9 results on '"Nele Libbrecht"'
Search Results
2. Emotional intelligence predicts success in medical school
- Author
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Nele Libbrecht, Bernd Carette, Stéphane Côté, and Filip Lievens
- Subjects
Male ,Predictive validity ,Students, Medical ,media_common.quotation_subject ,Emotions ,Applied psychology ,Academic achievement ,Neuropsychological Tests ,Developmental psychology ,Young Adult ,Cognition ,Humans ,Personality ,Schools, Medical ,General Psychology ,Emotional Intelligence ,media_common ,Situational judgement test ,Physician-Patient Relations ,Education, Medical ,Communication ,Emotional intelligence ,Reproducibility of Results ,Conscientiousness ,Achievement ,Aptitude Tests ,Job performance ,Female ,Psychology - Abstract
Accumulating evidence suggests that effective communication and interpersonal sensitivity during interactions between doctors and patients impact therapeutic outcomes. There is an important need to identify predictors of these behaviors, because traditional tests used in medical admissions offer limited predictions of “bedside manners” in medical practice. This study examined whether emotional intelligence would predict the performance of 367 medical students in medical school courses on communication and interpersonal sensitivity. One of the dimensions of emotional intelligence, the ability to regulate emotions, predicted performance in courses on communication and interpersonal sensitivity over the next three years of medical school, over and above cognitive ability and conscientiousness. Emotional intelligence did not predict performance on courses on medical subject domains. The results suggest that medical schools may better predict who will communicate effectively and show interpersonal sensitivity if they include measures of emotional intelligence in their admission systems.
- Published
- 2014
3. Validity evidence for the situational judgment test paradigm in emotional intelligence measurement
- Author
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Filip Lievens and Nele Libbrecht
- Subjects
Male ,Adolescent ,media_common.quotation_subject ,Emotions ,Nomological network ,Judgment ,Young Adult ,Cognition ,Arts and Humanities (miscellaneous) ,Humans ,Personality ,General Psychology ,Emotional Intelligence ,media_common ,Intelligence Tests ,Situational judgement test ,Intelligence quotient ,Emotional intelligence ,Reproducibility of Results ,General Medicine ,Test (assessment) ,Aptitude Tests ,Female ,Personality Assessment Inventory ,Psychology ,Social psychology ,Cognitive psychology - Abstract
To date, various measurement approaches have been proposed to assess emotional intelligence (EI). Recently, two new EI tests have been developed based on the situational judgment test (SJT) paradigm: the Situational Test of Emotional Understanding (STEU) and the Situational Test of Emotion Management (STEM). Initial attempts have been made to examine the construct-related validity of these new tests; we extend these findings by placing the tests in a broad nomological network. To this end, 850 undergraduate students completed a personality inventory, a cognitive ability test, a self-report EI test, a performance-based EI measure, the STEU, and the STEM. The SJT-based EI tests were not strongly correlated with personality and fluid cognitive ability. Regarding their relation with existing EI measures, the tests did not capture the same construct as self-report EI measures, but corresponded rather to performance-based EI measures. Overall, these results lend support for the SJT paradigm for measuring EI as an ability.
- Published
- 2012
4. Differences between multimedia and text-based assessments of emotion management: an exploration with the multimedia emotion management assessment (MEMA)
- Author
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Nele Libbrecht, Filip Lievens, Carolyn MacCann, and Richard D. Roberts
- Subjects
Male ,emotion management ,Social Sciences ,Academic achievement ,computer.software_genre ,Cognition ,Developmental and Educational Psychology ,media_common ,Emotional Intelligence ,Situational judgement test ,PERSONALITY ,Multimedia ,05 social sciences ,CONSTRUCT ,Middle Aged ,academic achievement ,Emotional intelligence ,situational judgment test ,Female ,Psychology ,Construct (philosophy) ,Cognitive psychology ,Adult ,Adolescent ,media_common.quotation_subject ,COGNITIVE-ABILITIES ,RECOGNITION TEST ,Experimental and Cognitive Psychology ,Models, Psychological ,050105 experimental psychology ,Young Adult ,Arts and Humanities (miscellaneous) ,0502 economics and business ,Personality ,Humans ,0501 psychology and cognitive sciences ,Psychological testing ,VALIDITY ,METAANALYSIS ,Psychological Tests ,SITUATIONAL JUDGMENT TESTS ,multimedia assessment ,INTELLIGENCE-TEST MSCEIT ,Reading comprehension ,SCHOOL ,computer ,050203 business & management ,MULTIMODAL EXPRESSION - Abstract
People process emotional information using visual, vocal, and verbal cues. However, emotion management is typically assessed with text based rather than multimedia stimuli. This study (N = 427) presents the new multimedia emotion management assessment (MEMA) and compares it to the text-based assessment of emotion management used in the MSCEIT. The text-based and multimedia assessment showed similar levels of cognitive saturation and similar prediction of relevant criteria. Results demonstrate that the MEMA scores have equivalent evidence of validity to the text-based MSCEIT test scores, demonstrating that multimedia assessment of emotion management is viable. Furthermore, our results inform the debate as to whether cognitive saturation in emotional intelligence (EI) measures represents "noise" or "substance". We find that cognitive ability associations with EI represent substantive variance rather than construct-irrelevant shared variance due to reading comprehension ability required for text-based items.
- Published
- 2016
5. Applicant versus employee scores on self-report emotional intelligence measures
- Author
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Filip Lievens, Ute-Christine Klehe, Nele Libbrecht, Arbeits- und Organisationspsychologie, and Arbeids- en Organisatie Psychologie (Psychologie, FMG)
- Subjects
Organizational Behavior and Human Resource Management ,emotional intelligence (EI) ,SATISFACTION ,assessment ,RESPONSE DISTORTION ,FAKABILITY ,trait-based emotional intelligence self-report ,Personnel selection ,Social Sciences ,applicants ,emotional intelligence ,VALIDATION ,ddc:150 ,Psychology ,FAKING ,VALIDITY ,Self report ,Applied Psychology ,METAANALYSIS ,Response distortion ,Emotional intelligence ,self-report ,PERFORMANCE ,PERSONNEL-SELECTION ,score comparison ,score inflation ,Trait ,UNIVERSITY-STUDENTS ,job applicants ,Norm (social) ,personnel selection ,Social psychology - Abstract
There exists growing interest to assess applicants’ emotional intelligence (EI) via self-report trait-based measures of EI as part of the selection process. However, some studies that experimentally manipulated applicant conditions have cautioned that in these conditions use of self-report measures for assessing EI might lead to considerably higher scores than current norm scores suggest. So far, no studies have scrutinized self-reported EI scores among a sample of actual job applicants. Therefore, this study compares the scores of actual applicants at a large ICT organization (n = 109) on a well-known self-report measure of EI to the scores of employees already working in the organization (n = 239). The current study is the first to show that applicants’ scores on a self-report measure of EI during the selection process are indeed higher (d = 1.12) and have less variance (SD ratio = 0.86/1) than incumbents’ scores. Finally, a meta-analytic combination of our results with those of earlier research showed that a score increase of about 1 SD in applicant conditions seems to be the rule, regardless of the type of setting, self-report EI measure, and within- versus between-subjects design employed.
- Published
- 2011
6. Measurement Equivalence of the Wong and Law Emotional Intelligence Scale Across Self and Other Ratings
- Author
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Eveline Schollaert, Nele Libbrecht, and Filip Lievens
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Psychometrics ,Applied Mathematics ,Emotional intelligence ,Test validity ,Confirmatory factor analysis ,Education ,Rating scale ,Job performance ,Developmental and Educational Psychology ,Measurement invariance ,Psychology ,Social psychology ,Equivalence (measure theory) ,Applied Psychology - Abstract
There exist a variety of measurement instruments for assessing emotional intelligence (EI). One approach is the use of other reports wherein knowledgeable informants indicate how well the scale items describe the assessed person’s behavior. In other reports, the same EI scales are typically used as in self-reports. However, it is not known whether the measurement structure underlying EI ratings is equivalent across self and other ratings. In this study, the measurement equivalence of an extant EI measure (Wong and Law Emotional Intelligence Scale [WLEIS]) across self and other ratings was tested. Using multiple group confirmatory factor analysis, the authors conducted a sequence of increasingly more restrictive tests of equivalence across self and other ratings. The WLEIS was found to be configurally and metrically invariant across self and other ratings. However, there was no evidence for structural invariance between rater groups. Future research is needed to test the equivalence of other EI measures across self and other ratings.
- Published
- 2010
7. The image of psychology programs: the value of the instrumental-symbolic framework
- Author
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Greet Van Hoye, Eveline Schollaert, Britt De Soete, Filip Lievens, Dimphna Baligant, and Nele Libbrecht
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Attractiveness ,Value (ethics) ,Adult ,Male ,Adolescent ,Universities ,Experimental psychology ,media_common.quotation_subject ,Social Sciences ,Sincerity ,ORGANIZATION ,Interpersonal communication ,psychology ,POTENTIAL APPLICANTS ,Traffic psychology ,Education ,JOB ,Young Adult ,instrumental-symbolic framework ,Belgium ,Mathematics education ,Humans ,Psychology ,image ,Students ,General Psychology ,media_common ,Marketing ,BRAND PERSONALITY ,education ,ATTRACTIVENESS ,marketing ,Trait ,Business, Management and Accounting (miscellaneous) ,Female ,Industrial and organizational psychology ,EMPLOYER ,Social psychology - Abstract
As competition for funding and students intensifies, it becomes increasingly important for psychology programs to have an image that is attractive and makes them stand out from other programs. The current study uses the instrumental-symbolic framework from the marketing domain to determine the image of different master's programs in psychology and examines how these image dimensions relate to student attraction and competitor differentiation. The samples consist of both potential students (N = 114) and current students (N = 68) of three psychology programs at a Belgian university: industrial and organizational psychology, clinical psychology, and experimental psychology. The results demonstrate that both instrumental attributes (e.g., interpersonal activities) and symbolic trait inferences (e.g., sincerity) are key components of the image of psychology programs and predict attractiveness as well as differentiation. In addition, symbolic image dimensions seem more important for current students of psychology programs than for potential students.
- Published
- 2014
8. Relatiekwaliteit als moderator in de relatie tussen procedurele rechtvaardigheid en reacties op feedback in prestatiebeoordeling
- Author
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Marjolein Feys, Nele Libbrecht, Frederik Anseel, and Filip Lievens
- Subjects
Organizational Behavior and Human Resource Management ,Social Psychology ,Strategy and Management - Abstract
Supervisor-subordinate relationship quality as a moderator in the relationship between procedural justice and feedback reactions in performance appraisal Supervisor-subordinate relationship quality as a moderator in the relationship between procedural justice and feedback reactions in performance appraisal M. Feys, N. Libbrecht, F. Anseel & F. Lievens, Gedrag & Organisatie, volume 21, November 2008, nr. 4, pp. 430-450 In this study, we examined the influence of supervisor-subordinate relationship quality and employees' justice perceptions on feedback reactions. Based on organisational justice theory, however, we expect that the effect of justice on feedback reactions is moderated by relationship quality. We examined this hypothesis in two cross-sectional field studies (N = 219 and N = 83) using two different types of performance appraisal. The results support the hypothesis and suggest that there is an interaction effect between relationship quality and justice with acceptance of feedback being highest when one of both antecedent factors was favourable. These insights can offer organisations concrete strategies for stimulating employee development through feedback.
- Published
- 2008
9. A Closer Look at the Relationship between Justice Perceptions and Feedback Reactions: The role of the quality of the relationship with the supervisor
- Author
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Frederik Anseel, Filip Lievens, Marjolein Feys, and Nele Libbrecht
- Subjects
Supervisor ,media_common.quotation_subject ,lcsh:BF1-990 ,Procedural justice ,Moderation ,lcsh:Psychology ,Organizational justice ,Perception ,Positive relationship ,Quality (business) ,Justice (ethics) ,Psychology ,Social psychology ,General Psychology ,media_common - Abstract
Two field studies were undertaken to investigate the nature of the relationship between justice perceptions and feedback reactions. Previous work suggests that the relationship between procedural justice and feedback reactions is mediated by the quality of the relationship with the supervisor. However, there are also good theoretical reasons to hypothesise that the relationship between justice perceptions and feedback reactions is moderated by relationship quality. Across two field studies, we found support for both mediated and moderated relationships. Results of the moderator analyses showed that the positive relationship between justice perceptions and feedback reactions was more pronounced for subordinates in a low-quality relationship with their supervisor. The present results provide useful suggestions for enhancing feedback reactions in organisations.
- Published
- 2008
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