitive and ethical entirety of the patient. Beyond the doctor

  2. Development and validation of the Emotional Self-Awareness Questionnaire: a measure of emotional intelligence.

    Science.gov (United States)

    Killian, Kyle D

    2012-07-01

    This study examined the psychometric characteristics of the Emotional Self-Awareness Questionnaire (ESQ), a self-report measure of emotional intelligence. The ESQ, Emotional Intelligence Scale, and measures of alexithymia, positive negative affect, personality, cognitive ability, life satisfaction, and leadership aspirations were administered to 1,406 undergraduate psychology students. The ESQ was reduced from 118 to 60 items via factor and reliability analyses, retaining 11 subscales and a normal score distribution with a reliability of .92. The ESQ had significant positive correlations with the Emotional Intelligence Test and positive affect, significant negative correlations with alexithymia and negative affect, and an insignificant correlation with cognitive ability. The ESQ accounted for 35% of the variance in life satisfaction over and above the Big Five, cognitive ability, and self-esteem, and demonstrated incremental validity in explaining GPA and leadership aspirations. The significance of emotional intelligence as a unique contributor to psychological well-being and performance, and applications for the ESQ in assessment and outcome research in couple and family therapy are discussed. © 2011 American Association for Marriage and Family Therapy.

  3. Emotional intelligence, teamwork effectiveness, and job performance: the moderating role of job context.

    Science.gov (United States)

    Farh, Crystal I C Chien; Seo, Myeong-Gu; Tesluk, Paul E

    2012-07-01

    We advance understanding of the role of ability-based emotional intelligence (EI) and its subdimensions in the workplace by examining the mechanisms and context-based boundary conditions of the EI-performance relationship. Using a trait activation framework, we theorize that employees with higher overall EI and emotional perception ability exhibit higher teamwork effectiveness (and subsequent job performance) when working in job contexts characterized by high managerial work demands because such contexts contain salient emotion-based cues that activate employees' emotional capabilities. A sample of 212 professionals from various organizations and industries indicated support for the salutary effect of EI, above and beyond the influence of personality, cognitive ability, emotional labor job demands, job complexity, and demographic control variables. Theoretical and practical implications of the potential value of EI for workplace outcomes under contexts involving managerial complexity are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

  4. Classroom emotional intelligence and its relationship with school performance

    Directory of Open Access Journals (Sweden)

    Aitor Aritzeta

    2016-06-01

    Full Text Available Despite the importance of emotions in classrooms, no measurements have been developed to assess group emotional intelligence (EI. The aim of this work was to develop a questionnaire for measuring group EI (G-TMMS in educational contexts. The psychometric properties of G-TMMS were examined in a sample of 794 participants (47% female; mean age = 16; SD = 1.4, divided into 59 classrooms. The G-TMMS showed a one-factor structure. It also demonstrated to have adequate internal consistency, temporal stability, and convergent validity. Moreover, group EI was associated with higher group school performance. The implications of this new scale in educational contexts are discussed.

  5. The Role of Students’ Emotional Intelligence: Empirical Evidence

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    Natalio Extremera Pacheco

    2004-11-01

    Full Text Available Emotional intelligence (EI has attracted great interest in the field of education as a vehicle to improve the socioemotional development of students. The first publications that appeared made a great number of claims about the positive influence of emotional intelligence in the classroom. The only problem was that not all these claims were coupled with empirical research to show, on the one hand, the predictive level of EI, and on the other hand, the actual role of EI in different areas of life. It has been only recently that the effect of a high level of EI exercises on people has been investigated. The object of this article is to examine the most relevant empirical research done within the educational setting, in order to collect the existing evidence for the influence of EI, evaluated by different instruments, in the personal, social and scholastic functioning of students.

  6. Exploring the Implications of Emotional Intelligence to Enhance Employees’ Performance

    Directory of Open Access Journals (Sweden)

    Muhammad Bashir Khan

    2013-05-01

    Full Text Available Emotional intelligence (EI is an effective tool to increase organizational productivity. This study depicts the impact of EI on employees’ performance who are engaged with customer services by using four elements i.e. self awareness, self management, social awareness and relationship management. A sample of 120 respondents was selected from four paint manufacturing companies in Pakistan. The primary data was collected through the structured questionnaire and simple regression method was used to investigate the relationship between employee’s performance and emotional intelligence. The results illustrate that EI has positive impact on employee’s performance. It is suggested that the implication of EI be ensured as contemporary need of customer services in paint industries so that organization productivity may be enhanced with efficient employees’ performance.

  7. The Effect of Web Assisted Learning with Emotional Intelligence Content on Students' Information about Energy Saving, Attitudes towards Environment and Emotional Intelligence

    Science.gov (United States)

    Ercan, Orhan; Ural, Evrim; Köse, Sinan

    2017-01-01

    For a sustainable world, it is very important for students to develop positive environmental attitudes and to have awareness of energy use. The study aims to investigate the effect of web assisted instruction with emotional intelligence content on 8th grade students' emotional intelligence, attitudes towards environment and energy saving, academic…

  8. Does emotional intelligence influence success during medical school admissions and program matriculation?: a systematic review.

    Science.gov (United States)

    Cook, Christian Jaeger; Cook, Chad E; Hilton, Tiffany N

    2016-01-01

    It aimed at determining whether emotional intelligence is a predictor for success in a medical school program and whether the emotional intelligence construct correlated with other markers for admission into medical school. Three databases (PubMed, CINAHL, and ERIC) were searched up to and including July 2016, using relevant terms. Studies written in English were selected if they included emotional intelligence as a predictor for success in medical school, markers of success such as examination scores and grade point average and association with success defined through traditional medical school admission criteria and failures, and details about the sample. Data extraction included the study authors and year, population description, emotional intelligence I tool, outcome variables, and results. Associations between emotional intelligence scores and reported data were extracted and recorded. Six manuscripts were included. Overall, study quality was high. Four of the manuscripts examined emotional intelligence as a predictor for success while in medical school. Three of these four studies supported a weak positive relationship between emotional intelligence scores and success during matriculation. Two of manuscripts examined the relationship of emotional intelligence to medical school admissions. There were no significant relevant correlations between emotional intelligence and medical school admission selection. Emotional intelligence was correlated with some, but not all, measures of success during medical school matriculation and none of the measures associated with medical school admissions. Variability in success measures across studies likely explains the variable findings.

  9. Does emotional intelligence influence success during medical school admissions and program matriculation?: a systematic review

    Directory of Open Access Journals (Sweden)

    Christian Jaeger Cook

    2016-11-01

    Full Text Available Purpose It aimed at determining whether emotional intelligence is a predictor for success in a medical school program and whether the emotional intelligence construct correlated with other markers for admission into medical school. Methods Three databases (PubMed, CINAHL, and ERIC were searched up to and including July 2016, using relevant terms. Studies written in English were selected if they included emotional intelligence as a predictor for success in medical school, markers of success such as examination scores and grade point average and association with success defined through traditional medical school admission criteria and failures, and details about the sample. Data extraction included the study authors and year, population description, emotional intelligence I tool, outcome variables, and results. Associations between emotional intelligence scores and reported data were extracted and recorded. Results Six manuscripts were included. Overall, study quality was high. Four of the manuscripts examined emotional intelligence as a predictor for success while in medical school. Three of these four studies supported a weak positive relationship between emotional intelligence scores and success during matriculation. Two of manuscripts examined the relationship of emotional intelligence to medical school admissions. There were no significant relevant correlations between emotional intelligence and medical school admission selection. Conclusion Emotional intelligence was correlated with some, but not all, measures of success during medical school matriculation and none of the measures associated with medical school admissions. Variability in success measures across studies likely explains the variable findings.

  10. Emotional intelligence as a determinant of leadership potential

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    Anita D. Stuart

    2001-09-01

    Full Text Available Emotional intelligence scores of employees of a financial institution who displayed leadership potential (n = 31 were compared with scores of a groupwho displayed little leadership potential. Leadershipwas rated by ascertaining the presence of transformational behaviour. All rated employees completed an emotional intelligence scale. Results indicated that the factors of optimism and self-actualisationwere significantly higher for the leader group. The non-leader group indicated higher scores on the positive impression scale, indicating possible positive skewing of results for that group. Generally, the research data indicates a link between the fundamental postulates of transformational leadership theory and emotional intelligence. Opsomming Emosionele intelligensie-tellings van’n groep werknemers binne ’n finansiele instelling wie leierskapspotensiaal getoon het (n = 31 is vergelyk met ’n groepwat min leierskapspotensiaal getoon het. Leierskapspotensiaal is bepaal op grond van die teenwoordigheid van transformasionele gedrag. Alle werknemerswat gemeet is het ’n emosionele intelligensieskaal voltooi. Resultate toon dat optimisme en selfaktualisasie beduidend hoer was vir die leiergroep. Die nie-leiergroep het hoer tellings getoon op die positiewe indruk-skaal, wat ’nmoontlike positiewe skeefheid van daardie groep se resultate aandui. Die navorsingsdata toon oor die algemeen’n koppeling tussen die fundamentele beginsels van transformasionele leierskapsteorie en emosionele intelligensie.

  11. Emotional intelligence among nursing students: Findings from a cross-sectional study.

    Science.gov (United States)

    Štiglic, Gregor; Cilar, Leona; Novak, Žiga; Vrbnjak, Dominika; Stenhouse, Rosie; Snowden, Austyn; Pajnkihar, Majda

    2018-07-01

    Emotional intelligence in nursing is of global interest. International studies identify that emotional intelligence influences nurses' work and relationships with patients. It is associated with compassion and care. Nursing students scored higher on measures of emotional intelligence compared to students of other study programmes. The level of emotional intelligence increases with age and tends to be higher in women. This study aims to measure the differences in emotional intelligence between nursing students with previous caring experience and those without; to examine the effects of gender on emotional intelligence scores; and to test whether nursing students score higher than engineering colleagues on emotional intelligence measures. A cross-sectional descriptive study design was used. The study included 113 nursing and 104 engineering students at the beginning of their first year of study at a university in Slovenia. Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire (TEIQue) and Schutte Self Report Emotional Intelligence Test (SSEIT). Shapiro-Wilk's test of normality was used to test the sample distribution, while the differences in mean values were tested using Student t-test of independent samples. Emotional intelligence was higher in nursing students (n = 113) than engineering students (n = 104) in both measures [TEIQue t = 3.972; p emotional intelligence scores than male students on both measures, the difference was not statistically significant [TEIQue t = -0.839; p = 0.403; SSEIT t = -1.159; p = 0.249]. EI scores in nursing students with previous caring experience were not higher compared to students without such experience for any measure [TEIQue t = -1.633; p = 0.105; SSEIT t = -0.595; p = 0.553]. Emotional intelligence was higher in nursing than engineering students, and slightly higher in women than men. It was not associated with previous caring experience. Copyright

  12. Emotional and meta-emotional intelligence as predictors of adjustment problems in students with Specific Learning Disorders

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    Antonella D’Amico

    2017-11-01

    Full Text Available The purpose of this study was to analyse adjustment problems in a group of adolescents with a Specific Learning Disorder (SLD, examining to what extent they depend on the severity level of the learning disorder and/or on the individual‟s level of emotional intelligence. Adjustment problems,, perceived severity levels of SLD, and emotional and meta-emotional intelligence were examined in 34 adolescents with SLD. Results demonstrated that emotional beliefs, emotional self-concept and emotional intelligence are very important factors in the psychological adjustment of adolescents with SLD. These results provide evidence for the importance of considering meta-emotional intelligence in both diagnostic and intervention protocols, as well as in the inclusive education of students with SLD.

  13. A Study On Relationship Between Emotional Intelligence And Self-Esteem Among Secondary School Children

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    Sujatha, B.

    2015-01-01

    The major objective of this article is to establish a relationship between emotional intelligence and self-esteem among secondary school students. Emotional intelligence (EI) is the ability to recognize one's own and other people's emotions, to discriminate between different feelings and label them appropriately, and to use emotional information to guide thinking and behavior (by Daniel Goleman). Self-esteem reflects a person's overall subjective emotional evaluation of his or her own worth. ...

  14. Prerequisites for Emotional Intelligence Formation in Second Language Learning and Career Choice

    Science.gov (United States)

    Baklashova, Tatiana A.; Galishnikova, Elena M.; Khafizova, Liliya A.

    2016-01-01

    The relevance of the topic is due to the enhancing role of emotional intelligence in second language learning. The article aims to substantiate that emotional intelligence (EI) strengthens training quality of future professionals, gives it an emotional color, and thereby increases a variety of intellectual skills. The leading methodical approaches…

  15. Trait Emotional Intelligence and the Big Five: A Study on Italian Children and Preadolescents

    Science.gov (United States)

    Russo, Paolo Maria; Mancini, Giacomo; Trombini, Elena; Baldaro, Bruno; Mavroveli, Stella; Petrides, K. V.

    2012-01-01

    Trait emotional intelligence (EI) is a constellation of emotion-related self-perceptions located at the lower levels of personality hierarchies. This article examines the validity of the Trait Emotional Intelligence Questionnaire-Child Form and investigates its relationships with Big Five factors and cognitive ability. A total of 690 children (317…

  16. The Relationship between Transformational Leadership and Emotional Intelligence from a Gendered Approach

    Science.gov (United States)

    Lopez-Zafra, Esther; Garcia-Retamero, Rocio; Martos, M. Pilar Berrios

    2012-01-01

    Studies on both transformational leadership and emotional intelligence have analyzed the relationship between emotions and leadership. Yet the relationships among these concepts and gender roles have not been documented. In this study, we investigated the relations among transformational leadership, emotional intelligence, and gender stereotypes.…

  17. The Relationship between Emotional Intelligence and Attitudes toward Computer-Based Instruction of Postsecondary Hospitality Students

    Science.gov (United States)

    Behnke, Carl; Greenan, James P.

    2011-01-01

    This study examined the relationship between postsecondary students' emotional-social intelligence and attitudes toward computer-based instructional materials. Research indicated that emotions and emotional intelligence directly impact motivation, while instructional design has been shown to impact student attitudes and subsequent engagement with…

  18. The Relationship between Emotional Maturity, Intelligence and Creativity in Gifted Children.

    Science.gov (United States)

    Landau, Erika; Weissler, Kineret

    1998-01-01

    This study examined the relationships among emotional maturity, intelligence, and creativity in 221 gifted children at a special school in Israel. Emotional maturity was defined as the strength and courage to actualize individual abilities within the frame of social demands. Highly intelligent and emotionally mature children were more creative…

  19. Measures of Emotional Intelligence and Social Acceptability in Children: A Concurrent Validity Study

    Science.gov (United States)

    Windingstad, Sunny; McCallum, R. Steve; Bell, Sherry Mee; Dunn, Patrick

    2011-01-01

    The concurrent validity of two measures of Emotional Intelligence (EI), one considered a trait measure, the other an ability measure, was examined by administering the Emotional Quotient Inventory: Youth Version (EQi:YV; Bar-On & Parker, 2000), the Mayer-Salovey-Caruso Emotional Intelligence Test: Youth Version (MSCEIT:YV; Mayer, Salovey, &…

  20. Emotional intelligence and job performance: The role of enactment and focus on others’ emotions

    NARCIS (Netherlands)

    Pekaar, K.A. (Keri A.); D. van der Linden (Dimitri); A.B. Bakker (Arnold); M.Ph. Born (Marise)

    2017-01-01

    textabstractThe link between emotional intelligence (EI) and job performance was examined focusing on the interplay between self- and other-focused EI dimensions. Two diary studies were conducted among divorce lawyers and salespersons. We adopted a two-level perspective including individual

  1. Emotional intelligence, emotions, and feelings of support staff working with clients with intellectual disabilities and challenging behavior: an exploratory study.

    Science.gov (United States)

    Zijlmans, Linda J M; Embregts, Petri J C M; Bosman, Anna M T

    2013-11-01

    Working with clients who show challenging behavior can be emotionally demanding and stressful for support staff, because this behavior may cause a range of negative emotional reactions and feelings. These reactions are of negative influence on staff wellbeing and behavior. Research has focused on negative emotions of staff. However, a distinction between emotions and feelings has never been made in the research field of intellectual disabilities. Negative emotions and feelings may be regulated by emotional intelligence, a psychological construct that takes into account personal style and individual differences. The purpose of this study was to explore the relationship between emotional intelligence on the one hand and emotions and feelings on the other. Participants were 207 support staff serving clients with moderate to borderline intellectual disabilities and challenging behavior. Emotional intelligence, emotions, and feelings were measured with questionnaires. The results show that emotional intelligence, emotions, and feelings are related. However, found relationships were weak. Most significant relations were found between feelings and stress management and adaptation elements of emotional intelligence. Because the explored variables can change over time they call for a longitudinal research approach. Copyright © 2013 Elsevier Ltd. All rights reserved.

  2. Gender differences in emotion perception and self-reported emotional intelligence: A test of the emotion sensitivity hypothesis.

    Science.gov (United States)

    Fischer, Agneta H; Kret, Mariska E; Broekens, Joost

    2018-01-01

    Previous meta-analyses and reviews on gender differences in emotion recognition have shown a small to moderate female advantage. However, inconsistent evidence from recent studies has raised questions regarding the implications of different methodologies, stimuli, and samples. In the present research based on a community sample of more than 5000 participants, we tested the emotional sensitivity hypothesis, stating that women are more sensitive to perceive subtle, i.e. low intense or ambiguous, emotion cues. In addition, we included a self-report emotional intelligence test in order to examine any discrepancy between self-perceptions and actual performance for both men and women. We used a wide range of stimuli and models, displaying six different emotions at two different intensity levels. In order to better tap sensitivity for subtle emotion cues, we did not use a forced choice format, but rather intensity measures of different emotions. We found no support for the emotional sensitivity account, as both genders rated the target emotions as similarly intense at both levels of stimulus intensity. Men, however, more strongly perceived non-target emotions to be present than women. In addition, we also found that the lower scores of men in self-reported EI was not related to their actual perception of target emotions, but it was to the perception of non-target emotions.

  3. Gender differences in emotion perception and self-reported emotional intelligence: A test of the emotion sensitivity hypothesis

    Science.gov (United States)

    Kret, Mariska E.; Broekens, Joost

    2018-01-01

    Previous meta-analyses and reviews on gender differences in emotion recognition have shown a small to moderate female advantage. However, inconsistent evidence from recent studies has raised questions regarding the implications of different methodologies, stimuli, and samples. In the present research based on a community sample of more than 5000 participants, we tested the emotional sensitivity hypothesis, stating that women are more sensitive to perceive subtle, i.e. low intense or ambiguous, emotion cues. In addition, we included a self-report emotional intelligence test in order to examine any discrepancy between self-perceptions and actual performance for both men and women. We used a wide range of stimuli and models, displaying six different emotions at two different intensity levels. In order to better tap sensitivity for subtle emotion cues, we did not use a forced choice format, but rather intensity measures of different emotions. We found no support for the emotional sensitivity account, as both genders rated the target emotions as similarly intense at both levels of stimulus intensity. Men, however, more strongly perceived non-target emotions to be present than women. In addition, we also found that the lower scores of men in self-reported EI was not related to their actual perception of target emotions, but it was to the perception of non-target emotions. PMID:29370198

  4. Sleep deprivation reduces perceived emotional intelligence and constructive thinking skills.

    Science.gov (United States)

    Killgore, William D S; Kahn-Greene, Ellen T; Lipizzi, Erica L; Newman, Rachel A; Kamimori, Gary H; Balkin, Thomas J

    2008-07-01

    Insufficient sleep can adversely affect a variety of cognitive abilities, ranging from simple alertness to higher-order executive functions. Although the effects of sleep loss on mood and cognition are well documented, there have been no controlled studies examining its effects on perceived emotional intelligence (EQ) and constructive thinking, abilities that require the integration of affect and cognition and are central to adaptive functioning. Twenty-six healthy volunteers completed the Bar-On Emotional Quotient Inventory (EQi) and the Constructive Thinking Inventory (CTI) at rested baseline and again after 55.5 and 58 h of continuous wakefulness, respectively. Relative to baseline, sleep deprivation was associated with lower scores on Total EQ (decreased global emotional intelligence), Intrapersonal functioning (reduced self-regard, assertiveness, sense of independence, and self-actualization), Interpersonal functioning (reduced empathy toward others and quality of interpersonal relationships), Stress Management skills (reduced impulse control and difficulty with delay of gratification), and Behavioral Coping (reduced positive thinking and action orientation). Esoteric Thinking (greater reliance on formal superstitions and magical thinking processes) was increased. These findings are consistent with the neurobehavioral model suggesting that sleep loss produces temporary changes in cerebral metabolism, cognition, emotion, and behavior consistent with mild prefrontal lobe dysfunction.

  5. Neural correlates of emotional intelligence in a visual emotional oddball task: an ERP study.

    Science.gov (United States)

    Raz, Sivan; Dan, Orrie; Zysberg, Leehu

    2014-11-01

    The present study was aimed at identifying potential behavioral and neural correlates of Emotional Intelligence (EI) by using scalp-recorded Event-Related Potentials (ERPs). EI levels were defined according to both self-report questionnaire and a performance-based ability test. We identified ERP correlates of emotional processing by using a visual-emotional oddball paradigm, in which subjects were confronted with one frequent standard stimulus (a neutral face) and two deviant stimuli (a happy and an angry face). The effects of these faces were then compared across groups with low and high EI levels. The ERP results indicate that participants with high EI exhibited significantly greater mean amplitudes of the P1, P2, N2, and P3 ERP components in response to emotional and neutral faces, at frontal, posterior-parietal and occipital scalp locations. P1, P2 and N2 are considered indexes of attention-related processes and have been associated with early attention to emotional stimuli. The later P3 component has been thought to reflect more elaborative, top-down, emotional information processing including emotional evaluation and memory encoding and formation. These results may suggest greater recruitment of resources to process all emotional and non-emotional faces at early and late processing stages among individuals with higher EI. The present study underscores the usefulness of ERP methodology as a sensitive measure for the study of emotional stimuli processing in the research field of EI. Copyright © 2014 Elsevier Inc. All rights reserved.

  6. Emotional intelligence and affective events in nurse education: A narrative review.

    Science.gov (United States)

    Lewis, Gillian M; Neville, Christine; Ashkanasy, Neal M

    2017-06-01

    To investigate the current state of knowledge about emotional intelligence and affective events that arise during nursing students' clinical placement experiences. Narrative literature review. CINAHL, MEDLINE, PsycINFO, Scopus, Web of Science, ERIC and APAIS-Health databases published in English between 1990 and 2016. Data extraction from and constant comparative analysis of ten (10) research articles. We found four main themes: (1) emotional intelligence buffers stress; (2) emotional intelligence reduces anxiety associated with end of life care; (3) emotional intelligence promotes effective communication; and (4) emotional intelligence improves nursing performance. The articles we analysed adopted a variety of emotional intelligence models. Using the Ashkanasy and Daus "three-stream" taxonomy (Stream 1: ability models; 2: self-report; 3: mixed models), we found that Stream 2 self-report measures were the most popular followed by Stream 3 mixed model measures. None of the studies we surveyed used the Stream 1 approach. Findings nonetheless indicated that emotional intelligence was important in maintaining physical and psychological well-being. We concluded that developing emotional intelligence should be a useful adjunct to improve academic and clinical performance and to reduce the risk of emotional distress during clinical placement experiences. We call for more consistency in the use of emotional intelligence tests as a means to create an empirical evidence base in the field of nurse education. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. Social cognition in bipolar disorder: Focus on emotional intelligence.

    Science.gov (United States)

    Varo, C; Jimenez, E; Solé, B; Bonnín, C M; Torrent, C; Valls, E; Morilla, I; Lahera, G; Martínez-Arán, A; Vieta, E; Reinares, M

    2017-08-01

    The present study aims to characterize emotional intelligence (EI) variability in a sample of euthymic bipolar disorder (BD) patients through the Mayer- Salovey-Caruso Emotional Intelligence Test (MSCEIT). A total of 134 euthymic BD outpatients were recruited and divided into three groups according to the total Emotional Intelligence Quotient (EIQ) score of the MSCEIT, following a statistical criterion of scores 1.5SDs above/below the normative group mean, as follows: a low performance (LP) group (EIQ 115). Afterwards, main sociodemographic, clinical, functional and neurocognitive variables were compared between the groups. Three groups were identified: 1) LP group (n=16, 12%), 2) NP group (n=93, 69%) and 3) HP group (n=25, 19%). There were significant differences between the groups in premorbid intelligence quotient (IQ) (p=0.010), axis II comorbidity (p=0.008), subthreshold depressive symptoms (p=0.027), general functioning (p=0.013) and in four specific functional domains: autonomy, occupation, interpersonal relations and leisure time. Significant differences in neurocognitive performance were found between groups with the LP group showing the lowest attainments. The cross-sectional design of the study. Our results suggest that EI variability among BD patients, assessed through MSCEIT, is lower than expected. EI could be associated with premorbid IQ, subthreshold depressive symptoms, neurocognitive performance and general functioning. The identification of different profiles of SC may help guide specific interventions for distinct patient subgroups aimed at improving social cognition, neurocognitive performance and psychosocial functioning. Copyright © 2017 Elsevier B.V. All rights reserved.

  8. The impact of emotional intelligence on faculty members' knowledge sharing behaviors

    Directory of Open Access Journals (Sweden)

    Masoomeh Arabshahi,

    2013-12-01

    Full Text Available Universities and institutions of higher education with a professional, special, educational and cultural environment, play an important role in effective knowledge management and preparing the background for knowledge sharing. Faculty members are known as the main elements of the university who own mental and intellectual property. Their knowledge sharing under certain conditions along with knowledge sharing behaviors improve individual and organizational operations. Moreover, the tendency to do these actions is the most important factor in knowledge sharing behavior and emotional intelligence (EQ, as one of the social intelligence factors, can guide individual thinking and activity. This study examines the impact of emotional intelligence on faculty members' knowledge sharing behaviors. Regarding the purpose and nature, this study was functional and its methodology was exploratory and due to evaluation of the relations and impacts among variables, it was a correlational method. Data collection included interviews with experts for the qualitative part and a questionnaire for the quantitative part. The qualitative findings indicate different emotional intelligence dimensions, which includes self-awareness, social skills, coping with pressure, adaptability and overall creation. In addition, the result of EQ dimensions on knowledge sharing behavior reveal that “social skills, coping with pressure, and overall creation” share a link with faculty members' research behavior among the four dimensions of knowledge sharing behavior and that “adaptability” has no significant relationship with knowledge sharing behavior.

  9. Emotional intelligence education in pre-registration nursing programmes: an integrative review.

    Science.gov (United States)

    Foster, Kim; McCloughen, Andrea; Delgado, Cynthia; Kefalas, Claudia; Harkness, Emily

    2015-03-01

    To investigate the state of knowledge on emotional intelligence (EI) education in pre-registration nursing programmes. Integrative literature review. CINAHL, Medline, Scopus, ERIC, and Web of Knowledge electronic databases were searched for abstracts published in English between 1992-2014. Data extraction and constant comparative analysis of 17 articles. Three categories were identified: Constructs of emotional intelligence; emotional intelligence curricula components; and strategies for emotional intelligence education. A wide range of emotional intelligence constructs were found, with a predominance of trait-based constructs. A variety of strategies to enhance students' emotional intelligence skills were identified, but limited curricula components and frameworks reported in the literature. An ability-based model for curricula and learning and teaching approaches is recommended. Copyright © 2014. Published by Elsevier Ltd.

  10. Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects

    Directory of Open Access Journals (Sweden)

    Sergio Mérida-López

    2017-09-01

    Full Text Available This study examined the additive and interactive effects of role stress and emotional intelligence for predicting engagement among 288 teachers. Emotional intelligence and engagement were positively associated. Role ambiguity and role conflict showed negative associations with vigor and dedication scores. The interaction of role ambiguity and emotional intelligence was significant in explaining engagement dimensions. Similar results were found considering overall teacher engagement. Emotional intelligence boosted engagement when the levels of role ambiguity were higher. Our findings suggest the need for future research examining the impact of job hindrances on the links between emotional intelligence and teachers’ occupational well-being indicators. Finally, the implications for emotional intelligence training in education are discussed.

  11. The relationship between emotional intelligence, self-esteem, gender and educational success

    Directory of Open Access Journals (Sweden)

    Mina Rahimi

    2016-07-01

    Full Text Available Identifying factors that contribute to academic achievement is important. Some studies suggest a direct correlation between emotional intelligence, self-esteem and academic achievement, but others disagree about any direct relationship. This study investigates the relationship between emotional intelligence, self-esteem and academic achievement. The sample consists of 300 university students who were selected through random sampling. Bar-on emotional Intelligence questionnaire and self-esteem test pop as well as the mean scores of students were used as academic achievement. To analyze research data, descriptive and inferential statistics were used. The results of data analysis show that emotional intelligence and self-esteem had no significant relationship with achievement. The findings also show that emotional intelligence was not different between male and female students, but the self-esteem of female students was more than male students. Therefore in considering effective factors in academic achievement just psychological constructs such as emotional intelligence, self- esteem cannot be stressed.

  12. Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects

    Science.gov (United States)

    2017-01-01

    This study examined the additive and interactive effects of role stress and emotional intelligence for predicting engagement among 288 teachers. Emotional intelligence and engagement were positively associated. Role ambiguity and role conflict showed negative associations with vigor and dedication scores. The interaction of role ambiguity and emotional intelligence was significant in explaining engagement dimensions. Similar results were found considering overall teacher engagement. Emotional intelligence boosted engagement when the levels of role ambiguity were higher. Our findings suggest the need for future research examining the impact of job hindrances on the links between emotional intelligence and teachers’ occupational well-being indicators. Finally, the implications for emotional intelligence training in education are discussed. PMID:28961218

  13. The Connections Between Team Emotional Intelligence and Team Effectiveness in Financial Services - Case X Oyj

    OpenAIRE

    Peltola, Maija

    2016-01-01

    The increasing need for growing effectiveness in companies dealing with challenges of globalized markets has heightened the need for research on what makes work groups or teams more effective. Since the 1990's the concept of emotional intelligence has intrigued researchers in the field of both psychology and business economics. Recently, there has been growing interest in studying the connections between emotional intelligence and effectiveness or performance. Emotional intelligence has been ...

  14. The relationship between emotional intelligence, self-esteem, gender and educational success

    OpenAIRE

    Mina Rahimi

    2016-01-01

    Identifying factors that contribute to academic achievement is important. Some studies suggest a direct correlation between emotional intelligence, self-esteem and academic achievement, but others disagree about any direct relationship. This study investigates the relationship between emotional intelligence, self-esteem and academic achievement. The sample consists of 300 university students who were selected through random sampling. Bar-on emotional Intelligence questionnaire and self-esteem...

  15. [Emotional competence in the multiple intelligences theory from the perspective of laypersons].

    Science.gov (United States)

    Nozaki, Yuki; Koyasu, Masuo

    2016-02-01

    Emotional competence has recently, become a widespread concern in schools and workplaces, both which deeplyinvolve laypersons. While academic researchers have discussed the status of emotional competence comparedto the traditional intelligence, it is very important to elucidate how laypersons regard emotional competencecompared to traditional intelligence as well. The present study investigated the position of emotional competencein the multiple intelligences theory by assessing laypersons' self-estimates of their abilities and their rating ofthe importance of emotional competence for thriving in society. Participants (N = 584) answered a questionnaireonline. Results showed that laypersons regarded emotional competence as a distinct construct, and most stronglyrelated it to personal intelligence. Moreover, their ratings of the importance of emotional competence and personalintelligence for thriving in society were higher than that of traditional intelligence.

  16. Emotional Intelligence as a Predictor of Academic and/or Professional Success

    Science.gov (United States)

    Cain, Jeff; Smith, Kelly M.

    2006-01-01

    The concept of “emotional intelligence” has been extensively popularized in the lay press and corporate world as individuals purport the potential ability of emotional intelligence to predict various markers of success. Emotional intelligence (EI) most commonly incorporates concepts of emotional expression and regulation, self-awareness, and empathy. The concept has been criticized by some for its loose definition and parallels to personality traits. Additionally, several limitations to the instruments used to measure emotional intelligence have been identified. This review examines the foundations of the definitions of emotional intelligence as well as existing educational research involving emotional intelligence, both within the health professions and externally. Recommendations for future research and research potential are discussed. PMID:17136189

  17. Emotional Intelligence in a Group of Patients with First-Episode Psychosis in Iran

    Directory of Open Access Journals (Sweden)

    Hamid Reza Pooretemad

    2012-02-01

    Full Text Available This study was aimed to evaluate the Emotional Intelligence (EI of a group of patients with first episode psychosis in Iran as compared with a healthy control group. A case-control design was used. EI was assessed using Persian version of Bar-On Emotional Quotient inventory (EQ-i administered on 25 patients with history of a single psychotic episode in the last two years, as well as 64 healthy participants. The mean (±SD of EI scores of patients and healthy controls group was 319.8 (±40.9 and 328.8 (±33.3, respectively. Two-independent sample t-test revealed no significant difference in the EI scores of two groups (P=0.29. In contrast with chronic schizophrenia, the patients with first-episode psychosis were not different from the healthy subjects in terms of emotional intelligence score. It might be implied that the low emotional intelligence of the patients with chronic psychotic disorders is an accumulative result of the underlying disease over time.

  18. The Relationship Between Emotional Intelligence and Couples Marital Satisfaction in Three Regions of the Isfahan

    Directory of Open Access Journals (Sweden)

    زهره نصیری زارچ

    2016-02-01

    Full Text Available This study aims to thoroughly investigate the relationship between emotional intelligence and couples satisfaction performed in three regions of the Isfahan city. The research design was a descriptive correlative and the statistical population of the study consisted of all married couples who had at least one child in third grade of primary schools and from socioeconomic conditions point of view lived in rich, semi-rich and under rich areas of the city. In the research 318 samples (159 couples were chosen using random Multi-stage cluster sampling. the research aim was fundamentally based on two standard questionnaires of Bar-On emotional intelligence and ENRICH marital satisfaction. The data was analyzed using Pearson correlation method, t-test, stepwise regression. The result analysis showed that in the rich area of the components self-esteem, empathy and impulse control, in the semi-rich area Happiness, Stress Tolerance, Assertiveness, reality testing, flexibility, independence, interpersonal relationship, optimism, impulse control and problem solving and in the under rich area while Stress Tolerance and Assertiveness are the most  predictive power, in under rich area. the most significant point of the survey shows that assertiveness, reality testing, impulse control and interpersonal relationships have reversed effects, in the semi-rich area. Considering the result of the study shows that some other major factors influence couples satisfaction as well as emotional intelligence and nowadays, in the modern society satisfying providing couples satisfaction, highly depends on other social economic factor.

  19. Identifying emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables.

    Science.gov (United States)

    Kahraman, Nilgün; Hiçdurmaz, Duygu

    2016-04-01

    This study aimed to identify the emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables. Emotional intelligence is "the ability of a person to comprehend self-emotions, to show empathy towards the feelings of others, and to control self-emotions in a way that enriches life." Nurses with a higher emotional intelligence level offer more efficient and professional care, and they accomplish more in their social and professional lives. We designed a descriptive cross-sectional study. The Introductory Information Form and the Bar-On emotional intelligence Inventory were used to collect data between 20th June and 20th August 2012. The study was conducted with 312 nurses from 37 hospitals located within the borders of the metropolitan municipality in Ankara. There were no significant differences between emotional intelligence scores of the nurses according to demographic variables such as age, gender, marital status, having children. Thus, sociodemographic factors did not appear to be key factors, but some professional variables did. Higher total emotional intelligence scores were observed in those who had 10 years or longer experience, who found oneself successful in professional life, who stated that emotional intelligence is an improvable skill and who previously received self-improvement training. Interpersonal skills were higher in those with a graduate degree and in nurses working in polyclinics and paediatric units. These findings indicate which groups require improvement in emotional intelligence skills and which skills need improvement. Additionally, these results provide knowledge and create awareness about emotional intelligence skills of nurses and the distribution of these skills according to sociodemographic and professional variables. Implementation of emotional intelligence improvement programmes targeting the determined clinical nursing groups by nursing administrations can help the increase in

  20. VALIDITY OF THE EMOTIONAL INTELLIGENCE SCALE FOR USE IN SPORT

    Directory of Open Access Journals (Sweden)

    Andrew M. Lane

    2009-06-01

    Full Text Available 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

  1. THE PSYCHODIAGNOSTICS OF THE EMOTIONAL INTELLIGENCE DEVELOPMENT OF INDIVIDUALS AT THE SENIOR SCHOOL AGE

    Directory of Open Access Journals (Sweden)

    I. V. Opanasyuk

    2015-03-01

    Full Text Available Background. The article deals with the phenomenon of “emotional intelligence” and its characteristic features at the senior school age. It is proved that the emotional intelligence enables senior pupils to reduce the impact of negative feelings with the help of the control over the situation and their emotions. The topicality of the problem is determined by the fact that the emotional intelligence is one of the prerequisites to the formation of the senior pupils’ personality, their ability to ensure and regulate the acquired experience, as well as the ability of self-identi?cation. Objective. The purpose of the study is to determine the level of the senior pupils’ emotional intelligence development, as well as to analyze the nature of the interrelation of its components. The set aim presupposes the ful?llment of the following tasks: 1 to analyze the content characteristic feature of the phenomenon of “emotional intelligence” and the levels of its development among the senior pupils; 2 to carry out the diagnostics of the development of the senior pupils’ emotional intelligence; 3 to identify the relationships between the emotional intelligence and its components on the basis of the empirical researches. Method. The research tasks have determined the sample of 420 pupils (15-17 years old representing various schools of the Ivano-Frankivsk region. The diagnostics of emotional barriers in interpersonal communication (V.V. Boyko; the diagnostics of emotional intelligence (N. Hall; the diagnostics of the emotional orientation of the individual (B.I. Dodonov; the emotional intelligence questionnaire “EmIn” (D.V. Lyusin. The mathematical processing of the above-mentioned test methods was conducted with the help of the correlation and factor analysis. Results. The research identi?es signi?cant relationships between the emotional intelligence components. The emotional intelligence correlates with understanding one’s own and others

  2. Beyond fluid intelligence and personality traits in social support: the role of ability based emotional intelligence.

    Science.gov (United States)

    Fabio, Annamaria Di

    2015-01-01

    Social support represents an important individual resource that has been associated with multiple indices of adaptive functioning and resiliency. Existing research has also identified an association between emotional intelligence (EI) and social support. The present study builds on prior research by investigating the contributions of ability based EI to social support, beyond the effects of fluid intelligence and personality traits. The Advanced Progressive Matrices, the Big Five Questionnaire, the Mayer Salovey Caruso EI test (MSCEIT), and the Multidimensional Scale of Perceived Social Support were administered to 149 Italian high school students. The results showed that ability based EI added significant incremental variance in explaining perceived social support, beyond the variance due to fluid intelligence and personality traits. The results underline the role of ability based EI in relation to perceived social support. Since ability based EI can be increased through specific training, the results of the present study highlight new possibilities for research and intervention in a preventive framework.

  3. Evaluation of emotional intelligence and job satisfaction in employees of kashan hospitals.

    Science.gov (United States)

    Ghoreishi, Fatemeh Sadat; Zahirrodine, Ali Reza; Assarian, Fatemeh; Moosavi, Seyed Gholam Abbas; Zare Zadeh Mehrizi, Maryam

    2014-04-01

    Job satisfaction and emotional intelligence are two important variables in organizational behavioral studies, and are key factors in promoting the efficiency of organizations. The present study was conducted in order to determine the job satisfaction and emotional intelligence of employees of Kashan hospitals in 2011. This cross-sectional study was performed on 121 employees of Kashan hospitals who were selected using random stratified method. In this study, Bar-on emotional intelligence and job satisfaction questionnaires were used. The data were analyzed using statistical methods such as odds ratio, Chi-square and Fisher's exact test. The majority of employees (76%) had moderate emotional intelligence while 88.2% of them had moderate job satisfaction. In this study, there were no significant relations between emotional intelligence and variables such as sex, education, and marital and job status (P > 0.05) but significant relations were found between the age and emotional intelligence (P = 0.01). Furthermore, there was no significant relation between job satisfaction and demographic variables. Moreover, no significant relation was found between the emotional intelligence and job satisfaction (P > 0.05). As the majority of the staff had average level of job satisfaction and emotional intelligence and others were lower than average, it seems necessary for authorities to explore the reasons for job dissatisfaction to prevent job burnout, depression and developing a sense of helplessness in the staff. It is also recommended to hold educational workshops for the staff especially who are younger than 40 years to promote their emotional intelligence.

  4. Effect of promoting self-esteem by participatory learning process on emotional intelligence among early adolescents.

    Science.gov (United States)

    Munsawaengsub, Chokchai; Yimklib, Somkid; Nanthamongkolchai, Sutham; Apinanthavech, Suporn

    2009-12-01

    To study the effect of promoting self-esteem by participatory learning program on emotional intelligence among early adolescents. The quasi-experimental study was conducted in grade 9 students from two schools in Bangbuathong district, Nonthaburi province. Each experimental and comparative group consisted of 34 students with the lowest score of emotional intelligence. The instruments were questionnaires, Program to Develop Emotional Intelligence and Handbook of Emotional Intelligence Development. The experimental group attended 8 participatory learning activities in 4 weeks to Develop Emotional Intelligence while the comparative group received the handbook for self study. Assessment the effectiveness of program was done by pre-test and post-test immediately and 4 weeks apart concerning the emotional intelligence. Implementation and evaluation was done during May 24-August 12, 2005. Data were analyzed by frequency, percentage, mean, standard deviation, Chi-square, independent sample t-test and paired sample t-test. Before program implementation, both groups had no statistical difference in mean score of emotional intelligence. After intervention, the experimental group had higher mean score of emotional intelligence both immediately and 4 weeks later with statistical significant (p = 0.001 and self-esteem by participatory learning process could enhance the emotional intelligence in early-adolescent. This program could be modified and implemented for early adolescent in the community.

  5. Developing an Emotional Intelligence Program Training and Study Its Effectiveness on Emotional Intelligence of Adolescents with Emotional and Behavioral Problems That Living in Single Parent Families

    Science.gov (United States)

    Motamedi, Farzaneh; Ghobari-Bonab, Bagher; Beh-pajooh, Ahmad; Yekta, Mohsen Shokoohi; Afrooz, Gholam Ali

    2017-01-01

    Development of children and adolescents' personality is strongly affected by their parents, and absence of one of them has an undesirable effect on their development, and makes them vulnerable to later psychological disorders and behavioral problems. The purpose of this study was to develop an emotional intelligence training program and to…

  6. Emotional Intelligence in Patients with Spinal Cord Injury (SCI).

    Science.gov (United States)

    Saberi, Hooshang; Ghajarzadeh, Mahsa

    2017-05-01

    Spinal Cord Injury (SCI) is a devastating situation. Spinal Cord Injury affects functional, psychological and socioeconomic aspects of patients' lives. The ability to accomplish and explicate the one's own and other's feelings and emotions to spread over appropriate information for confirming thoughts and actions is defined as emotional intelligence (EI). The goal of this study was to evaluate depression and EI in SCI patients in comparison with healthy subjects. One-hundred-ten patients with SCI and 80 healthy subjects between Aug 2014 and Aug 2015 were enrolled. The study was conducted in Imam Hospital, Tehran, Iran. All participants were asked to fill valid and reliable Persian version Emotional Quotient inventory (EQ-i) and Beck Depression Inventory (BDI). All data were analyzed using SPSS. Data were presented as Mean±SD for continuous or frequencies for categorical variables. Continuous variables compared by means of independent sample t -test. P -values less than 0.05 were considered as significant. Mean age of patients was 28.7 and mean age of controls was 30.2 yr. Spinal cord injury in 20 (18.3%) were at cervical level, in 83 (75.4%) were thoracic and in 7 (6.3%) were lumbar. Mean values of independence, stress tolerance, self-actualization, emotional Self-Awareness, reality testing, Impulse Control, flexibility, responsibility, and assertiveness were significantly different between cases and controls. Mean values of stress tolerance, optimism, self-regard, and responsibility were significantly different between three groups with different injury level. Most scales were not significantly different between male and female cases. Emotional intelligence should be considered in SCI cases as their physical and psychological health is affected by their illness.

  7. The Role of Intelligence Quotient and Emotional Intelligence in Cognitive Control Processes

    Science.gov (United States)

    Checa, Purificación; Fernández-Berrocal, Pablo

    2015-01-01

    The relationship between intelligence quotient (IQ) and cognitive control processes has been extensively established. Several studies have shown that IQ correlates with cognitive control abilities, such as interference suppression, as measured with experimental tasks like the Stroop and Flanker tasks. By contrast, there is a debate about the role of Emotional Intelligence (EI) in individuals' cognitive control abilities. The aim of this study is to examine the relation between IQ and EI, and cognitive control abilities evaluated by a typical laboratory control cognitive task, the Stroop task. Results show a negative correlation between IQ and the interference suppression index, the ability to inhibit processing of irrelevant information. However, the Managing Emotions dimension of EI measured by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), but not self-reported of EI, negatively correlates with the impulsivity index, the premature execution of the response. These results suggest that not only is IQ crucial, but also competences related to EI are essential to human cognitive control processes. Limitations and implications of these results are also discussed. PMID:26648901

  8. The role of Intelligence Quotient and Emotional Intelligence in cognitive control processes

    Directory of Open Access Journals (Sweden)

    Purificación eCheca

    2015-12-01

    Full Text Available The relationship between intelligence quotient (IQ and cognitive control processes has been extensively established. Several studies have shown that IQ correlates with cognitive control abilities, such as interference suppression, as measured with experimental tasks like the Stroop and Flanker tasks. By contrast, there is a debate about the role of Emotional Intelligence (EI in individuals’ cognitive control abilities. The aim of this study is to examine the relation between IQ and EI, and cognitive control abilities evaluated by a typical laboratory control cognitive task, the Stroop task. Results show a negative correlation between IQ and the interference suppression index, the ability to inhibit processing of irrelevant information. However, the Managing Emotions dimension of EI measured by the Mayer-Salovey-Caruso Emotional Intelligence Test, but not self-reported of EI, negatively correlates with the impulsivity index, the premature execution of the response. These results suggest that not only is IQ crucial, but also competences related to EI are essential to human cognitive control processes. Limitations and implications of these results are also discussed

  9. Emotional intelligence and clinical performance/retention of nursing students

    Science.gov (United States)

    Marvos, Chelsea; Hale, Frankie B.

    2015-01-01

    Objective: This exploratory, quantitative, descriptive study was undertaken to explore the relationship between clinical performance and anticipated retention in nursing students. Methods: After approval by the university's Human Subjects Committee, a sample of 104 nursing students were recruited for this study, which involved testing with a valid and reliable emotional intelligence (EI) instrument and a self-report survey of clinical competencies. Results: Statistical analysis revealed that although the group average for total EI score and the 6 score subsets were in the average range, approximately 30% of the individual total EI scores and 30% of two branch scores, identifying emotions correctly and understanding emotions, fell in the less than average range. This data, as well as the analysis of correlation with clinical self-report scores, suggest recommendations applicable to educators of clinical nursing students. Conclusions: Registered nurses make-up the largest segment of the ever-growing healthcare workforce. Yet, retention of new graduates has historically been a challenge for the profession. Given the projected employment growth in nursing, it is important to identify factors which correlate with high levels of performance and job retention among nurses. There is preliminary evidence that EI a nontraditional intelligence measure relates positively not only with retention of clinical staff nurses, but with overall clinical performance as well. PMID:27981096

  10. Emotional Intelligence and cognitive abilities - associations and sex differences.

    Science.gov (United States)

    Pardeller, Silvia; Frajo-Apor, Beatrice; Kemmler, Georg; Hofer, Alex

    2017-09-01

    In order to expand on previous research, this cross-sectional study investigated the relationship between Emotional Intelligence (EI) and cognitive abilities in healthy adults with a special focus on potential sex differences. EI was assessed by means of the Mayer-Salovey-Caruso-Emotional-Intelligence Test (MSCEIT), whereas cognitive abilities were investigated using the Brief Assessment of Cognition in Schizophrenia (BACS), which measures key aspects of cognitive functioning, i.e. verbal memory, working memory, motor speed, verbal fluency, attention and processing speed, and reasoning and problem solving. 137 subjects (65% female) with a mean age of 38.7 ± 11.8 years were included into the study. While males and females were comparable with regard to EI, men achieved significantly higher BACS composite scores and outperformed women in the BACS subscales motor speed, attention and processing speed, and reasoning and problem solving. Verbal fluency significantly predicted EI, whereas the MSCEIT subscale understanding emotions significantly predicted the BACS composite score. Our findings support previous research and emphasize the relevance of considering cognitive abilities when assessing ability EI in healthy individuals.

  11. Emotional intelligence and clinical performance/retention of nursing students

    Directory of Open Access Journals (Sweden)

    Chelsea Marvos

    2015-01-01

    Full Text Available Objective: This exploratory, quantitative, descriptive study was undertaken to explore the relationship between clinical performance and anticipated retention in nursing students. Methods: After approval by the university′s Human Subjects Committee, a sample of 104 nursing students were recruited for this study, which involved testing with a valid and reliable emotional intelligence (EI instrument and a self-report survey of clinical competencies. Results: Statistical analysis revealed that although the group average for total EI score and the 6 score subsets were in the average range, approximately 30% of the individual total EI scores and 30% of two branch scores, identifying emotions correctly and understanding emotions, fell in the less than average range. This data, as well as the analysis of correlation with clinical self-report scores, suggest recommendations applicable to educators of clinical nursing students. Conclusions: Registered nurses make-up the largest segment of the ever-growing healthcare workforce. Yet, retention of new graduates has historically been a challenge for the profession. Given the projected employment growth in nursing, it is important to identify factors which correlate with high levels of performance and job retention among nurses. There is preliminary evidence that EI "a nontraditional intelligence measure" relates positively not only with retention of clinical staff nurses, but with overall clinical performance as well.

  12. Exploring the relationships among attachment, emotional intelligence and communication.

    Science.gov (United States)

    Cherry, M Gemma; Fletcher, Ian; O'Sullivan, Helen

    2013-03-01

    Attachment style has been shown to influence both emotional intelligence (EI) and the clinical communication of medical students and doctors. No research has assessed the relationships among attachment, EI and clinical communication in medical students. This study was conducted to evaluate the effect of EI on the relationship between medical students' attachment style and clinical communication. Medical students were invited to complete measures of attachment (using the Experiences in Close Relationships-Short Form [ECR-SF], a 12-item measure that provides attachment avoidance and attachment anxiety dimensional scores) and EI (using the Mayer-Salovey-Caruso Emotional Intelligence Test [MSCEIT], a 141-item measure of the perception, use, understanding and management of emotions) at the end of Year 1, prior to a summative objective structured clinical examination (OSCE). Clinical communication was assessed using OSCE scores. Structural equation modelling (SEM) was used to analyse a hypothetical model of the relationships among attachment style, EI and clinical communication. A total of 200 of 358 (55.9%) students participated. Attachment avoidance was significantly negatively correlated with total EI scores (r=-0.28, pcommunication. © Blackwell Publishing Ltd 2013.

  13. Emotional intelligence and depressive symptoms in Spanish institutionalized elders: does emotional self-efficacy act as a mediator?

    Directory of Open Access Journals (Sweden)

    Octavio Luque-Reca

    2016-07-01

    Full Text Available Background. This work examines the relationship between emotional intelligence (EI and depressive symptomatology in institutionalized older adults, delving into the mechanisms underlying this relationship. Considering that previous evidence of the variation of the EI-depression relationship depending on whether the emotional ability or the perception of that ability is evaluated, a model of multiple mediation was tested in which the dimensions of emotional self-efficacy (ESE act as mediators in the relationship between ability EI and depressive symptomatology. Methods. The sample consisted of 115 institutionalized older adults (47.82% women; 80.3 ± 7.9 years of age from the province of Jaén (Spain who completed a test of ESE, a measure of ability EI, and a self-administered questionnaire of depressive symptoms. Results. The results showed a positive association between older adults’ emotional performance and depressive symptomatology, finding stronger associations with ESE than with EI abilities. In addition, multiple mediation analyses showed that two of the four dimensions of ESE fully mediated the relationship between ability EI and depressive symptoms. Discussion. These findings suggest that older adults’ high levels of emotional competence generate a feeling of ESE which can protect them against depressive symptoms. This work supports the predictive validity of emotional abilities and ESE for the mental health of a group that is particularly vulnerable to depression, institutionalized older adults. The limitations of the work are discussed, and future lines of research were considered.

  14. Measured emotional intelligence ability and grade point average in nursing students.

    Science.gov (United States)

    Codier, Estelle; Odell, Ellen

    2014-04-01

    For most schools of nursing, grade point average is the most important criteria for admission to nursing school and constitutes the main indicator of success throughout the nursing program. In the general research literature, the relationship between traditional measures of academic success, such as grade point average and postgraduation job performance is not well established. In both the general population and among practicing nurses, measured emotional intelligence ability correlates with both performance and other important professional indicators postgraduation. Little research exists comparing traditional measures of intelligence with measured emotional intelligence prior to graduation, and none in the student nurse population. This exploratory, descriptive, quantitative study was undertaken to explore the relationship between measured emotional intelligence ability and grade point average of first year nursing students. The study took place at a school of nursing at a university in the south central region of the United States. Participants included 72 undergraduate student nurse volunteers. Emotional intelligence was measured using the Mayer-Salovey-Caruso Emotional Intelligence Test, version 2, an instrument for quantifying emotional intelligence ability. Pre-admission grade point average was reported by the school records department. Total emotional intelligence (r=.24) scores and one subscore, experiential emotional intelligence(r=.25) correlated significantly (>.05) with grade point average. This exploratory, descriptive study provided evidence for some relationship between GPA and measured emotional intelligence ability, but also demonstrated lower than average range scores in several emotional intelligence scores. The relationship between pre-graduation measures of success and level of performance postgraduation deserves further exploration. The findings of this study suggest that research on the relationship between traditional and nontraditional

  15. Emotional skills and competence questionnaire (ESCQ as a self-report measure of emotional intelligence

    Directory of Open Access Journals (Sweden)

    Vladimir Takšić

    2009-11-01

    Full Text Available Studies of emotional intelligence (EI initially appeared in academic journals in the early 1990s. The majority of studies on emotional intelligence have relied on self-ratings. In spite of the critics of self-report scales, there are a large number of self-report measures of EI present in recent literature. The main aim of this paper is to present the constructing procedure, together with the basic psychometric properties of Emotional Skills and Competence Questionnaire (ESCQ as a self-report measure of EI. Originally, this measure was developed in Croatian settings, using the theoretical framework from the Mayer-Salovey emotional intelligence model. The ESCQ instrument has been translated into several languages. The results have showed that ESCQ has three subscales with decent reliability. They share some amount of common variance with similar well-established constructs such as alexithymia, social skills, and personality traits, but they are not correlated with cognitive abilities. However, due to its sufficient reliability, a great deal of unique variance remains. This unique variance of the ESCQ scales has an incremental contribution in explaining life satisfaction and empathy (as the crucial criteria for EI, and has significant relations with relevant real-life criteria such as quality of leadership, health risk behaviors, and school achievement.

  16. Are You Emotionally Intelligent? A Legitimate Question for the College Classroom

    Science.gov (United States)

    Lawry, John D.

    2008-01-01

    The author discusses Daniel Goleman's concept of emotional intelligence as encompassing the characteristics of self-awareness, mood management, self-motivation, empathy, and relationship management. and his own consideration of whether emotional literacy can be taught.

  17. The effect of emotional intelligence on burnout and the impact on the nurses service quality

    Directory of Open Access Journals (Sweden)

    Agustina Hanafi

    2016-07-01

    Full Text Available This study attempts to analyze the effect of emotional intelligence on emotional exhaustion and this, in turn, on the quality of hospital care nurse. The subjects were nurses and patients RS RK.Charitas Palembang. This sample was taken using Non-Probability Sampling towards the nurses and patients in the patient units of the hospital Joseph 1 & 2, with the total respondents of 200 people. These were selected as sample and the data analyzed through the process using Structural Equation Model (SEM. It shows that emotional intelligence negatively affects the emotional exhaustion. Furthermore, the emotional intelligence has positive effect on the quality of nursing care. Most importantly, there is a greater direct effect of emotional intel-ligence towards service quality than the indirect effect through the emotional ex-haustion. Emotional exhaustion negatively affects the quality of nursing services.

  18. EFL Teachers’ Emotional Intelligence and Their Personality Types: Exploring Possible Relations

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    Roya Razavi

    2014-04-01

    Full Text Available The major aim of this study was to examine the relationship between teachers’ emotional intelligence and their personality traits in an Iranian context. To this end, 85 Iranian EFL teachers were asked to fill out The Big Five Inventory Personality Test (John & Srivastava, 1999 and The Bar-On Emotional Intelligences test (1997. The results showed both negative and positive correlations among different subscales of the variables under study. It was found that among the 15 components of EI, problem solving has the highest positive correlation with personality types (i.e., agreeableness. Also, problem solving was found to have the highest negative significant correlation with personality types (i.e., neuroticism. Pedagogical implications are discussed.

  19. The role of cognitive versus emotional intelligence in Iowa Gambling Task performance: What's emotion got to do with it?

    Science.gov (United States)

    Webb, Christian A; DelDonno, Sophie; Killgore, William D S

    2014-01-01

    Debate persists regarding the relative role of cognitive versus emotional processes in driving successful performance on the widely used Iowa Gambling Task (IGT). From the time of its initial development, patterns of IGT performance were commonly interpreted as primarily reflecting implicit, emotion-based processes. Surprisingly, little research has tried to directly compare the extent to which measures tapping relevant cognitive versus emotional competencies predict IGT performance in the same study. The current investigation attempts to address this question by comparing patterns of associations between IGT performance, cognitive intelligence (Wechsler Abbreviated Scale of Intelligence; WASI) and three commonly employed measures of emotional intelligence (EI; Mayer-Salovey-Caruso Emotional Intelligence Test, MSCEIT; Bar-On Emotional Quotient Inventory, EQ-i; Self-Rated Emotional Intelligence Scale, SREIS). Results indicated that IGT performance was more strongly associated with cognitive, than emotional, intelligence. To the extent that the IGT indeed mimics "real-world" decision-making, our findings, coupled with the results of existing research, may highlight the role of deliberate, cognitive capacities over implicit, emotional processes in contributing to at least some domains of decision-making relevant to everyday life.

  20. Street Smarts and a Scalpel: Emotional Intelligence in Surgical Education.

    Science.gov (United States)

    Erdman, Mary Kate; Bonaroti, Alisha; Provenzano, Gina; Appelbaum, Rachel; Browne, Marybeth

    To evaluate trends of emotional intelligence (EI) in surgical education and to compare the incorporation of EI in surgical education to other fields of graduate medical education. A MEDLINE search was performed for publications containing both "surgery" and "emotional intelligence" with at least one term present in the title. Articles were included if the authors deemed EI in surgical education to be a significant focus. A separate series of MEDLINE searches were performed with the phrase "emotional intelligence" in any field and either "surg*," "internal medicine," "pediatric," "neurology," "obstetric," "gynecology," "OBGYN," "emergency," or "psychiat*" in the title. Articles were included if they discussed resident education as the primary subject. Next, a qualitative analysis of the articles was performed, with important themes from each article noted. Lehigh Valley Health Network in Allentown, PA. Eight articles addressed surgical resident education and satisfied inclusion criteria with 0, 1, and 7 articles published between 2001 and 2005, 2005 and 2010, and 2010 and 2015, respectively. The comparative data for articles on EI and resident education showed the following : 8 in surgery, 2 in internal medicine, 2 in pediatrics, 0 in neurology, 0 in OBGYN, 1 in emergency medicine, and 3 in psychiatry. Integration of EI principles is a growing trend within surgical education. A prominent theme is quantitative assessment of EI in residents and residency applicants. Further study is warranted on the integration process of EI in surgical education and its effect on patient outcomes and long-term job satisfaction. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  1. Emotional intelligence among medical students: a mixed methods study from Chennai, India.

    Science.gov (United States)

    Sundararajan, Subashini; Gopichandran, Vijayaprasad

    2018-05-04

    Emotional Intelligence is the ability of a person to understand and respond to one's own and others' emotions and use this understanding to guide one's thoughts and actions. To assess the level of emotional intelligence of medical students in a medical college in Chennai and to explore their understanding of the role of emotions in medical practice. A quantitative, cross sectional, questionnaire based, survey was conducted among 207 medical students in a college in Chennai, India using the Quick Emotional Intelligence Self Assessment Test and some hypothetical emotional clinical vignettes. This was followed by a qualitative moderated fish-bowl discussion to elicit the opinion of medical students on role of emotions in the practice of medicine. The mean score of Emotional Intelligence was 107.58 (SD 16.44) out of a maximum possible score of 160. Students who went to government schools for high school education had greater emotional intelligence than students from private schools (p = 0.044) and women were more emotionally intelligent in their response to emotional vignettes than men (p = 0.056). The fish bowl discussion highlighted several positive and negative impacts of emotions in clinical care. The students concluded at the end of the discussion that emotions are inevitable in the practice of medicine and a good physician should know how to handle them. Medical students, both men and women, had good level of emotional intelligence in the college that was studied. Students from collectivist social settings like government high schools have better emotional intelligence, which may indicate that a collectivist, community oriented medical education can serve the same purpose. Though students have diverse opinions on the role of emotions in clinical care, cognitive reflection exercises can help them understand its importance.

  2. Emotional intelligence and spiritual well-being: implications for spiritual care.

    Science.gov (United States)

    Beauvais, Audrey; Stewart, Julie G; DeNisco, Susan

    2014-01-01

    Understanding factors that influence spiritual well-being may improve nurses' spiritual caregiving. This study examined relationships between emotional intelligence (EI) and spiritual well-being (SWB) in undergraduate and graduate nursing students. Using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the spiritual well-being scale (SWBS) relationships were found between managing emotion and spiritual well-being, and managing emotion and existential well-being. Implications for education and practice are discussed.

  3. THE PSYCHODIAGNOSTICS OF THE EMOTIONAL INTELLIGENCE DEVELOPMENT OF INDIVIDUALS AT THE SENIOR SCHOOL AGE

    OpenAIRE

    I. V. Opanasyuk

    2015-01-01

    Background. The article deals with the phenomenon of “emotional intelligence” and its characteristic features at the senior school age. It is proved that the emotional intelligence enables senior pupils to reduce the impact of negative feelings with the help of the control over the situation and their emotions. The topicality of the problem is determined by the fact that the emotional intelligence is one of the prerequisites to the formation of the senior pupils’ personality, their abilit...

  4. Implications of State Dental Board Disciplinary Actions for Teaching Dental Students About Emotional Intelligence.

    Science.gov (United States)

    Munk, Lyle Kris

    2016-01-01

    The primary emphasis in dental education is on developing students' cognitive intelligence (thinking) and technical intelligence (doing), while emotional intelligence (being) receives less emphasis. The aim of this study was to explore a potential consequence of the paucity of emotional intelligence education by determining the level of emotional intelligence-related (EI-R) infractions in state dental board disciplinary actions and characterizing the types of those infractions. For this study, 1,100 disciplinary action reports from 21 state dental boards were reviewed, and disciplinary infractions were classified as cognitive intelligence-related (CI-R) infractions, technical intelligence-related (TI-R) infractions, and EI-R infractions. EI-R infractions were then subcategorized into emotional intelligence clusters and competencies using the Emotional and Social Competency Inventory (ESCI). The results showed that 56.6% of the infractions were EI-R. When the EI-R infractions were subcategorized, the four competencies most frequently violated involved transparency, teamwork and collaboration, organizational awareness, and accurate self-assessment. Understanding the frequency and nature of EI-R infractions may promote awareness of the need for increased attention to principles of emotional intelligence in dental education and may encourage integration of those principles across dental curricula to help students understand the impact of emotional intelligence on their future well-being and livelihood.

  5. Association between Ability Emotional Intelligence and Left Insula during Social Judgment of Facial Emotions.

    Science.gov (United States)

    Quarto, Tiziana; Blasi, Giuseppe; Maddalena, Chiara; Viscanti, Giovanna; Lanciano, Tiziana; Soleti, Emanuela; Mangiulli, Ivan; Taurisano, Paolo; Fazio, Leonardo; Bertolino, Alessandro; Curci, Antonietta

    2016-01-01

    The human ability of identifying, processing and regulating emotions from social stimuli is generally referred as Emotional Intelligence (EI). Within EI, Ability EI identifies a performance measure assessing individual skills at perceiving, using, understanding and managing emotions. Previous models suggest that a brain "somatic marker circuitry" (SMC) sustains emotional sub-processes included in EI. Three primary brain regions are included: the amygdala, the insula and the ventromedial prefrontal cortex (vmPFC). Here, our aim was to investigate the relationship between Ability EI scores and SMC activity during social judgment of emotional faces. Sixty-three healthy subjects completed a test measuring Ability EI and underwent fMRI during a social decision task (i.e. approach or avoid) about emotional faces with different facial expressions. Imaging data revealed that EI scores are associated with left insula activity during social judgment of emotional faces as a function of facial expression. Specifically, higher EI scores are associated with greater left insula activity during social judgment of fearful faces but also with lower activity of this region during social judgment of angry faces. These findings indicate that the association between Ability EI and the SMC activity during social behavior is region- and emotion-specific.

  6. Association between Ability Emotional Intelligence and Left Insula during Social Judgment of Facial Emotions.

    Directory of Open Access Journals (Sweden)

    Tiziana Quarto

    Full Text Available The human ability of identifying, processing and regulating emotions from social stimuli is generally referred as Emotional Intelligence (EI. Within EI, Ability EI identifies a performance measure assessing individual skills at perceiving, using, understanding and managing emotions. Previous models suggest that a brain "somatic marker circuitry" (SMC sustains emotional sub-processes included in EI. Three primary brain regions are included: the amygdala, the insula and the ventromedial prefrontal cortex (vmPFC. Here, our aim was to investigate the relationship between Ability EI scores and SMC activity during social judgment of emotional faces. Sixty-three healthy subjects completed a test measuring Ability EI and underwent fMRI during a social decision task (i.e. approach or avoid about emotional faces with different facial expressions. Imaging data revealed that EI scores are associated with left insula activity during social judgment of emotional faces as a function of facial expression. Specifically, higher EI scores are associated with greater left insula activity during social judgment of fearful faces but also with lower activity of this region during social judgment of angry faces. These findings indicate that the association between Ability EI and the SMC activity during social behavior is region- and emotion-specific.

  7. A meta-analysis of emotional intelligence and work attitudes

    OpenAIRE

    Miao, Chao; Humphrey, Ronald; Qian, Shanshan

    2017-01-01

    Our meta-analysis of emotional intelligence (EI) demonstrates that: First, all three types of EI are significantly related with job satisfaction (ability EI: ρ ̂ = .08; self-report EI: ρ ̂ = .32; and mixed EI: ρ ̂ = .39). Second, both self-report EI and mixed EI exhibit modest yet statistically significant incremental validity (ΔR2 = .03 for self-report EI and ΔR2 = .06 for mixed EI) and large relative importance (31.3% for self-report EI and 42.8% for mixed EI) in the presence of cognitive a...

  8. The Jekyll and Hyde of emotional intelligence: emotion-regulation knowledge facilitates both prosocial and interpersonally deviant behavior

    NARCIS (Netherlands)

    Côté, S.; DeCelles, K.A.; McCarthy, J.M.; van Kleef, G.A.; Hideg, I.

    2011-01-01

    Does emotional intelligence promote behavior that strictly benefits the greater good, or can it also advance interpersonal deviance? In the investigation reported here, we tested the possibility that a core facet of emotional intelligence—emotion-regulation knowledge—can promote both prosocial and

  9. Emotional intelligence as a competence for the animal science professional

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    Paulo Henrique Padilha Alves

    2017-12-01

    Full Text Available ABSTRACT: Corporations started to invest in human capital to employ professionals that presented a holistic view of the commercial area and that were able to utilize the available resources in each demanded situation consciously. Moreover, professionals should also be emotionally centered regarding emotional intelligence (EI and should have personal and vocational skills. In addition, the labor market demands zootechnicians to be competent at having satisfactory work performance together with the EI abilities. The EI contributes to the presence of a precise particularity in the zootechnician, which will act in different contexts, including the organizational area to promote the training, management of human capital and the physical resources of the agroindustrial organizations.

  10. Relationship Between Emotional Intelligence and Attitude Towards Examination of Undergraduates at University of Ilorin

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    Lateef Omotosho Adegboyega

    2017-02-01

    Full Text Available Emotional intelligence is the basic construct out of which all motivation arises. People with high emotional intelligence have the characteristic of motivating themselves. Students differ in cognitive abilities, with some students being better prepared for the university environment than others. As such, scholars have attempted to find out if emotional intelligence determines students’ attitude toward their studies. The present study therefore, investigated the relationship between emotional intelligence and attitude towards examination of undergraduates’ at the University of Ilorin. Correlational survey method was employed for the study. The study showed that there is low level of emotional intelligence among University of Ilorin undergraduates. Majority of the respondents have negative attitude towards examination. The result revealed that there was a significant relationship between emotional intelligence and attitude towards examination. Also, it revealed that emotional intelligence has significant correlation with gender (r = 0.203, p<0.05, which implies that gender plays a significant role in the emotional intelligence of undergraduates. Emotional intelligence also has a correlation with age (r = 0.073, p<0.05. This implies that age of undergraduates also plays a significant role in their emotional intelligence. Attitude towards examination had a correlation with age (r = 0.086, p<0.05. This implies that age of the undergraduates plays a significant role in influencing an individual’s attitude toward examinations. Based on these findings, it was recommended; among others, that counsellors and lecturers assist students in determining the appropriate emotional intelligence as this would help them to develop positive attitude towards examination

  11. Trait emotional intelligence influences on academic achievement and school behaviour.

    Science.gov (United States)

    Mavroveli, Stella; Sánchez-Ruiz, María José

    2011-03-01

    BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren. ©2010 The British Psychological Society.

  12. Emotional intelligence in professional nursing practice: A concept review using Rodgers's evolutionary analysis approach

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    Angelina E. Raghubir

    2018-04-01

    Full Text Available Background: Knowledge around emotional intelligence originated in the 1990s from research regarding thoughts, emotions and abilities. The concept of emotional intelligence has evolved over the last 25 years; however, the understanding and use is still unclear. Despite this, emotional intelligence has been a widely-considered concept within professions such as business, management, education, and within the last 10 years has gained traction within nursing practice. Aims and objectives: The aim of this concept review is to clarify the understanding of the concept emotional intelligence, what attributes signify emotional intelligence, what are its antecedents, consequences, related terms and implications to advance nursing practice. Method: A computerized search was guided by Rodger's evolutional concept analysis. Data courses included: CINAHL, PyschINFO, Scopus, EMBASE and ProQuest, focusing on articles published in Canada and the United Stated during 1990–2017. Results: A total of 23 articles from various bodies of disciplines were included in this integrative concept review. The analysis reveals that there are many inconsistencies regarding the description of emotional intelligence, however, four common attributes were discovered: self-awareness, self-management, social awareness and social/relationship management. These attributes facilitate the emotional well-being among advance practice nurses and enhances the ability to practice in a way that will benefit patients, families, colleagues and advance practice nurses as working professionals and as individuals. Conclusion: The integration of emotional intelligence is supported within several disciplines as there is consensus on the impact that emotional intelligence has on job satisfaction, stress level, burnout and helps to facilitate a positive environment. Explicit to advance practice nursing, emotional intelligence is a concept that may be central to nursing practice as it has the

  13. Emotional intelligence in patients with posttraumatic stress disorder, borderline personality disorder and healthy controls.

    Science.gov (United States)

    Janke, Katrin; Driessen, Martin; Behnia, Behnoush; Wingenfeld, Katja; Roepke, Stefan

    2018-06-01

    Emotional intelligence as a part of social cognition has, to our knowledge, never been investigated in patients with Posttraumatic Stress Disorder (PTSD), though the disorder is characterized by aspects of emotional dysfunctioning. PTSD often occurs with Borderline Personality Disorder (BPD) as a common comorbidity. Studies about social cognition and emotional intelligence in patients with BPD propose aberrant social cognition, but produced inconsistent results regarding emotional intelligence. The present study aims to assess emotional intelligence in patients with PTSD without comorbid BPD, PTSD with comorbid BPD, and BPD patients without comorbid PTSD, as well as in healthy controls. 71 patients with PTSD (41 patients with PTSD without comorbid BPD, 30 patients with PTSD with comorbid BPD), 56 patients with BPD without PTSD, and 63 healthy controls filled in the Test of Emotional Intelligence (TEMINT). Patients with PTSD without comorbid BPD showed impairments in emotional intelligence compared to patients with BPD without PTSD, and compared to healthy controls. These impairments were not restricted to specific emotions. Patients with BPD did not differ significantly from healthy controls. This study provides evidence for an impaired emotional intelligence in PTSD without comorbid BPD compared to BPD and healthy controls, affecting a wide range of emotions. Copyright © 2018 Elsevier B.V. All rights reserved.

  14. The Relationship between Emotional Intelligence and Marital Satisfaction: 10-Year Outcome of Partners from Three Different Economic Levels.

    Directory of Open Access Journals (Sweden)

    Zohre Nasiri Zarch

    2014-12-01

    Full Text Available Emotional communication and economic factors play an important role in having a satisfying relationship and a more successful marriage. In this regard, we investigated the 10-year outcome of partners from three different economic levels regarding the relationship between emotional intelligence (EI and marital satisfaction.The research was designed as a descriptive-correlative survey and data were analyzed using Pearson correlation test and stepwise regression.Participants were 159 couples (N = 318 who were randomly selected through clustered sampling. The questionnaires included: Bar-on Emotional Intelligence (1997 and Enrich Marital satisfaction (1989.The findings revealed that the average values of emotional intelligence (m = 333.1 and marital satisfaction (m = 300.77 were high in the under-rich region (p<0.05. Moreover, there was no significant relationship between interpersonal and marital satisfaction within the under-rich region. On average, emotional intelligence accounted for 40.8% of marital satisfaction within those three regions (p<0.01.The results of the regression analysis showed that general mood is the most effective factor changing marital satisfaction in the three studied regions (R2= 0.34, rich (R2= 0.42 and semi-rich (R2= 0.52 regions (p<0.01. The most influential factor changing marital satisfaction in the under-rich (R2= 0.28 region was found to be stress management (p<0.01.

  15. Emotional Intelligence: A Theoretical Framework for Individual Differences in Affective Forecasting

    Science.gov (United States)

    Hoerger, Michael; Chapman, Benjamin P.; Epstein, Ronald M.; Duberstein, Paul R.

    2011-01-01

    Only recently have researchers begun to examine individual differences in affective forecasting. The present investigation was designed to make a theoretical contribution to this emerging literature by examining the role of emotional intelligence in affective forecasting. Emotional intelligence was hypothesized to be associated with affective forecasting accuracy, memory for emotional reactions, and subsequent improvement on an affective forecasting task involving emotionally-evocative pictures. Results from two studies (N = 511) supported our hypotheses. Emotional intelligence was associated with accuracy in predicting, encoding, and consolidating emotional reactions. Furthermore, emotional intelligence was associated with greater improvement on a second affective forecasting task, with the relationship explained by basic memory processes. Implications for future research on basic and applied decision making are discussed. PMID:22251053

  16. To Study the Relationship between Positive Teaching Attitude and Emotional Intelligence of B.Ed. Trainees in Aurangabad City

    Science.gov (United States)

    Begum, Farhatunnisa; Khan, Suhail Ahmed

    2015-01-01

    It is said that our act is geared by our emotions, therefore human functioning is determined by emotions and emotions themselves are considered as higher order intelligence. Emotional intelligence is said as, the ability to perceive accurately, appraise and express emotions, generate feeling that facilitate thoughts and ability to regulate emotion…

  17. The Relationship between Emotional Intelligence and Cool and Hot Cognitive Processes: A Systematic Review

    Science.gov (United States)

    Gutiérrez-Cobo, María José; Cabello, Rosario; Fernández-Berrocal, Pablo

    2016-01-01

    Although emotion and cognition were considered to be separate aspects of the psyche in the past, researchers today have demonstrated the existence of an interplay between the two processes. Emotional intelligence (EI), or the ability to perceive, use, understand, and regulate emotions, is a relatively young concept that attempts to connect both emotion and cognition. While EI has been demonstrated to be positively related to well-being, mental and physical health, and non-aggressive behaviors, little is known about its underlying cognitive processes. The aim of the present study was to systematically review available evidence about the relationship between EI and cognitive processes as measured through “cool” (i.e., not emotionally laden) and “hot” (i.e., emotionally laden) laboratory tasks. We searched Scopus and Medline to find relevant articles in Spanish and English, and divided the studies following two variables: cognitive processes (hot vs. cool) and EI instruments used (performance-based ability test, self-report ability test, and self-report mixed test). We identified 26 eligible studies. The results provide a fair amount of evidence that performance-based ability EI (but not self-report EI tests) is positively related with efficiency in hot cognitive tasks. EI, however, does not appear to be related with cool cognitive tasks: neither through self-reporting nor through performance-based ability instruments. These findings suggest that performance-based ability EI could improve individuals’ emotional information processing abilities. PMID:27303277

  18. The use of technology in the promotion of children’s emotional intelligence : the multimedia program “Developing Emotional Intelligence”

    OpenAIRE

    D'Amico, Antonella

    2018-01-01

    "Developing Emotional Intelligence” is an Italian language multimedia tool created for children between 8 and 12 years of age. The software is based on the four ‘branches’ of model of emotional intelligence proposed by Mayer and Salovey and aims to evaluate and improve abilities in perception of emotions; using emotion to facilitate thought; understanding emotions; and managing emotions. In the software, four characters represent the four branches of emotional intelligence and ...

  19. Leadership Competencies among Chinese Gifted Students in Hong Kong: "The Connection with Emotional Intelligence and Successful Intelligence"

    Science.gov (United States)

    Chan, David W.

    2007-01-01

    This study examined components of leadership competencies in relation to emotional intelligence and successful intelligence among 498 Chinese gifted students in Hong Kong. These students rated themselves significantly higher on goal orientation than leadership flexibility, which was also rated significantly higher than leadership self-efficacy.…

  20. A Systematic Review of Physician Leadership and Emotional Intelligence

    Science.gov (United States)

    Mintz, Laura Janine; Stoller, James K.

    2014-01-01

    Objective This review evaluates the current understanding of emotional intelligence (EI) and physician leadership, exploring key themes and areas for future research. Literature Search We searched the literature using PubMed, Google Scholar, and Business Source Complete for articles published between 1990 and 2012. Search terms included physician and leadership, emotional intelligence, organizational behavior, and organizational development. All abstracts were reviewed. Full articles were evaluated if they addressed the connection between EI and physician leadership. Articles were included if they focused on physicians or physicians-in-training and discussed interventions or recommendations. Appraisal and Synthesis We assessed articles for conceptual rigor, study design, and measurement quality. A thematic analysis categorized the main themes and findings of the articles. Results The search produced 3713 abstracts, of which 437 full articles were read and 144 were included in this review. Three themes were identified: (1) EI is broadly endorsed as a leadership development strategy across providers and settings; (2) models of EI and leadership development practices vary widely; and (3) EI is considered relevant throughout medical education and practice. Limitations of the literature were that most reports were expert opinion or observational and studies used several different tools for measuring EI. Conclusions EI is widely endorsed as a component of curricula for developing physician leaders. Research comparing practice models and measurement tools will critically advance understanding about how to develop and nurture EI to enhance leadership skills in physicians throughout their careers. PMID:24701306

  1. [The relationship between cognitive intelligence, emotional intelligence, coping and stress symptoms in the context of type A personality pattern].

    Science.gov (United States)

    Hisli Sahin, Nesrin; Güler, Murat; Basim, H Nejat

    2009-01-01

    This study aimed to determine the relationships between cognitive and emotional intelligence, coping and stress symptoms in the context of Type A personality pattern. The Raven Progressive Matrices, Emotional Intelligence Questionnaire, Ways of Coping Inventory, Stress Symptoms Scale, and Type A Personality Scale were administered to 271 university students. Two groups, Type As and Type Bs were created according to the Type A Personality Scale scores and were compared in terms of their scores on the other scales that were administered. Our analyses showed that stress symptoms were negatively correlated with effective coping, stress management, and general mood dimensions of the Emotional Intelligence Questionnaire. They were also positively correlated with ineffective coping and Type A behaviors. Being female also significantly predicted stress symptoms. When the participants were grouped according to Type A Personality Scale scores as Type As and Type Bs, the regression analysis showed that the stress symptoms of Type As were significantly predicted by the insufficient use of effective coping styles and deficiencies in the general mood component of emotional intelligence, whereas the stress symptoms of Type Bs were predicted by the insufficient use of effective coping styles, overuse of ineffective coping styles, and increase in the intrapersonal abilities component of emotional intelligence. Stress symptoms can be related to the variables associated with personality styles. It is suggested that stress management programs for Type As should include exercises that increase emotional intelligence, especially the components of drawing pleasure from their life situation, being more positive, hopeful and optimistic.

  2. Turkish Prospective Early Childhood Teachers' Emotional Intelligence Level and Its Relationship to Their Parents' Parenting Styles

    Science.gov (United States)

    Kotaman, Hüseyin

    2016-01-01

    The current study explored Turkish prospective early childhood teachers' emotional intelligence scores in order to determine whether levels indicated differentiations according to grade level, and parenting style. Participants responded to the Turkish version of the Parenting Style Inventory and Emotional Intelligence Scale (EIS). EIS also…

  3. Construction and Validation of Parental Rating Scale from Children's Emotional Intelligence (4-8 Years Old)

    Science.gov (United States)

    Kajbafnezhad, Hadi

    2016-01-01

    Emotional intelligence rating tools are not available for children, but mostly for children. So, the present study investigated the measurement and assessment of Emotional Intelligence in children with the age range of 4-8 years old by parents (mothers) through a preliminary research-made questionnaire. This study was based on an…

  4. The role of emotional intelligence in symptom reduction after psychotherapy in a heterogeneous psychiatric sample

    NARCIS (Netherlands)

    Nyklicek, I.; Schalken, P.; Meertens, S.

    2015-01-01

    Background Emotional intelligence of the patient has been claimed to potentially be an important factor in psychotherapy. Empirical studies are largely lacking. The purpose of this study was to examine if (i) pre-intervention emotional intelligence predicts outcome of psychotherapy and (ii) change

  5. Emotional Intelligence and Creativity: The Mediating Role of Generosity and Vigor

    Science.gov (United States)

    Carmeli, Abraham; McKay, Alexander S.; Kaufman, James C.

    2014-01-01

    This study examines whether and why emotional intelligence may result in enhanced creativity in the workplace. Using a time-lagged data set collected from employees in three firms, we examined a mediation model where emotional intelligence is indirectly related to creativity serially, through generosity and vigor. The results of structural…

  6. Psychometrics of the Emotional Intelligence Scale in Elite, Amateur, and Non-Athletes

    Science.gov (United States)

    Vaughan, Robert; Laborde, Sylvain

    2018-01-01

    The purpose of this study was to assess the psychometrics properties of the Emotional Intelligence Scale and assess the measurement invariance across elite (n = 367), amateur (n = 629), and non-athletes (n = 550). In total, 1,546 participants from various sports completed the emotional intelligence scale. Several competing models were compared…

  7. Emotional Intelligence and Job Satisfaction among Lecturers of Universities in Kano State: Empirical Evidence

    Science.gov (United States)

    Kassim, Sulaiman Ibrahim; Bambale, Abdu Jafaru; Jakada, Balarabe A.

    2016-01-01

    Emotional intelligence and job satisfaction are two concepts of high interest in modern work environment. They serve as a competitive edge in personal and organizational life. The educational system or lecturing profession is one of those within which the individuals could reap great advantage from the knowledge of emotional intelligence owing to…

  8. The Role of Emotional Intelligence in Entrepreneurs' Perceptions of Success : An Exploratory Study

    NARCIS (Netherlands)

    Shah-Zhou, Haibo; Maria Bojica, Ana

    2017-01-01

    This study contributes to the entrepreneurship literature by introducing emotional intelligence (EI) as an additional factor that explains how entrepreneurs perceive their own success. Using survey data from a sample of Dutch entrepreneurs, we find that emotionally intelligent entrepreneurs are more

  9. The Nature of Reflective Practice and Emotional Intelligence in Tutorial Settings

    Science.gov (United States)

    Gill, Gobinder Singh

    2014-01-01

    The purpose of this paper was to assess the nature of reflective practice and emotional intelligence in tutorial settings. Following the completion of a self-report measure of emotional intelligence, practitioners incorporated a model of reflective practice into their tutorial sessions. Practitioners were instructed to utilise reflective practice…

  10. Emotionele intelligentie gemeten: Pretenties en prestaties. Measuring emotional intelligence: Claims and achievements.

    NARCIS (Netherlands)

    Elshout, J.J.

    2000-01-01

    Presents a critical discussion of the claims and achievements regarding various types of tests of emotional intelligence (EI). The construct of EI, the reception given to EI tests, EI as a new type of intelligence, EI as self-efficacy in the social-emotional sphere, and factors determining

  11. Quantitative Study of Emotional Intelligence and Communication Levels in Information Technology Professionals

    Science.gov (United States)

    Hendon, Michalina

    2016-01-01

    This quantitative non-experimental correlational research analyzes the relationship between emotional intelligence and communication due to the lack of this research on information technology professionals in the U.S. One hundred and eleven (111) participants completed a survey that measures both the emotional intelligence and communication…

  12. Contribution of Mindfulness and Emotional Intelligence to Burnout among Counseling Interns

    Science.gov (United States)

    Testa, Daniel; Sangganjanavanich, Varunee Faii

    2016-01-01

    The authors examined the contribution of mindfulness and emotional intelligence to burnout among counseling interns (N = 380). Results indicated that higher scores on mindfulness and emotional intelligence were related to lower burnout scores. Counselor educators and supervisors should be proactive in helping students to cultivate wellness…

  13. Is There a Relation between Mothers' Parenting Styles and Children's Trait Emotional Intelligence?

    Science.gov (United States)

    Alegre, Albert

    2012-01-01

    Introduction: Emotional intelligence has been proposed as a human faculty that may have a strong impact on a variety of children's developmental outcomes such as: school achievement, peer acceptance, and behavioral adjustment. It has also been proposed that parenting may influence children's development of emotional intelligence. However, very…

  14. Emotionally Intelligent Leadership: An Analysis of Targeted Interventions for Aspiring School Leaders in Texas

    Science.gov (United States)

    Kearney, W. Sean; Kelsey, Cheryl; Sinkfield, Carolin

    2014-01-01

    This study measures the impact of targeted interventions on the emotional intelligence of aspiring principals. The interventions utilized were designed by Nelson and Low (2011) to increase emotionally intelligent leadership skills in the following six areas: social awareness/active listening; anxiety management; decision making; appropriate use of…

  15. Developing Emotionally Intelligent Leadership: The Need for Deliberate Practice and Collaboration across Disciplines

    Science.gov (United States)

    Allen, Scott J.; Shankman, Marcy Levy; Haber-Curran, Paige

    2016-01-01

    This chapter continues the discussion of what leadership education is and highlights the importance of emotionally intelligent leadership. The authors assert the need for deliberate practice and better collaboration between student affairs, academic affairs, and academic departments to develop emotionally intelligent leaders.

  16. The Relationship between Principal Emotional Intelligence and the School as a Learning Organization

    Science.gov (United States)

    DeRoberto, Thomas

    2011-01-01

    The purpose of this study was to determine the nature of the relationship between the emotional intelligence of the school principal and the school as a learning organization. These constructs originated in the business world and have recently been examined within the context of education. Studies on principal emotional intelligence have shown the…

  17. What Has Personality and Emotional Intelligence to Do with "Feeling Different" while Using a Foreign Language?

    Science.gov (United States)

    Ozanska-Ponikwia, Katarzyna

    2012-01-01

    The present study investigates the link between personality traits (OCEAN Personality test), emotional intelligence (EI) (Trait Emotional Intelligence Questionnaire) and the notion of "feeling different" while using a foreign language among 102 Polish-English bilinguals and Polish L2 users of English who were immersed in a foreign language and…

  18. The Emotional Intelligence of Leaders as Antecedent to Leader-Member Exchanges: A Field Study

    Science.gov (United States)

    Barbuto, John E., Jr.; Bugenhagen, Marilyn J.

    2009-01-01

    Eighty elected leaders and 388 followers were sampled to test the relationships between leaders' emotional intelligence and the quality of leader-member exchange. Results of the field study found a significant relationship between leaders' emotional intelligence (total) and leader-member exchange quality. Specific subscales of emotional…

  19. Gender Differences in the Relationship between Emotional Intelligence and Right Hemisphere Lateralization for Facial Processing

    Science.gov (United States)

    Castro-Schilo, Laura; Kee, Daniel W.

    2010-01-01

    The present study examined relationships between emotional intelligence, measured by the Mayer-Salovey-Caruso Emotional Intelligence Test, and right hemisphere dominance for a free vision chimeric face test. A sample of 122 ethnically diverse college students participated and completed online versions of the forenamed tests. A hierarchical…

  20. Emotional Intelligence as a Predictor of Adolescent Risk Behavior Participation and Perception

    Science.gov (United States)

    Skaar, Nicole R.; Williams, John E.

    2012-01-01

    The current study aimed to investigate emotional intelligence as a predictor of adolescent risk participation and risk perception. While research has suggested that certain personality traits relate to adolescent risk behavior and perception, the extent to which emotional intelligence relates to risk behavior participation and perception is…

  1. The Relationship between Emotional Intelligence of Principals and the Overall Organizational Climate of Public Elementary Schools

    Science.gov (United States)

    Juma, Dalal Sabri

    2013-01-01

    In this study the researcher examined the influence between a principal's self-perceived emotional intelligence and the overall organizational climate of one public elementary school as perceived by the principal's followers. These followers included teaching and non-teaching staff. It was not known how self-perceived emotional intelligence of a…

  2. Emotional intelligence profiles of nurses caring for people with severe behaviour problems

    NARCIS (Netherlands)

    Gerits, L.; Derksen, J.J.L.; Verbruggen, A.B.P.M.

    2005-01-01

    This paper reports on a two-year longitudinal study on the emotional intelligence profiles of 380 nurses caring for clients with highly frequent and extremely severe behaviour problems. The aim was to identify emotional intelligence cluster types for those nurses reporting the fewest symptoms of

  3. Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience

    Science.gov (United States)

    Chen, Shitao

    2017-01-01

    The constructs of emotional intelligence, perceived social support and resilience have been primarily developed in a Western, individual-oriented societal context. The application of these constructs in Eastern cultures requires further investigation. The aim of the study was to examine the relationships among trait emotional intelligence,…

  4. A Psychometric Evaluation of the Mayer-Salovey-Caruso Emotional Intelligence Test Version 2.0

    Science.gov (United States)

    Palmer, B.R.; Gignac, G.; Manocha, R.; Stough, C.

    2005-01-01

    and discussed.There has been some debate recently over the scoring, reliability and factor structure of ability measures of emotional intelligence (EI). This study examined these three psychometric properties with the most recent ability test of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT V2.0; Mayer, Salovey, & Caruso,…

  5. Comparison between Emotional Intelligence and Aggression among Student Teachers at Secondary Level

    Science.gov (United States)

    Jaleel, Sajna; Verghis, Alie Molly

    2017-01-01

    The study explored the relationship between emotional intelligence and aggression among teacher trainees at secondary level. The hypothesis formulated for the study was, there is no significant relationship between Emotional Intelligence and aggression of teacher trainees at secondary level. The method adopted for the study was descriptive survey,…

  6. Influence of Emotional Intelligence and Need for Achievement on Interpersonal Relations and Academic Achievement of Undergraduates

    Science.gov (United States)

    Afolabi, Olukayode Ayooluwa; Ogunmwonyi, Edosa; Okediji, Abayomi

    2009-01-01

    This study examined influence of emotional intelligence and need for achievement on interpersonal relations and academic achievement of undergraduates. Questionnaires were administered to one hundred and ten (110) subjects. The independent variables are emotional intelligence and need for achievement, while the dependent variables are…

  7. Examining the Relation between Emotional Intelligence and Happiness Status of Wellness Trainers

    Science.gov (United States)

    Zorba, Ercan; Pala, Adem; Göksel, Ali Gürel

    2016-01-01

    The purpose of this study is examining the relation between the emotional intelligence and happiness of the wellness coaches. 390 wellness coaches 282 of whom were women and 108 of whom were men participated voluntarily in the study. The participants were actively working as wellness coaches. The Emotional Intelligence Scale (EIS) whose Turkish…

  8. EFL Teachers' Emotional Intelligence and Their Personality Types: Exploring Possible Relations

    Science.gov (United States)

    Razavi, Roya

    2014-01-01

    The major aim of this study was to examine the relationship between teachers' emotional intelligence and their personality traits in an Iranian context. To this end, 85 Iranian EFL teachers were asked to fill out The Big Five Inventory Personality Test (John & Srivastava, 1999) and The Bar-On Emotional Intelligences test (1997). The results…

  9. Discriminant Validity of Self-Reported Emotional Intelligence: A Multitrait-Multisource Study

    Science.gov (United States)

    Joseph, Dana L.; Newman, Daniel A.

    2010-01-01

    A major stumbling block for emotional intelligence (EI) research has been the lack of adequate evidence for discriminant validity. In a sample of 280 dyads, self- and peer-reports of EI and Big Five personality traits were used to confirm an a priori four-factor model for the Wong and Law Emotional Intelligence Scale (WLEIS) and a five-factor…

  10. The Role of Emotional Intelligence in Mediating the Relationship between Emerging Adulthood and Academic Achievement

    Science.gov (United States)

    Noor, Farukh; Hanafi, Zahyah

    2017-01-01

    Purpose: Academic achievement of students can be fostered and improved if they learn to apply emotional intelligence in their emerging adulthood. The core objective of this research is to test the relationship between emerging adulthood and academic achievement by taking emotional intelligence as a mediator. Methodology: The sample comprises 90…

  11. Effects of a College Outdoor Orientation Program on Trait Emotional Intelligence

    Science.gov (United States)

    Schwartz, Forrest; Belknap, C. J.

    2017-01-01

    In this research, we investigated the effects of participation in a college outdoor orientation program (OOP) on participants' trait emotional intelligence (TEI). Three hundred seventeen outdoor orientation participants completed the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) before and after participation in an OOP. Four…

  12. Is trait-emotional intelligence simply or more than just a trait?

    NARCIS (Netherlands)

    van der Zee, K; Wabeke, R

    The present study examined the usefulness of trait-Emotional Intelligence (EI) among a sample of 1186 top managers who filled out questionnaires for Emotional Intelligence and the Big Five and were evaluated by a consultant on their competencies. Three higher-order factors were found to underlie the

  13. Employee performance, leadership style and emotional intelligence: An exploratory study in a South African parastatal

    Directory of Open Access Journals (Sweden)

    B. A. Hayward

    2008-12-01

    Full Text Available Purpose: The purpose of this research is to explore the relationship between employee performance, leadership style and emotional intelligence in the context of a South African parastatal. Problem Investigated: There is a lack of literature and empirical research on the type of leadership required to achieve high levels of employee performance within South African parastatals. Methodology: The Multifactor Leadership Questionnaire (MLQ was used to determine leadership style, while the Emotional Competency Profiler (ECP was used to determine the emotional intelligence of the sample of leaders. Employee performance data was provided by the parastatal, based on their performance management system. Data was analysed using correlation analysis, multiple regression analysis, the standard regression ANOVA/F-test, t-tests and Cronbach alpha reliability coefficient. Findings: The findings of the research show that the ECP is a reliable measure of emotional intelligence and that while the MLQ is a reliable measure of transformational leadership, it is not a reliable measure of transactional leadership. The results of the correlation analysis show a positive significant relationship between emotional intelligence and transformational leadership and a negative significant relationship between employee performance and emotional intelligence. The results of regressing employee performance on emotional intelligence and transformational leadership show that emotional intelligence and transformational leadership have no significant effect on employee performance. The results of the regression models of the research could be biased by the lack of variance in employee performance data. Value of the Research: The value of the research lies in it confirming the MLQ as a reliable measure of transformational leadership and the ECP as a reliable measure of emotional intelligence. The finding of a positive significant relationship between emotional intelligence and

  14. Are the Emotionally Intelligent Happier? Associations Between the Trait Emotional Intelligence Questionnaire (TEIQUE) and External Measures of Happiness and Well-Being.

    OpenAIRE

    Raithatha, Sonal

    2009-01-01

    This study used self-report questionnaires to investigate emotional intelligence (EI) in relation to happiness and well-being. Previous research has supported the links between well-being and life satisfaction to EI. This study aimed to look specifically at associations between the full version of the ‘Trait Emotional Intelligence Questionnaire’ (TEIQue) (Petrides, 2009) for trait EI and an external measure of happiness. A student sample (N=187) completed 4 questionnaires online; The TEIQue f...

  15. Study of Emotional Intelligence Patterns with Teachers Working in Public Education

    Directory of Open Access Journals (Sweden)

    Balázs László

    2015-03-01

    Full Text Available The data necessary for the empirical research presented it this study were provided by 572 people, from altogether 26 schools. The schools included 18 primary schools, 7 secondary training institutions and 1 primary and secondary school. The major question of the study related to the pedagogues' emotional intelligence, more precisely if the teachers of different institutions showed any individual differences in their emotional intelligence patterns according to the given type of their school's organisational culture. We also examined if the nature of the organizational culture had any influence on the development the individual's emotional intelligence pattern. On the basis of the results we can declare that the teachers of different institutions having their own particular organizational cultures evolve different emotional intelligence patterns. Accordingly, we can come to the conclusion that in the long term the organizational culture affects the evolution of the individual's emotional intelligence pattern and vice versa.

  16. Relationship emotional intelligence and personality traits with organizational commitment among Iranian nurses

    Directory of Open Access Journals (Sweden)

    Zahra Taherinejad

    2017-06-01

    Full Text Available In the past three decades, organizational commitment has been of interest to researchers as one of the organizational attitudes. The aim of this study was to investigate the relationship of emotional intelligence and personality traits with organizational commitment among Iranian nurses. A total of 280 nurses were selected by multistage random sampling. Study tools included emotional intelligence inventory, Neo personality inventory and organizational commitment inventory. Results showed the positive and significant relationship of emotional intelligence and its dimensions (self-expression, self-regard, independence, social responsibility, problem solving, stress tolerance, impulse control, and optimism with organizational commitment. Also, organizational commitment showed a positive and significant relationship with extroversion and conscientiousness. Moreover, components of self-expression, problem solving and stress tolerance in emotional intelligence are able to predict organizational commitment. Thus, these results indicate the importance of emotional intelligence and personality traits in organizational commitment.

  17. Emotional intelligence as a basis for self-esteem in young adults.

    Science.gov (United States)

    Cheung, Chau-Kiu; Cheung, Hoi Yan; Hue, Ming-Tak

    2015-01-01

    As self-esteem is likely to build on favorable social experiences, such as those derived from achievement (i.e., GPA) and social competence, emotional intelligence is likely to be pivotal in fostering social experiences conducive to self-esteem. Accordingly, emotional intelligence is likely to underlie social competence and mediate the contribution of achievement to self-esteem. This uncharted role is the focus of this study, which surveyed 405 undergraduates in Hong Kong, China. Results demonstrated the pivotal role of emotional intelligence. Essentially, emotional intelligence appeared to be a strong determinant of self-esteem and explain away the positive effect of social competence on self-esteem. The results imply the value of raising emotional intelligence in order to consolidate the basis for the young adult's self-esteem.

  18. The Relationship between Intellectual Intelligence and Emotional Intelligence and some Demographic variables among Students of the Faculty of Nursing and Midwifery, Ilam University of Medical Sciences in 2014

    OpenAIRE

    Hamed Tavan; Sajjad Tavan; Zahra Ahmadi; Fatemeh Zandnia

    2015-01-01

    Background and Objective: There is a relationship between emotional intelligence and spiritual intelligence. Therefore, this study was aimed to investigate the relationship between intellectual intelligence and emotional intelligence and some demographic variables among students of Nursing and Midwifery Faculty, Ilam University of Medical Sciences. Methods: Using a cross-correlation method of study, the standard 24-item questionnaire for spiritual intelligence and the standard 90-item que...

  19. Application of Structural Equations Modeling to assess relationship among Emotional Intelligence, General Health and Occupational Accidents

    OpenAIRE

    MOAMMAD KHANDAN; AMIR KAVOUSI; ALIREZA KOOHPAEI

    2015-01-01

    ORIGINAL ARTICLEEmotional intelligence (EI) has been subject of significant amounts of literature over the past two decades. However, little has been contributed to how emotional intelligence may be practically applied to enhance both accident prevention program and general health in workplaces. Purpose of this paper is to survey relationship among these variables in working society of Iran in 2014. As well as identify practical approaches to application of emotional intelligence skills to ma...

  20. Relationship between general intelligence, emotional intelligence, stress levels and stress reactivity.

    Science.gov (United States)

    Singh, Yogesh; Sharma, Ratna

    2012-07-01

    Stressful life events and daily life stresses have both deleterious and cumulative effects on human body. In several studies, stress has been shown to affect various parameter of higher mental function like attention, concentration, learning and memory. Present study was designed to explore the relationship among GI level, EI level, psychological stress levels and acute stress reactivity in young normal healthy subjects. The study was conducted on thirty four healthy male student volunteers to study a) acute stress reactivity in subjects with varying levels of General Intelligence (GI) and Emotional Intelligence (EI) and b) correlation between GI, EI, acute stress and perceived stress. Baseline GI and EI and acute stress and perceived stress scores were measured by standard assessment scales. Using median value of GI and EI scores as cutoff values, subjects were categorized into four groups. Among different GI-EI groups, acute stress reactivity was similar but salivary Cortisol (especially post stressor level) and perceived stress level was a differentiating factor. High level of EI was associated inversely with acute and chronic perceived stress level. Significant correlation was found between acute and chronic perceived stress levels. Level of general intelligence showed no relation to acute or chronic stress levels as well as acute stress reactivity. The differences in various groups of GI and EI had no effect on the baseline and post stress performance on Sternberg memory test and all the three conditions of Stroop test. In conclusion emotional intelligence as an attribute is better suited to handle day to day acute stress and chronic perceived stress.

  1. Clinical teaching with emotional intelligence: A teaching toolbox

    Directory of Open Access Journals (Sweden)

    Athar Omid

    2016-01-01

    Full Text Available Background: Emotional intelligence (EI helps humans to perceive their own and others′ emotions. It helps to make better interpersonal communication that consequently leads to an increase in everyday performance and professional career. Teaching, particularly teaching in the clinical environment, is among the professions that need a high level of EI due to its relevance to human interactions. Materials and Methods: We adopted EI competencies with characteristics of a good clinical teacher. As a result, we extracted 12 strategies and then reviewed the literatures relevant to these strategies. Results: In the present article, 12 strategies that a clinical teacher should follow to use EI in her/his teaching were described. Conclusion: To apply EI in clinical settings, a teacher should consider all the factors that can bring about a more positive emotional environment and social interactions. These factors will increase students′ learning, improve patients′ care, and maintain her/his well-being. In addition, he/she will be able to evaluate her/his teaching to improve its effectiveness.

  2. A STUDY ON THE LINKAGE BETWEEN EMOTIONAL INTELLIGENCE AND JOB PERFORMANCE OF SOFTWARE PROFESSIONALS IN TAMILNADU

    OpenAIRE

    B. Rajkumar

    2018-01-01

    Emotional intelligence (EI), a recent construct which predicts various performance and leadership traits helps companies to deploy quality work force. Emotional Intelligence (EI) has emerged as a theme of widespread interest in psychological research in recent years. It affects the day-to-day life of everyone. EI is the ability to recognize our own potential as well manages everything as per situation. At work place, emotions are mainly based on two prospectors, namely, sociological and psych...

  3. The Jekyll and Hyde of emotional intelligence: emotion-regulation knowledge facilitates both prosocial and interpersonally deviant behavior.

    Science.gov (United States)

    Côté, Stéphane; Decelles, Katherine A; McCarthy, Julie M; Van Kleef, Gerben A; Hideg, Ivona

    2011-08-01

    Does emotional intelligence promote behavior that strictly benefits the greater good, or can it also advance interpersonal deviance? In the investigation reported here, we tested the possibility that a core facet of emotional intelligence--emotion-regulation knowledge--can promote both prosocial and interpersonally deviant behavior. Drawing from research on how the effective regulation of emotion promotes goal achievement, we predicted that emotion-regulation knowledge would strengthen the effects of other-oriented and self-oriented personality traits on prosocial behavior and interpersonal deviance, respectively. Two studies supported our predictions. Among individuals with higher emotion-regulation knowledge, moral identity exhibited a stronger positive association with prosocial behavior in a social dilemma (Study 1), and Machiavellianism exhibited a stronger positive association with interpersonal deviance in the workplace (Study 2). Thus, emotion-regulation knowledge has a positive side and a dark side.

  4. Nursing students' post-traumatic growth, emotional intelligence and psychological resilience.

    Science.gov (United States)

    Li, Y; Cao, F; Cao, D; Liu, J

    2015-06-01

    Nursing students in the present sample who have experienced childhood adversity have a certain level of post-traumatic growth. If introduced into nursing curricula, emotional intelligence interventions may increase emotional coping resources and enhance social skills for nurses, which may benefit their long-term occupational health. As researchers consider personal resilience a strategy for responding to workplace adversity in nurses, resilience building should be incorporated into nursing education. This is a preliminary study that may guide future investigations of the curvilinear relationship rather than linear relationship between post-traumatic growth and positive factors in the special sample of nursing students. Resilience, emotional intelligence and post-traumatic growth may benefit nursing students' careers and personal well-being in clinical work. Developing both their emotional intelligence and resilience may assist their individual post-traumatic growth and enhance their ability to cope with clinical stress. To investigate the relationships among post-traumatic growth, emotional intelligence and psychological resilience in vocational school nursing students who have experienced childhood adversities, a cross-sectional research design with anonymous questionnaires was conducted and self-report data were analysed. The Childhood Adversities Checklist (Chinese version), Posttraumatic Growth Inventory, Emotional Intelligence Scale and the 10-item Connor-Davidson Resilience Scale were used. Survey data were collected from 202 Chinese vocational school nursing students during 2011. Post-traumatic growth was associated with emotional intelligence and psychological resilience. Results indicated a curvilinear relationship between emotional intelligence and post-traumatic growth, and between psychological resilience and post-traumatic growth. Moderate-level emotional intelligence and psychological resilience were most associated with the greatest levels of growth

  5. Emotional intelligence in South African women leaders in higher education

    Directory of Open Access Journals (Sweden)

    Claude-Hélène Mayer

    2017-02-01

    Full Text Available Orientation: This study contributes to an in-depth understanding of emotional intelligence (EI in women leaders in Higher Education Institutions (HEIs in South Africa from an inside perspective. Research purpose: The purpose of this study is to explore EI in South African women leaders working in HEIs to identify women leader’s strengths, foci and their possible areas of development. The aim is to get deeper insights in EI in women leaders because EI is associated with effective leadership qualities, creativity and innovation, as well as empathetic communication which is needed in the challenging HEI workplaces. Motivation for the study: Emotional intelligence is an important source for women leaders to increase leadership qualities. This study is motivated by a deep interest to explore aspects of EI in women leaders in this specific professional context. Research design, approach and method: The study uses a qualitative research design and an approach based on Dilthey’s modern hermeneutics of ‘Verstehen’ (understanding. Twenty-three women leaders of the Higher Education Research Service (HERS-SA network were interviewed through semi-structured interviews. One researcher observed behaviour in one HEI to support the interpretation of the data. Data were analysed through content analysis. Main findings: Findings show that women leaders mainly refer to intrapersonal emotional quotient (EQ, followed by interpersonal EQ, adaptability, stress management and, finally, general mood. The most highly rated components of EQ are self-regard, followed by interpersonal relationships, problem solving, empathy, emotional self-awareness, assertiveness, impulse control and social responsibility. Findings also provide ideas on what EQ components can be further developed. Practical/managerial implications: New insights are provided on what components of EI should be developed in women leaders to increase overall EI, on cognitive and behavioural levels

  6. Regulating and facilitating: the role of emotional intelligence in maintaining and using positive affect for creativity.

    Science.gov (United States)

    Parke, Michael R; Seo, Myeong-Gu; Sherf, Elad N

    2015-05-01

    Although past research has identified the effects of emotional intelligence on numerous employee outcomes, the relationship between emotional intelligence and creativity has not been well established. We draw upon affective information processing theory to explain how two facets of emotional intelligence-emotion regulation and emotion facilitation-shape employee creativity. Specifically, we propose that emotion regulation ability enables employees to maintain higher positive affect (PA) when faced with unique knowledge processing requirements, while emotion facilitation ability enables employees to use their PA to enhance their creativity. We find support for our hypotheses using a multimethod (ability test, experience sampling, survey) and multisource (archival, self-reported, supervisor-reported) research design of early career managers across a wide range of jobs. (c) 2015 APA, all rights reserved.

  7. Emotional Intelligence and Transformational Leadership in Nurse Managers.

    Science.gov (United States)

    Spano-Szekely, Lauraine; Quinn Griffin, Mary T; Clavelle, Joanne; Fitzpatrick, Joyce J

    2016-02-01

    This study describes the relationship between emotional intelligence (EI) and transformational leadership (TL) in nurse managers (NMs). Effective NM leadership is important as they have direct influence over RN performance and patient outcomes. Research has demonstrated that a TL style generates greater commitment from followers than other leadership styles. EI is 1 potential characteristic of TL. A descriptive exploratory research study was conducted to correlate EI and TL practices of NMs. EI was significantly positively correlated with TL and outcome measures of extra-effort, effectiveness, and satisfaction and significantly negatively correlated with laissez-faire leadership. A positive relationship was found between TL and NMs with advanced education and administrative certification. Nursing administrators should consider EI characteristics when hiring NMs and lead efforts to advance education to align with organization needs for business and strategic essentials necessary for NM effectiveness.

  8. The effect of an emotional intelligence development programme on accountants

    Directory of Open Access Journals (Sweden)

    Cara S. Jonker

    2009-09-01

    Full Text Available The  objective  of  this  research was to compile and  evaluate  a development programme  aimed at emotional  intelligence (EI  in the accounting profession. A two-group design (pre- and post-test was used. An accidental  sample  (experimental and control group was taken from future employees within a financial management environment. The  BarOn-EQ-i was administered and further data were gathered qualitatively by means of diary entries. The results showed an improvement in total EI level. The specific areas of EI that were developed due to the programme included the following subscales: interpersonal, adaptability and general mood. The specific EI factors that showed improvement included self-regard, self-actualisation, interpersonal relations, reality testing, problem solving, flexibility, stress tolerance and optimism.

  9. Emotional Intelligence predicts individual differences in social exchange reasoning.

    Science.gov (United States)

    Reis, Deidre L; Brackett, Marc A; Shamosh, Noah A; Kiehl, Kent A; Salovey, Peter; Gray, Jeremy R

    2007-04-15

    When assessed with performance measures, Emotional Intelligence (EI) correlates positively with the quality of social relationships. However, the bases of such correlations are not understood in terms of cognitive and neural information processing mechanisms. We investigated whether a performance measure of EI is related to reasoning about social situations (specifically social exchange reasoning) using versions of the Wason Card Selection Task. In an fMRI study (N=16), higher EI predicted hemodynamic responses during social reasoning in the left frontal polar and left anterior temporal brain regions, even when controlling for responses on a very closely matched task (precautionary reasoning). In a larger behavioral study (N=48), higher EI predicted faster social exchange reasoning, after controlling for precautionary reasoning. The results are the first to directly suggest that EI is mediated in part by mechanisms supporting social reasoning and validate a new approach to investigating EI in terms of more basic information processing mechanisms.

  10. The relationship between trait emotional intelligence and interaction with ostracized others' retaliation.

    Science.gov (United States)

    Nozaki, Yuki; Koyasu, Masuo

    2013-01-01

    Regulation of emotions in others is distinct from other activities related to trait emotional intelligence in that only such behavior can directly change other people's psychological states. Although emotional intelligence has generally been associated with prosociality, emotionally intelligent people may manipulate others' behaviors to suit their own interests using high-level capabilities to read and manage the emotions of others. This study investigated how trait emotional intelligence was related to interacting with ostracized others who attempt retaliation. We experimentally manipulated whether two people were simultaneously ostracized or not by using an online ball-tossing game called Cyberball. Eighty university students participated in Cyberball for manipulating ostracism and a "recommendation game," a variation of the ultimatum game for assessing how to interact with others who attempt retaliation, with four participants. After the recommendation game, participants rated their intention to retaliate during the game. People with higher interpersonal emotional intelligence were more likely to recommend that the ostracized other should inhibit retaliation and maximize additional rewards when they have a weaker intention to retaliate. However, they were more likely to recommend that the ostracized other should retaliate against the ostracizers when they have a stronger intention to retaliate. This is the first laboratory study that empirically reveals that people with high interpersonal emotional intelligence influence others' emotions based on their own goals contrary to the general view. Trait emotional intelligence itself is neither positive nor negative, but it can facilitate interpersonal behaviors for achieving goals. Our study offers valuable contributions for the refinement of the trait emotional intelligence concept in the respect of its social function.

  11. Are executive functions related to emotional intelligence? A correlational study in schizophrenia and borderline personality disorder.

    Science.gov (United States)

    Hurtado, M M; Triviño, M; Arnedo, M; Roldán, G; Tudela, P

    2016-12-30

    This research explored the relationship between executive functions (working memory and reasoning subtests of the Wechsler Adult Intelligence Scale, Trail Making and Stroop tests, fluency and planning tasks, and Wisconsin Card Sorting Test) and emotional intelligence measured by the Mayer-Salovey-Caruso Emotional Intelligence Test in patients with schizophrenia or borderline personality disorder compared to a control group. As expected, both clinical groups performed worse than the control group in executive functions and emotional intelligence, although the impairment was greater in the borderline personality disorder group. Executive functions significantly correlated with social functioning. Results are discussed in relation to the brain circuits that mediate executive functions and emotional intelligence and the findings obtained with other models of social cognition. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  12. Emotional Intelligence Relates to Well-Being: Evidence from the Situational Judgment Test of Emotional Management.

    Science.gov (United States)

    Burrus, Jeremy; Betancourt, Anthony; Holtzman, Steven; Minsky, Jennifer; MacCann, Carolyn; Roberts, Richard D

    2012-07-01

    This research was conducted to examine whether people high in emotional intelligence (EI) have greater well-being than people low in EI. The Situational Test of Emotion Management, Scales of Psychological Well-being, and Day Reconstruction Method were completed by 131 college students. Responses to the Situational Test of Emotion Management were strongly related to eudaimonic well-being as measured by responses on the Scales of Psychological Well-being (r=.54). Furthermore, the ability to manage emotions was related to hedonic well-being, correlating with both the frequency of experienced positive affect and the frequency of experienced negative affect, as measured by the Day Reconstruction Method. Two aspects of these results suggest a relationship between EI and well-being. First, the observed relationship between ability EI and psychological well-being is the largest reported in the literature to date. Second, this study is the first use of the Day Reconstruction Method to examine the relationship between well-being and EI. Results are discussed in terms of the potential for training emotion management to enhance well-being. Methodological advances for future research are also suggested. © 2012 The Authors. Applied Psychology: Health and Well-Being © 2012 The International Association of Applied Psychology.

  13. Emotional Intelligence and its Relation to Job Success

    Directory of Open Access Journals (Sweden)

    MA. Dua Dauti-Kadriu

    2015-12-01

    Full Text Available Until three decades ago the importance of Emotional Intelligence, now on referred as EI, was not very well known. Existing as a concept EI was not unanimously defined, not in its merited place in science and not well known in society opinion. The concept of EI for the first time arose in 1990 by Peter Salovey and John Mayer. It evolved later and achieved its peak with the work of Daniel Goldman in 1995, where his book on EI named: “EI, why it Matters” sold millions of copies. Nowadays after many researches done in EI field, EI with its main components has been rightly acknowledged as an engine of a human body toward achieving one’s self-satisfaction and success. However this still has not happened in Kosova. This is one of the first articles written in Kosova about EI, the new concept of Intelligence. The paper will try to give the contribution on the field of bringing EI in its merited place in Kosova society, and so will positively affect the investment of individuals into their EI, being one of the main factors that bring you towards success and overall wellbeing.

  14. The Factor Structure of Trait Emotional Intelligence in Hong Kong Adolescents

    Science.gov (United States)

    Mavroveli, Stella; Siu, Angela F. Y.

    2012-01-01

    Background: Trait emotional intelligence ("trait EI" or "trait emotional self-efficacy") refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). A growing number of studies are looking at cross-cultural differences in the structure of the construct. Aims: This study investigates the…

  15. Emotional Intelligence and Components of Burnout among Chinese Secondary School Teachers in Hong Kong

    Science.gov (United States)

    Chan, David W.

    2006-01-01

    The relationships among four components of emotional intelligence (emotional appraisal, positive regulation, empathic sensitivity, and positive utilization) and three components of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) were investigated in a sample of 167 Chinese secondary school teachers in…

  16. What We Know about Emotional Intelligence: How It Affects Learning, Work, Relationships, and Our Mental Health

    Science.gov (United States)

    Zeidner, Moshe; Matthews, Gerald; Roberts, Richard D.

    2009-01-01

    Emotional intelligence (or EI)--the ability to perceive, regulate, and communicate emotions, to understand emotions in ourselves and others--has been the subject of best-selling books, magazine cover stories, and countless media mentions. It has been touted as a solution for problems ranging from relationship issues to the inadequacies of local…

  17. Emotional Intelligence as a Salient Predictor for Collegians' Career Decision Making

    Science.gov (United States)

    Puffer, Keith A.

    2011-01-01

    Among the plethora of career theories and counseling practices, human emotion continues to be underrepresented. The paucity is evoking discontentment. For many career specialists, a distal role for emotionality has become untenable. This study demonstrated emotional intelligence (EI) associates with familiar constructs within the career…

  18. Organizational Justice: Personality Traits or Emotional Intelligence? An Empirical Study in an Italian Hospital Context

    Science.gov (United States)

    Di Fabio, Annamaria; Palazzeschi, Letizia

    2012-01-01

    The purpose of this study was to investigate the role of personality traits and emotional intelligence in relation to organizational justice. The Organizational Justice Scale, the Eysenck Personality Questionnaire-Revised Short Form, and the Bar-On Emotional Quotient Inventory were administered to 384 Italian nurses. The emotional intelligence…

  19. When nurse emotional intelligence matters: How transformational leadership influences intent to stay.

    Science.gov (United States)

    Wang, Lin; Tao, Hong; Bowers, Barbara J; Brown, Roger; Zhang, Yaqing

    2018-05-01

    The purpose of this study was to examine the role of staff nurse emotional intelligence between transformational leadership and nurse intent to stay. Nurse intent to stay and transformational leadership are widely recognized as vital components of nurse retention. Staff nurse emotional intelligence that has been confirmed improvable has been recently recognized in the nursing literature as correlated with retention. Yet, the nature of the relationships among these three variables is not known. Cross-sectional data for 535 Chinese nurses were analysed using Structural Equation Modelling. Transformational leadership and staff nurse emotional intelligence were significant predictors of nurse intent to stay, accounting for 34.3% of the variance in nurse intent to stay. Staff nurse emotional intelligence partially mediates the relationship between transformational leadership and nurse intent to stay. The findings of the study emphasized the importance of transformational leadership in enhancing nurse emotional intelligence and to provide a deeper understanding of the mediating role of emotional intelligence in the relationship between nurse manager's transformational leadership and nurse's intent to stay. Nurse leaders should develop training programmes to improve nursing manager transformational leadership and staff nurse emotional intelligence in the workplace. © 2018 John Wiley & Sons Ltd.

  20. The effect of learning models and emotional intelligence toward students learning outcomes on reaction rate

    Science.gov (United States)

    Sutiani, Ani; Silitonga, Mei Y.

    2017-08-01

    This research focused on the effect of learning models and emotional intelligence in students' chemistry learning outcomes on reaction rate teaching topic. In order to achieve the objectives of the research, with 2x2 factorial research design was used. There were two factors tested, namely: the learning models (factor A), and emotional intelligence (factor B) factors. Then, two learning models were used; problem-based learning/PBL (A1), and project-based learning/PjBL (A2). While, the emotional intelligence was divided into higher and lower types. The number of population was six classes containing 243 grade X students of SMAN 10 Medan, Indonesia. There were 15 students of each class were chosen as the sample of the research by applying purposive sampling technique. The data were analyzed by applying two-ways analysis of variance (2X2) at the level of significant α = 0.05. Based on hypothesis testing, there was the interaction between learning models and emotional intelligence in students' chemistry learning outcomes. Then, the finding of the research showed that students' learning outcomes in reaction rate taught by using PBL with higher emotional intelligence is higher than those who were taught by using PjBL. There was no significant effect between students with lower emotional intelligence taught by using both PBL and PjBL in reaction rate topic. Based on the finding, the students with lower emotional intelligence were quite hard to get in touch with other students in group discussion.

  1. Emotional intelligence: an admission criterion alternative to cumulative grade point averages for prelicensure students.

    Science.gov (United States)

    Jones-Schenk, Jan; Harper, Mary G

    2014-03-01

    Predicting potential student success is of great interest to nursing educators and academic administrators alike. Cumulative grade point average (CGPA) has traditionally been used to screen nursing program candidates, but CGPA itself has shown to have no statistically significant predictive value and may in fact screen out individuals who possess social intelligence attributes that are essential for success in nursing practice. The purpose of this study is to determine if students whose emotional intelligence characteristics meet or exceed those of successful staff nurses are more likely to be successful in a baccalaureate nursing program. A descriptive, correlational design was used to compare the emotional intelligence attributes of 116 potential nursing students and 42 successful staff nurses using the Emotional Quotient Inventory (EQ-i). Nursing students who remained in the nursing program were found to have significantly higher levels of total emotional intelligence, interpersonal capacity, and stress tolerance. Students who dropped from the nursing program were not significantly different from successful staff nurses in terms of emotional intelligence. Emotional intelligence presents a compelling adjunct to current selection criteria for nursing students. However, the lack of research prevents widespread adoption of this criterion. This study suggests that students with higher levels of emotional intelligence, particularly intrapersonal capacity and stress tolerance, are more likely to be successful in a baccalaureate nursing program than students with lower levels. Further research is needed to determine the usefulness of EI as a predictor of student success in nursing programs. Copyright © 2013 Elsevier Ltd. All rights reserved.

  2. Gratitude mediates the effect of emotional intelligence on subjective well-being: A structural equation modeling analysis.

    Science.gov (United States)

    Geng, Yuan

    2016-11-01

    This study investigated the relationship among emotional intelligence, gratitude, and subjective well-being in a sample of university students. A total of 365 undergraduates completed the emotional intelligence scale, the gratitude questionnaire, and the subjective well-being measures. The results of the structural equation model showed that emotional intelligence is positively associated with gratitude and subjective well-being, that gratitude is positively associated with subjective well-being, and that gratitude partially mediates the positive relationship between emotional intelligence and subjective well-being. Bootstrap test results also revealed that emotional intelligence has a significant indirect effect on subjective well-being through gratitude.

  3. Developing emotional intelligence ability in oncology nurses: a clinical rounds approach.

    Science.gov (United States)

    Codier, Estelle; Freitas, Beth; Muneno, Lynn

    2013-01-01

    To explore the feasibility and impact of an emotional intelligence ability development program on staff and patient care. A mixed method, pre/post-test design. A tertiary care hospital in urban Honolulu, HI. Rounds took place on a 24-bed inpatient oncology unit. 33 RNs in an oncology unit. After collection of baseline data, the emotional intelligence rounds were conducted in an inpatient oncology nursing unit on all shifts during a 10-month period. Demographic information, emotional intelligence scores, data from rounds, chart reviews of emotional care documentation, and unit-wide satisfaction and safety data. The ability to identify emotions in self and others was demonstrated less frequently than expected in this population. The low test response rate prevented comparison of scores pre- and postintervention. The staff's 94% participation in rounds, the positive (100%) evaluation of rounds, and poststudy improvements in emotional care documentation and emotional care planning suggest a positive effect from the intervention. Additional research is recommended over a longer period of time to evaluate the impact emotional intelligence specifically has on the staff's identification of emotions. Because the intervention involved minimal time and resources, feasibility for continuation of the intervention poststudy was rated "high" by the research team. Research in other disciplines suggests that improvement in emotional intelligence ability in clinical staff nurses may improve retention, performance, and teamwork in nursing, which would be of particular significance in high-risk clinical practice environments. Few research studies have explored development of emotional intelligence abilities in clinical staff nurses. Evidence from this study suggests that interventions in the clinical environment may be used to develop emotional intelligence ability. Impact from such development may be used in the future to not only improve the quality of nursing care, but also

  4. A study on effect of big five personality traits on emotional intelligence

    Directory of Open Access Journals (Sweden)

    Hamed Dehghanan

    2014-06-01

    Full Text Available This paper presents a study to investigate the effects of big five personal traits on emotional intelligence on some Iranian firms located in city of Tehran, Iran. The proposed study uses two questionnaires, one, which is originally developed by McCare and Costa (1992 [McCrae, R. R., & Costa, P. T., Jr. (1992. Discriminant validity of NEO-PI-R facet scales. Educational and Psychological Measurement, 52, 229-237.] for measuring personality traits and the other, which is used for measuring emotional intelligence . The first questionnaire consists of five personal categories including extraversion, agreeableness, conscientiousness, emotional stability versus neuroticism, and openness. Using structural equation modeling and stepwise regression model, the study has detected a positive and meaningful relationship between four components namely, extraversion, agreeableness, conscientiousness as well as openness and emotional intelligence. In addition, the study detects a negative and meaningful relationship between neuroticism and emotional intelligence.

  5. LOOKING AT THE LINK BETWEEN EMOTIONAL INTELLIGENCE AND READING COMPREHENSION AMONG SENIOR HIGH SCHOOL STUDENTS

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    M. Ahlan Firdaus

    2017-12-01

    Full Text Available The main purpose of the present study was to empirically investigate the possible correlation between students’ emotional inteligence and thier reading comprehension and students’ emotional intelligence influences their reading comprehension. The participants in the study were 53 the eleventh grade students of SMA Sandika Banyuasin which were selected from two classes consisting of science and social. Reading comprehension test was done to measure students’ reading comprehension by using TOEFL Junior reading comprehension section. Then, USMEQ-i by Yusoff (2010 was administered to the participants to measure their emotional intelligence. SPSS program was run using Pearson Product Moment formula and Regression Analysis to find out the correlation and the influence. The result showed that there was a postive significant correlation between students’ emotional intelligence and reading comprehension with r = .661.Then, there influenced of students’ emotional intelligence on thier reading comprehension with 43.7%.

  6. Emotional and Meta-Emotional Intelligence as Predictors of Adjustment Problems in Students with Specific Learning Disorders

    Science.gov (United States)

    D'Amico, Antonella; Guastaferro, Teresa

    2017-01-01

    The purpose of this study was to analyse adjustment problems in a group of adolescents with a Specific Learning Disorder (SLD), examining to what extent they depend on the severity level of the learning disorder and/or on the individual's level of emotional intelligence. Adjustment problems,, perceived severity levels of SLD, and emotional and…

  7. Does Emotional Intelligence Depend on Gender? The Socialization of Emotional Competencies in Men and Women and Its Implications

    Science.gov (United States)

    Sanchez-Nunez, M. Trinidad; Fernandez-Berrocal, Pablo; Montanes, Juan; Latorre, Jose Miguel

    2008-01-01

    This article attempts to justify gender differences found for the main factors that comprise emotional intelligence from the standpoint of the Mayer and Salovey Skill Model (1997). In order to do so, we carry out a review of the different emotional socialization patterns used by parents on the basis of their children's gender and look into their…

  8. Perceived emotional intelligence as a moderator variable between cybervictimization and its emotional impact.

    Science.gov (United States)

    Elipe, Paz; Mora-Merchán, Joaquín A; Ortega-Ruiz, Rosario; Casas, José A

    2015-01-01

    The negative effects of traditional bullying and, recently, cyberbullying on victims are well-documented, and abundant empirical evidence for it exists. Cybervictimization affects areas such as academic performance, social integration and self-esteem, and causes emotions ranging from anger and sadness to more complex problems such as depression. However, not all victims are equally affected, and the differences seem to be due to certain situational and personal characteristics. The objective of this study is to analyze the relationship between perceived emotional intelligence (PEI) and the emotional impact of cybervictimization. We hypothesize that EI, which has previously been found to play a role in traditional bullying and cyberbullying, may also affect the emotional impact of cyberbullying. The participants in our study were 636 university students from two universities in the south of Spain. Three self-report questionnaires were used: the "European Cyberbullying Intervention Project Questionnaire," the "Cyberbullying Emotional Impact Scale"; and "Trait Meta-Mood Scale-24." Structural Equation Models were used to test the relationships between the analyzed variables. The results support the idea that PEI, by way of a moderator effect, affects the relationship between cybervictimization and emotional impact. Taken together, cybervictimization and PEI explain much of the variance observed in the emotional impact in general and in the negative dimensions of that impact in particular. Attention and Repair were found to be inversely related to Annoyance and Dejection, and positively related to Invigoration. Clarity has the opposite pattern; a positive relationship with Annoyance and Dejection and an inverse relationship with Invigoration. Various hypothetical explanations of these patterns are discussed.

  9. Mathematical literacy in undergraduates: role of gender, emotional intelligence and emotional self-efficacy

    Science.gov (United States)

    Tariq, Vicki N.; Qualter, Pamela; Roberts, Sian; Appleby, Yvon; Barnes, Lynne

    2013-12-01

    This empirical study explores the roles that Emotional Intelligence (EI) and Emotional Self-Efficacy (ESE) play in undergraduates' mathematical literacy, and the influence of EI and ESE on students' attitudes towards and beliefs about mathematics. A convenience sample of 93 female and 82 male first-year undergraduates completed a test of mathematical literacy, followed by an online survey designed to measure the students' EI, ESE and factors associated with mathematical literacy. Analysis of the data revealed significant gender differences. Males attained a higher mean test score than females and out-performed the females on most of the individual questions and the associated mathematical tasks. Overall, males expressed greater confidence in their mathematical skills, although both males' and females' confidence outweighed their actual mathematical proficiency. Correlation analyses revealed that males and females attaining higher mathematical literacy test scores were more confident and persistent, exhibited lower levels of mathematics anxiety and possessed higher mathematics qualifications. Correlation analyses also revealed that in male students, aspects of ESE were associated with beliefs concerning the learning of mathematics (i.e. that intelligence is malleable and that persistence can facilitate success), but not with confidence or actual performance. Both EI and ESE play a greater role with regard to test performance and attitudes/beliefs regarding mathematics amongst female undergraduates; higher EI and ESE scores were associated with higher test scores, while females exhibiting higher levels of ESE were also more confident and less anxious about mathematics, believed intelligence to be malleable, were more persistent and were learning goal oriented. Moderated regression analyses confirmed mathematics anxiety as a negative predictor of test performance in males and females, but also revealed that in females EI and ESE moderate the effects of anxiety on test

  10. Developing human capital by linking emotional intelligence with personal competencies in Indian business organizations

    Directory of Open Access Journals (Sweden)

    Singh, K.

    2010-01-01

    Full Text Available The concept of emotional intelligence has become so popular in the management literature that it has become imperative to understand and leverage it for the sake of enhancing the capacity of human capital in organizations. As the pace of change is increasing and world of work is making ever greater demands on a person’s cognitive, emotional and physical resources, this particular set of abilities are becoming increasingly important. Since majority of the concerns in organization involve people in different roles, emotional intelligence must become a determining factor for their effective management. It has also been found that ultimately it is the emotional and personal competencies that we need to identify and measure if we want to be able to predict performance at workplace resulting in its effectiveness, thereby enhancing the worth of the human capital. In this scenario the competencies possessed by the people will have a bearing on the extent to which they can actualize their emotional intelligence. The current paper sets out to examine the relationship between the emotional intelligence of executives in Indian business organizations with their personal competencies. The result suggests that emotional intelligence is significantly related with the personal competencies of employees and the variables of personal competency namely, people success, system success and self success have a predictive relationship with emotional intelligence.

  11. Emotional intelligence in sport and exercise: A systematic review.

    Science.gov (United States)

    Laborde, S; Dosseville, F; Allen, M S

    2016-08-01

    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.

  12. Emotional intelligence (EI) and nursing leadership styles among nurse managers.

    Science.gov (United States)

    Tyczkowski, Brenda; Vandenhouten, Christine; Reilly, Janet; Bansal, Gaurav; Kubsch, Sylvia M; Jakkola, Raelynn

    2015-01-01

    Less than 12.5% of nurses aspire to leadership roles, noting lack of support and stress as major factors in their decision not to pursue this area of practice. Psychological resiliency, described as the ability to properly adapt to stress and adversity, is key to successful nurse managers. Emotional intelligence (EI) is a related concept to resiliency and is another noteworthy predictor of leadership and management success. This study was undertaken to determine the level of and relationship between EI and leadership style of nurse managers employed in Wisconsin and Illinois facilities. A descriptive, exploratory study design was utilized, with a convenience sample of nurse managers working in 6 large Midwestern health systems. Nurse managers were invited to participate in the study by their employer, completing the online consent form and the demographic, Multifactor Leadership Questionnaire (MLQ) Form 5X and the Emotional Quotient Inventory (EQ-i 2.0) surveys. Statistically significant positive relationships were noted between EI and transformational leadership and the outcomes of leadership (extra effort, effectiveness, and satisfaction). No statistically significant relationships were noted between EI and transactional or laissez-faire leadership styles.

  13. A study on the relationship between emotional intelligence, organizational commitment and organizational citizenship behavior

    Directory of Open Access Journals (Sweden)

    Saman Chehrazi

    2014-06-01

    Full Text Available This paper presents a casual structure model between emotional intelligence and organizational citizenship behavior by using organizational commitment as mediator variable. The study is accomplished among 324 employees of united bus company in city of Tehran, Iran. Using structural equation modeling, the study has confirmed that emotional intelligence influenced on organizational citizenship behavior and commitment. The study also confirms that organizational commitment influenced on organizational citizenship behavior. Finally, the study has confirmed that there were significant relationships between emotional intelligence and its dimensions with organizational citizenship behavior and organizational commitment of employees.

  14. Emotional intelligence and job performance: The mediating role of work-family balance.

    Science.gov (United States)

    Weinzimmer, Laurence G; Baumann, Heidi M; Gullifor, Daniel P; Koubova, Veronika

    2017-01-01

    In this study, we examine the dynamics between emotional intelligence, work-family balance, and job performance. A review of the literature to date has shown distinct relationships between emotional intelligence to job performance and work-family balance to job performance. We utilize a sample of 233 respondents to empirically test our set of hypotheses that contend work-family balance mediates the relationship between emotional intelligence and job performance. Our results support these hypotheses. Practical implications and directions for future research are discussed.

  15. The Interplay among Emotional Intelligence, Classroom Management, and Language Proficiency of Iranian EFL Teachers

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    Hadi Hamidi

    2016-06-01

    Full Text Available The present study was an attempt to investigate the interplay among Iranian EFL teachers’ emotional intelligence, classroom management, and their general English language proficiency. The result of the data analysis showed that: 1 there was a statistically significant relationship between the emotional intelligence and the classroom management of Iranian EFL teachers, 2 there was a statistically significant relationship between the emotional intelligence and the language proficiency of Iranian EFL teachers, and 3 there was a statistically significant relationship between the classroom management and the language proficiency of Iranian EFL teachers. Teacher trainers, researchers in teacher education, and language teachers may benefit from the findings of the present research.

  16. Validating relationships among attachment, emotional intelligence and clinical communication.

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    Cherry, M Gemma; Fletcher, Ian; O'Sullivan, Helen

    2014-10-01

    In a previous study, we found that emotional intelligence (EI) mediates the negative influences of Year 1 medical students' attachment styles on their provider-patient communication (PPC). However, in that study, students were examined on a relatively straightforward PPC skill set and were not assessed on their abilities to elicit relevant clinical information from standardised patients. The influence of these psychological variables in more demanding and realistic clinical scenarios warrants investigation. This study aimed to validate previous research findings by exploring the mediating effect of EI on the relationship between medical students' attachment styles and their PPC across an ecologically valid PPC objective structured clinical examination (OSCE). Year 2 medical students completed measures of attachment (the Experiences in Close Relationships-Short Form [ECR-SF], a 12-item measure which provides attachment avoidance and attachment anxiety dimensional scores) and EI (the Mayer-Salovey-Caruso Emotional Intelligence Test [MSCEIT], a 141-item measure on the perception, use, understanding and management of emotions), prior to their summative PPC OSCE. Provider-patient communication was assessed using OSCE scores. Structural equation modelling (SEM) was used to validate our earlier model of the relationships between attachment style, EI and PPC. A total of 296 of 382 (77.5%) students participated. Attachment avoidance was significantly negatively correlated with total EI scores (r = -0.23, p < 0.01); total EI was significantly positively correlated with OSCE scores (r = 0.32, p < 0.01). Parsimonious SEM confirmed that EI mediated the negative influence of attachment avoidance on OSCE scores. It significantly predicted 14% of the variance in OSCE scores, twice as much as the 7% observed in the previous study. In more demanding and realistic clinical scenarios, EI makes a greater contribution towards effective PPC. Attachment is perceived to be stable

  17. Relationship Between Personality Types Conceptualized by C. G. Jung and Emotional Intelligence

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    Natasha Virmozelova

    2013-10-01

    Full Text Available The main aim of this study is to present the results from a study of the relationship between personality types described by C. G. Jung and emotional intelligence. The investigated subjects were 150 at the age of 18 – 50. The methods of research were MBTI (Myers-Briggs Type Indicator - Bulgarian adaptation (Rusinova, 1992 and one psychological questionnaire measuring emotional intelligence -Bulgarian adaptation (Stoyanova, 2008. The received data indicated that the functions of thinking and sensing, and introversion correlated inversely with the factors of emotional intelligence “Sharing emotions and empathy”, “Motivation to overcome difficulties and optimisms” and extroversion correlated proportionally with them. The function feeling correlated proportionally with the factor “Sharing emotions and empathy” and it correlated inversely with the factor “Recognition of nonverbal expression of emotion of the other people”.

  18. Body satisfaction, emotional intelligence, and the development of disturbed eating: a survey of Taiwanese students.

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    Wong, Yueching; Lin, Jing-Shan; Chang, Yu-Jhen

    2014-01-01

    This study explored the relationship between adolescents' emotional intelligence and the tendency to develop an eating disorder. Senior high school students in Taiwan were recruited for the study. A 3- part anonymous questionnaire measured demographic information, body weight satisfaction, and expectation of body weight. Students also completed the Adolescent Emotional Intelligence Scale and the Eating Disorders Attitude- 26 Test (EAT-26). Height and weight were also measured. The mean of EAT-26 score was 8.66 ± 7.36, and 8.6% students were at high risk to develop eating disorders. Gender, body weight, body dissatisfaction and the expected body shape were significantly related to disturbed eating attitudes and behaviours. Scores of EAT-26 were positively correlated with emotional perception, emotional expression, and emotional application. Disturbed eating behaviours exist among adolescents in Taiwan, and these behaviours may be related to emotional intelligence. However further studies with larger samples are needed.

  19. Creativity Styles and Emotional Intelligence of Filipino Student Teachers: A Search for Congruity

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    Gilbert C. Magulod Jr.

    2017-02-01

    Full Text Available The purpose of this study is to determine the congruity between the creativity styles and emotional intelligence of Filipino student teachers. Descriptive correlational research design was employed. The participants of the study were the 76 fourth year students of Bachelor in Elementary Education (BEED and Bachelor in Secondary Education (BSED in one state university in the Philippines. Data of the study were obtained using two standardized instruments relating to creativity styles and emotional intelligence. Findings of the study revealed that the student teachers espoused themselves to have high creative capacity while they assessed themselves to have high creativity styles along belief in unconscious processes, use of techniques, use of other people and final product orientation. With regards to their emotional intelligence, they assessed themselves to have high attributes on self-awareness, management of emotions, self-motivation, empathy and social skills. Significantly, this study also revealed that gender, birth order, course and scholastic standing in high school spelled differences on the creativity styles of Filipino student teachers. Moreover, test of difference also showed that scholastic standing in high school and family income defined differences along emotional intelligence. Finally, it was also revealed in the study that there is a significant relationship between creativity styles and emotional intelligence of Filipino student teachers. Implications of the congruity between emotional intelligence and creativity styles would help Teacher Education Institutions (TEIs to implement curriculum enhancement which is vital to the preparation of twenty-first century teachers.

  20. [Correlation between psychological state and emotional intelligence in residents of gynecology, and obstetrics].

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    Carranza-Lira, Sebastián

    2016-01-01

    Emotional intelligence is our capacity to acknowledge our own emotions, and the emotions of other people; it also has to do with the way emotions must be understood, and used productively. Given that an altered state of mind can have an impact on emotional intelligence, our objective was to correlate the psychological state with emotional intelligence in residents of gynecology, and obstetrics. We assessed 76 gynecology and obstetrics residents by using What's my M3 and TMMS-24 instruments, in order to know the influence of psychological state on emotional intelligence. In male students of second grade, there was a positive correlation between obsessive-compulsive disorder (OCD) and emotional attention (EA), and a negative correlation with emotional clarity (EC). In third grade males, anxiety, bipolar disorder, and posttraumatic stress disorder (PTSD) correlated positively with EA. In male students of fourth grade there was a positive correlation between OCD and EA. In second grade female students, depression correlated negatively with emotional repair (ER). In third grade female students anxiety, bipolar disorder, and PTSD correlated positively with EA. In fourth grade female students there was a negative correlation between depression and EA, and between anxiety, OCD, and PTSD with EC. Psychological status has a favorable impact on EA and a negative effect on EC and ER.