Measures Of Emotional Intelligence Research Articles

Ability and Trait Emotional Intelligence: Do They Contribute to the Explanation of Prosocial Behaviour?

Previous research on ability emotional intelligence (EI) has shown that EI positively contributes to different positive life outcomes. However, the role of EI abilities in prosocial behaviour (PSB) has not been sufficiently investigated. The aim of this study is to investigate the relationships between EI abilities measured by tests and self-reports, empathy and PSB in the student population. A total of N = 331 university students completed a sociodemographic questionnaire, two EI tests, and self-report measures of EI, cognitive empathy, emotional reactivity and PSB. Of all EI measures, only self-reports correlated with PSB. Cognitive and emotional empathy were also related to PSB. Hierarchical regression analysis showed that self-assessed EI, cognitive empathy and emotional reactivity were predictors of PSB. Cognitive empathy and emotional reactivity also mediated the relationship between self-assessed EI and PSB. The results showed that for the prediction of PSB, it is important how a person evaluates his emotional abilities, and not what the actual level of these abilities is. Furthermore, people with higher self-estimated EI behave prosocially more often because they experience empathy to a greater extent, both cognitively and emotionally.

Factor Structure of the Bar-On Emotional Quotient Inventory in Youth on the Autism Spectrum

Examination of emotional intelligence (EI) of autistic individuals has gained popularity. These efforts have included the BarOn Emotional Quotient Inventory, Youth Version (BarOn EQ-i YV); however, this measure was not standardized with this population and so its utility and the accuracy of its factor structure for this population is questionable. This study examined how well the factor structure as represented by a sample of autistic children and youth aligns with that described in the measure’s technical manual to clarify considerations for use. Results indicate poor metrics of model fit. Some factors were significantly correlated, though this was attenuated somewhat upon correction for multiple analyses. Two items from the interpersonal factor were negatively loaded, suggesting they should be subtracted from other items in that factor (in contrast to the standardized model). Implications for EI construct validity, understanding of EI in autism, and use of EI measures for this population are discussed.

The Role of Emotional Intelligence in Effective Decision-Making

The purpose of this research was to analyze how EQ relates to managerial performance in Malaysia. One hundred fifty managers were polled on their EQ, personality type, and effectiveness on the work. Emotional IQ was found to have a favorable relationship with both rational and intuitive decision-making styles (r =.43, p .001), but a negative relationship with rational decision-making style (r = -.24, p .05). After accounting for factors such as age, gender, level of education, and length of employment, emotional intelligence was still found to be a significant predictor of work success (r=.33, p .001). The results of this study have significant consequences for Malaysian businesses and their leaders. The findings imply that administrators can benefit from enhanced decision-making and productivity by boosting their emotional intelligence. Better organizational outcomes, like improved productivity and profits, may result from this. But the present research has some restrictions, like using self-report measures and only surveying managers in Malaysia for its sample. A more diverse sample of individuals from a variety of settings, as well as more objective measures of emotional intelligence and decision-making, could improve future studies. This research contributes to the expanding literature on the importance of EQ to success in life and the workplace. The results indicate that emotional intelligence is a valuable trait for managers to have, and that businesses would do well to encourage their employees to cultivate these abilities.

The Relation Between Emotional Intelligence and Personality on Attitude Towards Organizational Change

The literature suggests that managerial skills in general and emotional intelligence in particular, play a significant role in the success of professionals in the workplace. This study employed a descriptive-correlational research design to investigate the relationships of emotional intelligence and personality variables on attitude toward organizational change in Malaysian secondary school context. The study involved a total of 75 professionals chosen randomly from Insurance and Private sectors Bank in Ratlam district. The purpose of the present study is to add a different way of looking and working with organisational change by focusing on individuals’ emotions and personality traits. .The results confirmed that there is a relationship between personality traits and employees’ attitudes toward change. Similarly, the contribution of emotional intelligence to the attitudes to change was found to be significant, indicating the added value of using an emotional intelligence measure above and beyond the effect of personality.

Characteristics of online user-generated text predict the emotional intelligence of individuals

Emotional intelligence is a well-established indicator of performance and the ability to maintain successful social relationships. Moreover, it is potentially an important factor in social dynamics occurring on large digital platforms, e.g., opinion polarization, social conflict, and social influence. Users publicly exchange enormous amounts of text on digital platforms, which can potentially be used to extract real-life insights. Yet, currently, the prevalent approach to measuring emotional intelligence uses mainly self-report surveys and tasks—considerably limiting the feasibility of real-life large-scale studies. We analyze the online public texts of users, who also completed emotional intelligence measures, to find that characteristics of online public texts can be used to predict emotional intelligence at a level like that of commonly used psychometric indicators (e.g., SATs) to predict real-life outcomes. For example, we find that high emotional intelligence individuals consistently use more positive-affect language, less negative-affect language and use more social-oriented language than low emotional intelligence individuals. Our findings provide insight into the role of personality on digital platforms and open the possibility of studying emotional intelligence in large and diverse real-life data. To support the use of online public text as a tool to research emotional intelligence, we provide an anonymized version of the data.

Relationship Between Measures of Emotional Intelligence and Alexithymia Among Moroccan Students

Relationship Between Measures of Emotional Intelligence and Alexithymia Among Moroccan Students

Battling Unawareness of One's Test Performance: Do Practice, Self-Efficacy, and Emotional Intelligence Matter?

The "Dunning-Kruger effect" refers to the tendency of poor performers to overestimate test outcomes. Although a widespread phenomenon, questions exist regarding its source and sensitivity to countermeasures. The present field study aimed to (a) examine whether practice with tests used in previous classes can enhance students' ability to estimate test outcomes, (b) determine the main source of the effect (i.e., is it unawareness of one's readiness or wishful thinking?), and (c) assess the extent to which particular individual differences can be used as predictors of test performance. In this study, participants practiced with old tests and then completed the final exam. Before and after the exam, they predicted their grades and indicated their subjective confidence in the predictions made. Furthermore, participants' emotional intelligence and self-efficacy about their academic abilities were surveyed. Results suggested that poor performers were not unaware of their test preparation, but rather engaged in wishful thinking. In fact, although they overestimated their test grades, their estimates not only improved after completing the final test but also were regarded with little confidence. Overall, estimation bias was a good predictor of students' final test performance, whereas subjective confidence and emotional intelligence only weakly predicted such performance. Thus, if proactive interventions are to be developed for at-risk students, performance-estimation tasks may offer valuable information regarding such students' future performance in a course much more than emotional intelligence and self-efficacy measures.

Emotional Intelligence and School Bullying Victimization in Children and Youth Students: A Meta-Analysis.

School victimization among children and youth is a global public health issue that has long-term adverse effects on the victims' mental health and behavioral development. Theories and research suggest that emotional intelligence may operate as a buffer against school bullying victimization. However, the strength of the association between emotional intelligence and bullying victimization is controversial. Therefore, we aimed to conduct a meta-analysis to evaluate the exact association between Emotional intelligence and school bullying victimization. We conducted a systematic search in PubMed, Web of Science, ProQuest Dissertations, Google Scholar, and China National Knowledge Infrastructure (CNKI) from inception to March 2022 for relevant studies that examine the association between emotional intelligence and school bullying victimization without a language limit. Twenty-four articles were included in our meta-analysis (n = 27,438). There was a small, negative, and significant association between emotional intelligence and school victimization among children and youth students. Sex and emotional intelligence measurement tools were variables that significantly moderated the link between emotional intelligence and bullying victimization. The findings indicated that improving students' emotional intelligence could be a crucial strategy to lower the students' risk of being bullied in school and online. It would be more effective among male students.

Emotional Intelligence and Stress among University Students in The Situation of Covid-19

Students’ life at university is very chaotic and challenging in the situation of COVID-19. Thus, investigating the stress-protective factors can potentially benefit the students and their academic life. Hence, considering Emotional intelligence (EI) may play a vital role in understanding students’ stress. The present study is very crucial as a lack of emotional intelligence in such an unstable situation of COVID-19 may lead to possible failure that can negatively impact students’ well-being and future. The main objective of the present study was to examine the link between EI and perceived stress among university students. This was done through a quantitative study of the relationship between EI and stress. A cross-sectional research design to recruit a convenience sample of students from a few public university campuses in Malaysia, with a total respondent of 213 students was used. These students were invited to complete a voluntary and anonymous 38-item online questionnaire. Self-report questionnaires, consisting of the short 16-item measure of emotional intelligence (WLEIS), and the 10-item Perceived Stress Scale (PSS) were distributed to these students. Correlation analyses were performed to examine the link between EI and perceived stress (PS). Major findings have shown that there were significant correlations between EI constructs (Self-emotions appraisal, Use of emotion, and Others-emotion appraisal) and PS. Subsequently, independent-sample t-tests showed a not statistically significant difference in mean EI and PS scores between male and female students. In conclusion, the constructs of trait, EI could be of vital importance in understanding stress among university students. The present study suggests that universities may offer EI as among measurements in the selection of their prospective students, and the management should offer a few interventions to enhance students' emotional intelligence. Future research may address controlling other personality traits associated with the Perceived Stress Scale such as anxiety and neuroticism which may be confounded with reports of perceived stress.

Emotional intelligence and career success: Does resilience matter?

AbstractAchieving success in one's career has numerous positive consequences for individuals as well as for organizations. This study examines the influence of emotional intelligence measures on career success. Also, using the broaden and build theory, we propose employee resilience as an underlying mechanism connecting emotional intelligence measures and career success. Data were collected from employees working in different IT organizations in India's northern region. Confirmatory factor analysis followed by path analysis using the maximum likelihood estimation (MLE) method in AMOS was performed. Results found that all the emotional intelligence measures directly affect career success and employee resilience. For instance, the adaptability dimension had the most significant direct impact on career success, whereas the interpersonal dimension emerged as the leading predictor of resilience among all five emotional intelligence dimensions. In addition, employee resilience was identified as a partial mediator between all emotional intelligence measures and career success. The present study offers some insightful theoretical and practical implications.

The Reliability and Validity Measurement for Emotional Intelligence and Cohesion of Workgroup Among Football Players

One of the important processes in research is to ensure that the questionnaire is reliable and valid. Based on previous research, the psychometric properties of the measurement for emotional intelligence and cohesion of workgroup are not widely tested by using the sample in the context of sports. Hence, the main objective of this study is to test the reliability and validity measurement for emotional intelligence and cohesion of workgroup among football players. The research method is quantitative where questionnaire form is used to conduct the study. The questionnaire is consisting of Schutte Emotional Intelligence Scale (SEIS) and Group Cohesiveness Scale. The sample of this study is 252 football players that plays for Premier League and Super League. The data was analyzed by using Statistical Package for Social Science (SPSS) software version 26. As result, the score of Cronbach Alpha for SEIS is 0.816 while for Group Cohesiveness Scale, the score of Cronbach Alpha is 0.778. Hence, in terms of reliability, the findings show that all items are in high reliability. Meanwhile, in terms of validity, the results show that all items are very beneficial which are strongly valid. As conclusion, the result of this study will be one of the sources of reference for future researchers that interested to use the measurement of emotional intelligence and cohesion of workgroup especially in the context of sports.

'With a Little Help from My Friends': Emotional Intelligence, Social Support, and Distress during the COVID-19 Outbreak.

The COVID-19 pandemic presented a global existential social and health challenge, with individuals suffering mentally and psychologically. College and university students are young adults, typically away from their natural support systems; with pandemic-imposed measures such as isolation, they may have been at higher risk of experiencing negative psychological outcomes. The study tested a model in which social support mediated the association between emotional intelligence (EI) and a latent factor representing general mental distress at the height of the COVID-19 crisis in Poland. One hundred and fifty-nine young adults filled in measures of trait EI, psychological and instrumental social support, three distress measures (depression, anxiety, and stress), and demographics. The results supported a model in which psychological social support (but not instrumental social support) mediated the association between trait EI and a factor representing all three distress measures. The results shed light on how individual and social resources work together to help maintain psychological integrity in times of crisis. They add to recent results on the differential effects of psychological-emotional and instrumental social support on distress and well-being.

A Mixed Methods Investigation on the Relationship Between Perceived Self-Regard, Self-Efficacy, and Commitment to Serve Among Military Medical Students.

Routinely faced with potentially traumatizing situations, resilience is critical for military physicians. However, related studies are limited in scope. The current study distinctively combines hyper-realistic immersion training for military medical students with emotional intelligence and hardiness measures. With self-reflection shown to improve performance, qualitative inquiry was concurrently conducted in a mixed methodology approach to provide a uniquely comprehensive perspective on the resilience training needs of this population. Thirty-four osteopathic military medical students participated in a week-long training simulating real-life combat and mass casualty events. The Emotional Quotient-Inventory 2.0 (EQ-i 2.0) and Hardiness Resilience Gauge were administered as pre- and post-test measures. Paired t-tests were used to determine statistically significant gains, and a multiple case study analysis of a six-student focus group allowed for the synchronization of quantitative and qualitative data. Institutional Review Board approval for the study was obtained through Rocky Vista University with a reciprocal agreement with Touro University California's Institutional Review Board. All students participating in the study received written informed consent. Qualitative findings for this study aligned with this current year's findings of statistically significant results in the improvement of the Overall EQ-i and Overall Hardiness. Qualitative responses thematically analyzed demonstrated environmental realism, adaptation, increased awareness, and positive interpersonal and clinical outlook. Notable increases occurred in all EQ-i domains except Decision-Making and Stress Tolerance. The Self-Perception domain saw significant increases in Self-Regard and Emotional Self-Awareness while Well-Being and Optimism simultaneously improved. This unique pilot study showed that quantitative and qualitative results aligned, supporting the finding that a safe trauma-related training environment can improve the confidence and resilience in military medical students. The goal of this training was to promote resilience and mitigate trauma. Results demonstrate improved self-efficacy and enhanced commitment. Increases in self-awareness and confidence made participants more inclined to see their worth and strengthened their sense of duty as described in their qualitative responses. Pervasive gains suggest that the training aligned well with its purpose, and the methods employed enhanced participant experience. Long-term follow-up studies are needed to assess outcome sustainability.

Introducing an attitude-based approach to emotional intelligence.

Emotional intelligence (EI) was originally conceived as an ability, followed soon after by mixed, competency and trait theoretical models, broadly described as emotional efficacies (EE). Several models have attempted to integrate both approaches, with different views on whether EI and EE operate in sequence or parallel. One reason for this may be that EE constructs are given the same ontological status whether they represent underlying attitudes, such as self-regard, or behavioral competencies, such as assertiveness. In this paper, it is proposed that attitudes may predominantly act as underlying antecedents of ability-EI and behavioral-EE. Five benefits of this approach are drawn out that help to address some key concerns with current models and measures of EI and EE. First, the inclusion of implicit and explicit attitudes within integrated models of EI/EE would support the dual-processing of conscious and automated processes. From this, an attitude-based dual-processing framework for EI/EE is recommended. Second, the concept of Unconditional Positive Regard (UPR) for self and others, is identified as a potential attitude that may underpin the two core pillars of intrapersonal and interpersonal EI/EE. Third, UPR attitudes would provide an ethical basis for EI/EE that may support ethical and prosocial behavior. Fourth, UPR attitudes may differentiate between the optimal and sub-optimal elements of EI/EE. Fifth, an attitude-based approach to EI/EE may be more aligned with EI/EE being developmental than are the more static ability or trait-based models of EI/EE.

Differential Relations Between Facets of Agreeableness and Ability-Based Measures of Strategic Emotional Intelligence

Abstract: Since classical intelligence factors are almost independent of personality, independence from personality is expected analogously for new intelligence factors, such as Emotional Intelligence (EI). However, performance tests of Strategic EI, in particular, consistently show a positive relationship with self-reports of Agreeableness which has not yet been the subject of more detailed investigations. This paper aims to elucidate this relationship with a focus on facet-level relationships. In a study with N = 176 participants, the correlations between two strategic EI measures on the one hand, and measures of the Big Five personality factors as well as the facets of Agreeableness, on the other hand, are estimated at the level of latent variables. The results suggest that the relationships vary markedly by the facet of Agreeableness. Strategic EI measures are specifically correlated with measures of Agreeableness facets that include agreeable behavior for which emotional abilities are required. Furthermore, the results indicate that the strength of relationships between EI measures with personality traits depends on the scoring procedures (consensus vs. theory-based scoring) used for tests of EI.

The Influence of Emotional Intelligence in the Workplace Environment: A Literature Review

This study examines the influence of emotional intelligence in the working environment that will affect both employee and company performance. This area of study involves people, the environment in which they live and work, how they affect their environment, and the effect that environment has upon them. Emotional intelligence is tied to adaptation, which is the process by which a person adjusts to external conditions to diminish disruption and maximize benefits. It is a favorable human trait associated with several beneficial life outcomes. Many research models are utilized to measure and capture the ability to conceptualize emotional intelligence as potential performance, and they use performance-based measures of emotional intelligence to achieve good performance. The aim of this research is to reflect the comprehensive studies within this realm regarding the utility of emotional intelligence in an organizational context.

Age, Sex, Education, Emotional Intelligence, Cognitive Intelligence, and Management Level: A Study from Great Britain

Do non-, first-line, middle and senior managers differ in their cognitive ability and emotional intelligence? In this study we interested in the demographic and ability differences of people at different management levels. Over 6000 adults completed a multidimensional intelligence test (IQ) with five subscales and a measure of Trait Emotional Intelligence (EQ) with 15 subscales. First, we examined sex, age, educational and management level correlates of both EQ and IQ. Whilst there were many significant results, effect sizes were small. The focus of the paper was the regression using management level as the criterion variable and demography, EQ and, IQ as the predictor variables at facet and domain levels. Age and sex, particularly the former, accounted for nearly 30% of the variance, but both EQ and IQ added incremental variance. Facet level variance showed that specifically IQ number speed, and EQ sociability and emotionality (negatively) related to managerial level. Implications for general management and limitations are acknowledged.

The Role of Pain Catastrophizing, Emotional Intelligence, and Pain Intensity in the Quality of Life of Cancer Patients with Chronic Pain.

Pain catastrophizing (PC) is a negative cognitive distortion to actual or anticipated pain. This study aims to investigate the relationship between pain catastrophizing, emotional intelligence, pain intensity, and quality of life (QoL) in cancer patients with chronic pain. Eighty-nine outpatients with chronic pain attending pain clinics and palliative care units were recruited. Participants were men (42.7%) and women (57.3%) with an average age of 56.44years (SD = 14.82). Self-report psychological measures were completed, including a measure of emotional intelligence, a standard measure of PC, a scale assessing pain intensity, and a scale measuring QoL. The PC scale was found to assess three correlated yet different dimensions of pain catastrophizing (helplessness, magnification, and rumination). Moreover, as expected, patients with PC scale scores ≥ 30 had lower scores in functional QoL dimensions and higher scores in the fatigue, pain, and insomnia symptom dimensions. Regression analyses demonstrated that PC (B = -0.391, p = 0.004), pain intensity (B = -1.133, p < 0.001), and education (B = 2.915, p = 0.017) remained the only significant variables related to QoL, when controlling for demographic and clinical confounders. Regarding mediating effects, PC and pain intensity were jointly found to be significant mediators in the relationship between emotional intelligence and QoL. Results are discussed in the context of the clinical implications regarding interventions designed to improve cancer patients' quality of life and offer new insight, understanding, and evaluation targets in the field of pain management.

Priming and personality predictors of social reasoning: Contrasting theory of mind, trust, HEXACO, and emotional intelligence

Different theories of human reasoning produce alternative hypotheses about how personality and individual differences should relate to reasoning abilities. The present research documents a previously unclear significant relationship between theory of mind ability (measured via the mind in the eyes test) and conditional reasoning performance, which is differentially stronger for social rules rather than for descriptive, non-social contexts (Study 1, N = 316). A second study (N = 289) additionally documented associations between reasoning and both interpersonal trust (low reciprocation wariness) and Honesty-Humility. Secondarily, Study 2 also replicated a carryover effect for reasoning tasks, previously suggested as due to repetition priming. In Study 3 (N = 334), participants took a battery of trait measures that included the above significant predictors of social reasoning, additional measures of theory of mind ability, of interpersonal trust, and a measure of emotional intelligence. Reasoning again differed across contexts, documented priming/carryover effects between social/non-social reasoning tasks, and was significantly predicted by interpersonal trust and theory of mind. Differentially stronger correlations for social contents, relative to non-social contents, indicate some specificity in reasoning processes rather than entirely domain-specific reasoning.

Construct Validity of Emotional Intelligence Scale for Sports Students

Emotional intelligence measurement is a potentially important construct and has become one of the most exciting issues in psychological research. This study aimed to test the construct validity of the emotional intelligence scale developed for sports students. The research employed a quantitative approach using a survey method. Participants involved in this study were 280 active sports students. Data were collected through an emotional intelligence scale and analyzed using factor analysis, namely exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) methods on Structural Equation Modeling (SEM) using AMOS 22 software. The fit index test model was based on three categories: absolute fit indices, incremental fit indices, and parsimony fit indices. It indicates that the scale met the valid and reliable criteria for measuring the emotional intelligence of sports students. There were 27 question items declared valid, meaning that all of these items measured the five components, including 14 indicators constructed according to the Bar-on conceptual model.