Four-branch Model Research Articles

Revealing the Effect of Emotional Intelligence on Organizational Effectiveness: Perspectives from Industrial-Organizational Psychology

The study reveals the concept of emotional intelligence and its effects on individuals and organizations within the field of Industrial-Organizational psychology. In recent years, emotional intelligence has emerged as a focal point for researchers and practitioners, recognizing its capacity to support various aspects of workplace dynamics, including performance, teamwork, leadership, and overall organizational success. The findings of this research explained the profound impacts of emotional intelligence on a range of employee behaviors and organizational interactions. Individuals with heightened emotional intelligence exhibit advanced communication skills, accurately managing their emotions and articulating themselves effectively. This proficiency extends to conflict resolution scenarios, where individuals demonstrate resilience and approach resolutions with empathy and open-mindedness, fostering enhanced collaboration, stronger interpersonal connections, and heightened group cohesion. The study adopts a triangulation methodology to examine different data sources to ensure the validity and reliability of the research outcomes. Furthermore, the research framework is rooted in Salovey and Mayer's Four-Branch Model of emotional intelligence.

An Ensemble Learning Method for Detection of Head and Neck Squamous Cell Carcinoma Using Polarized Hyperspectral Microscopic Imaging.

Head and neck squamous cell carcinoma (HNSCC) has a high mortality rate. In this study, we developed a Stokes-vector-derived polarized hyperspectral imaging (PHSI) system for H&E-stained pathological slides with HNSCC and built a dataset to develop a deep learning classification method based on convolutional neural networks (CNN). We use our polarized hyperspectral microscope to collect the four Stokes parameter hypercubes (S0, S1, S2, and S3) from 56 patients and synthesize pseudo-RGB images using a transformation function that approximates the human eye's spectral response to visual stimuli. Each image is divided into patches. Data augmentation is applied using rotations and flipping. We create a four-branch model architecture where each branch is trained on one Stokes parameter individually, then we freeze the branches and fine-tune the top layers of our model to generate final predictions. Our results show high accuracy, sensitivity, and specificity, indicating that our model performed well on our dataset. Future works can improve upon these results by training on more varied data, classifying tumors based on their grade, and introducing more recent architectural techniques.

Training Emotional Intelligence Online: An Evaluation of WEIT 2.0

With the growing popularity of online courses, there is an increasing need for scientifically validated online interventions that can improve emotional competencies. We addressed this demand by evaluating an extended version of the Web-Based Emotional Intelligence Training (WEIT 2.0) program. Based on the four-branch model of emotional intelligence, WEIT 2.0 focuses on improving participants’ emotion perception and emotion regulation skills. A total of 214 participants were randomly assigned to the training group (n = 91) or a waiting list control group (n = 123) to evaluate short-term (directly after WEIT 2.0) and long-term intervention effects (8 weeks later). Two-way MANOVAs and mixed ANOVAs showed significant treatment effects for self-reported emotion perception of the self, as well as emotion regulation of the self and others, after 8 weeks. No significant treatment effects were found for self-reported emotion perception in others or for performance-based emotion perception or emotion regulation. Moderator analyses revealed no significant effects of digital affinity on training success from the pretest to the posttest. The findings suggest that components of self-reported emotional intelligence can be enhanced through WEIT 2.0, but performance-based emotional intelligence cannot. Further research is needed on the online training of emotional intelligence and the mechanisms that underlie training success.

Adaptação e Validação Transcultural do Questionário de Autoperceção de Inteligência Emocional

Abstract The assessment of emotional intelligence is limited by the lack of psychometrically valid instruments. The present study aimed at cross-culturally adapting and validating the Emotional Intelligence Self-perception Questionnaire (EIQ-SP) in samples of Brazilian and Portuguese university students. Within this scope, in a sample of 1,074 students, reliability, construct-related validity, and criterion-related validity were analyzed. Additionally, metric invariance between the two samples and between genders was assessed. EIQ-SP showed appropriate psychometric qualities in its validation for use in Brazil, maintaining Mayer and Salovey’s four-branch model. With a short application time, simple and objective language, its small number of questions makes it an attractive and valuable instrument to investigate Emotional Intelligence.

QEPro: An ability measure of emotional intelligence for managers in a French cultural environment

Managers’ interest in the concept of emotional intelligence (EI) has grown steadily due to an accumulation of published articles and books touting EI’s benefits. For over thirty years, many researchers have used or designed tools for measuring EI, most of which raise important psychometric, cultural and contextual issues. The aim of this article is to address some of the main limitations observed in previous studies of EI. By developing and validating QEPro we propose a new performance-based measure of EI based on a modified version of Mayer and Salovey’s (1997) four-branch model. QEPro is an ability EI measure specifically dedicated to managers and business executives in a French cultural environment (N = 1035 managers and executives). In order to increase both the ecological and the face validity of the test for the target population we used the Situational Judgment Tests framework and a theory-based item development and scoring approach. For all items, correct and incorrect response options were developed using established theories from the emotion and management fields. Our study showed that QEPro has good psychometric qualities such as high measurement precision and internal consistency, an appropriate level of difficulty and a clear factorial structure. The tool also correlates in meaningful and theoretically congruent ways with general intelligence, Trait EI measures, the Big Five factors of personality, and the Affect measures used in this study. For all these reasons, QEPro is a promising tool for studying the role of EI competencies in managerial outcomes.

Effects of an 8-Week Cooperative Learning Intervention on Physical Education Students' Task and Self-Approach Goals, and Emotional Intelligence.

Previous research highlighted the effectiveness of cooperative learning in the four learning domains: physical, cognitive, social and affective. However, recent reviews have called for more empirical research on social and emotional learning based on contemporary theories, frameworks and assessment tools. Little is known about the links between cooperative learning and two strong contemporary frameworks: the achievement goal theory and the four-branch model of emotional intelligence. The goal of this study was to assess the connections between cooperative learning, task and self-approach goals, and emotional intelligence in physical education classes. Forty primary education students (21 girls, 19 boys), 10–12 years (Mage = 10.87; SD = 0.85), enrolled in two different classes in only one school, participated. None of them had experienced cooperative learning as a pedagogical model before. The study followed a one group, pre-test-post-test, pre-experimental design. Both classes experienced the same cooperative learning intervention programme conducted in physical education, which included two consecutive learning units for a total of 16 sessions (2 per week/50 min each). The same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students’ self-approach goals and their emotional control and regulation, and empathy. In conclusion, the present study reinforced the use of cooperative learning in physical education, because it can guide students to more adaptive motivational patterns and to develop their emotional intelligence. Furthermore, it contributes to the students’ social and emotional learning building quality relationships, learning to manage stressors, and evolve individually and in groups.

Blood Particle Separation Using Dielectrophoresis in A Novel Microchannel: A Numerical Study.

Objective We present a four-branch model of the dielectrophoresis (DEP) method that takes into consideration the inherent properties of particles, including size, electrical conductivity, and permittivity coefficient. By using this model, bioparticles can be continuously separated by the application of only a one-stage separation process. Materials and Methods In this numerical study, we based the separation process on the differences in the particle sizes. We used the various negative DEP forces on the particles caused by the electrodes to separate them with a high efficiency. The particle separator could separate blood cells because of their different sizes. Results Blood cells greater than 12 μm were guided to a special branch, which improved separation efficiency because it prevented the deposition of particles in other branches. The designed device had the capability to separate blood cells with diameters of 2.0 μm, 6.2 μm, 10.0 μm, and greater than 12.0 μm. The applied voltage to the electrodes was 50 V with a frequency of 100 kHz. ConclusionThe proposed device is a simple, efficient DEP-based continuous cell separator. This capability makes it ideal for use in various biomedical applications, including cell therapy and cell separation, and results in a throughput increment of microfluidics devices.

Facilitating the emotional intelligence development of students: Use of technological pedagogical content knowledge (TPACK)

The emotional intelligence preparation of students is one of the key focuses in hospitality, tourism, and leisure education. Accordingly, this study developed an 18-h curriculum to enhance the emotional intelligence of students and investigated pre-post course differences under the framework, which integrates technological, pedagogical, and content knowledge (TPACK). Echoing the proposition by Mayer, Caruso, and Salovey's (1999) four-branch model, the current study results verified that this curriculum module effectively promoted the emotional intelligence of students in terms of self-emotion appraisal, others' emotion appraisal, use of emotion, and regulation of emotion. Furthermore, in line with Koehler and Mishra's (2009) proposition, this study provided support to the scales validity of TPACK components. Using structural equation modeling (SEM) analyses, this study also proved the positive contextual influences of components of content knowledge, pedagogical knowledge, technology knowledge, technological content knowledge, and technological pedagogical knowledge on TPACK (Boschman, McKenney, & Voogt, 2015; Ching, Yang, Baek, & Baldwin, 2016; Koh & Chai, 2014; Koh, Chai, & Tsai, 2014). Consequently, this study verified that the implementation of TPACK framework could bridge tacit content knowledge, practice of teaching, and usage of adequate technological methods together for learning effectiveness.

Reliability sensitivity analysis method based on subset simulation hybrid techniques

• A new sensitivity analysis method based on control variate technique is provided. • A rough failure probability estimator and a correction has been considered. • Subset simulation and importance sampling are employed to reformulate reliability sensitivity analysis. • This method is able to solve reliability sensitivity analysis problems efficiently and accurately. This study proposes a new reliability sensitivity analysis approach using an efficient hybrid simulation method that is a combination of subset simulation, importance sampling and control variates techniques. This method contains a probability term (a fast-moving by subset simulation) and an adaptive weighting part that improves the calculated probability. The Finite Difference Method is used to obtain reliability sensitivities, and the related formulation is derived. Five numerical examples (four-branch model, beam-cable system, one-story frame, ring-stiffened cylinder buckling, and 25-bar steel truss) are presented to describe the applications of the proposed method. The results are compared with those obtained by the available techniques. The results revealed that the proposed method efficiently and accurately solves rare-event, system-level, and real-world engineering problems with explicit and implicit limit state functions.

Four-Branch Model of Ability Emotional Intelligence With Fluid and Crystallized Intelligence: A Meta-Analysis of Relations

We meta-analytically investigated relations between the four-branch model of ability emotional intelligence (EI) with fluid (Gf) and crystallized intelligence (Gc; 352 effect sizes; ntotal = 15,333). We found that for each branch, the strength of relations with Gf and Gc were equivalent. Understanding emotions has the strongest relation with Gf/Gc combined (ρ = .43, k = 81, n = 11,524), relative to facilitating thought using emotion (ρ = .19, k = 51, n = 7,254), managing emotions (ρ = .20, k = 74, n = 11,359), and perceiving emotion (ρ = .20, k = 79, n = 9,636); for the latter, relations were also moderated by stimulus type. We conclude with implications and recommendations for the study of ability EI.

Традиционные и новые подходы к интерпретации антитезы "Sense and Sensibility" в названии романа Дж. Остин

The purpose of analyzing possible interpretations of the antithesis Sense and Sensibility in the title of J. Austen's novel is to provide a theoretical basis for the author’s broader research. Presented also in other articles, the entire study is devoted to the analysis of different interpretations of the antithesis in French and Russian translations: both in the title and in the main message (macrocontext) of the novel. As a practical part of the research, the author presents in the current article her own arguments related to possible new interpretations of the antithesis. Namely: 1) hypothesis about a dual nature in the meaning of the antithesis itself: not only the traditional opposition "reason vs. feelings", but also the sense of objective reality vs. individual’s subjective sensibility; 2) comparison of the moral message of the novel (opposition "reason vs. feelings" in favor of the merits of reason) and modern theories of emotional intelligence. The author tries to prove that the four-branch model of emotional intelligence by P. Salovey and J. Mayer is based on the classic message – the merits of reason, however completed with commercial and pragmatic aspects. In addition, this new interpretation of the antithesis (sense of objective reality vs. individual’s subjective sensibility) is complemented by the author with her own possible Russian versions of the novel title, reflecting the new meaning and at the same time preserving the alliteration that the English original has.

Readers panel - Calling time on the training model

Should the four-branch model of nurse training be scrapped?

A simplified four-branch model for the analytical study of the out-of-plane performance of regular stone URM walls

During the last years, several studies have been made aiming to assess the out-of-plane seismic response of unreinforced stone masonry structures. This fact led to the development of a wide variety of models and approaches, ranging from simple kinematic based analytical models up to complex numerical simulations. Nevertheless, for the sake of simplicity, the out-of-plane seismic response of a masonry wall pier may be obtained by means of a simple single-degree-of-freedom system while still providing good results. In fact, despite the assumptions associated with such a simple formulation, it is also true that the epistemic uncertainty inherent with the selection of appropriate input parameters in more complex models may render them truly ineffective. In this framework, this paper focuses on the study of the out-of-plane bending of unreinforced stone masonry walls (cantilevers) by proposing a simplified analytical approach based on the construction of a linearized four-branch model, which is used to characterize the linear and nonlinear response of such structural elements through an overturning moment-rotation relationship. The formulation of the four-branch model is presented and described in detail and the meaningful parameters used for its construction are obtained from a set of experimental laboratory tests performed on six full-scale unreinforced regular sacco stone masonry specimens. Moreover, a parametric analysis aiming to evaluate the effect of these parameters’ variation on the final configuration of the model is presented and critically discussed. Finally, the results obtained from the application of the developed four-branch model on real unreinforced regular sacco stone masonry walls are thoroughly analysed and the main conclusions obtained from its application are summarized.

The Value of Emotional Intelligence for High Performance Coaching: A Commentary

INTRODUCTION In their article, Jonathan Chan and Clifford Mallett attempted to highlight the conceptual validity and the practical utility of the Emotional Intelligence (EI) construct for highperformance sport coaches. Due to a lack of extensive research on EI in sport settings, the authors contextualize management and workplace literatures to sport settings by using the Mayer and Salovey’s [1] four-branch model of EI (i.e., perceiving, using, understanding, and managing emotions). They also provide examples of how the proficiency in emotionregulation skills across these four areas of expertise might enhance the quality of coaching and the production of high performance. Thus the idea to introduce the main aspects of this research direction in sport seems quite appropriate. Several issues in the paper also provide a good basis for comments with a special emphasis on real emotional experiences in sport associated with emotion expertise.

The Value of Emotional Intelligence for High Performance Coaching

Similar to an effective leader in business, a high-performance sports coach requires qualities beyond technical and tactical acumen, such as leadership and the ability to facilitate a functional leader-follower relationship. Underpinning this dynamic relationship that exists between the coach and athlete is a leader's acumen associated with emotional intelligence (EI). This article aims to highlight the utility of EI for high-performance sport coaches, and provide concrete examples as to how EI might enhance a coaches' ability to lead and direct the production of high-performance with their staff and athletes. First, a brief overview of the link between EI and leadership quality is presented. Second, Mayer and Salovey's (1997) four-branch model of EI (i.e., perceiving, using, understanding, and managing emotions) will be used as a framework for demonstrating how a coach may use such abilities to lead and produce high-performance.

The relation between emotional intelligence and job performance: A meta‐analysis

AbstractThis meta‐analysis builds upon a previous meta‐analysis by (1) including 65 per cent more studies that have over twice the sample size to estimate the relationships between emotional intelligence (EI) and job performance; (2) using more current meta‐analytical studies for estimates of relationships among personality variables and for cognitive ability and job performance; (3) using the three‐stream approach for classifying EI research; (4) performing tests for differences among streams of EI research and their relationships with personality and cognitive intelligence; (5) using latest statistical procedures such as dominance analysis; and (6) testing for publication bias. We classified EI studies into three streams: (1) ability‐based models that use objective test items; (2) self‐report or peer‐report measures based on the four‐branch model of EI; and (3) “mixed models” of emotional competencies. The three streams have corrected correlations ranging from 0.24 to 0.30 with job performance. The three streams correlated differently with cognitive ability and with neuroticism, extraversion, openness, agreeableness, and conscientiousness. Streams 2 and 3 have the largest incremental validity beyond cognitive ability and the Five Factor Model (FFM). Dominance analysis demonstrated that all three streams of EI exhibited substantial relative importance in the presence of FFM and intelligence when predicting job performance. Publication bias had negligible influence on observed effect sizes. The results support the overall validity of EI. Copyright © 2010 John Wiley & Sons, Ltd.Note: Correction added on 22 July 2010 after first publication online on 29 June 2010. The affiliations for Ronald H. Humphrey and Thomas H. Hawver have been corrected in this version of the article.

Teaching and Learning Guide for: Emotional Intelligence: Towards a Consensus of Models and Measures

The article, and a proposed course around which it might coalesce, covers different ways that emotional intelligence (EI) has been conceptualized, measured, and applied. It begins with an examination of research on early antecedents of emotional abilities (e.g., facial expression) and moves right on through to cover multi-media assessment paradigms. Models describing EI as a character trait are compared and contrasted with those that view EI as a form of information-processing or knowledge. It is concluded that the latter type of model, exemplified by the four-branch hierarchical model of EI, is the only logical concept that might bear the label ‘‘emotional intelligence’’. Potential emendations to the way EI is currently conceptualized and measured are covered, including emotion recognition assessments, situational judgment tests, and the empathic agent paradigm. Armed with knowledge of new assessments, the article (and resultant course) also suggests an agenda for future research in the field to provide better understanding of emotional intelligence. The course differs somewhat from the article, however, by including how emotional intelligence might be applied to social life, schooling, clinical psychology, and the workplace. This teaching and learning guide begins with an annotated bibliography of some of the key books and research articles in the area of emotional intelligence. We follow this section with a list of websites that may be of interest to students, along with a capsule description of the content on these websites. Next, we present a sample syllabus on the topic of emotional intelligence, with emphasis on theory, measurement, and applications. Finally, we list a series of questions that can be used to motivate classroom discussion, and present project ideas that allows students to integrate their own experiences, observations, and knowledge with research in the area of emotional intelligence.

The Science of Emotional Intelligence

This article provides an overview of current research on emotional intelligence. Although it has been defined in many ways, we focus on the four-branch model by Mayer and Salovey (1997) , which characterizes emotional intelligence as a set of four related abilities: perceiving, using, understanding, and managing emotions. The theory provides a useful framework for studying individual differences in abilities related to processing emotional information. Despite measurement obstacles, the evidence in favor of emotional intelligence is accumulating. Emotional intelligence predicts success in important domains, among them personal and work relationships.

EMOTIONAL INTELLIGENCE ABILITIES, PERSONALITY AND WORKPLACE PERFORMANCE.

Using socioanalytic theory (Hogan & Shelton, 1998b), we develop and test a model of the direct and indirect effects of the Big Five personality traits and EI abilities on multiple forms of performance (i.e., task and contextual performance). The proposed model was tested with two on-line instruments completed by 116 Hong Kong managers. One instrument was an abilities test of emotional intelligence (MSCEIT 2.0:Mayer, Salovey, & Caruso, 2002). The other was a survey of self-reported personality and workplace behavioral data. Multiple hierarchical (moderator) regression was used to analyze the data from 116 Hong Kong managers. Hypotheses were partially supported. Agreeableness had a positive influence on contextual performance and conscientiousness was positively associated with task performance. In respect to the four-branch model of EI, perceiving emotions was negatively associated with contextual performance, which was counter to what was hypothesized. Total EI moderated (enhanced) relationships between agreeableness and both task and contextual performance.