Construct Of Emotional Intelligence Research Articles

Impact of psychological capital on organizational citizenship behavior: Moderating role of emotional intelligence

AbstractThe role of emotional intelligence (EI) towards nurturing citizenship behavior is still imperfectly certified and is awaited for investigation. At the same time, the growing interest in recent years on psychological capital (self-efficacy, hope, resilience, and optimism) within the managerial literature is sparsely researched in Indian context. Therefore, the purpose of the study is set to investigate (a) the relationship of psychological capital (Psycap) on organizational citizenship behavior (OCB) and (b) whether the construct of EI plays a role in moderating the relationships between Psycap and OCB. The study examined employed professionals identified through convenience sampling (N = 212) in Indian manufacturing and service industries. After establishing the psychometric properties of the scales hypotheses were tested through structural equation modeling. The results show that Psycap is positively related to OCB. The study’s major hypothesis that EI moderates the relationship between Psycap an...

A reading in cross-cultural service encounter: Exploring the relationship between cultural intelligence, employee performance and service quality

A multi-disciplinary reading in cross-cultural service interactions in hospitality and service management literature was undertaken focusing on employee’s attitudes and behaviour that are seen to influence service quality. The interplay of the competing constructs of employee personality, emotional intelligence and cultural intelligence in the service encounter was looked at in relation to employee performance and customer perception of service quality. The reading suggests that cultural intelligence of service employees was the most relevant construct in the encounter. As there are no studies linking cultural intelligence to service quality, the dialogue with the literature allowed the development of a theoretical model of relationships which proposed that cultural intelligence is related to service quality through employee performance. This reading adds to the cross-cultural hospitality and service management literature and has potential implications for management and employee training and development in these fields.

Neural Basis for the Relationship Between Academic Achievement and Emotional Intelligence

The present study is an attempt to provide evidence to the neural basis of the relationship between academic achievement and emotional intelligence constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF), prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. Academic achievement of the students is measured by collecting the students’ grade point average in a summative assessment. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.01. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic achievement and emotional intelligence in the chosen subjects.

A Study on Emotional Intelligence and Job Performance among the Private School Teachers in Tiruvellore District, Tamilnadu

The present paper’s ultimate objective was to examine the relationship between emotional intelligence and job performance among the private school teachers in Tiruvellore District. This study used a quantitative research methodology that involved survey questionnaire to collect data. The concept of emotional intelligence has observed a rapidly growing interest among the society. However, there has been a regrettable lack of attention on the emotional intelligence construct especially in an education setting. The data was collected from 250 private school teachers in Tiruvellore District. Emotional intelligence was assessed by Wong and Law Emotional Intelligence Scale (WLEIS). The findings of this empirical study shows that all the four dimensions of emotional intelligence (self-emotional appraisal, others' emotional appraisal, use of emotion, and regulation of emotion) were positively significant associated with job performance and emotional intelligence dimensions are influencing the job performance among the private school teachers in Tiruvellore District. Overall, this research has made several theoretical contributions to the emotional intelligence literatures, and provides some meaningful managerial implications to the school administrators.

Neural Basis for the Relationship Between Academic Motivation and Emotional Intelligence

The present study is an attempt to provide evidence to the neural basis of the relationship between academic motivation and emotional intelligence constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the <italic>Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF)</italic>, prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic motivation and emotional intelligence in the chosen subjects.

Investigating predictors and moderators of burnout in staff working in services for people with intellectual disabilities: the role of emotional intelligence, exposure to violence, and self-Efficacy

Objectives: Understanding predictors of burnout could potentially aid interventions for staff working in services for people with intellectual disabilities (ID). This study sought to understand predictors of burnout for staff specifically focusing on the moderating effect of emotional intelligence (EI) and self-efficacy.Methods: Eighty-six staff members working in services for people with ID completed a series of questionnaires about their experiences of violence, burnout [emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (PA)], self-efficacy, and EI.Results: Exposure to violence and low self-efficacy predicted EE and DP. Self-efficacy moderated the relationship between exposure to violence, DP, and EE. Emotional intelligence predicted PA. Emotional intelligence did not moderate the relationship between violence and burnout.Conclusions: Self-efficacy may potentially protect individuals from the development of burnout while working in services for people with ID. Further research is needed into the utility of the construct of EI and exploring the role of staff EI in the context of services for people with ID.

Measuring team emotional intelligence: A multimethod comparison.

This study compared 3 measures of the team emotional intelligence (EI) construct: an individual-referent subjective measure, an individual-referent performance measure and a team-referent measure. Results showed that when using emotion-related variables (e.g., team relationship conflict and cohesion) as criterion variables, the team-referent EI measure was the strongest predictor and demonstrated incremental validity over both of the individual-referent measures. Furthermore, the individual-referent subjective measure demonstrated marginal incremental validity over the individual-referent performance measure. These results were not found when task-related variables, such as task conflict and performance, were used as criteria. Implications of the results are discussed.

QUANTITATIVE ANALYSIS OF EMOTIONAL INTELLIGENCE IN THE WORKPLACE

This article contributes to the existing body of literature on emotional intelligence by empirically studying whether or not emotional intelligence of elite athletes transfers into the workplace. For the purposes of this research, participants were considered elite athletes if they had a personal history of participating in collegiate, international, or professional level athletic competition. The research was conducted in a public school district in the Southeast region of the United States of America. Participants were Teachers, Administrators, Security Personnel, and Support Staff. Results of the study indicate that elite athletes possess significantly higher levels of emotional intelligence than their non-athlete counterparts assessed in the work environment. Also examined, is whether or not the traits and characteristics currently considered to be mental toughness overlap with the construct of emotional intelligence used in this research.

An Empirical Study On Emotional Intelligence Constructs of Small Enterprise owners (services)

An Empirical Study On Emotional Intelligence Constructs of Small Enterprise owners (services)

Personality, emotional intelligence and other-rated task performance

The present study examined relationships between the meta traits of stability (Alpha) and plasticity (Beta) with trait emotional intelligence (EI) and other-rated task performance. One hundred and eighty participants provided information regarding stability, plasticity, and emotional intelligence. Participants' task performance was rated by four peer observers. Both greater stability, composed of characteristics relating to emotional stability, agreeableness and conscientiousness, and greater plasticity, composed of characteristics relating to extraversion and openness, were associated with higher emotional intelligence and better other-rated task performance. Higher trait EI was associated with better task performance. EI was a significant mediating path between both stability and performance and between plasticity and performance. The findings support the utility of the EI construct. Additionally, these findings are congruent with a theoretical hierarchical structure of personality; in which meta traits provide a basis for the development of more differentiated traits, such as EI, which then impact behavior.

Emotional Intelligence and Job Performance among School Teachers

The concept of emotional intelligence has observed a rapidly growing interest among the society. However, there has been a regrettable lack of attention on the emotional intelligence construct especially in an education setting. This paper was aimed to examine the relationship between emotional intelligence and job performance among school teachers. This study used a quantitative research methodology involved survey questionnaire to collect data. A total of 384 school teachers from the academic primary and secondary schools involved in this study. Emotional intelligence was assessed by Wong and Law Emotional Intelligence Scale (WLEIS). The findings of this empirical study found that all the four dimensions of emotional intelligence (self-emotional appraisal, others' emotional appraisal, use of emotion, and regulation of emotion) were positively significant associated with job performance. Overall, this research has makes several theoretical contributions to the emotional intelligence literatures, and provides some meaningful managerial implications to the school administrators. Several recommendations for future research were drawn from this research as well.

The overall impact of emotional intelligence on nursing students and nursing

Healthcare employers often criticize the lack of emotional competency and critical thinking skills demonstrated by newly licensed nurses. The purpose of this study was to evaluate whether emotional intelligence (EI) training for nurses improves critical thinking and emotional competence enough to justify including EI in nursing curricula. A meta-analysis was conducted inclusive of EI related nursing abilities and traits such as leadership, health, reflection, ethical behavior, nursing student performance, and job retention/satisfaction. Studies of EI constructs, test instruments, and contrary viewpoints were also examined. The analysis included 395 EI studies of approximately 65,300 participants. All the studies reported a positive correlation with EI ranging from weak to strong with a moderate cumulative effect size of r = 0.3022 across all studies. This study may contribute to positive social change by reducing employers time and cost for training newly licensed nurses, thereby decreasing the overall cost of health care to the public.

Validity and reliability of bilingual English-Arabic version of Schutte self report emotional intelligence scale in an undergraduate Arab medical student sample

Background: The psychological construct of emotional intelligence (EI), its theoretical models, measurement instruments and applications have been the subject of several research studies in health professions education.Aim: The objective of the current study was to investigate the factorial validity and reliability of a bilingual version of the Schutte Self Report Emotional Intelligence Scale (SSREIS) in an undergraduate Arab medical student population.Methods: The study was conducted during April-May 2012. A cross-sectional survey design was employed. A sample (n = 467) was obtained from undergraduate medical students belonging to the male and female medical college of King Saud University, Riyadh, Saudi Arabia. Exploratory and confirmatory factor analysis was performed using SPSS 16.0 and AMOS 4.0 statistical software to determine the factor structure. Reliability was determined using Cronbach’s alpha statistics.Results: The results obtained using an undergraduate Arab medical student sample supported a multidimensional; three factor structure of the SSREIS. The three factors are Optimism, Awareness-of-Emotions and Use-of-Emotions. The reliability (Cronbach’s alpha) for the three subscales was 0.76, 0.72 and 0.55, respectively.Conclusion: Emotional intelligence is a multifactorial construct (three factors). The bilingual version of the SSREIS is a valid and reliable measure of trait emotional intelligence in an undergraduate Arab medical student population.

Famous theories surrounding emotional intelligence: a historical review

Aim of this study is to review the popular and widely cited literature, history, theories, concepts and definitions of the emotional intelligence. For providing a complete insight to the academicians and researchers about the emotional intelligence term, literature is reviewed systematically from the date term is evolved, till now. After thoroughly going through the literature based on emotional intelligence, authors have concluded that a consensus can be observed among the psychologists and researchers on the emotional intelligence model presented by Mayer, Salovey and Cruso. As far as, the measurement strategy of emotional intelligence is concerned, self-reporting technique is widely opted in the past researches that show its authenticity. Prospective researchers by looking at the plus and negative points of emotional intelligence and agreeabihty of the emotional intelligence models can decide that which theory, definition and measure they should follow and how they can improve the existing concepts. Moreover, readers could get the brief yet all inclusive, information on the construct of emotional intelligence in one piece of writing

Assessing Emotional Intelligence in Leaders and Organisations: Reliability and Validity of the Emotional Capital Report (ECR)

This study examined the reliability and validity over a 5-year period of a new measure of emotional intelligence (EI), the Emotional Capital Report (Newman & Purse, 2007), in a sample of 6,874 professional people from 11 different geographical regions. Results indicated that the ECR had adequate factor structure and the component scales had good internal consistency and test–retest reliability. Age and gender analyses revealed minor differences between males and females on seven ECR scales and significant age-related differences across all scales. The ECR scales had a meaningful pattern of convergent validities in relation to measures of normal personality, depression, and psychopathology. Construct validity revealed that although measuring similar constructs to personality and another well-known general measure of EI, the ECR was measuring something distinctive that pertains to the experience of people in professional roles. Furthermore, high scores on the ECR correlated with jobs involving high emotional labour requirements. Results indicated that these groups scored consistently higher on all ECR scales. It is recommended future research develop strategies for further validation of the ECR, as well as the construct of EI.

An Examination of a New Psychometric Method for Optimizing Multi-Faceted Assessment Instruments in the Context of Trait Emotional Intelligence.

Driven by the challenge of representing and measuring psychological attributes, this article outlines a psychometric method aimed at identifying problem facets. The method, which integrates theoretical and empirical steps, is applied in the context of the construct of trait emotional intelligence (trait EI), using data from six different samples (N = 1284) collected across Europe. Alternative representations of the trait EI variance, derived from the outcome variables used in previous validation studies of the Trait Emotional Intelligence Questionnaire, were regressed on the 15 trait EI facets using the stepwise method. The analyses revealed five facets, which did not occupy unique construct variance in any of the six samples. As expected, a composite of the remaining 10 facets consistently showed greater construct validity than the original 15-facet composite. Implications for construct and scale development are discussed, and directions for further validation of the method and for its application to other constructs are provided. © 2014 The Authors. European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology.

Emotional intelligence measurement: Misunderstanding and misuse

The way that we measure emotional intelligence matters. This article discusses some of the misunderstanding and misuse of the construct, and highlights the importance of fully understanding the theoretical considerations of the emotional intelligence constructs we capture and use.

Brief Emotional Intelligence Inventory for Senior Citizens (EQ-i-M20).

In recent years, diverse studies have been carried out revealing many benefits of high levels of Emotional Intelligence (EI) for the older population, affecting their physical and mental health, cognitive capacity, social functioning, and, ultimately, their well-being and quality of life. However, in Spain, there is no reliable and valid instrument for the assessment of EI. Hence, the goal of this work is the adaptation of the Emotional Intelligence Inventory: Young Version to the population of older university students. To achieve this goal, two studies were carried out (the first one of calibration, and the second of validation) with students from two Seniors Citizens' Universities (Almería and Oviedo). The results indicate that the instrument is reliable and structurally valid, although some doubts emerged about the appropriateness of one of the five factors (stress management) within this structure. The use of the EQ-i-M20 is recommended, although new studies are needed to shed light on the role of the factor stress management within the EI construct.

The role of the Dark Triad traits and two constructs of emotional intelligence on loneliness in adolescents

The social–emotional functions associated with the Dark Triad traits have recently been widely examined. However, no study has explored the relationship between the Dark Triad traits and loneliness in adolescents. The present study aimed to examine the direct and indirect contributions of the Dark Triad traits and both trait and ability emotional intelligence (i.e., EI) to feelings of loneliness in a Chinese adolescent sample (N=396). Results indicated that both the latent Dark Triad factor and the three Dark Triad traits contributed to loneliness among adolescents. While narcissism was negatively related to loneliness, Machiavellianism and psychopathy were positively associated with loneliness. With regard to trait and ability EI, individuals high in Machiavellianism and psychopathy demonstrated significantly lower levels of trait EI, while those with high Machiavellianism showed greater deficits on ability EI. In contrast, narcissism was associated with impaired ability EI and higher trait EI. The EI associated with each Dark Triad trait could explain some variance of loneliness. The mediation analyses for each of the Dark Triad traits revealed that ability EI fully mediated the effect of Machiavellianism on loneliness, and trait EI partially mediated the effect of narcissism on loneliness.

Emotional intelligence, coping style, and social support as predictors of post-traumatic stress disorder

Psychosocial factors operating during or after traumatic events are among the strongest predictors of post-traumatic stress disorder. Lower emotional intelligence has been linked to a range of mental health problems, but its role in psychological adaptation to trauma is unclear. This study evaluated trait emotional intelligence, coping style and social support as predictors of trauma symptomatology in 144 search and rescue volunteers. Emotional intelligence and social support were not associated with symptoms; the strongest predictor was maladaptive coping (R2 = 0.35). Despite limitations, this study raises questions about the utility of the emotional intelligence construct in predicting posttraumatic stress disorder. Key words: Emotional intelligence, coping style, social support, trauma, post-traumatic stress disorder