Money Attitudes and Emotional Intelligence

As the notion of money tends to be imbued with salient emotions, it is plausible that emotional intelligence (EI) has a bearing on the efficacy to cope with emotion-eliciting issues involving money. The purpose of the present study was to investigate the extent to which money attitudes relate to EI. The study included a sample of 212 respondents who filled out a questionnaire with items of the Money Attitude Scale (MAS) developed by Yamauchi and Templer (1982) . The questionnaire further contained a test of EI performance consisting of judging emotions in facial expressions, and of self-report measures considered to be subscales of EI. Results suggested that high levels of EI imply a less pronounced orientation toward money and a greater sense of economic self-efficacy. Furthermore, money orientation seemed to be linked to worse adjustment of work vs. family/leisure time.     

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.     

Emotional Intelligence and Interpersonal Relations

Abstract

In 7 studies, the authors examined the link between emotional intelligence and interpersonal relations. In Studies 1 and 2, the participants with higher scores for emotional intelligence had higher scores for empathic perspective taking and self-monitoring in social situations. In Study 3, the participants with higher scores for emotional intelligence had higher scores for social skills. In Study 4, the participants with higher scores for emotional intelligence displayed more cooperative responses toward partners. In Study 5, the participants with higher scores for emotional intelligence had higher scores for close and affectionate relationships. In Study 6, the participants' scores for marital satisfaction were higher when they rated their marital partners higher for emotional intelligence. In Study 7, the participants anticipated greater satisfaction in relationships with partners described as having emotional intelligence.     

Psychopathy and Trait Emotional Intelligence

Psychopathic individuals are infamous for their chronic and diverse failures of social adjustment despite their adequate intellectual abilities. Non-cognitive factors, in particular trait emotional intelligence (EI), offer one possible explanation for their lack of success. This study explored the association between psychopathy and EI, as measured by the Psychopathy Checklist - Revised (PCL-R; Hare, 2003) and Trait Meta-Mood Scale (TMMS, Salovey, Mayer, Golman, Turvey & Palfai, 1995). Consistent with the Response Modulation (RM) model of psychopathy (Newman & Lorenz, 2003), low-anxious psychopathic individuals had significantly lower scores on TMMS Repair and Attention compared to controls. Consistent with proposals by Patrick and Lang (1999) regarding PCL-R factors, these EI deficits related to different aspects of the psychopathy construct. Correlations revealed significant inverse associations between PCL-R factor 1 and Attention and PCL-R factor 2 and Repair. We propose that the multi-dimensional EI framework affords a complementary perspective on laboratory-based explanations of psychopathy.     

The Science of Emotional Intelligence

ABSTRACT— This article provides an overview of current research on emotional intelligence. Although it has been defined in many ways, we focus on the four-branch model by Mayer and Salovey (1997) , which characterizes emotional intelligence as a set of four related abilities: perceiving, using, understanding, and managing emotions. The theory provides a useful framework for studying individual differences in abilities related to processing emotional information. Despite measurement obstacles, the evidence in favor of emotional intelligence is accumulating. Emotional intelligence predicts success in important domains, among them personal and work relationships.     

Types of Faith and Emotional Intelligence

In this article, I depict four types of relational faith (functional-cooperative, oppositional-closed, mutual-person, and transcendent) and their relation to emotional intelligence. I begin with a brief definition of emotional intelligence, as well as the research that has supported a shift in understanding the necessity of emotions in cognitive and social development. This sets the stage for describing the types of relational faith, using the notion of emotional intelligence to differentiate between adaptive and maladaptive manifestations of each faith type. This perspective serves as a lens for identifying the varied and complex types of faith-relations manifested in daily life within or outside of the church, synagogue or mosque.     

Affectivity,Emotional Labor,Emotional Exhaustion,and Emotional Intelligence in Coaching

This study investigated the relationship among affectivity, emotional labor strategies, and emotional exhaustion, and the moderating effect of emotional intelligence in that relationship. There were 430 NCAA Division I coaches who completed questionnaires measuring affectivity, the forms of emotional labor, emotional exhaustion, and emotional intelligence, which were modified to fit the coaching context. The result indicated that positive affectivity predicted 3 forms of emotional labor. In addition, coaches’ surface acting and genuine expression significantly predicted their emotional exhaustion. Furthermore, emotional intelligence moderated the relationship between surface acting and emotional exhaustion. These results reveal the important role of emotional labor on coaches’ well-being.     

情绪智力的能力模型

有关情绪智力的研究受到人们越来越多地关注,并已经取得了长足的进展。尤其是其中的能力模型理论颇具影响力。该理论将情绪智力界定为一种独立的智力成分,并深入阐述了情绪智力的本质及测量问题,是一个有价值的理论。文章对该理论模型的现有的研究做了大致的回顾。     

Emotional Intelligence in the Collection of Debt

Two studies are reported which compare more and less successful account officers (debt collectors) in terms of their emotional intelligence, measured using the BarOn Emotional Quotient Inventory. The findings support the view that higher levels of emotional intelligence lead to enhanced job performance. Implications for selection are considered in the conclusion.     

情绪智力:多维度构思背后的信息

情绪智力作为影响个人发展与领导能力的关键变量已经得到许多关注。虽然许多研究都认为情绪智力更适合从一个多维度变量角度来探讨,但更多研究主要关注情绪智力的整体效应和差异,比较少从情绪智力的单一维度方面来进行研究。本研究以公务员群体来进行分析,运用多元方差分析和结构方程技术来分析人口统计特征对情绪智力多维度构思的影响,并特别关注情绪智力及各维度对个体绩效的影响。最后根据研究结果对与情绪智力相关的理论研究和管理实践提供一些建议。     

对情绪智力概念的探讨

人们对情绪智力研究的兴趣渐起．但围绕情绪智力的基本概念仍存在着一些值得探讨的问题。本文对情绪智力的术语本身、概念内涵和外延以及与非智力因素、社会智力的关系进行了探讨．以冀更好地确立其在心理学中的科学地位,促进这方面理论与实践的研究。     

班主任情绪智力对初中生情绪智力的影响:直接效应还是间接效应

采用情绪智力问卷和情绪氛围量表对1083名初中生及其班主任进行调查,探讨班主任情绪智力与班级情绪氛围对学生情绪智力的影响机制。结果:(1)班主任情绪智力显著正向预测学生情绪智力;(2)班主任情绪智力在班级情绪氛围对学生情绪智力的影响中起调节作用;(3)班级情绪氛围在班主任情绪智力对学生情绪智力的影响中起部分中介作用。结论:班主任情绪智力既可直接影响学生情绪智力又可通过班级情绪氛围间接影响学生情绪智力。     

实践智力、社会智力、情绪智力的概念及其教育价值

传统智力测验的单一性和其预测的有限性为其它类型智力概念的提出留下了空间。实践智力、社会智力和情绪智力分别从实际解决问题,与人相处及情绪知觉、调节和情绪对思维的促进等不同角度对智力概念进行了强调和扩展。它们与传统的智力理论并不矛盾,只是各有侧重。此外,不同智力概念的提出对教育观念和教育模式的改变亦会有所启发。     

巴昂的情绪智力模型及情商量表简介

巴昂(Reuven Bar-On)是以色列著名的心理学家,是设在丹麦的国际应用情绪智力研究所主席,也是美国伊利诺斯大学的促进社会与情绪学习协会和美国鲁特加斯大学情绪智力研究联合会的合作者。作为国际上较早研究情绪智力的专家,自1980年以来他一直致力于有关情绪智力的界定、测量和应用的研究,取得了丰硕的成果。1985年,他首创了情商(emotional quotient,简称EQ)这个术语。     

情绪智力的基础：情绪觉察的研究现状与展望

情绪觉察作为情绪智力的重要基础,指的是识别与描述自己和他人情绪的能力,对个体的心理健康,人际交往具有重要意义。为系统考察情绪觉察的研究现状,采用定性和定量相结合的方式回顾以往研究,即先采用文献计量学的方法定量分析该领域研究的概况,然后在此基础上,对研究的具体内容从概念界定、测量工具、神经基础、相关因素和干预研究五个方面作进一步系统梳理。最后,对以往研究进行了总结和展望,以期为今后研究提供借鉴。     

情绪智力与工作绩效的关系

大量研究证实, 情绪智力能够正向预测工作绩效, 二者关系会受到中介与调节变量的影响。现有研究存在一些问题和不足, 原因在于不同理论模型的分歧与对立、测验工具存在问题和研究没有深入到维度水平等。未来研究应该致力于理论模型的整合、新的测验工具的编制、中介与调节变量的考察、深入到维度水平考察情绪智力与工作绩效的关系。     

Emotional Intelligence: An Opportunity for Occupational Therapy

Emotional intelligence theory developed within the psychology and business fields and is described as an ability to monitor emotions and to use the information to guide thinking and problem solving. Emotional intelligence skills are needed by occupational therapy practitioners to support therapeutic use of self, promote client-centered care, and foster communication skills within the workplace. A scenario illustrates how emotional intelligence supports the therapeutic use of self during a clinical interaction. The Mayer Salovey Caruso Emotional Intelligence Test is introduced as a resource for occupational therapy practitioners to measure and develop therapeutic relationship skills based upon emotional intelligence research.     

The Importance of Emotional Intelligence in Higher Education

The following article discusses the importance of incorporating a focus on emotional intelligence, which can be increased, into higher education. It delineates potential personal, social, and societal consequences of so doing and as well as possible effects it could have on the university milieu. Finally, it discusses avenues via which such a focus could be incorporated.