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Introduction: According to recent meta-analyses, emotional intelligence can significantly predict academic performance. In this research, we wanted to investigate a particular group of students for which emotional intelligence should be crucial. Namely, we examined whether emotional intelligence, conceptualized as an ability, uniquely contributes to academic performance in hospitality management education beyond fluid intelligence and personality. Methods: Using a battery of tests and questionnaires in an online survey, we analyzed if fluid ability, the Big-Five personality dimensions, and ability-based emotional intelligence predict six module grades in a sample of N = 330 firstsemester students at a Swiss-based hospitality school. Results: We found that the ability to manage other people’s emotions is more predictive of module grades than fluid ability if the courses involve substantial parts of interactive work. Complementarily, the more a module focuses on theoretical knowledge or abstract subject material, the more fluid ability predicted performance. Other abilities and factors – emotion understanding, emotion regulation, the students’ age, conscientiousness, and openness – predicted performance only in specific modules, hinting that the didactic methods and grading procedures are complex and involve various skills and dispositions of the students. Discussion: Given that the hospitality education and industry are buzzing with interactions with peers and guests alike, we provide evidence that interpersonal and emotional competencies are vital to hospitality curricula. [ABSTRACT FROM AUTHOR]

IntroductionAccording to recent meta-analyses, emotional intelligence can significantly predict academic performance. In this research, we wanted to investigate a particular group of students for which emotional intelligence should be crucial. Namely, we examined whether emotional intelligence, conceptualized as an ability, uniquely contributes to academic performance in hospitality management education beyond fluid intelligence and personality.MethodsUsing a battery of tests and questionnaires in an online survey, we analyzed if fluid ability, the Big-Five personality dimensions, and ability-based emotional intelligence predict six module grades in a sample of N = 330 first-semester students at a Swiss-based hospitality school.ResultsWe found that the ability to manage other people’s emotions is more predictive of module grades than fluid ability if the courses involve substantial parts of interactive work. Complementarily, the more a module focuses on theoretical knowledge or abstract subject material, the more fluid ability predicted performance. Other abilities and factors – emotion understanding, emotion regulation, the students’ age, conscientiousness, and openness – predicted performance only in specific modules, hinting that the didactic methods and grading procedures are complex and involve various skills and dispositions of the students.DiscussionGiven that the hospitality education and industry are buzzing with interactions with peers and guests alike, we provide evidence that interpersonal and emotional competencies are vital to hospitality curricula.

There have been theoretical speculations and empirical indications that individual differences in emotional intelligence (EI) are associated with quality of attachment, yet many issues regarding this relationship have remained unsettled or even unexplored. Spelling out and attempting to fill some of these gaps, the present study examined the specific contribution of attachment quality in explaining variance in both ability EI and trait EI, with traditionally conceived intelligence and the basic personality traits controlled for. Participants were 251 employed adults (116 males; age range 21–62, M = 40.3, SD = 8.14), who completed a test of ability EI; a questionnaire assessing trait EI; a battery of standard intelligence tests; a Five-Factor inventory of personality; and two self-report measures of attachment quality. Attachment security was found to be related to higher EI, associations being small-to-moderate for ability EI, and moderate-to-large for trait EI. In hierarchical regression analyses, attachment predicted a significant amount of unique variance in both ability and trait EI, beyond intelligence and personality. Moreover, attachment Anxiety surfaced as the best single (understandably, negative) predictor of both EIs, their only other mutual predictors being the g-factor and Conscientiousness. Altogether, these results yield a fuller picture of what constitutes individual differences in objectively assessed and self-perceived emotional abilities, revealing that a substantial portion of them may be understood with reference to attachment security. The present study thus warrants more extensive, longitudinal research into the developmental interplay between attachment and the two EIs. [ABSTRACT FROM AUTHOR]

Since emotional intelligence (EI) was developed in 1990, the field of Education took advantage of the possibilities of EI. Indeed, EI-specific programs proliferated and developed as socio-emotional learning programs (SEL). However, there is an alternative to realize non-specifically and longer and viability way for improving the implicit abilities of EI (AEI). The article claims to work a theoretical proposal to develop the AEI in compulsory education through the subjects. This proposal is based on the Cattell-Horn-Carroll theory of cognitive abilities (CHC). CHC abilities are stimulated by most of the mandatory subjects of both Primary and Secondary Schools. The second stratum of CHC model is composed of similar cognitive abilities as 1997-Ability Emotional Intelligence Model (perception, using, understanding, and managing emotions), which is different from trait EI approaches - that consider EI has personality traits as well. It has pointed out that the capacities of the CHC-model second stratum are connected to the capabilities of AEI. Therefore, any educational activity that optimizes perception, understanding, attentional control or planning is affecting the development of AEI. Promoting AEI involves hot information processing. It is convenient to use transversely hot information processing - this means that this information has special meaning for the people. Connecting hot information to mandatory subjects teaching would develop the abilities of EI. Both Sciences and Natural Sciences pedagogic devices can improve emotional perception. However, Social Sciences and Humanities foster both emotional understanding and knowledge. Finally, the different contingencies that occur in school life scenarios are suitable for training of emotional regulation. [ABSTRACT FROM AUTHOR]

Abstract: The current study investigates the associations of Machiavellianism (Mach) with trait and ability emotional intelligence (EI), and theory of mind (ToM) in 109 primary school children. Consistent with previous research with adults, negative associations were found between Mach and social and emotional understanding. Subsequent multiple regression analyses for girls showed that being more adept at emotional and social understanding does not lead them to manipulate others in social encounters. This was not the case for boys. These findings are discussed in relation to other social and individual difference variables that impact on Mach, particularly amongst boys. [Copyright &y& Elsevier]

Abstract: This study explored the relationship between trait and ability emotional intelligence (EI) and Borderline personality disorder (BPD) criteria in 523 nonclinical adults. Ability EI was assessed using the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) and trait EI using the Schutte Emotional Intelligence Scale (SEIS). We assessed the four features of BPD identified by Morey (1991): affective instability, identity disturbance, negative relationships and self-harm, and each of the nine BPD DSM-IV (APA, 2000) criteria. Results suggested that persons with BPD traits are deficient in multiple aspects of trait EI (r = −.04 to −.70), but especially management of one’s emotions. For ability EI effect sizes were smaller (r =.01 to −.36). As expected, poor emotion management ability was important in BPD, and was negatively related to all BPD features/criteria. Poor emotional understanding was also important. These findings extend past work regarding the emotional functioning of nonclinical persons with BPD features. The role of ability and trait emotion management in BPD is consistent with Linehan’s (1993) emotion dysregulation theory of the disorder. [Copyright &y& Elsevier]