38 results on '"ability emotional intelligence"'
Search Results
2. Emotional intelligence and the dark triad: a latent profile analysis to investigate the Jekyll and Hyde of the emotionally intelligent manager
- Author
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Christophe Haag, Clément Poirier, and Lisa Bellinghausen
- Subjects
emotional intelligence ,manager ability ,latent profile analysis ,dark triad (DT) ,ability emotional intelligence ,Psychology ,BF1-990 - Abstract
Managers sometimes have a bad reputation as they are often perceived as more manipulative than other employees. This study focuses on the Dark Triad (DT)—comprising psychopathy, Machiavellianism, and narcissism—and its connection with managers’ “Ability” Emotional Intelligence (AEI). The link between DT (measured through the Dirty Dozen) and managers’ AEI (measured through QEPro, an AEI performance test) was examined through a Latent Profile Analysis (LPA). We identified two AEI latent profiles within a heterogeneous population of 231 French managers. Our results show that managers with the FEP (Full Emotional Processing) profile are less Machiavellian (relative to the MEP -Minimal Emotion Processing- profile). Our results show that identifying AEI profiles may be a practical way to prevent toxic Management.
- Published
- 2024
- Full Text
- View/download PDF
3. Assessing the impact of negative workplace gossip on family satisfaction: Evidence from employees in China.
- Author
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Liu, Tianyuan, Liu, Li, Cafferkey, Kenneth, and Jia, Yu
- Subjects
GOSSIP ,JOB descriptions ,EMOTIONAL intelligence ,FAMILY-work relationship ,HOTEL employees ,FAMILIES - Abstract
Despite a growing body of research regarding the detrimental effect of negative workplace gossip on employee outcomes, few studies have linked gossip to employee experiences outside work. Drawing on spillover theory and job demands and resources theory, we hypothesized that employee experiences of negative workplace gossip could undermine family satisfaction via a work-family conflict. This relationship depends on ability-based emotional intelligence. We tested this moderated mediation model using three-wave randomized data collected over 6 weeks from 286 hotel employees in China. The results indicate that negative workplace gossip diminishes family satisfaction, and this process is mediated by work-family conflicts. Ability emotional intelligence moderates the negative effect of gossip on employees' family satisfaction such that the higher the ability emotional intelligence is, the weaker the undermining effect is. Finally, we discussed the theoretical and practical implications of our research. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
4. More than just emotional intelligence online: introducing "digital emotional intelligence".
- Author
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Audrin, Catherine and Audrin, Bertrand
- Subjects
EMOTIONAL intelligence ,STRUCTURAL equation modeling ,DIGITAL technology - Abstract
The ubiquitous nature of emotional intelligence, as a central theme in every aspect of our lives--be it at work, school, or home--coupled with the growing prevalence of digital interactions, makes it fundamental to develop our understanding of emotional intelligence in a digital world. However, the digital world represents more than just a contextual factor to consider, as interactions in digital environments require digital competence. The objective of this paper is to conceptualize "digital emotional intelligence" as the integration of both emotional intelligence and digital competence. The model we propose posits that trait emotional intelligence predicts attitudes toward digital competence, while digital ability emotional intelligence is predicted by digital competence skills and digital competence knowledge. Using a self-reported questionnaire on 503 respondents, a structural equation model highlights a positive relationship between trait emotional intelligence and attitudes toward digital competence. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
5. Emotional intelligence matters in hospitality education: contributions of emotional intelligence, fluid ability, and personality to hospitality grades .
- Author
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Völker, Juliane, Blal, Inès, and Mortillaro, Marcello
- Subjects
EMOTIONAL intelligence ,PERSONALITY ,FLUID intelligence ,HOSPITALITY ,EMOTION regulation ,FLUIDS - Abstract
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]
- Published
- 2023
- Full Text
- View/download PDF
6. More than just emotional intelligence online: introducing 'digital emotional intelligence'
- Author
-
Catherine Audrin and Bertrand Audrin
- Subjects
emotional intelligence ,digital competence ,digital skills ,digital emotional intelligence ,ability emotional intelligence ,trait emotional intelligence ,Psychology ,BF1-990 - Abstract
The ubiquitous nature of emotional intelligence, as a central theme in every aspect of our lives—be it at work, school, or home—coupled with the growing prevalence of digital interactions, makes it fundamental to develop our understanding of emotional intelligence in a digital world. However, the digital world represents more than just a contextual factor to consider, as interactions in digital environments require digital competence. The objective of this paper is to conceptualize “digital emotional intelligence” as the integration of both emotional intelligence and digital competence. The model we propose posits that trait emotional intelligence predicts attitudes toward digital competence, while digital ability emotional intelligence is predicted by digital competence skills and digital competence knowledge. Using a self-reported questionnaire on 503 respondents, a structural equation model highlights a positive relationship between trait emotional intelligence and attitudes toward digital competence.
- Published
- 2023
- Full Text
- View/download PDF
7. Emotional intelligence matters in hospitality education: contributions of emotional intelligence, fluid ability, and personality to hospitality grades
- Author
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Juliane Völker, Inès Blal, and Marcello Mortillaro
- Subjects
ability emotional intelligence ,academic performance ,fluid ability ,hospitality education ,personality ,Psychology ,BF1-990 - Abstract
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.
- Published
- 2023
- Full Text
- View/download PDF
8. Ability emotional intelligence in parents and their offspring.
- Author
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Cabello, Rosario, Gómez-Leal, Raquel, Gutiérrez-Cobo, María José, Megías-Robles, Alberto, Salovey, Peter, and Fernández-Berrocal, Pablo
- Subjects
EMOTIONAL intelligence ,BIRTHMOTHERS ,BIRTHPARENTS ,BIRTHFATHERS ,PARENTS - Abstract
This study aimed to contribute towards understanding the extent to which the emotional intelligence (EI), measured as an ability, of biological mothers and fathers was associated with the global EI of their offspring as young adults using a performance test of ability EI: the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). These questions were assessed using a cross-sectional sample (total N = 333), which was composed of 111 biological parents (111 mothers and 111 fathers) aged between 37 and 73 years (M = 51.26; SD = 5.91), and 111 offspring (54 men and 57 women) aged between 18 and 45 years (M = 22.56; SD = 3.26). There is an intergenerational gap between parents and offspring, with offspring having higher scores in EI than their fathers and mothers. The EI of parents was associated with that of their offspring, although the link with maternal EI was greater than the link with paternal EI, even controlling for certain demographic covariates such as the gender of the offspring. Moreover, the EI of fathers has an effect on the EI of their offspring especially when the EI of the mothers was low. These findings suggest that parental EI — particularly that of the mother — was significantly associated with the ability EI of their offspring during the lifespan. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
9. Assessing Emotional Intelligence Abilities, Acquiescent and Extreme Responding in Situational Judgment Tests Using Principal Component Metrics.
- Author
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Fontaine, Johnny R. J., Sekwena, Eva K., Veirman, Elke, Schlegel, Katja, MacCann, Carolyn, Roberts, Richard D., and Scherer, Klaus R.
- Subjects
EMOTIONAL intelligence ,EMOTION recognition ,TALLIES ,TEST validity - Abstract
Principal Component Metrics is a novel theoretically-based and data-driven methodology that enables the evaluation of the internal structure at item level of maximum emotional intelligence tests. This method disentangles interindividual differences in emotional ability from acquiescent and extreme responding. Principal Component Metrics are applied to existing (Mayer-Salovey-Caruso Emotional Intelligence Test) and assembled (specifically, the Situational Test of Emotion Understanding, the Situational Test of Emotion Management, and the Geneva Emotion Recognition Test) emotional intelligence test batteries in an analysis of three samples (total N = 2,303 participants). In undertaking these analyses important aspects of the nomological network of emotional intelligence, acquiescent, and extreme responding are investigated. The current study adds a central piece of empirical validity evidence to the emotional intelligence domain. In the three different samples, theoretically predicted internal structures at item level were found using raw item scores. The validity of the indicators for emotional intelligence, acquiescent, and extreme responding was confirmed by their relationships across emotional intelligence tests and by their nomological networks. The current findings contribute to evaluating the efficacy of the emotional intelligence construct as well as the validity evidence surrounding the instruments that are currently designed for its assessment, in the process opening new perspectives for analyzing existing and constructing new emotional intelligence tests. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
10. How to Transversely Develop Ability Emotional Intelligence Ability through School Subjects? A Theoretical Proposal
- Author
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José M. Mestre
- Subjects
ability emotional intelligence ,emotional education ,cattell-horn-carroll theory of cognitive abilities ,socio-emotional learning ,Psychology ,BF1-990 - Abstract
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.
- Published
- 2020
11. Assessing Emotional Intelligence Abilities, Acquiescent and Extreme Responding in Situational Judgment Tests Using Principal Component Metrics
- Author
-
Johnny R. J. Fontaine, Eva K. Sekwena, Elke Veirman, Katja Schlegel, Carolyn MacCann, Richard D. Roberts, and Klaus R. Scherer
- Subjects
ability emotional intelligence ,acquiescent responding ,extreme responding ,principal component metrics ,internal structure ,nomological network ,Psychology ,BF1-990 - Abstract
Principal Component Metrics is a novel theoretically-based and data-driven methodology that enables the evaluation of the internal structure at item level of maximum emotional intelligence tests. This method disentangles interindividual differences in emotional ability from acquiescent and extreme responding. Principal Component Metrics are applied to existing (Mayer-Salovey-Caruso Emotional Intelligence Test) and assembled (specifically, the Situational Test of Emotion Understanding, the Situational Test of Emotion Management, and the Geneva Emotion Recognition Test) emotional intelligence test batteries in an analysis of three samples (total N = 2,303 participants). In undertaking these analyses important aspects of the nomological network of emotional intelligence, acquiescent, and extreme responding are investigated. The current study adds a central piece of empirical validity evidence to the emotional intelligence domain. In the three different samples, theoretically predicted internal structures at item level were found using raw item scores. The validity of the indicators for emotional intelligence, acquiescent, and extreme responding was confirmed by their relationships across emotional intelligence tests and by their nomological networks. The current findings contribute to evaluating the efficacy of the emotional intelligence construct as well as the validity evidence surrounding the instruments that are currently designed for its assessment, in the process opening new perspectives for analyzing existing and constructing new emotional intelligence tests.
- Published
- 2022
- Full Text
- View/download PDF
12. Can We 'Brain-Train' Emotional Intelligence? A Narrative Review on the Features and Approaches Used in Ability EI Training Studies
- Author
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Ming D. Lim and Mabel C. Lau
- Subjects
ability emotional intelligence ,MSCEIT ,cognitive training ,brain training ,emotional competencies ,emotional processes ,Psychology ,BF1-990 - Abstract
Recent studies had demonstrated that specific emotional intelligence (EI) abilities (as measured using the MSCEIT) were related to better performance on cognitive tasks that involved emotional information but not on their non-emotional counterparts. These findings suggest that cognitive control and other executive functioning processes (e.g., working memory) contribute to EI abilities. A well-functioning EI ability is crucial for a number of everyday activities and life outcomes. However, the evidence for training ability EI remains vague as to how these improvements occur. The purpose of this narrative review was to synthesize findings from past EI training research, specifically focusing on their methodology. This was to identify key aspects of the interventions used, to determine the prototypical features between them, as well as to propose a compelling research agenda for future EI training studies. Based on the features found in these studies, we identified two possible approaches in which EI improvements occurred. The first approach was through increasing emotional knowledge and related competencies through teaching and practice. These features were found in the majority of training interventions using a workshop-style training format, reflections, role-plays, and practice with other participants. The second approach used brain-training principles to improve basic cognitive processes, such as executive control or emotional inhibition. Using a cognitive training approach to EI training can provide several advantages, such as allowing researchers to examine EI improvements using the theories of (1) transfer; (2) plasticity; and (3) process-specific changes.
- Published
- 2021
- Full Text
- View/download PDF
13. Can We "Brain-Train" Emotional Intelligence? A Narrative Review on the Features and Approaches Used in Ability EI Training Studies.
- Author
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Lim, Ming D. and Lau, Mabel C.
- Subjects
EMOTIONAL intelligence ,COGNITIVE training ,EXECUTIVE function ,ABILITY - Abstract
Recent studies had demonstrated that specific emotional intelligence (EI) abilities (as measured using the MSCEIT) were related to better performance on cognitive tasks that involved emotional information but not on their non-emotional counterparts. These findings suggest that cognitive control and other executive functioning processes (e.g., working memory) contribute to EI abilities. A well-functioning EI ability is crucial for a number of everyday activities and life outcomes. However, the evidence for training ability EI remains vague as to how these improvements occur. The purpose of this narrative review was to synthesize findings from past EI training research, specifically focusing on their methodology. This was to identify key aspects of the interventions used, to determine the prototypical features between them, as well as to propose a compelling research agenda for future EI training studies. Based on the features found in these studies, we identified two possible approaches in which EI improvements occurred. The first approach was through increasing emotional knowledge and related competencies through teaching and practice. These features were found in the majority of training interventions using a workshop-style training format, reflections, role-plays, and practice with other participants. The second approach used brain-training principles to improve basic cognitive processes, such as executive control or emotional inhibition. Using a cognitive training approach to EI training can provide several advantages, such as allowing researchers to examine EI improvements using the theories of (1) transfer; (2) plasticity; and (3) process-specific changes. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
14. Cognitive intelligence, emotional intelligence and personality types as predictors of job performance: Exploring a model for personnel selection
- Author
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Pfungwa Dhliwayo and Melinde Coetzee
- Subjects
cognitive intelligence ,ability emotional intelligence ,trait emotional intelligence ,personality type ,personnel selection ,job performance ,organisational citizenship behaviour ,task performance ,emotional labour ,Personnel management. Employment management ,HF5549-5549.5 - Abstract
Orientation: The process of personnel selection is essential for organisations because it ensures that only those candidates who are likely to contribute to the economic value of an organisation are chosen to fill job vacancies. Research purpose: This research sought to explore cognitive intelligence (CI), ability emotional intelligence (ability EI), trait emotional intelligence (trait EI) and personality types as predictors of job performance with the view to propose a valid selection model for the Zimbabwean organisational context. Motivation for the study: In the personnel selection context, separate studies investigated the single predictive power of the constructs relevant to the study in different settings and studies. The role of personality types in selection is especially under-researched. Research approach, design and method: The study utilised a cross-sectional survey design. The convenience sample constituted (N = 299) supervisory and professionally qualified, experienced specialists from various organisations in Zimbabwe. The GAMA, AES, WEIS, MBTI, Form M and JPS were administered. Main findings: Structural equation modelling indicated CI as the best predictor of job performance, followed by ability EI and then by personality types. Trait EI could not account for any variance in job performance. Practical implications/managerial implications: Personnel selection models in the Zimbabwean context could consider including the empirically demonstrated variables in selection practices. Contribution/value-add: The research advanced personnel selection theory by empirically and scientifically identifying the core elements of, and proposing a personnel selection model for use by human resources practitioners and organisations in the African context.
- Published
- 2020
- Full Text
- View/download PDF
15. A further step towards unpacking the variance in trait and ability emotional intelligence: The specific contribution of attachment quality.
- Author
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Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, and Dimitrijević, Aleksandar
- Subjects
EMOTIONAL intelligence ,LONGITUDINAL method ,REGRESSION analysis ,VARIANCES ,INDIVIDUAL differences - Abstract
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]
- Published
- 2020
- Full Text
- View/download PDF
16. The Neural Correlates of Emotional Intelligence : A Systematic Review
- Author
-
Agnvall, Anne, Unessi, Reza, Agnvall, Anne, and Unessi, Reza
- Abstract
Emotional intelligence (EI) lies at the intersection of emotion and cognition and is seen as beneficial to our relationships and well-being. Yet, there is a gap in knowledge regarding the neural correlates of EI. There are three prevailing models defining the psychological construct of EI, the trait model, the ability model, and the mixed model. According to the ability model, EI consists of two facets - experiential and strategic EI. Experiential EI refers to abilities of perceiving and using emotions to facilitate thoughts, whereas strategic EI refers to abilities of understanding and managing emotions. This systematic review aims to investigate whether, and to what extent, the neural correlates of experiential and strategic EI rely on similar or different neural substrates. Five peer-reviewed studies met the inclusion criteria and were included. All the studies used Mayer-Salovey-Caruso Emotional Intelligence Test to measure EI. The brain imaging techniques used included structural and functional magnetic resonance imaging and diffusion tensor imaging. The findings of the review suggest that experiential and strategic EI rely partly on distinct and partly on common neural circuitry. Neural correlates associated primarily with strategic EI were gray matter volumes of ventromedial and ventrolateral prefrontal cortex and anterior and posterior insula. Both strategic and experiential EI were found to correlate with the rostral anterior cingulate cortex gray matter activation, and the effective connectivity of the anterior prefrontal cortex. Further research and development of measurement methodology are needed to deepen the understanding of strategic and experiential EI and their neural correlates.
- Published
- 2023
17. Do Trait Emotional Intelligence and Dispositional Mindfulness Have a Complementary Effect on the Children’s and Adolescents’ Emotional States?
- Author
-
Jose M. Mestre, Jorge Turanzas, Maria García-Gómez, Joan Guerra, Jose R. Cordon, Gabriel G. De La Torre, and Victor M. Lopez-Ramos
- Subjects
trait emotional intelligence ,ability emotional intelligence ,dispositional mindfulness ,emotional Intelligence ,adolescents ,Psychology ,BF1-990 - Abstract
Mindfulness is both a non-judgmental and present-centered awareness, which has been applied to reduce negative emotions. On the other hand, Trait Emotional Intelligence (TEI) is the way of how good people perceive their emotional intelligence abilities (perceiving, expressing, understanding, and regulating emotions), which are involved in people’s social functioning. This empirical study was designed to analyze whether dispositional mindfulness (DM) and TEI have a potential combined role for children and adolescent’s emotional states. In a sample of primary school students (N = 318), age ranged from 8 to 16 years old (M = 11.25, SD = 2.20), participants filled a TEI measure (ESCQ, Emotional skills and competence questionnaire) and two measures of DM (CAMM, Child and Adolescent Mindfulness Measure and AFQ-Y, Avoidance and Fusion Questionnaire for Youth). Measures selected included: PANAS (Positive affect and negative affect schedule), White Bear Suppression Inventory (a thought suppression inventory), and STAIC (State-Trait Anxiety for Children). Findings pointed out that TEI measures (labeling and expression, understanding, and managing emotions) were positively and significantly related to positive emotional states (especially, positive affect and balance) and negatively with a lower association with state anxiety. However, DM measures were both negatively and strongly associated with negative emotional states (thought suppression, negative affect, and anxiety). Conclusions indicate that a combined effect of both TEI skills and DM based interventions would be more complete than each one separately for better social functioning of children and teenagers.
- Published
- 2019
- Full Text
- View/download PDF
18. Are Effect Sizes in Emotional Intelligence Field Declining? A Meta-Meta Analysis
- Author
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Zhun Gong and Xinian Jiao
- Subjects
emotional intelligence ,decline effects ,ability emotional intelligence ,mixed emotional intelligence ,replicability crisis ,Psychology ,BF1-990 - Abstract
Since Salovey and Mayer (1990) first proposed the emotional intelligence (EI) as an independent intellectual component, research on the field of EI has developed rapidly. A large number of studies have shown that emotional intelligence is an important predictor that affects our lives, such as job performance, mental health, and so on. However, we observed that some effect sizes in the field of emotional intelligence decreased over time. Is this kind of decline simply due to random errors, or is emotional intelligence field undergoing decline effects? The present study analyzed 484 effect sizes based on the responses of 102,579 participants from nine meta-analyses in emotional intelligence field to estimate the average effect size, and evidence for decline effects in this field. This study finds that the average effect size of EI is 0.244 (p < 0.001), and the average effect size of mixed EI (r = 0.272, p < 0.001) is significantly higher than that of ability EI (r = 0.160, p < 0.001). Effect sizes in the field of EI decrease with time, there are decline effects in emotional intelligence field. Furthermore, there are also decline effects in mixed EI field. However, we find no evidence that there are decline effects in ability EI field. Base on the significant average effect size of mixed EI, the most likely explanation for the decline in effect sizes is that effect sizes of mixed EI in the original studies were overestimate. This study considers decline effects in mixed EI research as inflated decline effects. To sum up, decline effects in the field of emotional intelligence are mainly due to the choice of emotional intelligence model and measurement method.
- Published
- 2019
- Full Text
- View/download PDF
19. Ability-Based Emotional Intelligence Is Associated With Greater Cardiac Vagal Control and Reactivity
- Author
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John R. Vanuk, Anna Alkozei, Adam C. Raikes, John J. B. Allen, and William D. S. Killgore
- Subjects
cardiac vagal control ,emotional intelligence ,mixed emotional intelligence ,ability emotional intelligence ,heart rate variability ,stress ,Neurosciences. Biological psychiatry. Neuropsychiatry ,RC321-571 - Abstract
Several distinct models of emotional intelligence (EI) have been developed over the past two decades. The ability model conceptualizes EI as a narrow set of interconnected, objectively measured, cognitive-emotional abilities, including the ability to perceive, manage, facilitate, and understand the emotions of the self and others. By contrast, trait or mixed models focus on subjective ratings of emotional/social competencies. Theoretically, EI is associated with neurobiological processes involved in emotional regulation and reactivity. The neurovisceral integration (NVI) model proposes a positive relationship between cardiac vagal control (CVC) and cognitive-emotional abilities similar to those encompassed by EI. The current study examined the association between CVC and EI. Because ability EI is directly tied to actual performance on emotional tasks, we hypothesized that individuals with higher ability-based EI scores would show greater levels of CVC at rest, and in response to a stressful task. Because mixed-models of EI are not linked directly to observable emotional behavior, we predicted no association with CVC. Consistent with expectations, individuals with higher levels of ability EI, but not mixed EI, had higher levels of CVC. We also found that individuals with greater levels of CVC who demonstrated reactivity to a stress induction had significantly higher EI compared to individuals that did not respond to the stress induction. Our findings support the theoretically expected overlap between constructs within the NVI model and ability EI model, however, the observed effect size was small, and the associations between EI and CVC should not be taken to indicate a causal connection. Results suggest that variance in the ability to understand emotional processes in oneself and to reason about one’s visceral experience may facilitate better CVC. Future work manipulating either CVC or EI may prove informative in teasing apart the causal role driving their observed relationship.
- Published
- 2019
- Full Text
- View/download PDF
20. How to Transversely Develop Ability Emotional Intelligence Ability through School Subjects? A Theoretical Proposal.
- Author
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Mestre, José M.
- Subjects
- *
EMOTIONAL intelligence , *CURRICULUM , *EMOTION regulation , *PERSONALITY , *COGNITIVE ability - Abstract
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]
- Published
- 2020
- Full Text
- View/download PDF
21. Do Trait Emotional Intelligence and Dispositional Mindfulness Have a Complementary Effect on the Children's and Adolescents' Emotional States?
- Author
-
Mestre, Jose M., Turanzas, Jorge, García-Gómez, Maria, Guerra, Joan, Cordon, Jose R., De La Torre, Gabriel G., and Lopez-Ramos, Victor M.
- Subjects
EMOTIONAL intelligence ,EMOTIONAL state ,SCHOOL children ,MINDFULNESS ,TEENAGERS ,EMOTIONAL competence - Abstract
Mindfulness is both a non-judgmental and present-centered awareness, which has been applied to reduce negative emotions. On the other hand, Trait Emotional Intelligence (TEI) is the way of how good people perceive their emotional intelligence abilities (perceiving, expressing, understanding, and regulating emotions), which are involved in people's social functioning. This empirical study was designed to analyze whether dispositional mindfulness (DM) and TEI have a potential combined role for children and adolescent's emotional states. In a sample of primary school students (N = 318), age ranged from 8 to 16 years old (M = 11.25, SD = 2.20), participants filled a TEI measure (ESCQ, Emotional skills and competence questionnaire) and two measures of DM (CAMM, Child and Adolescent Mindfulness Measure and AFQ-Y, Avoidance and Fusion Questionnaire for Youth). Measures selected included: PANAS (Positive affect and negative affect schedule), White Bear Suppression Inventory (a thought suppression inventory), and STAIC (State-Trait Anxiety for Children). Findings pointed out that TEI measures (labeling and expression, understanding, and managing emotions) were positively and significantly related to positive emotional states (especially, positive affect and balance) and negatively with a lower association with state anxiety. However, DM measures were both negatively and strongly associated with negative emotional states (thought suppression, negative affect, and anxiety). Conclusions indicate that a combined effect of both TEI skills and DM based interventions would be more complete than each one separately for better social functioning of children and teenagers. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
22. Trait and Ability Emotional Intelligence in Children With ADHD.
- Author
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Climie, Emma A., Saklofske, Donald H., Mastoras, Sarah M., and Schwean, Vicki L.
- Subjects
ATTENTION-deficit hyperactivity disorder ,BEHAVIOR disorders in children ,EMOTIONAL intelligence ,HEALTH programs ,INTERPERSONAL relations - Abstract
Objective: The purpose of this study was to examine trait and ability emotional intelligence (EI) in children with ADHD.Method: Forty-one children with ADHD (9-11 years) completed two measures of EI-the Bar-On Emotional Quotient Inventory: Youth Version-short form (EQi:YV-Brief) and the Mayer-Salovey-Caruso Emotional Intelligence Test, Youth Research Version (MSCEIT-YRV).Results: Children with ADHD did not differ on total EI scores from the normative data on either the ability or trait EI measures. However, they scored above the group norms on the MSCEIT-YRV subscale of Managing Emotions and lower on Understanding Emotions. On the EQi:YV-Brief, children with ADHD reported significantly lower Interpersonal and Adaptability EI.Conclusion: Children with ADHD are relatively similar to children without ADHD when examining EI scores. However, there is some variability in the EI measures which should be considered when creating intervention programs. [ABSTRACT FROM AUTHOR]- Published
- 2019
- Full Text
- View/download PDF
23. Are Effect Sizes in Emotional Intelligence Field Declining? A Meta-Meta Analysis.
- Author
-
Gong, Zhun and Jiao, Xinian
- Subjects
EMOTIONAL intelligence ,JOB performance ,MENTAL health ,EFFECT sizes (Statistics) ,META-analysis - Abstract
Since Salovey and Mayer (1990) first proposed the emotional intelligence (EI) as an independent intellectual component, research on the field of EI has developed rapidly. A large number of studies have shown that emotional intelligence is an important predictor that affects our lives, such as job performance, mental health, and so on. However, we observed that some effect sizes in the field of emotional intelligence decreased over time. Is this kind of decline simply due to random errors, or is emotional intelligence field undergoing decline effects? The present study analyzed 484 effect sizes based on the responses of 102,579 participants from nine meta-analyses in emotional intelligence field to estimate the average effect size, and evidence for decline effects in this field. This study finds that the average effect size of EI is 0.244 (p < 0.001), and the average effect size of mixed EI (r = 0.272, p < 0.001) is significantly higher than that of ability EI (r = 0.160, p < 0.001). Effect sizes in the field of EI decrease with time, there are decline effects in emotional intelligence field. Furthermore, there are also decline effects in mixed EI field. However, we find no evidence that there are decline effects in ability EI field. Base on the significant average effect size of mixed EI, the most likely explanation for the decline in effect sizes is that effect sizes of mixed EI in the original studies were overestimate. This study considers decline effects in mixed EI research as inflated decline effects. To sum up, decline effects in the field of emotional intelligence are mainly due to the choice of emotional intelligence model and measurement method. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
24. Ability-Based Emotional Intelligence Is Associated With Greater Cardiac Vagal Control and Reactivity.
- Author
-
Vanuk, John R., Alkozei, Anna, Raikes, Adam C., Allen, John J. B., and Killgore, William D. S.
- Subjects
EMOTIONAL intelligence ,HEART beat ,VAGAL tone ,VISCERA abnormalities ,STRESS management - Abstract
Several distinct models of emotional intelligence (EI) have been developed over the past two decades. The ability model conceptualizes EI as a narrow set of interconnected, objectively measured, cognitive-emotional abilities, including the ability to perceive, manage, facilitate, and understand the emotions of the self and others. By contrast, trait or mixed models focus on subjective ratings of emotional/social competencies. Theoretically, EI is associated with neurobiological processes involved in emotional regulation and reactivity. The neurovisceral integration (NVI) model proposes a positive relationship between cardiac vagal control (CVC) and cognitive-emotional abilities similar to those encompassed by EI. The current study examined the association between CVC and EI. Because ability EI is directly tied to actual performance on emotional tasks, we hypothesized that individuals with higher ability-based EI scores would show greater levels of CVC at rest, and in response to a stressful task. Because mixed-models of EI are not linked directly to observable emotional behavior, we predicted no association with CVC. Consistent with expectations, individuals with higher levels of ability EI, but not mixed EI, had higher levels of CVC. We also found that individuals with greater levels of CVC who demonstrated reactivity to a stress induction had significantly higher EI compared to individuals that did not respond to the stress induction. Our findings support the theoretically expected overlap between constructs within the NVI model and ability EI model, however, the observed effect size was small, and the associations between EI and CVC should not be taken to indicate a causal connection. Results suggest that variance in the ability to understand emotional processes in oneself and to reason about one's visceral experience may facilitate better CVC. Future work manipulating either CVC or EI may prove informative in teasing apart the causal role driving their observed relationship. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
25. Four-Branch Model of Ability Emotional Intelligence With Fluid and Crystallized Intelligence: A Meta-Analysis of Relations.
- Author
-
Olderbak, Sally, Semmler, Martin, and Doebler, Philipp
- Abstract
We meta-analytically investigated relations between the four-branch model of ability emotional intelligence (EI) with fluid (Gf) and crystallized intelligence (Gc; 352 effect sizes; n
total = 15,333). We found that for each branch, the strength of relations with Gf and Gc were equivalent. Understanding emotions has the strongest relation with Gf/Gc combined (ρ = .43, k = 81, n = 11,524), relative to facilitating thought using emotion (ρ = .19, k = 51, n = 7,254), managing emotions (ρ = .20, k = 74, n = 11,359), and perceiving emotion (ρ = .20, k = 79, n = 9,636); for the latter, relations were also moderated by stimulus type. We conclude with implications and recommendations for the study of ability EI. [ABSTRACT FROM AUTHOR]- Published
- 2019
- Full Text
- View/download PDF
26. What Is over and above Psychopathy? The Role of Ability Emotional Intelligence in Predicting Criminal Behavior.
- Author
-
Curci, Antonietta, Cabras, Cristina, Lanciano, Tiziana, Soleti, Emanuela, and Raccis, Carla
- Subjects
- *
EMOTIONAL intelligence , *CRIMINAL behavior & psychology , *PSYCHOPATHS , *PERSONALITY assessment , *RECIDIVISM - Abstract
This study aims to investigate the role of ability emotional intelligence (EI) in predicting criminal behavior from a life-span perspective, over and above psychopathy. Psychopathic individuals are characterized by a deviant lifestyle and an inability to regulate emotion. A sample of 29 male inmates was administered the Coping Inventory for Stressful Situations (CISS), the Buss–Perry Aggression Questionnaire (BPAQ), the Psychopathy Checklist – Revised (PCL-R), the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT), and five dichotomous items that are converged into the Criminal Behavior Index (CBI). Correlation analysis showed a complex pattern of relationships among the variables. The MSCEIT Experiential area of EI together with CISS Emotion-oriented Coping and PCL-R Social Deviance are found to significantly predict the CBI. The results offer promising findings for the assessment of the relationship between personality traits, emotional abilities and criminal behavior across the life span. Furthermore, the results suggest that EI is an important feature for implementing prevention programs of criminal behavior and recidivism. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
27. Age and Gender Differences in Ability Emotional Intelligence in Adults: A Cross-Sectional Study.
- Author
-
Cabello, Rosario, Fernández-Pinto, Irene, Sorrel, Miguel A., Extremera, Natalio, and Fernández-Berrocal, Pablo
- Subjects
- *
AGE distribution , *SEX distribution , *T-test (Statistics) , *EMOTIONAL intelligence , *CROSS-sectional method , *DATA analysis software , *DESCRIPTIVE statistics - Abstract
The goal of the current investigation was to analyze ability emotional intelligence (EI) in a large cross-sectional sample of Spanish adults (N = 12,198; males, 56.56%) aged from 17 to 76 years (M = 37.71, SD = 12.66). Using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), which measures ability EI according to the 4 branches of the Mayer and Salovey EI model. The authors examined effects of gender on ability EI, as well as the linear and quadratic effects of age. Results suggest that gender affects the total ability EI score as well as scores on the 4 EI branches. Ability EI was greater in women than men. Ability EI varied with age according to an inverted-U curve: Younger and older adults scored lower on ability EI than middle-aged adults, except for the branch of understanding emotions. These findings strongly support the idea that both gender and age significantly influence ability EI during aging. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
28. Emotional Intelligence and the Different Manifestations of Bullying in Children
- Author
-
Santiago Sastre, Jesús M. Alvarado, Carolina M. Azañedo, Teresa Artola, and Amelia Jiménez-Blanco
- Subjects
Male ,Health, Toxicology and Mutagenesis ,ability emotional intelligence ,education ,Psychological intervention ,lcsh:Medicine ,050109 social psychology ,Coercion ,Victimisation ,Article ,Developmental psychology ,medicine ,Humans ,0501 psychology and cognitive sciences ,Child ,Crime Victims ,Emotional Intelligence ,Emotional knowledge ,Aggression ,Emotional intelligence ,lcsh:R ,05 social sciences ,Public Health, Environmental and Occupational Health ,050301 education ,Bullying ,Cinema scenes ,cinema scenes ,Intimidation ,Harassment ,Social exclusion ,Female ,medicine.symptom ,Psychology ,Socio-emotional development ,0503 education ,emotional knowledge ,Ability emotional intelligence ,socio-emotional development - Abstract
The main objective of this research was to help clarify the relationship between ability emotional intelligence (AEI) and bullying in children. Bullying is a maladaptive behaviour that generates severe adverse consequences in the school environment and is a matter of growing concern in the educational community. To investigate the relationship between AEI and bullying, we administered two tests to a sample of 329 students (52.9% girls) aged between 8 and 12 years old (Mage = 9.3, SD = 1.2). AEI was assessed using a test based on the interpretation of cinema scenes (EMOCINE). EMOCINE was designed to measure two of the primary factors considered in Mayer and Salovey&rsquo, s ability model: emotional perception and emotional understanding. Furthermore, we administered a measure of bullying and school violence (AVE), which provides a global index of bullying, as well as a measure of its intensity, by considering eight scales or types of victimisation (harassment, intimidation, coercion, threats, social blocking, social exclusion, manipulation and aggression). The results show that age had a statistically significant effect on measures of bullying, while gender showed an interaction with victimisation types. A reduction in bullying behaviours was observed as the age of children increased, while gender-based analyses revealed different patterns in bullying behaviours. Regarding EI, it was observed that students with high AEI scores presented the lowest levels in both global bullying indexes and the victimisation types. Consequently, AEI seems to have important implications for bullying behaviours, and therefore, interventions aimed at the evaluation, training and development of AEI might offer the educational community the possibility of preventing or redirecting bullying situations.
- Published
- 2020
29. Pathways between Ability Emotional Intelligence and Subjective Well-Being: Bridging Links through Cognitive Emotion Regulation Strategies
- Author
-
Natalio Extremera, Nicolás Sánchez-Álvarez, and Lourdes Rey
- Subjects
Coping (psychology) ,ability emotional intelligence ,Geography, Planning and Development ,TJ807-830 ,050109 social psychology ,Management, Monitoring, Policy and Law ,TD194-195 ,050105 experimental psychology ,Structural equation modeling ,Renewable energy sources ,Developmental psychology ,cognitive emotion regulation strategies ,well-being ,0501 psychology and cognitive sciences ,GE1-350 ,Subjective well-being ,Big Five personality traits ,mediators ,Environmental effects of industries and plants ,Renewable Energy, Sustainability and the Environment ,Emotional intelligence ,05 social sciences ,Cognition ,coping ,Environmental sciences ,Cognitive coping ,Well-being ,Psychology - Abstract
Based on a primary prevention perspective, the main purpose of this study was to examine the relationships between ability emotional intelligence, cognitive emotion regulation strategies, and well-being indicators (e.g., psychological well-being and satisfaction with life), controlling for sociodemographic variables and personality traits in our analyses. Three hundred and seventy-eight college students (123 males, 252 females, 3 unreported) participated voluntarily in this study. We predicted that ability emotional intelligence would be significantly and positively correlated with well-being outcomes, and that cognitive emotion regulation strategies would mediate the associations between ability emotional intelligence and well-being, controlling for sociodemographic and personality traits. Structural equation modelling estimated by bootstrap method indicated that two adaptive cognitive coping strategies were found to act as partial mediators between ability emotional intelligence and well-being indicators. Our findings provide preliminary support for theoretical work linking ability emotional intelligence, cognitive emotion regulation strategies, and well-being outcomes, and contribute to the understanding of how ability emotional intelligence is related to subjective well-being via specific cognitive emotion regulation strategies in college students.
- Published
- 2020
30. Factor structure, measurement invariance and structural invariance of the MSCEIT V2.0
- Author
-
Gardner, Kathryn Jane and Qualter, Pamela
- Subjects
- *
EMOTIONAL intelligence , *FACTOR structure , *MATHEMATICAL symmetry , *FACTOR analysis , *COMPARATIVE studies , *AGE groups , *PSYCHOLOGICAL research - Abstract
Abstract: This study explored factor structure and measurement and structural invariance of the MSCEIT V2.0 across two age groups: 258 young (18–31years) and 262 older adults (32–79years). Results supported a three-factor solution reflecting the Experiential Emotional Intelligence area, and Understanding Emotions and Managing Emotions branches. There was evidence of measurement invariance of factor structure and factor loadings, and partial support for invariance of the intercepts. Comparisons of latent factor means suggested that older adults have significantly higher mean scores on two of the three factors: Understanding and Managing Emotions. Implications of the invariance tests and latent means analyses are discussed. [Copyright &y& Elsevier]
- Published
- 2011
- Full Text
- View/download PDF
31. Relationships between Machiavellianism, emotional intelligence and theory of mind in children
- Author
-
Barlow, Alexandra, Qualter, Pamela, and Stylianou, Maria
- Subjects
- *
MACHIAVELLIANISM (Psychology) , *EMOTIONAL intelligence , *PHILOSOPHY of mind , *CHILD psychology , *PERSONALITY , *MULTIPLE regression analysis , *SOCIAL psychology , *INDIVIDUAL differences , *GENDER differences (Psychology) - Abstract
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]
- Published
- 2010
- Full Text
- View/download PDF
32. Emotional intelligence and Borderline personality disorder.
- Author
-
Gardner, Kathryn and Qualter, Pamela
- Subjects
- *
BORDERLINE personality disorder , *EMOTIONAL intelligence , *DISEASE management , *PSYCHOLOGICAL tests , *PERSONALITY , *IDENTITY (Psychology) - Abstract
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]
- Published
- 2009
- Full Text
- View/download PDF
33. The factorial validity of emotional intelligence: An unresolved issue
- Author
-
Keele, Sophie M. and Bell, Richard C.
- Subjects
- *
MULTIPLE intelligences , *EMOTIONAL intelligence , *INTELLIGENCE tests , *PSYCHOLOGICAL tests - Abstract
Abstract: An unresolved but pertinent issue in the field of emotional intelligence (EI) is factorial validity. Numerous studies have investigated this issue (), but most are based on correlations among subscale scores from relevant measures, making the implicit assumption that subscale scores are unidimensional, rather than questioning the structure of subscales themselves. Accordingly, the present study adopts the two-step strategy of first considering the structure within subscales before examining the relationship between subscales. An evaluation was undertaken using the Emotional Intelligence Scale (EIS, ), the Work Profile Questionnaire – Emotional Intelligence Version (WQPei, ) and the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT V.2., ). Results were characterised by instability, heterogeneity and inconsistency. Specifically, the EIS was not found to form the homogenous structure postulated by authors. Similarly, support was not found for the seven factor model of the WPQei. Large discrepancies exist between the one, two and four factor models described by for the MSCEIT V.2. and the 21 components revealed at the primary level in the current analyses. Additionally, reliability statistics for the MSCEIT V.2. were less than optimal. Questions remain regarding the clarity, reliability and validity of the instruments examined. [Copyright &y& Elsevier]
- Published
- 2008
- Full Text
- View/download PDF
34. The relationship between emotional intelligence and eating disorders or disordered eating behaviors: A meta-analysis.
- Author
-
Zhang, Juan, Wang, Yihui, Wu, Chenggang, and He, Jinbo
- Subjects
- *
EATING disorders , *EMOTIONAL eating , *FOOD habits , *EMOTIONAL intelligence , *BEHAVIOR disorders - Abstract
Eating disorders are psychiatric disorders that have a significant negative impact on a person's physical and mental health. Emotional intelligence (EI) has been hypothesized to be negatively associated with disordered eating behaviors, however previous research on this hypothesis has shown contradictory results. Therefore, the current meta-analysis aimed at exploring the relationship between EI and disordered eating behaviors based on previous studies. Analysis of 20 studies using a three-level random-effects meta-analysis model revealed an overall negative association between EI and eating disorders, r = −0.17 (95% CI: −0.25, −0.08; p <.001), with a small effect size. Furthermore, subsequent moderator analyses revealed that the type of emotional intelligence (trait EI versus ability EI) helped explain the heterogeneity of the previous findings, with the association between trait EI and disordered eating (r = −0.23; 95% CI: −0.33, −0.13; p <.001) being significantly greater than the association between ability EI and disordered eating (r = −0.12; 95% CI: −0.22,. -0.03; p =.010), indicating that trait EI was more closely associated with disordered eating than ability EI. Overall, this study confirms the relationship between EI and disordered eating behaviors, suggesting that individuals with higher EI are less likely to have disordered eating behaviors. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
35. Pathways between Ability Emotional Intelligence and Subjective Well-Being: Bridging Links through Cognitive Emotion Regulation Strategies.
- Author
-
Extremera, Natalio, Sánchez-Álvarez, Nicolás, and Rey, Lourdes
- Abstract
Based on a primary prevention perspective, the main purpose of this study was to examine the relationships between ability emotional intelligence, cognitive emotion regulation strategies, and well-being indicators (e.g., psychological well-being and satisfaction with life), controlling for sociodemographic variables and personality traits in our analyses. Three hundred and seventy-eight college students (123 males; 252 females; 3 unreported) participated voluntarily in this study. We predicted that ability emotional intelligence would be significantly and positively correlated with well-being outcomes, and that cognitive emotion regulation strategies would mediate the associations between ability emotional intelligence and well-being, controlling for sociodemographic and personality traits. Structural equation modelling estimated by bootstrap method indicated that two adaptive cognitive coping strategies were found to act as partial mediators between ability emotional intelligence and well-being indicators. Our findings provide preliminary support for theoretical work linking ability emotional intelligence, cognitive emotion regulation strategies, and well-being outcomes, and contribute to the understanding of how ability emotional intelligence is related to subjective well-being via specific cognitive emotion regulation strategies in college students. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
36. Emotional Intelligence and the Different Manifestations of Bullying in Children.
- Author
-
Alvarado JM, Jiménez-Blanco A, Artola T, Sastre S, and Azañedo CM
- Subjects
- Aggression, Child, Female, Humans, Male, Bullying, Crime Victims, Emotional Intelligence
- Abstract
The main objective of this research was to help clarify the relationship between ability emotional intelligence (AEI) and bullying in children. Bullying is a maladaptive behaviour that generates severe adverse consequences in the school environment and is a matter of growing concern in the educational community. To investigate the relationship between AEI and bullying, we administered two tests to a sample of 329 students (52.9% girls) aged between 8 and 12 years old ( M
age = 9.3; SD = 1.2). AEI was assessed using a test based on the interpretation of cinema scenes (EMOCINE). EMOCINE was designed to measure two of the primary factors considered in Mayer and Salovey's ability model: emotional perception and emotional understanding. Furthermore, we administered a measure of bullying and school violence (AVE), which provides a global index of bullying, as well as a measure of its intensity, by considering eight scales or types of victimisation (harassment, intimidation, coercion, threats, social blocking, social exclusion, manipulation and aggression). The results show that age had a statistically significant effect on measures of bullying, while gender showed an interaction with victimisation types. A reduction in bullying behaviours was observed as the age of children increased, while gender-based analyses revealed different patterns in bullying behaviours. Regarding EI, it was observed that students with high AEI scores presented the lowest levels in both global bullying indexes and the victimisation types. Consequently, AEI seems to have important implications for bullying behaviours, and therefore, interventions aimed at the evaluation, training and development of AEI might offer the educational community the possibility of preventing or redirecting bullying situations.- Published
- 2020
- Full Text
- View/download PDF
37. Reimagining Emotional Intelligence: A Healthy, Much Needed, and Important Progression for the Field.
- Author
-
Roberts, Richard D., MacCann, Carolyn, Guil, Rocío, and Mestre, José M.
- Abstract
In this response to the critiques of Fontaine (2016) and Hughes and Evans (2016), we touch on main points of consensus and contention, and offer some suggestions for future programs of research. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
38. Trait and Ability Emotional Intelligence in Children With ADHD.
- Author
-
Climie EA, Saklofske DH, Mastoras SM, and Schwean VL
- Abstract
Objective: The purpose of this study was to examine trait and ability emotional intelligence (EI) in children with ADHD., Method: Forty-one children with ADHD (9-11 years) completed two measures of EI-the Bar-On Emotional Quotient Inventory: Youth Version-short form (EQi:YV-Brief) and the Mayer-Salovey-Caruso Emotional Intelligence Test, Youth Research Version (MSCEIT-YRV)., Results: Children with ADHD did not differ on total EI scores from the normative data on either the ability or trait EI measures. However, they scored above the group norms on the MSCEIT-YRV subscale of Managing Emotions and lower on Understanding Emotions. On the EQi:YV-Brief, children with ADHD reported significantly lower Interpersonal and Adaptability EI., Conclusion: Children with ADHD are relatively similar to children without ADHD when examining EI scores. However, there is some variability in the EI measures which should be considered when creating intervention programs.
- Published
- 2017
- Full Text
- View/download PDF
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