Construct Of Intelligence Research Articles

Predictors of Library and Information Science Undergraduates’ Participation in the Online Discussion Forum

The study examined predictors of Library and Information Science undergraduates’ participation in a discussion forum. Through a total enumerative sampling technique, the entire 115 students in (2010/2011) academic session in the Department of Library and Information Science, University of Ilorin, Nigeria were selected to represent the sample for the study. A questionnaire was used to gather data on the study. Three research questions were developed to guide the study. The results demonstrate that computer and Internet search efficacy together with emotional intelligence significantly correlate with and predict users’ participation in an online discussion forum. Similarly, the results suggest that computer and Internet self-efficacy and emotional intelligence constructs are good predictors of participation in the online forum. Based on these findings, the study recommended that LIS students need to be more Internet and computer self-efficacious, as it has been proved that these will promote their participation in the online discussion forum.

Influence salutaire de la compétence émotionnelle sur l’anxiété face à la santé

The construct of emotional intelligence (trait EI) refers to the individual differences in the perception, processing, regulation and utilization of emotional information. Several studies have found that trait EI was a significant moderator of response to stress. The present study explores whether trait EI also influences the response to internal stress: the health-related anxiety. More specifically, the aim of this study was to test the influence of Trait EI dimensions: Self-control, Emotional sensitivity and Adaptability, on health-related beliefs: Magic thinking, Tragic consequences of disease, Liability to disease and Vulnerability to disease. A sample of 119 individuals from the general population, aged 18–72years participated in this research (65% women, mean age 37.55years). They answered a questionnaire on the web consists of two validated scales: TEIQue (Petrides & Furnham, 2003) and the Health-related beliefs Questionnaire (Pelletier, Gosselin, Langlois & Ladouceur, in 2000), as well as socio-demographic variables. Descriptive analysis and t-tests were first performed, and correlations and variance and, finally, linear regression analysis. All these tests were performed using the statistical software SPSS® Statistics® IBM. The results indicate that high trait EI individuals exhibit less health-related anxiety (β=−0.259, P=0.004), feel less vulnerable to disease (β=−0.275, P=0.002) and consider less tragic consequences of the disease (β=−0.189, P=0.039). This last dimension appears as the most multi-determined both by the dimensions of IE trait: total IE and Emotional adaptability (β=−0.313, P=0.001) but also by age (β=−0.289, P=0.001) and gender (F=4.74, P=0.03). Adaptability appears as the dimension of EI trait affecting the largest number of beliefs associated with health-related anxiety: Tragic consequences of disease (β=−0.313, P=0.001), responsibility towards illness (β=−0.22, P=0.016), Vulnerability to disease (β=−0.3, P=0.001) and the overall level of health-related anxiety (β=−0.338, P<0.001). In addition, our research confirms that the level of education is independent of the level of EI (F=0.217, P=0.642ns) and secondly, that health-related anxiety was independent of previous individual experiences of illness (F=1.008, P=0.318ns). Analysis of the results to suggest that the level of emotional competence negatively influence the level of anxiety about health, that means that the way people pay attention, process and use emotional information (intrapersonal or interpersonal nature) plays a role in the anxiety about health. These results are consistent with the literature (including Mikolajczak et al., in 2009) and strengthen, if necessary, the moderate nature of emotional competence to deal with stress and anxiety in general. The emotional adaptability was confirmed as a factor influencing the anxiety about health generally and specifically on the tragic perception of consequences of diseases and the subjective perception of personal vulnerability to diseases, but it also appeared as factor acting on the belief in the responsibility for disease. The adaptability is proving to be the dimension of emotional competence that influences more constitutive dimensions of anxiety about health. Our research has also highlighted the lack of linkages, however expected between the dimensions of emotional competence and those of anxiety about health, especially regarding the sociability: characteristic dimension – if necessary – to emotional competence, it is not a factor in the overall level of anxiety about health or its dimensions. However, the analysis show that the level of sociability is related to levels of belief in magical thinking and anxiety about health, which suggests the presence of moderators. This cons-intuitive result is also contrary to previous researches that show a direct positive influence of social support and, by extension, membership as a mechanism of defense, on impact of stress and level of anxiety. Developing emotional competence produces beneficial effects at various levels and is involved in treating various disorders; a therapeutic work focused specifically on developing adaptability, taking into account the specific age and sex, would optimize the management of people with anxiety about health.

Convergent and divergent validity of integrative versus mixed model measures of emotional intelligence

The construct of emotional intelligence (EI) has garnered increased attention in the popular media and scientific literature. Several competing measures of EI have been developed, including self-report and performance-based instruments. The current study replicates and expands on previous research by examining three competing EI measures (Mayer–Salovey–Caruso Emotional Intelligence Test, MSCEIT; Bar-On Emotion Quotient Inventory, EQ-i; and Self-Rated Emotional Intelligence Scale, SREIS) and their relationships with cognitive functioning (Wechsler Abbreviated Scale of Intelligence; WASI), Big Five personality traits (NEO-PI-R) and emotional well-being (Beck Depression Inventory, BDI and Positive and Negative Affect Schedule, PANAS). Results indicated that significant variability in the self-report EI measures was accounted for by personality and emotional well-being measures, whereas the MSCEIT was more strongly associated with IQ. Overall, nearly two-thirds (62%) of the variance in EQ-i scores was accounted for by Big Five personality traits, emotional well-being and full scale IQ; whereas only 14% of the variance in MSCEIT scores was accounted for by these same variables. The present findings raise questions regarding the divergent validity of self-report EI measures from existing personality and emotional well-being measures. The implication of these results and directions for future research are discussed.

ОЗНАКИ НАЯВНОСТІ ЕМОЦІЙНОГО ІНТЕЛЕКТУ У ОСОБИСТОСТІ

The paper is aimed at substantiating the signi?cance of the construct of emotional intelligence as integrated personality trait at the present state of society development. The authors hypothesized that the activity of the personality and the balance of the individual’s behavior depends on the adequacy of the emotional responses to different life situations. Based on the research of the problem of the multiple intelligence developed by Howard Gardner, James Guilford and Anne Sullivan and others the authors of the paper have investigated some speci?c forms of manifestation of particular type of intelligence and analyzed the signi?cance of the ability to manage emotions for the behavior of the individuals. The authors of the paper emphasize on the particular role of such aspects of the emotional intelligence as the ability to regulate the responses to the objects and situations that people encounter in their life, the ability to assess the in?uence of the emotions by other people the ability to identify the role of emotions in human life, the ability to demonstrate emotions appropriately to the situational conditions and the ability to control one’s own emotions and recognize the emotions of other people as well as the ability to use emotions to achieve goals of life. The paper illustrates the role of the level of emotional intelligence in maintaining smooth relationships with other people and motivate oneself for achieving the signi?cant goals of one’s own life.

Arthur R. Jensen (1923–2012).

Presents an obituary for Arthur R. Jensen. Arthur R. Jensen epitomized the "London School" of psychological thought, studying human individuality as a branch of biology by teaming evolutionary, genetic, and experimental/multivariate/quantitative methods to examine psychological diversity. His intellectual ancestry traces back through his mentor Hans Eysenck to Cyril Burt, Charles Spearman, and, ultimately, Sir Francis Galton. Haggbloom et al. (2002, Review of General Psychology) ranked him among the top 50 eminent psychologists of the 20th century primarily for his work on the construct of general intelligence (g) and its antecedents. But he was also known for his studies in human learning, memory, the cumulative deficit hypothesis, Spearman's hypothesis, the speed of information hypothesis, and test bias. Yet, because of the controversial nature of his work, his career was conspicuously marked by tensions: The extent to which his work was either admired or reviled by many distinguished scientists is unparalleled.

PENGEMBANGAN INSTRUMEN PENGUKUR KECERDASAN EMOSIONAL SISWA BERBAKAT INTELEKTUAL

Temuan penelitian ini adalah: (1) konstruk yang melandasi instrumen pengukuran kecerdasan emosional siswa berbakat intelektual, (2) faktor-faktor yang terbentuk dari konstruk yang mendasari instrumen kecerdasan emosional siswa berbakat intelektual, dan (3) instrumen pengukur kecerdasan emosional siswa yang memenuhi persyaratan validitas dan reliabilitas. Secara konseptual, konstruk kecerdasan emosional siswa berbakat intelektual terdiri dari dua ranah, yakni: 1) kecerdasan emosional yang bersifat intrapersonal dengan dimensi pengaturan diri dan motivasi diri, dan 2) kecerdasan emosional yang bersifat interpersonal dengan dimensi empati dan kerjasama. Berdasarkan butir-butir yang telah terpilih melalui telaah pakar dan validitas panelis pakar dengan nilai koefisien reliabilitas 0,89 dan menghasilkan 86 butir terpilih. Secara empiris melalui ujicoba pertama dan ujicoba kedua melalui pengujian analisis faktor metode Maximum Likelihood (ML) berhasil diekstraksi 69 faktor pada ujicoba pertama dan 65 faktor pada ujicoba kedua. Hasil uji reliabilitas menunjukkan nilai koefisien reliabilitas alpha berstrata sebesar 0,815 yang berarti tingkat reliabilitas instrumen pengukur kecerdasan emosional siswa berbakat intelektual tergolong bagus. Hasil yang paling signifikan dari penelitian ini adalah diperolehnya instrumen pengukur kecerdasan emosional siswa berbakat intelektual yang telah dikembangkan telah memiliki validitas konstruk dan reliabilitas yang baik.

Assessing Emotional Intelligence, Leadership Behaviour and Organizational Commitment in a Higher Learning Institution

Employees’ commitment, in particular, the academics are crucial to the universities; as their commitment may be directed towards a number of entities, such as the work of teaching and research, to students’ success, to specific programs or the universities as the organization. A low level of commitment tends to demonstrate negative work behaviours. This study examine whether the constructs of leadership behaviour and emotional intelligence could enhance organizational commitment among the academic staff in a higher learning institution. A total of 169 academic staff selected based on stage and cluster sampling participated in this study. The result shows that there is a significant relationship between emotional intelligence and leadership behaviour on organizational commitment.

Working Memory and Intelligence: A Brief Review

This article briefly reviews and organizes research findings from the past few decades that focused on working memory and intelligence. Working memory is a psychological construct that focuses attention, and it is commonly viewed as a temporary storage that holds and manipulates information. Intelligence is a general cognitive ability associated with efficient higher-order thinking such as reasoning and problem solving skills. Decades of research ranging from empirical to brain-behavior studies have shown a strong link between working memory and intelligence, and researchers have begun to manipulate this relationship to further study the complex psychological construct of intelligence. Although the current active research in cognitive training has created much possibility in modifying the two cognitive abilities, there is still a long way to go in achieving thorough understanding of two important constructs in human cognition.

Intelligence 2.0: Reestablishing a Research Program on g in I–O Psychology

Intelligence (i.e., g, general mental ability) is an individual difference that is arguably more important than ever for success in the constantly changing, ever more complex world of business (Boal, 2004; Gatewood, Field, &amp; Barrick, 2011). Although the field of industrial–organizational (I–O) psychology initially made substantial contributions to the study of intelligence and its use in applied settings (e.g., Hunter, 1980; Schmidt &amp; Hunter, 1981), we have done relatively little in recent times about studying the nature of the intelligence construct and its measurement. Instead, we have focused predominately on using intelligence to predict performance outcomes and examine racial subgroup differences on intelligence test scores. Although the field of I–O psychology continues to approach intelligence at a surface level, other fields (e.g., clinical psychology, developmental and educational research, and neuropsychology) have continued to study this construct with greater depth and have consequently made more substantial progress in understanding this critical and complex construct. The purpose of this article is to note this lack of progress in I–O psychology and to challenge our field to mount new research initiatives on this critical construct.

I–O 2.0 From Intelligence 1.5: Staying (Just) Behind the Cutting Edge of Intelligence Theories

Scherbaum, Goldstein, Yusko, Ryan, and Hanges (2012) claim that ‘‘As a field, we have recently done little of note when it comes to studying the nature of the intelligence construct and its measurement.’’ They then optimistically outline how industrial–organizational (I–O) psychologists might conduct future organizational research based on new intelligence theories. Although we share their general enthusiasm, we differ on the specifics. We want readers of this exchange to appreciate more fully that I–O psychologists already make very good use of existing theories of intelligence that serve broad and important purposes: predicting which employees acquire job knowledge, show higher levels of training readiness, demonstrate greater success in performing complex tasks, and so on. There is much promising research that can build on the existing base of intelligence theories and scientific findings. Moreover, it is unclear to us that modern theories of intelligence will yield practical, incremental benefits or will ultimately improve our disciplinary research. For instance, does opening the umbrella of intelligence wider, to place constructs such as creativity or emotional intelligence under it, constitute a new theory of intelligence? We are unsure that it matters, especially for

Where I–O Psychology Should Really (Re)start Its Investigation of Intelligence Constructs and Their Measurement

Where I–O Psychology Should Really (Re)start Its Investigation of Intelligence Constructs and Their Measurement

Tapping and Fostering Students’ Emotional Intelligence through Service-learning Experiences

Today’s business students will chart their career paths through a rapidly changing, highly interdependent world of relationships and networks. In addition to traditional business school knowledge, students need cognitive, behavioral and affective skill sets, along with opportunities for civic engagement. This exploratory study of course-embedded service-learning, incorporating Cherniss and Goleman’s emotional intelligence construct, found that students’ service-learning experiences tapped and fostered the personal and social emotional intelligence competencies associated with professional effectiveness. Incorporating service-learning, with a focus on increasing emotional intelligence, offers a promising approach for business schools to reinforce and increase students’ civic values as well as to enrich their personal and inter-personal emotional intelligence insights and skill development. This approach will strengthen the curricula and teaching practices of business schools to better prepare students for their roles as responsible leaders in creating and managing sustainable businesses and partnerships for our global-collective future.

Overlap between General Factors of Personality in the Big Five, Giant Three, and trait emotional intelligence

We extracted General Factors of Personality (GFPs) from inventories based on the Big Five model and on Eysenck’s Giant Three model within one sample (N=274). The GFPs from the two inventories showed considerable overlap, ranging from .52 to .67 (in absolute values). The mean intercorrelation was r=.60. Moreover, the GFPs showed strong overlap with measures of trait emotional intelligence (rmean=.72). These correlations remained substantial even after we controlled for social desirability bias. Overall, the pattern of results supports the notion of the GFP as a construct that is consistent across different measures and that is closely related to the construct of trait emotional intelligence.

Perceptual shifts of priority: a qualitative study bringing emotional intelligence to the foreground for nurses in talk‐based therapy roles

This paper presents the findings of a qualitative study conceptually framed by social constructionism that explored the experiences of mental health nurses engaging in talk-based therapy roles. Constructions from the participants' narratives are shown to have a powerful resonance with the construct of emotional intelligence, a resonance also echoed from the literature, and policies from the UK identified within the paper. Forwarded is that rather than prioritizing the development of technical approaches of specific therapies, nurses should equally be prepared for talk-based therapy roles through developing their emotionally intelligence capabilities.

A inteligência espiritual e os raciocínios abstrato, verbal e numérico

A presente pesquisa, que visou a explorar o tema inteligência e alguns de seus respectivos desdobramentos, foi estruturada teoricamente a partir da visão psicométrica e teve como objetivo explorar a relação entre inteligência espiritual e os raciocínios abstrato, e verbal numérico em estudantes universitários do 1º e 5º anos de graduação do curso de psicologia de uma universidade particular paulista. Os instrumentos utilizados foram a Bateria de Provas de Raciocínio e o Inventário de Inteligência Espiritual (PSI). A participação dos estudantes foi voluntária e a coleta de dados ocorreu de forma coletiva em uma única sessão. Os dados foram submetidos à prova de correlação de Pearson e evidenciaram uma correlação alta, negativa e significativa entre inteligência abstrata e inteligência espiritual, sobretudo nos fatores divindade (r=-0,359, p=0,017) e diligência (r=-0,414, p=0,005). Os dados são discutidos à luz da avaliação psicológica, numa perspectiva psicométrica, visando a elucidar algumas questões acerca do construto inteligência espiritual.

The Relationship between Cultural Intelligence and Transformational Leadership Among Managers

This quantitative nonexperimental proposed research study investigates the problem of managers at a Fortune 500 Company in the western United States being unaware and insensitive to worker’s cultural backgrounds during business activities. Leadership competence in the twenty-first century is missing a cultural component, whereas dispositions or actions must include foreign-understandings and adjustments of behavior during business activities. The purpose for this proposed research study is to investigate relationships between leadership behaviors in the 21st century. This proposed research study contributes to contemporary management theory by calculating an ANOVA between the Cultural Intelligence constructs, and the constructs of the Transformational leadership. This proposed research study investigates how this combination influences managers in modern business. Empirically comparing the transformational management responses with the responses from the Cultural Intelligence Scale, CQ levels now become essential ingredients for leaders to guide any corporation successfully forward into the future. This proposed research study educates managers by improving their Cultural Intelligence, and demonstrates how the company can benefit through the development of leadership and subordinate cultural intelligences. The challenge for the proposed research is to be sensitive toward indicators for increased education and training classes to expand managers’ Cultural Intelligence skill-set. This quantitative nonexperimental proposed research study involves 176 responses for the five-minute survey. Improved cultural awareness and education benefits established managers, and trains new managers in the corporation.

Individual differences in the effects of retrieval from long-term memory

The current study examined individual differences in the effects of retrieval from long-term memory (i.e., the testing effect). The effects of retrieving from memory make tested information more accessible for future retrieval attempts. Despite the broad applied ramifications of such a potent memorization technique there is a paucity of research tailored toward scrutinizing variability in the effect. Multiple measures of working memory capacity, attention control, episodic memory, and general-fluid intelligence were collected in addition to performance in a standard paired-associate testing task. A testing effect was observed and there was a great deal of individual variability in the magnitude of the effect. This variability was best accounted for by memory and intelligence constructs. Furthermore, the pattern of results is consistent with the notion that students with poor memory abilities and lower general-fluid intelligence benefit more so from testing memory than high ability students.

Differential Relationships among Facets of Alexithymia and BDNF- and Dopamine-Related Polymorphisms

Alexithymia refers to a cluster of emotion-related deficits such as difficulty attending to and identifying one’s feelings. Although not a diagnosable psychiatric condition, alexithymia is considered a personality risk factor for multiple pathologies, including somatoform, substance use, eating, and mood disorders. Evidence suggests heritability, but few studies have examined the influence of specific genes on alexithymic traits. Candidate genes explored thus far include those involved in modulation of brain-derived neurotrophic factor (BDNF) and dopamine, two neurotransmitters whose functions have been implicated in human emotion processing. This study investigated the relationship between the C270T polymorphism of the BDNF gene, facets of alexithymia, and possible interactions with the COMT, DAT1, and ANKK1 genes in a sample of 130 healthy adults. Given the multidimensionality of the alexithymia construct and its overlap with the related constructs of emotional intelligence and mood awareness, we used principal components analysis to derive Clarity of Emotion and Attention to Emotion as specific facets of alexithymia. Results showed that the C270T C/C genotype group had lower Clarity of Emotion scores relative to the C/T genotype group, even after covarying for COMT, DAT1, and ANKK1 genotypes. Dopamine-related genes had no association with alexithymia dimensions, nor did they interact with the C270T polymorphism to predict Clarity of Emotion. Although the molecular mechanisms by which this polymorphism influences BDNF are unknown, this study suggests a role for BDNF in modulating aspects of alexithymia. We discuss these results in the context of BDNF’s trophic effects in the nervous system.

Building a model of group emotional intelligence

PurposeThis paper aims to review and re‐conceptualize group emotional intelligence (GEI). It seeks to analyze past understandings of GEI to arrive at the conclusion that the concept may be multifaceted. GEI has been a challenge to distinguish theoretically due to inadequate theoretical understanding and improper empirical analysis.Design/methodology/approachThis paper provides a model of GEI and proposes a means of empirical evaluation of the concept. The objectives are achieved by a critical appraisal of the literature to demonstrate theoretical issues that demonstrate the multifaceted nature of the concept. Additionally, past methods of empirical evaluation of group emotional intelligence (GEI) are critically appraised and alternate means are proposed.FindingsThe complexity of the construct requires a more sophisticated evaluation of group emotional intelligence. The paper provides a theoretical model that may demonstrate how GEI is developed in the group. Proposed methodological means of analysis may provide researchers with tools to empirically evaluate the concept.Research limitations/implicationsThe paper represents an initial query into the multi‐faceted nature of the construct of group emotional intelligence. It proposes a means of analysis of the construct but further research is needed to develop the model from an empirical standpoint and conduct research on the validity of the model.Practical implicationsThe practical implications of the model suggest that organizations that wish to develop emotional intelligence in their groups utilize both aspects of the model, norms building and an outward contextual approach. The development of both aspects of the model strengthens group behavior but also avoids group think.Originality/valueThe value of this paper lies in its ability to provide a multi‐faceted model and definition of group emotional intelligence. Earlier perspectives of the concept either focused on an internal approach, or a contextual approach. By bringing both aspects together in a model and theorizing the benefits of utilizing both aspects of group emotional intelligence in organizational groups, the paper provides managers and group leaders with a new approach on developing the emotional intelligence in their groups.

Influence of cognitive abilities and age on word recall performance across trials and list segments.

The influence of cognitive abilities and age on multitrial word recall performance was examined for different list segments (i.e., first, middle, and last) and across trials by having 2497 participants ages 18-98 complete a multitrial word list test along with reference cognitive ability tests. As expected, higher episodic memory ability was associated with better recall on all list segments but with a smaller influence for the last items on the early trials. Performance improved across trials, but there were no relations of the fluid intelligence construct that might be postulated to be associated with effective strategy implementation with any of the recall measures. Advanced age was associated with lower levels of performance, but very few of the age relations were significant after the variation in the reference cognitive abilities was controlled for.