Ability Emotional Intelligence Research Articles

Cognitive Insights from Emotional Intelligence: A Systematic Review of EI Models in Educational Achievement

Objectives: This study aims to investigate the relationship between Emotional Intelligence (EI) and academic achievement within educational settings. It seeks to determine how different EI models—specifically, Ability EI and Trait EI—impact students' academic performance, behavior, engagement, and motivation. The goal is to provide insights that can guide the integration of EI into educational practices to foster a more supportive and effective learning environment. Methods/Analysis: The study is based on a systematic review of sixty-four (64) peer-reviewed studies published between 2016 and 2023. These studies include randomized controlled trials (RCTs), longitudinal studies, and meta-analyses. The selected studies were analyzed to explore the effects of EI on various academic outcomes, including performance, behavioral engagement, and motivation. Findings: The analysis reveals that both Ability EI and Trait EI are positively associated with academic success. These models of EI appear to contribute significantly to the development of key skills such as emotional control, empathy, and problem-solving, which in turn support effective classroom management and academic achievement. The findings suggest that incorporating EI into educational curricula can lead to improved communication, better problem-solving abilities, and enhanced relationships between students and faculty. These improvements can create a more conducive learning environment and enhance overall academic outcomes. Novelty/Improvement: This study adds to the existing literature by offering a comprehensive review of recent studies that examine the role of EI in academic settings. It highlights the importance of implementing EI-focused interventions and curricula in schools, emphasizing the practical implications for educators and policymakers. Doi: 10.28991/ESJ-2024-SIED1-016 Full Text: PDF

Emotional intelligence and the dark triad: a latent profile analysis to investigate the Jekyll and Hyde of the emotionally intelligent manager.

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.

Exploring the Impact of Emotional Intelligence Abilities on Inspirational Leadership Dimensions in Organizational Settings

Exploring the Impact of Emotional Intelligence Abilities on Inspirational Leadership Dimensions in Organizational Settings

Exploration of the Mechanism for Systematic Emotional Intelligence (EI) Development in Contemporary College Students

As society increasingly values the overall quality of college students, Emotional Intelligence (EI) education has gained significant attention. EI plays a crucial role in individual mental health, social adaptation, and workplace competitiveness. Particularly in the developmental process of college students, the cultivation of EI significantly impacts their psychological resilience, interpersonal communication skills, and career development. This paper analyzes the evolution of EI theory and its application in college student education, explores the current state and challenges of EI development in university students, and proposes a systematic mechanism for EI cultivation. The mechanism aims to enhance students' EI levels comprehensively through innovative approaches such as curriculum integration, situational simulations, interdisciplinary collaboration, and personalized development. The research indicates that establishing a multidimensional framework for EI development and a well-rounded practical system will help improve college students' EI abilities, foster their physical and mental growth, and lay a solid foundation for their future careers.

The Connection Between Dark Traits and Emotional Intelligence: A Multistudy Person-Centered Approach.

Several studies have analyzed the relationship between Emotional Intelligence (EI) and dark personality, but the results are inconclusive. One study tested correlations between traits that may underlie a person-centered profile of "dark EI." Our study aimed to replicate and extend that research, identifying profiles in Spaniards and examining the differences between the profiles based on different variables of interest. Two studies were designed, the first one (N = 1241) focused on trait EI and the Dark Triad, and the second one expanding the previous (N = 392) focusing on ability EI and the Dark Tetrad. Three profiles were obtained in both studies: nondark and non-EI profile, dark profile, and average narcissistic and high EI profile. The latter showed the highest self-esteem, strengths, well-being, and civic engagement, and the lowest psychological difficulties and personal distress. Our results reinforced the findings of the study we replicated, not supporting the presence of dark EI, but also not supporting the presence of high EI with very low levels of dark traits. These results have implications when designing preventive actions to improve emotional education.

The relationship between emotional intelligence and readiness for organizational change among nurses.

Organizational change is a complex process that often faces high failure rates due to challenges in managing transition issues. The role of emotional intelligence in fostering readiness for organizational change among nurses remains understudied, especially in the context of Jordan. The study aimed to investigate the relationship between emotional intelligence and readiness for organizational change among Jordanian nurses working in governmental hospitals. A descriptive cross sectional correlational design was used. A convenient sampling method was used to enroll Jordanian nurses from different governmental hospitals, with a resulting final sample of 250 nurses. Self-reported questionnaires were used to collect data. Data analysis was run using descriptive and inferential analysis. The findings revealed that the participants had moderate levels of emotional intelligence with a mean score of (M = 87.96, SD = 26.59). The participants demonstrated strengths in understanding their own emotions, perceiving others' emotions, and setting goals. They also showed good control of their emotions and a positive self-perception. Regarding readiness for organizational change, the mean score was (M = 39.58, SD = 11.16), suggesting a moderate level of readiness. The participants exhibited commitment, motivation, and confidence in handling challenges associated with change. A strong positive relationship between emotional intelligence and readiness for change commitment (r = .942, P < .01), change efficacy (r = .935, P < .01), and total readiness for change (r = .951, P < .01) were exist. Moreover, age and years of experience were negatively correlated with readiness for change. There was a strong and significant positive relationship between emotional intelligence and readiness for change. This emphasizes the importance of developing emotional intelligence abilities among nurses to facilitate successful change processes in healthcare organizations.

Factors influencing emotional intelligence ability among Malaysian managers: A Delphi study

The study, focusing on Malaysian managers, employs a two-round Delphi research methodology to identify and rank variables influencing their emotional intelligence at work. The research is structured into five key areas, with factors ranked in ascending order of significance. Empathy and emotional resilience are deemed the most important, followed by emotional and self-awareness, work-life balance and stress management, social awareness and relationship management, learning and development, adaptability and continuous improvement, cultural and organizational dynamics, experience, and age. This study sheds light on the variables impacting Malaysian managers’ emotional intelligence skills and provides a ranking of key factors essential for successful development. It not only offers crucial guidance for personal and professional balance but also provides insightful recommendations for understanding and enhancing emotional intelligence skills in the workplace for Malaysian managers and organizations.

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).

The role of emotional intelligence and gender in the relationship between implicit theories of emotions and aggression: moderated mediation model in young individuals

ABSTRACT Aggression is a widespread problem among young individuals and has far-reaching consequences for society. Using a mediation model approach, this research seeks to delve into the impact of implicit theories of emotions and the ability emotional intelligence on aggressive behaviour. 608 Spanish students (9 and 18 aged) (Mage = 14.07; SD = 2.64; 46.4% boys) completed the Implicit Theories of Emotion Scale, The Botín Foundation’s Emotional Intelligence Test for Adolescents, and The Buss-Perry Aggression Questionnaire. We found that individuals who possess incremental implicit theories of emotion tend to exhibit lower levels of aggression and higher levels of emotional intelligence. A noteworthy finding is that emotional intelligence mediates the relationship between implicit theories of emotions and aggressive behaviour. Additionally, the link between implicit theories of emotions and emotional intelligence and aggression is moderated by gender. These findings have significant implications for clinical practice, informing the development of targeted intervention programs to prevent aggression.

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.

An aesthetic approach to emotional intelligence: The development of the Aesthetic Descriptors of Emotion Measure (ADEM)

The four-factor model of emotional intelligence (EI) abilities has faced challenges in the inconsistency of the facilitation branch leading Mayer et al. (2024) to propose a provisional factor- Connecting Emotions- that consists of relating emotions to sensations. The Aesthetic Descriptors of Emotion Measure (ADEM) has emerging potential as a measure of this new EI ability factor. The ADEM is a performance measure based on the Aesthetic Approach to Emotions (AAE) that matches descriptive aesthetic-sensory language to emotional states providing a non-evaluative representation of emotions. The ADEM presents six emotions and found distinct aesthetic profiles for each. Cronbach Alpha and factor analyses respectively found consistency and validity with the internal structure of the ADEM. Bivariate and partial bivariate analyses (controlling for cognitive reasoning) indicated that the ADEM corresponds with self-perceived measures of emotional clarity and a similar performance-based EI measure (MEIS-Synesthesia subtest). The ADEM has potential as a method for developing EI in educational and clinical settings.

Perspective of leadership 4.0 in the era of fourth industrial revolution: A comprehensive view

Leadership 4.0 focuses on leaders developing their digital transformation strategy and ensuring alignment with the organization’s business and development ambitions. This is accomplished by successfully displaying disruptive digital leadership characteristics, which include emotional and social intelligence abilities such as empathy and relationship management, cognitive preparedness, critical thinking, inventive thinking, agility, and resilience. Academics and consultants increasingly use Leadership 4.0 to describe the new leadership style required for the Fourth Industrial Revolution (Industry 4.0). It strategically addresses people’s concerns, which are crucial for the effective integration of Industry 4.0, and plays a significant and crucial role in integrating Industry 4.0 into modern workplaces. The primary purpose of this paper is to explore Leadership 4.0 and its needs. Several quality characteristics associated with Digital Leadership 4.0 are investigated, and two-dimensional style matrix presentations for Leadership 4.0 are briefed. Finally, this study identifies and addresses the role of Leadership 4.0 in upcoming industrial management systems. Because digital technologies now impact the entire business, advancing digital strategies requires strong leadership at all levels. With the increasing prevalence of digital transformation in the business sector and the intensification of the "battle for talent," organizations need to consider a more methodical approach to building a solid leadership pipeline with the capabilities required to lead in the digital era. They may place future leaders in positions that require them to go beyond their current competencies and skills to instruct and motivate them to promptly acquire new digital skills. In a new working setting, effectively managing the dynamic interactions between machines, technology, and people is essential for influential digital leaders. Leadership 4.0 is expected to foster an open and innovative culture that welcomes change and progress. This will encourage and inspire their teams to adapt to the ongoing changes in the market.

The Relationship between Coping Strategies and State Anxiety during COVID-19 Lockdown: The Role of Perceived Emotional Intelligence

Background: The outbreak of the COVID-19 pandemic has caused an unprecedented and unexpected change all around the globe. The long-term effects are still ongoing, especially those related to the confinement measures. The study took place during the first COVID-19 lockdown in Italy, where everyone was forced to stay home in order to reduce the spread of the virus. The aim was to investigate the role of perceived emotional intelligence abilities (PEI) in coping with COVID-19-related anxiety. Methods: A cross-sectional study design was employed, and this study used an online survey launched through social networks, inviting adults to participate. The participants anonymously completed a three-scale online measurement of self-reported emotional abilities, coping strategies (approach and avoidance), and state anxiety towards COVID-19. Results: perceived emotional intelligence and approach coping significantly predicted state anxiety. In addition, perceived emotional intelligence mediated the relationship between approach coping and state anxiety. Conclusions: the study highlights the positive role of perceived emotional abilities in dealing with the unprecedented event represented by the COVID-19 pandemic, and in particular, in coping with anxiety related to lockdown and confinement. Their results highlight the importance of fostering emotional intelligence for navigating critical life events.

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

&lt;p&gt;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 &amp;mdash; 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.&lt;/p&gt;

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.

A scoping review of the literature on interventions to reduce stress and burnout among teachers.

IntroductionExperience of chronic stress among professionals is a risk factor for poor mental and physical well-being. There is limited knowledge regarding the kinds of interventions, and outcomes achieved using different modalities to address stress and burnout among teachers.ObjectivesTo undertake a scoping review of recent literature to determine psychological interventions and reported outcomes related to stress and burnout among teachers.MethodsThe PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was followed. Relevant search terms were used to determine different interventions adopted to reduce teachers’ stress and burnout. Articles published between 2018 and 2022 were identified using five bibliographic databases. Relevant articles were extracted, reviewed, collated, and thematically analyzed, and findings s were summarized.Results Forty studies conducted in Asia, North America, Oceania, Europe, and Africa, met the inclusion criteria. Sixteen kinds of burnout and stress-reduction interventions were identified. The most popularly studied intervention were Mindfulness-Based Interventions alone or in combination with yoga or Cognitive Behavioural Therapy (CBT), followed by Rational Emotive Behavioral Therapy (REBT). Mindfulness-Based Interventions led to decreased overall Teacher Stress Inventory (TSI) and emotional exhaustion subscale scores. REBT, primarily used with special education teachers, especially in Africa, has also shown positive results. Other interventions reporting positive outcomes include Inquiry-Based Stress Reduction (IBSR), the Stress Management and Resiliency Training Program (SMART), Cyclic Meditation, Group Sandplay, Progressive Muscle Relaxation, Autogenic Training, Sport-Based Physical Activity, Emotional Intelligence Ability Models and Christian Prayer and Prayer-ReflectionImage:ConclusionsStress and burnout can have a negative impact on teachers and, very often, on the students they teach. Implementing suitable school-based interventions are necessary to improve teachers’ stress-coping ability, reduce the likelihood of burnout and improve general well-being. Policymakers, governments, school boards and administrators should prioritize the implementation of school-based awareness and intervention programs to mitigate teacher stress and burnout.Disclosure of InterestNone Declared

An Overview of Emotional Intelligence by Using ASYIK Rewards in Group B of Pulogadung 01 State Kindergarten

The emotional intelligence abilities of young children in the Pulogadung 01 State Kindergarten group were improved using the School's Reward ASYIK method. This research was conducted to determine the role of the ASYIK Reward method in developing and cultivating the emotional intelligence abilities of young children at the Pulogadung 01 State Kindergarten. The type of research carried out in this thesis is using a qualitative descriptive method with research that presents several facts and problems that occur in the field. The data collection technique in this research uses several techniques such as observation, interviews, and documentation collection. The results of the data analysis process carried out in this research were based on the ASYIK reward method in group B, which develops children's emotional intelligence at an early age at the Pulogadung 01 State Kindergarten. With these Rewards, the teaching and learning process and emotional intelligence can increase children's enthusiasm in competing to get prizes which can have an influence on the development of children's emotional intelligence.

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.