Are emotionally intelligent people less prejudiced? The importance of emotion management skills for outgroup attitudes

People vary in their ability to understand, process, and manage information about one's own and others’ emotions, a construct known as Emotional Intelligence (EI). Past research highlighted the importance of EI in interpersonal relations as well as the key role of emotions underlying outgroup prejudice. Remarkably, hardly any research has investigated the associations between EI and outgroup prejudice. In three studies (total N = 922) conducted in Spain and the United Kingdom, we measured emotional intelligence using self-report and performance tests and prejudice toward a variety of outgroups. Results showed that those with stronger performance-based emotion management skills expressed lower generalized ethnic prejudice (Studies 1–3), more positive attitudes toward immigrants (Study 2a) and refugees (Study 2b), and less homophobic attitudes (Study 3). This negative association between emotion management and prejudice was found with different performance-based EI measures and held after controlling for self-perceived EI (Study 1) and self-reported abilities to regulate emotions (Study 3). Study 3 further demonstrated that higher empathy partly accounted for the association between emotion management and prejudice. The findings suggest that emotion management abilities play an important, but so far largely neglected role in generalized prejudice.     

Trait emotional intelligence as a predictor of socioemotional outcomes in early adolescence

Trait emotional intelligence (EI) refers to a constellation of emotional self-perceptions located at the lower levels of personality hierarchies. This study investigated the predictive and incremental validity of this construct in a sample of 1140 pupils aged 11-13 years. Trait EI showed strong concurrent and predictive validity in relation to three measures of socioemotional competence: self-reported psychopathology as assessed by the Strengths and Difficulties Questionnaire, a sociometric measure of peer relations, and a peer-assessed measure of social behavior. Socioemotional measures were taken twice over a period of seven months. Structural equation modeling revealed trait EI and IQ effects on socioemotional competence (SEC), the former being stronger than the latter. Hierarchical regression analyses suggested an association also of trait with level of change in SEC (controlling for both IQ and SEC at time 1). The findings corroborate an important role for trait emotional intelligence in peer relations and socioemotional competence.     

Convergent, discriminant, and incremental validity of competing measures of emotional intelligence

This study investigated the convergent, discriminant, and incremental validity of one ability test of emotional intelligence (EI)--the Mayer-Salovey-Caruso-Emotional Intelligence Test (MSCEIT)--and two self-report measures of EI--the Emotional Quotient Inventory (EQ-i) and the self-report EI test (SREIT). The MSCEIT showed minimal relations to the EQ-i and SREIT, whereas the latter two measures were moderately interrelated. Among EI measures, the MSCEIT was discriminable from well-studied personality and well-being measures, whereas the EQ-i and SREIT shared considerable variance with these measures. After personality and verbal intelligence were held constant, the MSCEIT was predictive of social deviance, the EQ-i was predictive of alcohol use, and the SREIT was inversely related to academic achievement. In general, results showed that ability EI and self-report EI are weakly related and yield different measurements of the same person.     

Revisiting the predictive validity of emotional intelligence: self-report versus ability-based measures

In response to general press assertions that training emotionally intelligent children will lead to great rewards, this study examined the relationship between emotional intelligence (EI) and academic achievement in college students, using both self-report and ability-based measures of EI. Specifically, the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT, an ability-based measure) and the Bar-On Emotional Quotient Inventory (EQ-i, a self-report measure) were used to predict academic achievement. Achievement was operationalized as the respondents’ cumulative GPA. Results indicated that EI is not a strong predictor of academic achievement regardless of the type of instrument used to measure it. However, a construct validity examination revealed that the MSCEIT correlated highly with indices of cognitive ability but minimally with personality dimensions. In contrast, the EQ-i failed to correlate with indices of cognitive ability but correlated substantially with numerous personality dimensions.     

Learning Disabilities and Emotional Intelligence

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.     

The relation between emotional intelligence and subjective well-being: A meta-analytic investigation

This meta-analysis includes studies concerning the relationships between emotional intelligence (EI) and subjective well-being (SWB). A total of 25 studies with 77 effect sizes and a combined sample of 8520 participants were found. The results provided evidence of a positive significant relationship between EI and SWB (? = 0.32). This relationship was found to be higher in studies using self-report mixed EI instruments (? = 0.38), than with in studies using self-report ability EI instruments (? = 0.32) and performance-based ability EI instruments (? = 0.22). When examining EI measures, there was a larger association between EI and the cognitive component of SWB (? = 0.35) than with the affective component (? = 0.29). There is a need for further research with other evaluation methods to achieve a better understanding of the relationship between EI and SWB.     

What if we fake emotional intelligence? A test of criterion validity attenuation

We evaluate the extent to which established self-report measures of emotional intelligence (EI) are susceptible to socially desirable responding. A study was conducted to assess the relationship between EI and multiple outcomes across 3 experimental faking conditions. Using structural equation modeling, we found that the criterion validities of self-report EI measures in the prediction of life satisfaction, psychological distress, rational coping, and detachment coping are not attenuated in moderate social desirability settings, but are somewhat attenuated when faking is maximized. Moreover, partialing out social desirability does not yield any improvement of the predictive validity of self-report EI.     

Integrating self-report and performance-based assessment of adaptability in a university context

This research examined different conceptualisations and measurements of adaptability in a university context. We compared two approaches to adaptability: (1) personal attribute and (2) performance construct. In the extant literature, the former is dominated by self-report measures, whereas the latter is dominated by performance-based tasks. In two studies, we developed and tested the factorial structure of self-report adaptability measures and the factorial structure of performance-based tasks. Self-report measures of adaptability converged into two factors: adaptability and inflexibility. Performance-based metrics of adaptability did not converge, however. Self-reported and performance measures were unrelated, calling for a multitrait-multimethod approach to further evaluate construct validity of adaptability measurement. Self-reported adaptability was related to Big-5 personality, whilst performance-based adaptability was related to cognitive abilities.     

Emotional intelligence as a unique predictor of individual differences in humour styles and humour appreciation

A small amount of research to-date has examined the association between emotional intelligence (EI) and humour styles, however, none of this research has controlled for the effects of personality and socially desirable responding. Furthermore, none of the research has examined the possible associations with humour appreciation, as distinct from humour styles. Thus, a novel audio-visual humour appreciation measure (AVHAM) was developed based on responses to ostensibly humorous video clips. The AVHAM was found to be associated with factorial validity, as three, positively correlated factors emerged (aggressive, children, and animals). Additionally, convergent validity was observed for the AVHAM, as theoretically consistent and moderately sized correlations were observed between the AVHAM and the Humour Styles Questionnaire (HSQ). Finally, incremental predictive validity was found to be associated with self-reported EI and humour styles, but not humour appreciation. The results are discussed in light of the distinction between humour styles and humour appreciation, as well as the unique role of EI in understanding individual differences in humour.     

Romantic love: What’s emotional intelligence (EI) got to do with it?

The study examined the role of EI in romantic love among newlywed couples. In addition, we set out to assess to what degree outcomes depend on the specific EI measure employed, i.e., maximal performance (ability-based) vs. typical performance (self-report). In the dyadic design implemented in this research, 100 young heterosexual married couples independently completed the Mayer–Salovey–Caruso emotional intelligence test (MSCEIT), the Schutte self-report inventory (SSRI), and a vocabulary subtest of the MILTA group intelligence battery. EI, assessed via an ability and a self-report measure, showed significant ‘actor effects’, but failed to show significant ‘partner effects’, thus only partially supporting the hypothesis that EI predicts romantic love. Whereas ability-based and self-report measures show the same pattern of relationship with romantic love in dyadic assessments, the magnitudes of outcome relationships as well as the correlations of EI with verbal ability are measure-dependent. Marital partners were not correlated on EI, thus providing little evidence for assortative mating for EI.     

An examination of the Validity of the Elemental Psychopathy Assessment: Relations with Other Psychopathy Measures,Aggression, and Externalizing Behaviors

The Elemental Psychopathy Assessment (EPA) is a new self-report measure of psychopathy designed to assess the personality traits associated with psychopathy from a Five Factor Model perspective. The current study examined the validity of the EPA in sample of undergraduates by examining the relations between the EPA scales and three validated self-report psychopathy instruments, as well as assessments of aggression, substance use, and antisocial behavior. The EPA scales manifested strong convergent validity with the extant psychopathy measures and an expected pattern of relations with measures of externalizing behaviors. Overall, the EPA appears to be a promising measure of psychopathy which provides new opportunities to explore the underlying structure of this construct and parse its relations with constructs central to its nomological network.     

Development and validation of a self-report measure of emotional intelligence as a multidimensional trait domain

Psychometric review of 33 peer-reviewed studies of six self-report emotional intelligence (EI) measures supports a multidimensional conceptualization of EI. The nature and number of EI facets, however, and their distinctiveness from more established trait domains is unclear. Building on earlier efforts, three studies were undertaken (Ns = 138, 163, 152) to develop self-report measures of 10 facets of EI proposed by Salovey and Mayer (1990). Results support the reliability (internal consistency, test-retest) and validity (content, criterion, construct, structural) of the proposed scales and their distinctiveness among themselves and with respect to more established trait domains (e.g., personality). Specifically, three satisfaction and four cross-cultural adaptability facets were predicted uniquely by 9 of the 10 proposed subscales, controlling for social desirability, the Big Five, positive and negative affect, and self-monitoring. All told, results confirm that trait-EI can be measured using self-report and conceptualized as a distinct multidimensional domain.     

On emotionally intelligent time travel: individual differences in affective forecasting ability

In two studies, the authors examined whether people who are high in emotional intelligence (EI) make more accurate forecasts about their own affective responses to future events. All participants completed a performance measure of EI (the Mayer-Salovey-Caruso Emotional Intelligence Test) as well as a self-report measure of EI. Affective forecasting ability was assessed using a longitudinal design in which participants were asked to predict how they would feel and report their actual feelings following three events in three different domains: politics and academics (Study 1) and sports (Study 2). Across these events, individual differences in forecasting ability were predicted by participants' scores on the performance measure, but not the self-report measure, of EI; high-EI individuals exhibited greater affective forecasting accuracy. Emotion Management, a subcomponent of EI, emerged as the strongest predictor of forecasting ability.     

Emotional intelligence predicts components of subjective well-being beyond personality: A two-country study using self- and informant reports

This study aimed to examine the ability of overall emotional intelligence (EI) to predict cognitive and affective components of subjective well-being. University students in Germany and Turkey responded to self-report measures of EI, Big Five personality traits, life satisfaction, and positive and negative affect. Multiple informant ratings on subjective well-being measures were obtained to further support the validity of the findings. Results indicated a positive relationship between EI and affective as well as cognitive facets of well-being, with a closer association on part of the affective aspect. The incremental validity of EI was established in that EI predicted both affect balance and life satisfaction when controlling for the Big Five. Whereas participants in Germany reported better well-being than those in Turkey, personality traits and EI explained more variance in well-being measures in Germany than in Turkey. However, the relationship between EI and well-being did not appear to be culturally bound.     

New paradigms for assessing emotional intelligence: theory and data

This article describes the development and validation of 2 measures of emotional intelligence (EI): the Situational Test of Emotional Understanding (STEU) and the Situational Test of Emotion Management (STEM). Study 1 (N=207 psychology students) examines multiple sources of validity evidence: relationships with EI, vocabulary, personality, and emotion-related criteria. Study 2 (N=149 white-collar volunteers) relates STEU and STEM scores to clinical symptoms, finding relationships to anxiety and stress for both tests, and to depression for the STEM. It is concluded that new performance-based approaches to test development, such as the present ones, might be useful in distinguishing between test and construct effects. Implications for expanding theory and for developing EI interventions are discussed.     

The ability model of emotional intelligence: Searching for valid measures

Current measures of ability emotional intelligence (EI) – in particular the well-known Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) – suffer from several limitations, including low discriminant validity and questionable construct and incremental validity. We show that the MSCEIT is largely predicted by personality dimensions, general intelligence, and demographics having multiple R’s with the MSCEIT branches up to .66; for the general EI factor this relation was even stronger (Multiple R = .76). As concerns the factor structure of the MSCEIT, we found support for four first-order factors, which had differential relations with personality, but no support for a higher-order global EI factor. We discuss implications for employing the MSCEIT, including (a) using the single branches scores rather than the total score, (b) controlling for personality and general intelligence to ensure unbiased parameter estimates in the EI factors, and (c) accounting for measurement error. Failure to correctly model these methodological aspects may severely compromise predictive validity testing. We also discuss potential avenues for the improvement of ability-based tests.     

Validating an indirect measure of clarity of feelings: evidence from laboratory and naturalistic settings

This study analyzed the reliability and validity of an indirect measure of clarity of feelings that is based on response latencies (RTs) of mood ratings. Fifty-two participants completed a laboratory session and an experience-sampling week with 6 measurement occasions per day. Shorter RT of mood ratings measured in the laboratory (but not self-reported dispositional clarity) predicted higher overall mood regulation success during the experience-sampling week. As a new indirect ambulatory measure of clarity, RTs of mood ratings were measured on handheld devices during the experience-sampling week. The new ambulatory RT measure of clarity demonstrated good psychometric properties. Within-occasions reliability (internal consistency) was satisfactory, and between-occasions reliability (consistency of aggregated scores) was high. Ambulatory RT of mood ratings demonstrated moderate to high convergence with RT of mood ratings measured in the laboratory session. Both RT measures were unrelated to self-reported dispositional clarity of feelings. However, momentary RT converged with a self-report measure of momentary clarity on the within-persons level: Participants were faster to rate those mood items that they were more certain about. Evidence for the predictive validity of the new ambulatory RT measure was provided by the finding that on the within-persons level, shorter RT (but not self-reported momentary clarity) predicted higher mood regulation success and better mood at subsequent measurement occasions. The results suggest that RT of mood ratings can be used as a reliable and valid indicator of an individual's clarity of feelings in laboratory and experience-sampling studies.     

Youth Psychopathic Traits Inventory-Short Version: A Further Test of the Internal Consistency and Criterion Validity

The Youth Psychopathic Traits Inventory-Short Version (YPI-S; van Baardewijk et al., 2010) is a self-report measure to assess psychopathic-like traits in adolescents. The aim of the present study is to investigate the factor structure, the internal consistency, and the criterion validity of the YPI-S in 768 Belgian community adolescents (45.4?% males). In general, our study supported the YPI three factor structure while relevant indices showed that the instrument is internally consistent. In addition, relations between the YPI-S total score and dimension scores on the one hand and external criterion measures (e.g. conduct problems and self-reported offending) on the other hand were generally in line with predictions. The present study replicated and substantially extended previous findings of the YPI-S in a sample of community youth. Future studies are needed to test whether findings from community samples can be replicated in clinical-referred and justice-involved boys and adolescents.     

Ability EI as an intelligence? Associations of the MSCEIT with performance on emotion processing and social tasks and with cognitive ability

Associations among the MSCEIT, a broad-bandwidth measure of ability emotional intelligence (EI), self-report EI, social perception ability, psychometric intelligence and performance on inspection time (IT) tasks, which assessed the speed of processing of emotional and non-emotional information were investigated in two student samples (N=99, 199). The main findings were that MSCEIT scores were unrelated to fluid ability or speed of non-emotional information processing as assessed by IT, but evidence for associations of MSCEIT scores with crystallised ability was found. Positive associations were found between MSCEIT scores, self-report EI and some emotion/social task scores. The results suggest that EI as assessed by the MSCEIT has some properties of an intelligence and is more closely related to crystallised than to fluid ability. The relatively small MSCEIT/g _c correlations suggest that the MSCEIT is not a pure ability measure, although restriction of range in the samples used may also be relevant. More work, and the development of new measures, is required to determine whether performance EI has a fluid component.