Profiles of emotional intelligence and demotivation to attend school in Chilean adolescents

The aim of this study was twofold: to identify different emotional intelligence (EI) profiles and to verify possible statistically significant differences in school refusal factors that result in a demotivation to attend school. Participants were 2362 Chilean adolescents aged from 13 to 17 (M?=?15.25; SD?=?1.33), who completed the Trait Meta-Mood Scale-24 (TMMS-24) and the School Refusal Assessment Scale-Revised (SRAS-R). Cluster analysis identified four EI profiles: high scores in repair and low in attention, high scores in attention and low in clarity and repair, low EI and high EI. Students with high scores in attention and low in repair scored higher in the first three factors of the SRAS-R, whereas in the fourth factor of the SRAS-R, students with high EI had significantly higher scores. Emotional regulation seems to be one of the determinant factors to prevent the appearance of school refusal. Based on these findings, we recommend that EI training be a part of future programs to overcome school attendance demotivation issues.     

An investigation of the relationship between trait emotional intelligence and emotional task performance

This study examined the relationships between trait emotional intelligence (EI) and tasks involving the recognition of facial expressions of emotion. Two facial expression recognition tasks using the inspection time (IT) paradigm assessed speed of emotional information processing. An unspeeded emotion recognition task was also included, and a symbol IT task was used to assess speed of processing of non-emotional information. It was found that scores on all three emotion-related tasks were strongly intercorrelated, as were scores on the three IT tasks. The two emotional IT scores remained significantly correlated when symbol IT performance was partialled out. This finding, together with the associations between the speeded (IT) and unspeeded face tasks suggests that the association between the emotional IT tasks is not entirely accounted for by general processing speed, and that a general emotion-processing ability also contributes to performance on these tasks. An EI subscale assessing Appraisal of Emotions was significantly correlated with performance on the emotional IT tasks, suggesting that self-reports of emotional perception ability do relate to performance measures.     

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。     

The relationship between trait emotional intelligence and creativity across subject domains

This study investigated the association between two creativity indicators: Divergent Thinking (DT) and Creative Personality (CP), and key aspects of cognitive ability, personality (Big Five), and trait emotional intelligence (trait EI or trait emotional self-efficacy). The sample consisted of 175 Spanish undergraduates and recent graduates from three university subject domains: Technical & Natural Sciences, Social Sciences, and Arts. Cognitive ability was found to bear little relationship to either index of creativity. In contrast, strong relationships were demonstrated between personality traits, including trait EI, and creativity, some of which varied significantly across subject domains. Results suggest that future research will have to pay particular attention to individual differences in the affective parts of the personality realm that are comprehensively captured by the construct of trait EI.     

个体情绪智力与任务绩效：社会网络的视角

基于社会网络视角, 分别以社会资本的关系性维度为中介变量, 以社会资本的结构性维度为跨层调节变量, 探讨了个体情绪智力对任务绩效的影响。通过收集模拟网络实验背景中46个项目团队210位个体的调查数据, 运用多元统计分析方法对提出的假设模型进行了实证检验。研究发现：在控制个性的前提下, 关系性社会资本在个体情绪智力影响任务绩效过程中起到中介作用, 结构性社会资本(咨询网络密度)跨层正向调节影响个体情绪智力与任务绩效的关系。结果表明, 不同层次的社会资本及其维度在情绪智力影响绩效过程中扮演着不同角色, 运用社会资本概念框架有助于解释情绪智力的作用机制。     

Longitudinal trajectories of emotions among athletes in sports competitions: Does emotional intelligence matter?

ObjectivesThis research explored whether several subgroups of athletes representing distinct emotional trajectories could be shown to exist within the latent class growth analysis (LCGA) of pleasant and unpleasant sport emotions (anger, anxiety, dejection, excitement, happiness). A secondary aim was to explore whether athletes belonging to distinct emotional trajectories reported distinct scores of trait-emotional intelligence (EI) at time 1 (T1).DesignA longitudinal three-wave measurement design (beginning, middle, and end of a competitive season) was used in the present study.MethodA sample of 460 athletes completed the sport emotion questionnaire across three measurement times and the brief emotional intelligence scale at T1.ResultsResults of LCGAs showed five trajectories for anger, anxiety and happiness, and six trajectories for dejection and excitement. Furthermore, athletes belonging to distinct (adaptive or maladaptive) trajectories reported significantly different scores of EI.ConclusionsLCGA results highlighted the athlete heterogeneity in longitudinal sport emotions. Higher scores of EI were reported by athletes belonging to adaptive emotional trajectories. These results could be used to help coaches and sport psychologists to identify athletes at risk of developing dysfunctional emotional trajectories across the competitive season. Moreover, this study suggested potential benefits of EI-centred interventions to help athletes to experience adaptive emotional trajectories. Finally, these results highlighted that heterogeneity in sport emotions must be accounted for in future research.     

Emotional intelligence and relationship quality among couples

To assess whether emotional intelligence (EI) is related to self‐assessed relationship quality, an ability test of EI and measures of relationship quality were administered to 86 heterosexual couples in a university setting. Results indicated that female partners were significantly higher in EI than male partners and that EI scores were uncorrelated within couples. Two 2 × 2 multiple analyses of variance (performed separately for positive and negative outcomes) assessed how relationship quality measures differed across four different types of couples (high‐EI female/high‐EI male, low‐EI female/low‐EI male, etc.). As predicted, couples with both partners low on EI tended to have the lowest scores on depth, support, and positive relationship quality and the highest scores on conflict and negative relationship quality. Counter to our hypotheses, couples with both partners high on EI did not consistently have higher scores on positive outcomes and lower scores on negative outcomes than couples with one high‐EI partner.     

Toward a brief multidimensional assessment of emotional intelligence: psychometric properties of the Emotional Quotient Inventory-Short Form

Although several brief instruments are available for the emotional intelligence (EI) construct, their conceptual coverage tends to be quite limited. One notable exception is the short form of the Emotional Quotient Inventory (EQ-i:S), which measures multiple EI dimensions in addition to a global EI index. Despite the unique advantage offered by the inventory, psychometric properties of the EQ-i:S scores have not yet been systematically evaluated. Such an evaluation was the main goal of the present investigation. Using data from 2,508 undergraduates, the authors conducted 2 studies involving factor structure, internal reliability, 6-month temporal stability, and construct validity of the EQ-i:S responses, both for the total EQ scale and for each constituent dimension. The results supported the multidimensional measurement structure of the EQ-i:S, with each dimension producing internally consistent, temporally stable, and theoretically meaningful responses. Scores on the EQ-i:S were associated more strongly with performance on an ability test of EI and with a conceptually similar construct of alexithymia than with the broader dimensions of basic personality and explained nontrivial amounts of incremental variance in the criterion symptoms of attention deficit/hyperactivity disorder. Moreover, scores on each EQ-i:S dimension exhibited unique patterns of associations with the validation variables. The discussion highlights the advantages of the multidimensional approach in the assessment and study of EI.     

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.     

Emotional intelligence and its relation with hedonic and eudaimonic well-being: A prospective study

The primary aim of the current study was to replicate and extend previous findings by examining the relationship between emotional intelligence abilities and levels of hedonic and eudaimonic well-being in a 12-week follow-up study. Participants were 349 undergraduate students who completed an ability measure of emotional intelligence (MSCEIT), personality questionnaires, and hedonic and eudaimonic well-being measures at time 1. After 12 weeks, participants repeated the hedonic and eudaimonic measures at time 2. Focusing first on cross-sectional analysis, we found emotional intelligence scores to be moderately and significantly related to hedonic and eudaimonic well-being measures. Next, we found that ability EI predicted a modest but additional variance in prospective levels of hedonic and eudaimonic well-being over and above personality traits. Also, the explained variance of EI was higher for eudaimonic than for hedonic well-being. These findings provide some preliminary evidence on the prospective value of ability EI in the maintenance of positive mood and better outlook on life (hedonia) and, specifically, in the development of aspects of human functioning (eudaimonia).     

Emotional intelligence,coping and exam‐related stress in Canadian undergraduate students

The associations among emotional intelligence (EI), coping, personality and exam‐related stress in a group of 475 Canadian undergraduate students were examined. Stress was measured at the start of the semester and again in the pre‐exam period. Higher levels of stress were associated with lower scores on EI components, and higher scores on emotion‐focused coping and neuroticism. A scale‐level factor analysis of the EI and coping subscales produced three composite factors, which each had high loadings from at least one EI and one coping subscale. The associations of the Emotion Regulation factor (high loadings of several EI components and emotion‐focused coping) and the Task Focus factor (high loadings of Adaptability EI and task‐focused coping) with personality, stress and subjective wellbeing (SWB) were examined using structural equation modelling. The results showed that these factors mediated the effect of personality on stress and SWB.     

Trait emotional intelligence: behavioural validation in two studies of emotion recognition and reactivity to mood induction

This paper presents two experiments concerning trait emotional intelligence (‘trait EI’). In study 1, ten high and ten low trait EI individuals were selected from a sample of 85 persons to participate in a computerized experiment involving the recognition of morphed emotional expressions. As hypothesized, high trait EI participants were faster at identifying the expressions than their low trait EI counterparts. In study 2, trait EI scores from 102 persons were residualized on the Big Five and subsequently 15 high and 15 low trait EI individuals were selected to participate in a mood induction experiment. As hypothesized, high trait EI participants exhibited greater sensitivity to the mood induction procedure than their low trait EI counterparts. The findings are discussed in terms of the construct validity of trait EI, with particular emphasis on the issue of incremental validity vis‐à‐vis broad personality traits. Copyright © 2002 John Wiley & Sons, Ltd.     

Perceptions of Gender Differences in Self-Report Measures of Emotional Intelligence

Emotional Intelligence (EI) refers to the abilities/competencies that an individual has about emotions and has proven to be related to positive aspects in life. Despite its growing relevance, results about the existence and magnitude of gender differences have been inconclusive, with some studies suggesting that such differences depend on the theoretical approach and type of instrument used. In an effort to better understand these relationships, this study examined the stereotyped nature of self-report instruments of EI from the two main theoretical EI approaches (ability-based and mixed models). Two hundred sixty Spanish undergraduates from a university in the South of Spain indicated the extent to which they considered several EI competences as typical of women/men. Results show that most EI dimensions are biased by gender stereotypes, in terms of being perceived as more characteristic of one gender or the other. An in-group gender bias appeared particularly among female participants whereby they attributed higher scores to women than to men in most EI dimensions. Men also favored men giving higher scores than women did in some of the dimensions. These results suggest that self-report EI measures may be influenced by gender stereotypes, which has relevant implications for EI researchers.     

Relationship of hardiness,grit, and emotional intelligence to internet addiction,excessive consumer spending,and gambling

Hardiness is conceptualized as the courage that protects against such effects of denial and avoidance of life’s stressors as internet addiction, excessive consumer spending, and gambling. Also relevant protections may be grit, and emotional intelligence (EI). This study compares the relative effectiveness of these three aspects of personality on the negative performance considerations mentioned. All the measures of personality and performance were completed by a sample of undergraduates. The results showed that, as expected, hardiness was a better negative predictor of internet addiction and excessive consumer spending than were grit and emotional intelligence. There is also some indication that hardiness was also a better protection against gambling.     

Emotional Intelligence of Foreign and Local University Students in Singapore: Implications for Managers

Does intelligence alone explain our achievement at work or in life? Contrary to our belief that academic achievement matters very much in the success we have in working life, Chen et al. (1998) has shown that close to 90% of success in leadership positions is attributable to Emotional Intelligence (EI). Considering that EI can be a potential determinant of our achievement in working life, this study aims to determine if there is any significant difference in the EI of local and foreign undergraduates studying in universities in Singapore. The “Emotional IQ Test” was administered to 100 undergraduates from various fields of studies from the National University of Singapore and Nanyang Technological University, of which 31 had foreign education background. This study showed that foreign undergraduates have a higher EI score than those with local education background. In addition, by examining the relationships between variables such as age, gender, year of study and EI, it was found that males have higher EI scores than that of females. The implication for managers is that staff should be evaluated on their own merits such as their EI rather than on academic results.     

Developmental correlates of emotional intelligence: Temperament,family environment and childhood trauma

This study examined temperament, environmental factors (family environment and childhood trauma), and the interaction between them as developmental correlates of ability and trait emotional intelligence (EI). Using 97 university students, correlational analyses revealed that temperament characteristics were related to trait but not ability EI. Components of family environment and childhood trauma were not significantly related to ability or trait EI. Multiple regression analyses confirmed the importance of temperament in predicting trait EI, but provided little support for the role of environmental factors or their interactions with temperament in predicting either type of EI.     

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.     

Religiosity and perceived emotional intelligence among Christians

Despite copious studies relating religiosity to various psycho-social criteria, it has not been thoroughly explored in relation to emotional intelligence (EI), the ability to perceive, understand and manage emotions toward adaptive behavior. This study examined the extent to which religiosity, operationalized as religious orientation and behavior, was related to perceived EI in self-report measures among 148 church attending adult Christians. Results showed a positive correlation between intrinsic religious orientation and perceived EI, and in particular, its subcomponent emotional understanding, as well as emotional and cognitive empathy. Among behavioral measures of religiosity, only emotional understanding correlated with behavioral indices, though perceived EI overall varied significantly between groups of different levels of religious commitment, as indicated by church status and ministry service. While both attitudinal and behavioral religiosity factors were significantly predictive of perceived EI, the former proved to be more predictive than the latter. Implications of these results and limitations of the study are discussed.     

Measured and self-estimated trait emotional intelligence in a UK sample of managers

Trait emotional intelligence (EI) was measured and self-estimated in a UK sample of 128 managers (52.3% female), recruited at a professional services firm. Participants’ measured scores were compared to standardization sample data and gender differences in measured and estimated scores, as well as in estimation bias and accuracy were examined. As hypothesized, managers’ global trait EI scores were significantly higher than those of the normative sample of the measure used, although the scores of female participants were largely responsible for this difference. Gender-specific hypotheses were confirmed for measured scores (differences only hypothesized at the factor level) and estimation accuracy (males estimating their trait EI more accurately), but not for estimated scores (female participants had higher estimates, but the opposite was hypothesized). Further, female managers showed signs of estimation bias.     

Trait emotional intelligence and its links to university performance: An examination

This study aimed at investigating the relationships between academic performance (AP) and cognitive ability, personality traits, and trait emotional intelligence (trait EI or trait emotional self-efficacy) in a sample of 323 (113 female) university students in Cyprus. The study also explored differences across university majors (i.e., computer sciences, business and management, electrical engineering, tourism and marketing, law and accounting, and psychology) in trait EI profiles. Trait EI predicted AP over and above cognitive ability and established personality traits. In addition, there were differences across university majors in trait EI scores; psychology students scored higher on trait EI than computer science, electrical engineering, and business and management students. Implications for studying trait EI in the context of higher education are discussed.