Ability EI Research Articles

Evaluation experts: Relations between ability emotional intelligence and attitude strength indicators.

New efforts to understand the processes involved in ability-related emotional intelligence (ability EI) could reinvigorate this area of scholarship and research. It is proposed that participants with higher levels of ability EI are evaluation experts, which should be evident in the attitude domain. Study 1 (n = 148) probed for affective, cognitive, and behavioral reactions to a diverse set of attitude objects. In addition, attitude certainty ratings were collected. Higher levels of ability EI, but not self-reports of EI, were linked to attitudes that were more extreme, certain, and structurally integrated. In Study 2 (n = 602), participant employees completed standard personality and job satisfaction assessments. Higher levels of ability EI were predictive of greater polarization (as assessed in extremity-related terms) in both domains. The individual differences assessed by ability EI, these results suggest, also tend to support attitudes and opinions with stronger features. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Attuned to the Flux of Life: Relations Between Ability Emotional Intelligence and Emotional Reactivity.

The field of ability-related emotional intelligence (ability EI) could benefit from new perspectives concerning dynamic operations. According to a recent perspective, variations in ability EI are likely to be linked to variations in skills related to evaluation. This perspective contends, perhaps counterintuitively, that higher levels of ability EI are likely to be linked to higher levels of emotional reactivity, defined in terms of stronger event-emotion relationships. Two studies (total N = 245) pursue such ideas in the context of multilevel models involving event valence and emotional experience. Variations in ability EI modulated event-emotion relationships in the context of laboratory inductions involving hypothetical events (Study 1), affective images varying in valence (Study 1), and with respect to naturally occurring variations in positive and negative daily events (Study 2), such that higher levels of ability EI were linked to stronger event-emotion relationships, regardless of whether events and emotions were positive or negative in valence. These results provide new evidence for recent theorizing concerning ability EI while speaking to functional versus dysfunctional perspectives on emotional reactivity.

Emotional Intelligence and Breast Cancer: A Systematic Review

IntroductionEmotional Intelligence (EI), defined as the ability to perceive, identify, understand, and regulate emotional states is related to health outcomes. In this line, some studies examined this personal resource in the cancer area and, specifically, in breast cancer. Also, the different models and measures have led to a categorisation considering the various construct-method pairings of EI. Despite the increased number of studies about EI in the breast cancer context, there are no systematic reviews that summarise the results obtained in the different investigations. Objectives: Hence, the present review aims: to identify and describe the measures that have been used for assessing EI within this field, and to summarise the main results regarding EI in terms of its predictors and outcomes, considering the instruments used to assess it. Methods: The PRISMA guidelines were followed. Database search was conducted in WOS, Scopus, Pubmed, and PSYCArticles. Results: A total of 156 articles were found and 21 met the eligibility criteria. On one hand, one of the most used instruments was the TMMS-24 framed within the self-report ability EI, followed by those framed within the self-report mixed EI. None of the studies measured EI by the performance-based ability EI perspective. On the other hand, EI was related to other variables such as psychological well-being, quality of life, resilience, workability, anxiety, and depression. The majority of the studies were cross-sectional, and some of them included an intervention. Conclusions: This review provides a comprehensive overview of the existing studies concerning EI in the context of breast cancer, highlighting some of its characteristics regarding design, participants, used measures, and related variables. Also, the obtained results can improve the clinical practice and the understanding of the EI as an influencing factor in the health and quality of life of breast cancer populations.

Ability Emotional Intelligence and Subjective Happiness in Adolescents: The Role of Positive and Negative Affect.

Adolescence is an increasingly vulnerable period for the onset of affective disorders and other mental health issues that can significantly impact an individual's subjective well-being. This study aims to examine the relationship between emotional intelligence (ability EI), measured with a performance-based instrument, and Subjective Happiness in adolescents. It also explores the mediating role of positive (PA) and negative affect (NA) in this association and the moderating role of gender. The sample consisted of 333 first-year secondary school students from five centers in Spain, with an average age of 12.11 years (SD = 0.64), ranging from 11-14 years. Path analysis revealed an indirect effect (through NA and PA jointly) of Total Ability EI on Subjective Happiness and a positive direct effect that was observed only in females. Furthermore, this association was explored through various branches of ability EI. The results of this study suggest that interventions aimed at improving emotional abilities in adolescents while modulating the intensity of their emotions could significantly impact their overall well-being.

Emotional Intelligence as Evaluative Activity: Theory, Findings, and Future Directions

The question of whether ability-related emotional intelligence (ability EI) predicts important life outcomes has attracted considerably more attention than the question of what ability EI consists of. In the present paper, the authors draw from the attitude and emotion literatures to suggest that the evaluation dimension of meaning is likely key in understanding how ability EI operates. Measures of ability EI predict the extent to which individuals can accurately evaluate words and measures of the latter type act as emotional intelligence measures. Extending this analysis, the paper reviews recent sources of data linking ability EI to attitudinal processes, such as those involved in attitude–behavior relationships and affective bipolarity. Individuals with high EI appear to experience their affect in more bipolar terms and they display evidence of greater decisiveness in their evaluations. Pursuing links of the present type will allow researchers to generate new predictions concerning the ability EI construct.

How do you feel about it? Evaluative bipolarity as a function of ability-related emotional intelligence

The idea of individual differences in ability-related emotional intelligence (ability EI) has drawn considerable interest, but little is known about how such individual differences operate. In the present two studies (total N = 627), it was proposed that high EI individuals are experts at evaluation, which should be evident in terms of greater bipolarity in the extent to which positive and negative evaluations predict each other. Building on procedures in the attitude literature, participants in Study 1 were asked to evaluate word objects (Study 1a) or unfamiliar faces (Study 1b). Participants scoring higher in ability EI displayed greater bipolarity in these tasks, such that within-subject correlations involving positive and negative evaluative reactions were stronger (more inverse) at higher levels of the ability EI continuum. In Study 2, employees completed multi-item job satisfaction scales that permitted the computation of both job satisfaction and job dissatisfaction scores. Multiple regression results revealed that these positive (satisfaction) and negative (dissatisfaction) evaluation scores predicted each other to a greater extent at higher levels of ability EI. Expertise in making evaluations may be key to how variations in ability EI operate.

Implicit Theories of Emotional Intelligence and Students' Emotional and Academic Outcomes.

In this study, we addressed the relevance of implicit theories of emotional intelligence (ITEI) to students' emotional and academic outcomes throughout secondary school. During a three-wave longitudinal survey (10th-12th grades), 222 students, ages 14-18years old at the first round of data collection (Mage = 15.4, SD = 0.63) and mostly female (58.6%), completed questionnaires on ITEI, emotional intelligence (EI; ability and trait), and emotions towards school. The results provided evidence for the relation of ITEI with EI (ability and trait) in the following year and their extended link with students' emotions towards school and academic achievement (Portuguese academic grade) at the end of secondary school. In addition, ability and trait EI mediated the link of entity ITEI and negative emotions and achievement. The findings suggest the importance of fostering more dynamic ITEI among students as a mean for enhancing emotional and academic outcomes.

The benefits of positive affect? Dysregulated positive activation in the workplace as a function of emotional intelligence

ABSTRACT The positive psychology literature has suggested that states of positive activation (high arousal positive affect) are broadly beneficial, but the clinical psychology literature has highlighted phenomena counter to this idea. By aligning a dual process model of self-regulation with functions ascribed to emotional intelligence, the present investigation pursued the premise that the behavioral tendencies elicited by positive activation are likely to vary – and perhaps qualitatively so – by variations in ability-related emotional intelligence (ability EI). In two studies (total N = 248), employees characterized their levels of positive activation in the workplace and reported on their tendencies toward counterproductive work behavior (e.g., theft). In both studies, affect/behavior relationships varied by emotional intelligence, such that states of positive activation precipitated counterproductive behaviors, but only at low levels of ability EI. The findings highlight a critical role for ability-related emotional intelligence in understanding reflexive behavioral responses to positive activation states.

Relationship between psychopathic traits and ability emotional intelligence in a sample of incarcerated males

IntroductionThe study of psychopathic traits has increased in recent years, given the impact that these traits have on our society.ObjectivesThis study aimed to evaluate the relationship between psychopathy traits and ability emotional intelligence by examining the sub-dimensions of both constructs in a sample of incarcerated males.MethodsA total of sixty-three incarcerated adult males (Mage = 37.51) were assessed for psychopathy traits and emotional intelligence levels through the 34-item Self-Report Psychopathy Scale-III (SRP-III) and the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) respectively.ResultsThe results revealed that the incarcerated population is characterized by low EI and high psychopathic traits (explained by the scores obtained on the criminal tendencies sub-dimension). Moreover, participants scoring lower in ability EI were more likely to score higher on the callous affect sub-dimension of psychopathy. We also observed an indirect negative effect of ability EI on erratic lifestyle, criminal tendencies and interpersonal manipulation sub-dimensions through the mediating role of callous affect.ConclusionsThese findings offer a better understanding of the relationship between psychopathy traits and ability emotional intelligence and provide empirical support for the need to implement intervention programs in penitentiary centers based on EI training, which could help to reduce antisocial and disruptive behaviours and facilitate future reintegration into society.DisclosureNo significant relationships.

Sex differences in emotional and meta-emotional intelligence in pre-adolescents and adolescents

The study focuses on sex differences in emotional and meta-emotional intelligence in a sample of 355 pre-adolescents and 164 adolescents. Emotional and meta-emotional intelligence were measured using the multi-trait multi-method IE-ACCME test, allowing to define individuals' profiles of ability EI, emotional self-concept, meta-emotional knowledge, meta-emotional ability in self-evaluation and meta-emotional beliefs. Meta-emotional dimensions refer to the awareness of individuals about their emotional abilities and to their beliefs about the functioning of emotions in everyday life. Results demonstrated that girls scored better than boys in ability-EI, in particular in adolescents' group, whereas boys reported higher score than girls in emotional self-concept in both groups of age. Result about meta-emotional knowledge and meta-emotional ability in self-evaluation revealed that boys systematically overestimate their emotional abilities whereas girls, particularly in the adolescent group, tend to underestimate them. Finally, in both age groups, girls scored higher than males in metaemotional beliefs.The adoption of the meta-emotional intelligence framework may help to explain the discordances about sex differences found in previous studies using self-report vs. performance measures of EI. Moreover, it may contribute to shed light on the nature-nurture debate and on the role of meta-emotional variables for explaining sex differences in EI.

Trait emotional intelligence can predict the health behaviour of employees

Emotional Intelligence can be measured either as an ability, based on maximum performance tests or as a trait, based on self-perception tests. A lot of academic, professional and behavioural attributes have been studied in relation to EI and research has shown that trait EI is better correlated with health outcomes than ability EI. Health behaviour is an understudied subject that has been shown to be linked with EI. The present study evaluated the correlation of EI, measured both by an ability and a trait measure among one hundred nineteen employees of the Indian pharmaceutical industry with health behaviour, as measured by Vickers health behavioural checklist, and to assess the role of age in association with these parameters. Trait EI, as measured by Schutte self-report test, was found to be better correlated with health behaviour than ability EI, as measured by an Indian scale by Chadha and Singh. Further, trait EI was found to be predictive of health behaviour. Age was positively correlated with both ability and trait EI, but not with health behaviour. The potential implication of the results for the organization and the future direction of research in this field has been discussed in the Indian scenario.

Sleep quality and duration are associated with greater trait emotional intelligence

ObjectivesPrior work suggests that short sleep and total sleep deprivation are associated with reduced trait Emotional Intelligence (trait EI) but not reduced ability Emotional Intelligence (ability EI). To expand this knowledge base, we investigated the role of habitual sleep quality on trait and ability EI above and beyond the known effects of recent sleep duration. MethodsA large sample, comprising 477 healthy adults completed the Pittsburgh Sleep Quality Index (PSQI), Trait Emotional Intelligence Questionnaire (TEIQue; trait EI), and Mayer-Salovey-Caruso Emotional Intelligence Scale (MSCEIT; ability EI). ResultsBivariate correlation and multiple linear regression showed that recent sleep duration and PSQI sleep quality each independently predicted higher trait EI scores, including Emotionality, Self-Control, Sociability, and Well-being, but were unrelated to ability EI scores. ConclusionsIn this large community sample, recent sleep duration and habitual sleep quality both independently associated with self-perceived dispositional aspects of EI (ie, trait EI). In contrast, recent sleep duration and PSQI score were unrelated to more crystalized aspects of EI performance, which encompass the general fund of emotional information and the ability to understand and reason about emotional concepts (ie, ability EI). In sum, self-reported longer sleep duration and better sleep quality were associated with subjective perceptions of better emotional functioning, but was unrelated to performance-based metrics of emotional reasoning.

Cognitive intelligence, emotional intelligence and personality types as predictors of job performance: Exploring a model for personnel selection

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.

Bipolar or Independent? Relations Between Positive and Negative Affect Vary by Emotional Intelligence

Individuals who are intelligent concerning their emotions should experience them differently. In particular, being conversant with the valence dimension that is key to emotions should reasonably result in emotional experiences that are more bipolar with respect to this dimension. Pursuant of these ideas, three studies (total N = 335) assessed emotional intelligence in ability-related terms (ability EI). The same participants also reported on their recent experiences of positive affect (PA) and negative affect (NA) at work (studies 1 and 2) and/or their day-to-day emotional experiences within a daily diary protocol (study 3). Within each of these studies, ability EI moderated the relationship between experiences of PA and NA, such that the PA-NA relationship was more bipolar at higher levels of EI. These findings are discussed with respect to their implications for debates about bipolarity as well as for their value in highlighting ways in which the ability EI dimension operates.

A conceptual replication of emotional intelligence as a second-stratum factor of intelligence.

MacCann, Joseph, Newman, and Roberts (2014) explored various unidimensional, oblique, hierarchical and bifactor models to suggest that ability EI can represent a distinct set of cognitive abilities that can be placed within existing intelligence frameworks. The current study presents a conceptual replication of these analyses from data collected using alternative (nonproprietary) measures. Using a data set of 830 individuals, the current study provides further evidence to suggest ability EI best represents a hierarchical construct formed of emotion perception, understanding and management factors, structured as a second stratum factor within broader models of cognitive ability. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Implicit Theories of Emotional Intelligence, Ability and Trait-Emotional Intelligence and Academic Achievement

This study examines the effect of the implicit theories of emotional intelligence and of emotional intelligence (EI; ability and trait EI) on students’ academic achievement (GPA). Five hundred twenty-three 10th graders (Mage = 15.5; SD = 0.67) completed measures of implicit theories (IT) and EI (performance and self-report). The results confirmed the direct effect of EI (ability and trait EI) on students’ GPA. Moreover, implicit theories of EI affected students’ trait EI and only indirectly affected students’ achievement. Multigroup analyses indicated that the IT and EI effects on students’ GPA were similar across students’ gender and socio-professional status. These findings underline the relevance of students’ implicit theories and EI and suggest their usefulness as strategies to foster academic success.

Effects of Measures of Emotional Intelligence on the Relationship between Emotional Intelligence and Transformational Leadership

The major purpose of the present study was to investigate the relationships between two measures of emotional intelligence: performance-based ability test, self-reported measure of ability emotional intelligence, and transformational leadership. Base on a sample of 177 middle-level and low-level leaders, in 16 organizations, the study tries to explain the role of emotional intelligence in the variance of transformational leadership style, after controlling for cognitive ability and five factors of personality. Vocabulary Emotion Test (VET-3), representing performance-based ability test of emotional intelligence, and Emotional Skills and Competence Questionnaire (ESCQ-45), representing self-report measure of emotional intelligence, TN-10 test of fluid intelligence and BFI - inventory of personality traits were administered to all supervisors in identifying their emotional intelligence, cognitive ability and personality traits. To evaluate the transformational leadership style, the short version of a Multifactor Leadership Questionnaire (MLQ X5) was used for 177 selfratings. The results show that VET-3 as the measure of ability EI has no relationship with transformational style. The results obtained in hierarchical regression analysis of self-ratings transformational leadership show that the personality traits were significant predictors but that selfreport measure of EI incrementally explained 5% of the variance of transformational leadership.

Putting 'Emotional Intelligences' in Their Place: Introducing the Integrated Model of Affect-Related Individual Differences.

Numerous individual differences, models, and measures have been associated with the ‘emotional intelligence’ (EI) label. This paper discusses one of the most pervasive problems regarding EI-related individual differences, namely, the lack of a meaningful theoretical framework. First, drawing upon existing theoretical frameworks, we argue that EI-related characteristics can be considered constituents of existing models of cognitive ability (ability EI), personality (trait EI), and emotion regulation (EI competencies). Second, having differentiated between these perspectives (ability, personality, and emotion regulation), we draw upon existing theory and research to build the Integrated Model of Affect-related Individual Differences (IMAID), which provides an initial mechanistic representation that explains how the different EI-related constructs are likely to interrelate and coalesce to influence affective outcomes. In essence, the IMAID is an integrated mediation model in which emotion regulation mediates the effects of ability EI and affect-related personality traits upon outcomes. Viewing EI-related constructs as interrelated extensions of well-established individual difference frameworks clarifies some pervasive misconceptions regarding EI-related characteristics and provides scholars and practitioners with a clear and useful theoretical framework ripe for exploration. We conclude by using the IMAID to suggest a theoretically driven agenda for future research.

Sense and sensibility: The role of cognitive and emotional intelligence in negotiation

This study tested whether EI (conceptualized as a performance-based ability) predicted economic and relational outcomes in an employee-recruiter negotiation above general mental ability (GMA) and whether a novel measure of emotion recognition ability (ERA; a central component of EI) predicted these outcomes better than an established broad ability EI test. Results showed that GMA was unrelated to negotiation outcomes. Higher scores on the ERA test and the emotional understanding subtest of the broad EI measure were associated with higher dyadic gains and higher individual gains for participants’ counterparts. Negotiators with high ERA were also perceived as more cooperative and likable and showed higher self-ratings of cooperativeness. Overall, the ERA test predicted outcomes more consistently than the broad ability EI test.

In Search of Effective Student Selection Indices in Higher-Education: Going Beyond Scholastic Achievement

Academic studies are a demanding challenge, and individuals cope with it with varying levels of success. Despite the evidence of high levels of stress among college students in Israel, the US as well as a few EU countries, and in many cases alarming rates of dropout, universities and colleges rely on high school GPA and at times, a general mental ability test (e.g.: SAT, psychometric exams) to assess candidates’ suitability to their program of study. Such approach, however, ignores personal and interpersonal factors that may facilitate or hinder individuals’ development as both scholars and budding professionals, especially in care-related programs (e.g.: psychology, education, social work, etc.). The recently introduced concept of emotional intelligence holds promise as a framework for our understanding of individuals’ non-cognitive potentials for adaptation and effective performance. This preliminary study examines cognitive ability alongside emotional intelligence as two effective selection criteria for higher education. A sample of 126 College students located in Israel reported their high-school, psychometric exam and College GPA grades and filled out two measures of emotional intelligence: a self-report and an ability test format. The results showed the psychometric exam and the ability EI measures associated significantly with College GPA, while high-school and self-report EI grades did not. The results are briefly discussed to draw preliminary conclusions and elicit future research in this venue.