World Crisis and the Changing Policies of Peace and Patriotic Societies

Abstract

Emotional intelligence is an increasingly popular consulting tool. According to popular opinion and work-place testimonials, emotional intelligence increases performance and productivity; however, there has been a general lack of independent, systematic analysis substantiating that claim. The authors investigated whether emotional intelligence would account for increases in individual cognitive-based performance over and above the level attributable to traditional general intelligence. The authors measured emotional intelligence with the Multifactor Emotional Intelligence Scale (MEIS; J. D. Mayer, P. Salovey, & D. R. Caruso, 1997). As measured by the MEIS, overall emotional intelligence is a composite of the 3 distinct emotional reasoning abilities: perceiving, understanding, and regulating emotions (J. D. Mayer & P. Salovey, 1997). Although further psychometric analysis of the MEIS is warranted, the authors found that overall emotional intelligence, emotional perception, and emotional regulation uniquely explained individual cognitive-based performance over and beyond the level attributable to general intelligence.     

Is emotional intelligence an advantage? An exploration of the impact of emotional and general intelligence on individual performance

Emotional intelligence is an increasingly popular consulting tool. According to popular opinion and work-place testimonials, emotional intelligence increases performance and productivity; however, there has been a general lack of independent, systematic analysis substantiating that claim. The authors investigated whether emotional intelligence would account for increases in individual cognitive-based performance over and above the level attributable to traditional general intelligence. The authors measured emotional intelligence with the Multifactor Emotional Intelligence Scale (MEIS; J. D. Mayer, P. Salovey, & D. R. Caruso, 1997). As measured by the MEIS, overall emotional intelligence is a composite of the 3 distinct emotional reasoning abilities: perceiving, understanding, and regulating emotions (J. D. Mayer & P. Salovey, 1997). Although further psychometric analysis of the MEIS is warranted, the authors found that overall emotional intelligence, emotional perception, and emotional regulation uniquely explained individual cognitive-based performance over and beyond the level attributable to general intelligence.     

The location of trait emotional intelligence in personality factor space

The construct of trait emotional intelligence (trait EI or trait emotional self‐efficacy) provides a comprehensive operationalization of emotion‐related self‐perceptions and dispositions. In the first part of the present study (N = 274, 92 males), we performed two joint factor analyses to determine the location of trait EI in Eysenckian and Big Five factor space. The results showed that trait EI is a compound personality construct located at the lower levels of the two taxonomies. In the second part of the study, we performed six two‐step hierarchical regressions to investigate the incremental validity of trait EI in predicting, over and above the Giant Three and Big Five personality dimensions, six distinct criteria (life satisfaction, rumination, two adaptive and two maladaptive coping styles). Trait EI incrementally predicted four criteria over the Giant Three and five criteria over the Big Five. The discussion addresses common questions about the operationalization of emotional intelligence as a personality trait.     

Examining the structure of emotional intelligence at the item level: New perspectives,new conclusions

Despite twenty years of research, many unknowns remain regarding the Mayer–Salovey (e.g., 1997) model of emotional intelligence (EI) and the validity of tests that have been designed to measure it. Evidence relevant to the internal structure of EI has come mainly from factor-analytic studies of the MSCEIT and the MEIS, utilising parcelled task scores rather than individual test items. This approach has several deficiencies: in addition to the loss of item-level information, it results in an insufficient number of observed variables per factor and an inability to separate structural sources of local item dependence (i.e., method variance) from construct-related variance. The present study (N=707) employed multidimensional item response modelling to investigate the dimensional structure of the MSCEIT, at the item level, for the first time. It is shown that item format and the specific choice of task explain far more of the variance in response patterns than does the hypothesised dimensional structure of EI, to the point that there is no empirical reason to prefer a higher-dimensional model of EI over a unidimensional model. It is argued that the advantage of an item-level perspective can be fundamental, rather than merely incremental.     

Sex Differences in Right Hemisphere Tasks

We tested the hypothesis that sex differences in spatial ability and emotional perception are due to sex differences in intrahemispheric organization of the right hemisphere. If the right hemisphere is differently organized by sex—primarily specialized for spatial ability in men, but primarily specialized for emotional perception in women—then there should be a negative correlation between spatial ability and emotional perception within sex, and the greatest disparity between abilities should be found in people with characteristic arousal of the right hemisphere. Undergraduate men (N= 86) and women (N= 132) completed tests of Mental Rotation, Surface Development, Profile of Nonverbal Sensitivity, Progressive Matrices, and Chimeric Faces. Although the expected pattern of sex differences was observed, there was no evidence for the hypothesized negative correlation between spatial ability and emotional perception, even after statistical control of general intelligence.     

Trait emotional intelligence,psychological well‐being and peer‐rated social competence in adolescence

The trait emotional intelligence (trait EI or trait emotional self‐efficacy) framework provides comprehensive coverage of emotion‐related self‐perceptions and dispositions. In this study, we investigated the relationship between trait EI and four distinct socioemotional criteria on a sample of Dutch adolescents (N = 282; 136 girls, 146 boys; mean age = 13.75 years). As hypothesized, trait EI was positively associated with adaptive coping styles and negatively associated with depressive thoughts and frequency of somatic complaints. It was also negatively associated with maladaptive coping styles, in boys only. Adolescents with high trait EI scores received more nominations from their classmates for being co‐operative and girls gave significantly more nominations to classmates with high trait EI scores for having leadership qualities. The discussion focusses on the operationalization of trait emotional self‐efficacy in adolescents.     

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.     

Processing speed, intelligence, creativity, and school performance: Testing of causal hypotheses using structural equation models

According to mental speed theory of intelligence, the speed of information processing constitutes an important basis for cognitive abilities. However, the question, how mental speed relates to real world criteria, like school, academic, or job performance, is still unanswered. The aim of the study is to test an indirect speed-factor model in comparison to rivaling models explaining the relationships between different mental abilities and performance. In this speed-factor model, basic cognitive processing is assumed to influence higher mental abilities (IQ and creativity). Intelligence and creativity themselves should be valid predictors of school performance. We computed bivariate correlations and structural equation models to test this hypothesis, using indicators of processing speed [Zahlen-Verbindungs-Test (ZVT) and Coding Test], psychometric intelligence [Kognitiver Fähigkeits-Test (KFT) and Raven's Advanced Progressive Matrices (APM)], creativity [Verbaler Kreativitäts-Test (VKT) and Verwendungs-Test (VWT)] and school performance (grades). In a sample of 271 students from German gymnasiums (Class Levels 9 to 11) the speed-factor model can reproduce at best the empirical relationships between processing speed, intelligence, creativity, and school performance: It assumes that processing speed influences higher mental abilities (intelligence and creativity), which, in the sequel, influence school performance. Therefore, processing speed seems to have no direct effect on school performance; the effect is indirect as it operates via mediation through higher cognitive abilities.     

情绪智力的负面效应及机制

情绪智力是知觉、使用、理解与管理情绪的一组能力。既有研究常将情绪智力与其亲社会性联系起来, 却忽视了它可能存在的负面效应。工作场所中情绪智力的负面效应体现为对内有损身心健康和工作绩效, 对外导致情绪操控和消极行为, 其内在机制可结合自我损耗效应与情绪智力策略模型进行探讨。未来研究应进一步探讨情绪智力负面效应的内在心理机制和特定情境机制, 以及开展群体层次的情绪智力负面效应研究。     

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.     

Estimating the effect of emotional intelligence in wellbeing among priests

Background/Objective: Emotional intelligence is a variable which has been the subject of significantly increased research in recent years. Relationships have been shown with both physical and psychological problems. The aim of this study is to analyse the direct and indirect effect that emotional intelligence exerts over the manifestation of physical and psychological clinical symptomatology and to severe disorders such as burnout syndrome in a professional group in which social function is fundamental. Method: So that, 881 Latin-American catholic priests (M_age = 45.89; SD_age = 11.58) were evaluated using the Trait Meta-Mood Scale-24, the Maslach Burnout Inventory-22 and the General Health Questionnaire-28. Results: Using path analysis, emotional intelligence, especially Attention and Emotional Clarity, shows a high effect on psychological and somatic issues. Conclusions: Thus, both specific disorders and general well-being are related to emotional intelligence. Providing effective emotional intelligence training sessions seems to be able to reduce possible physical and emotional disorders.     

On the criterion and incremental validity of trait emotional intelligence

This paper presents a comprehensive investigation of the criterion and incremental validity of trait emotional intelligence (trait EI or trait emotional self-efficacy), which is defined as a constellation of emotion-related self-perceptions and dispositions located at the lower levels of personality hierarchies (Petrides & Furnham, 2001 Petrides, K. V. and Furnham, A. 2001. Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15: 425–448. [Crossref], [Web of Science ®] , [Google Scholar]). In Studies 1 and 2 (N=166 and 354, respectively) trait EI is shown to be related to measures of rumination, life satisfaction, depression, dysfunctional attitudes, and coping. Most relationships remained statistically significant even after controlling for Big Five variance. In Study 3 (N=212) trait EI is shown to be related to depression and nine distinct personality disorders. Most relationships remained significant, even after controlling for positive and negative affectivity (mood). It is concluded that trait EI has a role to play in personality, clinical, and social psychology, often with effects that are incremental over the basic dimensions of personality and mood.     

The Sternberg Triarchic Abilities Test (STAT) as a measure of academic achievement and general intelligence

The degree to which practical, creative, and analytical abilities, measured by the Sternberg Triarchic Abilities Test (STAT) (Sternberg, 1993), significantly contribute to the prediction of academic achievement, independent of general intelligence, was investigated. Although Sternberg et al. (2000) claim that the STAT is not related to, nor a measure of, general intelligence, data obtained by Sternberg, Ferrari, Clinkenbeard, and Grigorenko (1996), found that STAT scores were significantly correlated with measures of general intelligence. In the present study, introductory psychology midterm examination grades, STAT scores, and Wonderlic Personnel Test scores (as a measure of general intelligence), were obtained from undergraduate students at the University of Western Ontario (N=150). Total STAT scores and each of the STAT subsection scores were significantly related to Wonderlic test scores, P<0.01, and the STAT subsections were significantly related to each other, P<0.01. The partial correlations between midterm grades and creative, practical, analytical, and total STAT scores, with the variance due to the Wonderlic test removed, were also found to be significant for practical and for total STAT scores, P<0.05, but nonsignificant for creative and analytical STAT scores. A factor analysis including midterm examination grades, the Wonderlic test, and each of the STAT subsections revealed a single general factor. Thus, some results supported Sternberg but others were contrary to his claims.     

Emotional intelligence as a standard intelligence

The authors have claimed that emotional intelligence (EI) meets traditional standards for an intelligence (J. D. Mayer, D. R. Caruso, & P. Salovey, 1999). R. D. Roberts, M. Zeidner, and G. Matthews (2001) questioned whether that claim was warranted. The central issue raised by Roberts et al. concerning Mayer et al. (1999) is whether there are correct answers to questions on tests purporting to measure EI as a set of abilities. To address this issue (and others), the present authors briefly restate their view of intelligence, emotion, and EI. They then present arguments for the reasonableness of measuring EI as an ability, indicate that correct answers exist, and summarize recent data suggesting that such measures are, indeed, reliable.     

Prediction of childhood problems at three years in children experiencing disorders of regulation during infancy

The objective of this study was to determine if symptoms of regulatory disorder (RD) during infancy were related to clinical status at three years. Two age‐matched RD groups based on severity (N = 10 in mild RD group; N = 22 in moderate–severe RD group) and an age‐matched control group (N = 38) were evaluated at 7 and 30 months. A fourth group with pervasive developmental disorders (N = 18) also were tested. Problems with self‐regulation, including sleep, feeding, state control, self‐calming, sensory reactivity, mood regulation, and emotional and behavioral control, were documented during infancy. Children were retested at 36 months in their development, behavior, and play. Two child psychiatrists unfamiliar with the subjects' diagnostic classification during infancy provided diagnoses at 36 months. At 36 months, 60% of children with mild regulatory disorders did not meet criteria for any disorders, while 95% of infants with moderate regulatory disorders had diagnoses that fell into two diagnostic clusters: (1) delays in motor, language, and cognitive development and (2) parent–child relational problems. Most toddlers in the pervasive developmental disorder group were diagnosed as having PDD or autism with mental retardation or borderline intelligence at 36 months. Early symptoms are discussed as they relate to later diagnostic outcomes for the clinical samples. © 2000 Michigan Association for Infant Mental Health.     

Working memory and fluid intelligence as predictors of work engagement—Testing preliminary models

This study aimed to investigate the relationships between working memory capacity, fluid intelligence (Gf), and work engagement within the framework of the job demands–resources theory. Multioccupational employees (N = 175 in Study 1 and N = 383 in Study 2) completed sets of Gf, complex span, and n‐back tests, along with job resources and work engagement surveys. Structural equation modeling with latent variables and bootstrapping procedures revealed that complex span was indirectly positively related to work engagement via job resources, and n‐back was indirectly positively related to work engagement via job complexity. Moreover, the one common factor g composed of Gf, n‐back, and complex span was positively indirectly related to work engagement via job resources and job complexity. These results highlight that the cognitive capacities of employees should be given greater consideration as cognitive personal resources in models aimed at accounting for employee work engagement.     

The Frequency Accrual Speed Test (FAST): psychometric intelligence and personality correlates

Performance on a putative psychophysical measure of information processing related to intelligence (Vickers' 1995 Frequency Accrual Speed Test, FAST) was assessed in relation to two psychometric measures of intelligence (Raven's Advanced Progressive Matrices and the Mill Hill vocabulary test). Participants (N = 57) completed the Eysenck Personality Questionnaire — Revised (EPQ‐R), and performed the FAST task under either low (70 dB) or high (90 dB) levels of white noise. FAST correlated with Raven's (r = 0.56) and Mill Hill (r = 0.28), as expected. FAST total scores were not affected by personality or personality‐by‐noise interactions. However, a measure of consistency of FAST performance (i.e. the standard deviation) was correlated negatively with total FAST scores (r = ?0.37) and positively with (EPQ‐R) extraversion (r = 0.34). The results are discussed in terms of the validity of the FAST to explicate the information processing variables in psychometric intelligence. Copyright © 2001 John Wiley & Sons, Ltd.     

Relationship between emotional intelligence and aggression: A systematic review

Emotional intelligence (EI), defined as a set of abilities for perceiving, using, understanding, and managing emotions, has been associated with a better psychosocial adjustment. Empirical studies have found a positive relationship of EI with social function and a negative one with conflicts in social relationships. The purpose of this study was to systematically review available evidence on the relationship between EI and aggression. PubMed, PsycINFO and Scopus were searched for relevant articles in English and Spanish, and 19 eligible studies were identified. Together, these studies provide strong evidence that emotional abilities and aggressive behavior are negatively related: people with higher EI show less aggression. This relationship appears to be consistent across ages (from childhood to adulthood), cultures, types of aggression, and EI measures. Few studies have assessed EI using ability tests, and none of the eligible studies was longitudinal or experimental. These findings are discussed in relation to future research on aggression and strategies to prevent and manage it based on EI.