Ability Emotional Intelligence Research Articles

Разработка и психометрическая проверка теста оценки эмоционального интеллекта для подростков (ТЭИ-П)

<p>This paper describes the procedure of developing and standardizing the Russian-language online emotional intelligence (EI) test for adolescents aged 10-17 years (EIT-A) in two versions: for younger and older adolescents. The test was developed on the basis of the EI ability model by J. Mayer, P. Salovey, and D. Caruso. Psychometric testing of the test was carried out on 1491 adolescents, students of schools in Moscow and other cities of Russia: 735 respondents aged between 10 and 13 years old (341 boys, 394 girls), mean age - 12.2 years, and 756 respondents aged between 14 and 17 years old (271 boys, 485 girls), mean age - 15.6 years. The analysis showed high reliability of the EIT-A method. The confirmatory factor analysis results indicate the methodology's high structural validity. Its reliability-consistency (Cronbach's Alpha) for the version for the 10-13-year-olds was 0.93, and for the version for the 14-17-year-olds — 0.91. The theoretical validity of the EIT-A method was confirmed: it measures the same construct as the Mayer-Salovey-Caruso Emotional Intelligence Test-Youth Research Version (MSCEIT-YRV), adapted to the Russian-language sample - a test by J. Mayer, P. Salovey, and D. Caruso to assess the EI of adolescents, which has a strong psychometric history. The data obtained provide a basis for using the Russian EIT-A test for research and applied purposes as a reliable methodological tool.</p>

Trait emotional intelligence and ecological outcomes: the role of connectedness to nature

BackgroundGlobal climate change is recognized as a major and irreversible challenge for humanity, requiring people’s responsible and sustainable behaviors toward the environment. So far, the literature has widely investigated the role of cognitive determinants of ecological outcomes (e.g., pro-environmental behaviors and climate change perception), while less attention has been devoted to emotional processes, such as trait emotional intelligence (TEI). The current double study investigates whether TEI is directly and indirectly associated with climate change perception (CCP, Study 1) and pro-environmental behaviors (PEBs, Study 2) among young adults. Furthermore, the mediating role of connectedness to nature (CN), both as cognitive and emotional factors, was also analyzed. We hypothesized that CN (i.e., cognitive mediator) would positively mediate the relationship between TEI and CCP (H1), and Love and Care for Nature (LCN, i.e., emotional mediator) would positively mediate the relationship between TEI and PEBs (H2).MethodsThe study involved 342 young adults (F = 60.7%; age 19–40; Mage=22.99; SD = 2.66) in Study 1 and 365 young adults (F = 71.2%; age 17–35; Mage=22.2; SD = 3.98) in Study 2. Data were collected through an online tool shared by the snowball method. We administered the following self-reports: Trait Emotional Intelligence Questionnaire- Short Form (TEIQue- SF), Global Climate Change (GCC), and Connectedness to Nature Scale (CNS) (Study 1); Trait Emotional Intelligence Questionnaire- Short Form (TEIQue-SF), General Environmental Behaviors Scale (GEB), and Love and Care for Nature (LCN) (Study 2).ResultsFindings from Study 1 showed that higher TEI levels enhance CN (i.e., cognitive mediator), positively influencing CCP (estimate = 0.14; 95% CI = 0.07 to 0.23). Findings from Study 2 showed that higher TEI levels are associated with higher LCN levels (i.e., emotional mediator), influencing people’s engagement in PEBs (estimate = 0.7; 95% CI = 0.03 to 0.11).ConclusionIt is crucial to design environmental education programs that promote greater emotional intelligence ability and encourage individuals’ involvement in ecological outcomes.

The development of ability emotional intelligence during adolescence

This study aimed to examine the development of ability emotional intelligence (EI) in the adolescent population with a Spanish performance-based instrument of EI: Botín Foundation's Emotional Intelligence Test for Adolescents (TIEFBA), which assesses the respondent's ability to solve emotional problems for each of the four emotional skills of the Mayer and Salovey EI model. With a large cross-sectional sample of Spanish adolescents (N = 5377; girls, 50.9 %) aged from 10 to 17 years (M = 13.57), the authors examined the progression of ability EI across the adolescent period, as well as the effects of gender. The results revealed that girls scored higher than boys on both the total EI and its four branches. Moreover, total EI increased throughout adolescence, but only in girls. Regarding EI branches, while using and understanding emotions increased with age in both girls and boys, managing emotions increased only in girls and perceiving emotions decreased in boys. These findings represent a significant advance that helps us define the evolution of emotional skills in adolescence, providing empirical support for using this performance measure of ability EI.

Emotional Intelligence and Success in Initial Vocational Education and Training: A Study Among Healthcare Assistants and Social Care Workers

Context: Research on emotional intelligence (EI) shows this concept's decades-long positive influence on well-being, self-efficacy, employability, and academic and professional achievement. Indeed, several studies have demonstrated that students with high EI have better grades and quality of life, as well as are more employable than students with low EI. By considering the two conceptualizations of EI as either an ability or personality trait, the present study investigates EI's influence on training achievement in initial vocational education and training (IVET). We posited that the two types of EI positively influence training achievement in a complementary way: Ability EI relates to achievement in theoretical training, while trait EI relates to achievement in practical training. Furthermore, these links are mediated by apprentices' engagement at school and in learning.  Method: To test our hypotheses, 92 dual IVET health and social care apprentices in their last year of vocational school completed an online survey composed of validated scales measuring EI as an ability, EI as a personality trait, personality traits, and school engagement. The apprentices' grades were also obtained with their permission.  Results: The findings confirmed our hypotheses and reflected EI's positive influence on training achievement. We observed that participants with high EI (as an ability and personality trait) obtained better grades than participants with lower EI. Moreover, our results showed that ability EI has a direct influence on achievement in theoretical health and social care training, while the link between trait EI and practical training is indirect and mediated by engagement in learning.  Conclusion: The present study confirms EI's positive influence on school achievement in the VET context and further corroborates the important role that EI can play in dual IVET apprentices' achievement, particularly in the health and social sectors. This original study contributes to research on the VET system by placing EI among the skills necessary to ensure professional success. 

Does being emotionally intelligent and empathic predict deception detection accuracy?

ABSTRACT Research into individual differences in deception detection and judgment brought into question the existence of a good liar-catcher. The current study aimed to investigate the role of trait empathy and emotional intelligence (EI) ability in detecting unemotional lies. One hundred and fifty volunteers were given the Interpersonal Reactivity Index and the Mayer-Salovey-Caruso Emotional Intelligence Test, then they watched a sequence of 14 interviews concerning truthful vs. deceptive holidays. For each videotaped interview, detection accuracy, detection confidence, and detection criteria were assessed. Results confirmed the chance-like ability to detect deception. The empathic trait of perspective-taking and the EI ability to perceive emotions predicted detection accuracy, albeit with a modest effect. Receivers’ judgment accuracy was principally determined by the sender to be evaluated, confirming that detection accuracy is mainly explained by the sender, rather than the receiver's characteristics. Confidence appeared unrelated to detection accuracy.

Dissociable neural correlates of trait and ability emotional intelligence: a resting-state fMRI study.

Emotional intelligence (EI) is one's ability to monitor one's own and other's emotions and the use of emotional information to enhance thought and action. Previous behavioral studies have shown that EI is separable into trait EI and ability EI, which are known to have distinct characteristics at the behavioral level. A relevant and unanswered question is whether both forms of EI have a dissociable neural basis. Previous studies have individually explored the neural underpinnings of trait EI and ability EI, but there has been no direct comparison of the neural mechanisms underlying these two types of emotional intelligence. The present study addresses this question by using resting-state fMRI to examine the correlational pattern between the regional amplitude of low-frequency fluctuations (ALFF) of the brain and individuals' trait EI and ability EI scores. We found that trait EI scores were positively correlated with the ALFF in the bilateral superior temporal gyrus, and negatively correlated with the ALFF in the ventral medial prefrontal cortex. In contrast, ability EI scores were positively correlated with the ALFF in the insula. Taken together, these results provide preliminary evidence of dissociable neural substrates between trait EI and ability EI.

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

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

COGNITIVE COMPETENCY EARLY CHILDREN MEMORIZING THE QUR'AN OBTAINED FROM THE TAHFIDZ AL-QUR'AN LEARNING PROCESS

This research aims to explain the cognitive competencies that are formed in the process of learning tahfidz al-Qur'an. This research will be conducted using a qualitative research approach. Researchers will collect data using observation, interviews and documentation methods. Observations were carried out to obtain data about the process of learning tahfidz Al-Qur'an as well as various interactions that occurred inside and outside the classroom. Through observation, information will be obtained about the approaches, models, methods and learning techniques used so that data can be obtained about the competencies developed in learning tahfidz al-Qur'an. Furthermore, to obtain an in-depth understanding of the data obtained, researchers will use interviews with both students and institutional management. The research locus was ABA 2 Ngawi Kindergarten with 4 informants determined using purposive sampling techniques. The results of the research show that (1) The cognitive competence of early childhood is learning to solve problems, learning logically and thinking symbolically, (2) The cognitive competence of children after memorizing the Al-Qur'an is: memory improves well, children's concentration develops optimally, Coordination ability children develop well, text analysis skills develop well, multitasking abilities increase, emotional intelligence abilities increase, and fighting power and discipline increase, (3) Early Childhood tahfidz Qur'an learning methods applied at ABA 2 Ngawi Kindergarten are: With intensive guidance, providing motivation, and familiarization before every class study

How many emotional intelligence abilities are there? An examination of four measures of emotional intelligence

The ability model of emotional intelligence (EI) specifies that four related abilities are involved: perceiving emotions, facilitating thought using emotions, understanding emotions, and managing them. Several performance-based assessments have been developed to measure those four abilities. Although some researchers find empirical support for the four abilities, others have argued that emotional intelligence divides into three abilities, two or even a single, unitary ability (Legree et al., 2014; Palmer, Gignac, Manocha, & Stough, 2005). We reanalyzed archival data from four ability tests of emotional intelligence, Ns = 503, 5000, 1000, and 2000, conducting item-level exploratory factor models of all four assessments for the first time. Based on those analyses, we suggest possible revisions of the 4-factor model to guide future research and assessment.

Transformational leadership competency: a cross-sectional study of medical university graduates in China

Purpose To explore the transformational leadership competency of graduates from one medical university in China and its influencing variables. Method From 2020 to 2021, 851 medical graduates from seven hospitals affiliated with the Capital Medical University participated in this survey. The authors conducted a cross-sectional study to assess transformational leadership competency, particularly from three aspects, including values, Emotional Intelligence (EI) abilities, and behaviors using the socially responsible leadership scale (SRLS), emotionally intelligent leadership, and student leadership practices inventory (EILI and SLPI). Results The SRLS scores were medium except for ‘controversy with civility’. The EILI scores were medium. The SLPI scores were high except for ‘enable others to act’ and ‘encourage the heart’. The influencing variables of SRLS, EILI, and SLPI were serving as student cadres, serving longer than two semesters (p = 0.01, 0.02 in EILI and SLPI), joining student organizations, participating in social practice, voluntary service (p = 0.001 in SLPI), in training classes for student cadres (p = 0.02, 0.01, 0.02 in SRLS, EILI, and SLPI), and attending lectures on leadership (except for indicated, p < 0.001). Regression analysis showed that attending lectures on leadership was associated with high SRLS, EILI, and SLPI scores (p = 0.04, SRLS; p < 0.001, others), and SRLS and EILI scores could affect SLPI score (F = 2674.44, p < 0.001, R 2 = 0.86). Conclusions Medical graduates’ transformational leadership competency at the Capital Medical University was medium measured from values, EI abilities, and behaviors. Group analysis indicated that knowledge learning, organizational involvement, and social/community involvement were associated with leadership capacity building, meanwhile, leaders’ values and EI abilities would affect their behaviors, suggesting medical graduates should undertake leadership training from both knowledge learning and practicing.

Changes in mental ability of people with visual disabilities amid the COVID-19 pandemic

Emotional intelligence, as a mental ability, consists of attention, clarity, and repair abilities, contributing to emotion management. Emotional intelligence is subject to changes induced by external environmental factors. However, little is known about changes in emotional intelligence among people with visual disabilities. This study aims to advance knowledge of the degree to which people with visual disabilities change emotional intelligence between “before” and “amid” the COVID-19 pandemic. A total of 81 participants with visual disabilities completed a Trait Meta-Mood Scale to assess emotional intelligence in Fall 2019 ( n = 20), Summer 2020 ( n = 31), and Fall 2020 ( n = 30). While the attention and clarity abilities did not significantly change in Summer 2020, the repair ability significantly increased in Summer 2020. However, all three abilities significantly decreased in Fall 2020. People with visual disabilities were able to manage their negative emotions just a few months after the pandemic was declared. Yet, 1 year after the pandemic was declared, their emotional intelligence was significantly weakened. As a long-term effect, emotional challenges caused by the COVID-19 pandemic might have become strong enough to lead to decreased emotional intelligence abilities.

Implicit theories of women preschool pre-service teachers and emotional intelligence.

Pre-service teachers should be prepared to face the emotionally demanding situations associated with the profession. The previous literature suggests that two variables are important for managing teaching demands: emotional intelligence (EI) or the ability to perceive, facilitate, understand, and manage emotions and implicit theories (ITs). ITs refer to the beliefs about the malleability of various life domains. Individuals can be divided into incremental theorists (believing that attributes are malleable) and entity theorists (attributes are fixed). This study aimed to evaluate the influence of ITs of intelligence and EI on self-report and ability EI in a sample of female preschool pre-service teachers. In total, 224 participants (M = 21.27, SD = 4.72) were assessed on ability EI (performance and self-report instruments), ITs of intelligence, ITs of EI, age, and parental education. In our sample, incremental EI-but not intelligence-theories predicted higher scores on self-report and ability EI. In particular, being an incremental theorist of EI predicted 11 and 20% of the variance of the global EI and the managing branch of the ability EI, respectively. Our findings suggest the importance of ITs of EI for pre-service teachers' emotional intelligence and open the door to implementing ITs of EI training in this population. These theoretical and practical implications are discussed.

Impulsivity and sensitivity to reward as mediating factors of the negative relationship between emotional intelligence and health-related risk-taking: evidence from a sample of university students

BackgroundBetter abilities in emotional intelligence (EI) have been linked to a decreased tendency to engage in health-related risk behaviour. However, the processes underlying this relationship are still unclear. The aim of this research was to examine the role of impulsivity and sensitivity to reward as mediating factors in the relationship between EI and health risk-taking.MethodsTwo hundred and fifty participants (Mage = 23.60, age range = 18–59; SD = 6.67; 71.60% women) were assessed on ability EI levels, risk-taking in health contexts, impulsivity, and sensitivity to reward. Unlike previous studies in the literature, we employed a performance-based ability measure to assess EI (Mayer-Salovey-Caruso Emotional Intelligence Test, MSCEIT).ResultsThe results confirmed the negative relationship between EI and health risk-taking and revealed the existence of a significant negative indirect effect of EI on health-risk taking through various dimensions of impulsivity and sensitivity to reward. EI abilities —particularly the ability to manage emotions— were associated with lower levels of impulsivity under positive and negative emotional states, a better management of the tendency towards sensation seeking, and a decreased emotional reactivity to rewards.ConclusionsThe present research provides a better understanding of the processes underlying the negative relationship between EI and health risk-taking. Our findings suggest that having higher levels of EI abilities would allow for a more objective evaluation of risk scenarios and a more appropriate and safer decision making through its influence on the levels of impulsivity and emotional reactivity to rewards. Practical implications, limitations, and future lines of research are discussed.

Does Emotional Intelligence Make You an Effective Teacher? A Study of Higher Education Institutions

The study aims to analyze the impact of Emotional Intelligence (EI) on Teacher Effectiveness (TE). 300 teachers from Management and Engineering Department of Higher Education Institutions participated in this study. The data were analyzed through SMART PLS version 4. Findings revealed that there is a significant relationship between Emotional Intelligence and Teacher Effectiveness. The research offers new insights and suggestions for higher education institutions regarding the significance of hiring new instructors who possess strong emotional intelligence (EI) abilities and conducting training programs to enhance the EI skills of existing educators. The study has implications for teachers and those involved in policy decisions in higher education.

40 Sex Differences in Emotional Intelligence Ability and Risk-Taking Behavior

Objective:People differ in their propensity to engage in risky behaviors. Numerous factors such as cognition and personality have been utilized in predicting risk-taking, but little is known about the influence of stable emotional competencies, such as Emotional Intelligence (EI), in risk-taking. EI is defined as the ability and capacity to understand, perceive, and manage one's own, as well as others', emotions. However there has been little published research on the effect of ability emotional intelligence in engaging in risk- taking behavior. We hypothesized that those with higher emotional intelligence ability scores would demonstrate higher and more optimal risk-taking propensity. Furthermore, as prior research has demonstrated that males engage in more risk-taking behaviors, we accounted for sex differences within our analysis.Participants and Methods:One-hundred and twelve healthy adults completed this study, including 56 females (Mage=21.7, SD=5.8) and 56 males (Mage=21.5, SD=3.2). The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) was used to assess total EI ability while the Balloon Analog Risk Task (BART) was used to assess risk-taking propensity. We specifically analyzed adjusted number of pumps on unexploded balloons throughout the BART to account for the increased risk. We conducted Pearson correlations and a multiple regression to assess the if ability emotional intelligence and gender significantly predicted risk-taking propensity.Results:There was a significant correlation between total emotional intelligence ability score and adjusted number of pumps on the BART for females, r(55)=.362, p = .006, but not for males r(55)=.053, p=.701, suggesting that females who score higher in emotional intelligence ability also had a higher risk-taking propensity. Due to these findings, we conducted a multiple regression to assess if ability emotional intelligence and gender significantly predict risk-taking propensity on the BART. The results of the regression indicated the two predictors explained 9.0% of the variance (R2 =.09, F(2,108)=5.32, p&lt;.01). However, it was found that ability emotional intelligence significantly predicted risk-taking propensity (β = .23, p&lt;.05), but not sex (β = -.17, p=.06). There was no sex x EI interaction.Conclusions:Higher ability emotional intelligence was significantly related to greater risk-taking propensity, but this was only observed for females. However, the lack of significance of sex in significantly predicting risk-taking may just be due to lower statistical power in the study. Importantly, the adjusted number of pumps for the participants in this sample was generally far below the mid-point for popping balloons, suggesting that the higher scores observed here represent more optimal decision performance rather than just greater risk. Thus, greater EI may reflect greater capacity to learn from reward and punishment feedback and apply that learning to optimize performance. Future research should look at the effect of emotional intelligence training in improving optimal risk-taking, particularly for populations known for engaging in risky behaviors such as those with mTBI.

Embracing the Emotion in Emotional Intelligence Measurement: Insights from Emotion Theory and Research.

Emotional intelligence (EI) has gained significant popularity as a scientific construct over the past three decades, yet its conceptualization and measurement still face limitations. Applied EI research often overlooks its components, treating it as a global characteristic, and there are few widely used performance-based tests for assessing ability EI. The present paper proposes avenues for advancing ability EI measurement by connecting the main EI components to models and theories from the emotion science literature and related fields. For emotion understanding and emotion recognition, we discuss the implications of basic emotion theory, dimensional models, and appraisal models of emotion for creating stimuli, scenarios, and response options. For the regulation and management of one's own and others' emotions, we discuss how the process model of emotion regulation and its extensions to interpersonal processes can inform the creation of situational judgment items. In addition, we emphasize the importance of incorporating context, cross-cultural variability, and attentional and motivational factors into future models and measures of ability EI. We hope this article will foster exchange among scholars in the fields of ability EI, basic emotion science, social cognition, and emotion regulation, leading to an enhanced understanding of the individual differences in successful emotional functioning and communication.

The Effects of Emotional Intelligence, Job Environment and Physical Fatigue on Job Commitment of Beauty Workers

The purpose of this study is to investigate the effect of emotional intelligence, job environment and physical fatigue on job commitment of beauty workers. The study could be meaningful in that it tried to identify a influence on psychological, physical, and environmental factors of beauty workers overall. Accordingly, 178 beauty workers working in the fields of hair, skin, nail and makeup were targeted and the following data analysis was conducted. First, correlations among major variables were investigated. Second, the effects of major variables on job commitment were investigated through regression analysis. As a result of this study, first, a significant positive correlation was confirmed except physical fatigue. Second, it was found that the sub-factor of emotional intelligence had power of explanation about 41% and the sub-factor of the job environment had power of explanation about 49%. Third, the explanation ability of emotional intelligence and job environment is shown about 46%. In addition, the relative influence on job commitment was found in the order of emotional intelligence and job environment, whereas physical fatigue did not show any significant effect. This can be interpreted that emotional intelligence could help beauty workers to manage their physical fatigue relatively well and focus on their work. Overall, it has been verified that the emotional intelligence and job environment of beauty workers are important factors for job commitment. In order to improve job commitment, various role training, mentoring programs are required. Also specific task and standardization of the work are required according to the position.

State Emotional Clarity Is an Indicator of Fluid Emotional Intelligence Ability.

Emotional clarity is one facet of emotional intelligence that refers to one's meta-understanding of and ability to identify and describe feelings. The existing research has largely focused on trait emotional clarity and its benefits for greater psychological well-being, more successful emotion regulation/coping, and diminished psychopathology. Researchers have begun to examine state or momentary emotional clarity in daily life. In this paper, we situate emotional clarity within the larger literature on emotional intelligence abilities. Then, we argue that state clarity relies on the ability to incorporate information from the dynamic contexts that emotions unfold in and should more closely reflect one's emotional intelligence ability relative to traditional trait measures. In addition, we review and make recommendations for measuring state emotional clarity in daily life and propose future research directions, focusing on how state emotional clarity could inform the study of emotion regulation, decision making, and goal pursuit in daily life.

Higher degree of impostor characteristics relates to lower self-perceived teaching ability and emotional intelligence.

Emotional intelligence (EI) has been previously associated with teaching ability and impostor phenomenon (IP) in medical education; however, studies have demonstrated mixed findings and have largely focused on trainees only. Therefore, we sought to explore the potential association between the degree of IP characteristics, EI and teaching ability in obstetrics and gynaecology (Ob/Gyn) faculty physicians. A cross-sectional, survey-based pilot study was completed at a single academic institution. Ob/Gyn attending (faculty) physicians were queried using surveys related to IP, EI and teaching ability. Resident (trainee) physicians also completed anonymous evaluations of faculty teaching ability. The degree of IP characteristics correlated negatively with self-perceived teaching ability, with no significant differences in resident assessment of faculty teaching. IP also correlated negatively with EI. Although there were no statistically significant differences in resident assessment of teaching ability based on EI, both EI and IP demonstrated inverse relationships to faculty assessment of teaching ability compared with resident assessment. IP appears to relate to lower perceived teaching ability in Ob/Gyn faculty that does not correspond to resident evaluation of teaching performance. The demonstrated negative correlation between the degree of impostor characteristics and EI suggests that EI could potentially play a protective role in the development of IP and burnout, as well as influence teaching. This relationship may have implications for faculty willingness to continue in academic medicine.

Development and validation of an online emotional intelligence training program.

Emotional intelligence (EI) is associated with a range of positive health, wellbeing, and behavioral outcomes. The present article describes the development and validation of an online training program for increasing EI abilities in adults. The training program was based on theoretical models of emotional functioning and empirical literature on successful approaches for training socioemotional skills and resilience. After an initial design, programming, and refinement process, the completed online program was tested for efficacy in a sample of 326 participants (72% female) from the general population. Participants were randomly assigned to complete either the EI training program (n = 168) or a matched placebo control training program (n = 158). Each program involved 10-12 hours of engaging online content and was completed during either a 1-week (n = 175) or 3-week (n = 151) period. Participants who completed the EI training program showed increased scores from pre- to post-training on standard self-report (i.e., trait) measures of EI (relative to placebo), indicating self-perceived improvements in recognizing emotions, understanding emotions, and managing the emotions of others. Moreover, those in the EI training also showed increased scores in standard performance-based (i.e., ability) EI measures, demonstrating an increased ability to strategically use and manage emotions relative to placebo. Improvements to performance measures also remained significantly higher than baseline when measured six months after completing the training. The training was also well-received and described as helpful and engaging. Following a rigorous iterative development process, we created a comprehensive and empirically based online training program that is well-received and engaging. The program reliably improves both trait and ability EI outcomes and gains are sustained up to six months post-training. This program could provide an easy and scalable method for building emotional intelligence in a variety of settings.