Intelligence Profile Research Articles

Emotional Intelligence Profiles among Lesbians, Gays and Bisexuals (LGB) People: Their Influence on Mental Health, Life Satisfaction, Self-esteem and the Development of Sexual Identity

Abstract Introduction Many studies have focused recently on the negative impact of homophobia or biphobia, seeking to identify protective factors for the LGB (lesbian, gay, and bisexual) community. Methods The present study aims to identify emotional intelligence (EI) profiles among a sample of 1215 LGB people in order to determine whether significant differences exist between them in terms of mental health, life satisfaction, self-esteem, and the development of sexual identity. To analyse the differential effect of EI on the variables, four cluster profiles were defined by combining the three dimensions of EI (attention, clarity, and repair). The first profile had low levels in all three dimensions; the second had high attention and low repair; the third had high general EI and the fourth had low attention and high repair. Results Significant differences were observed among profiles (p < .001; η2 = 0.126). Those with high EI indexes reported less anxiety and depression and had better levels of self-esteem, life satisfaction and acceptance of their non-normative sexual identity. Those with low rates in all areas of EI or high levels of attention were at risk of developing psycho-emotional problems. Discussion We can conclude that different EI profiles exist among LGB community and that these profiles influence mental health, life satisfaction and self-esteem outcomes and identity development in different ways. Policy Implications The findings reported here have practical policy implications for psychoeducational proposals and interventions aimed at improving the experiences of LGB people, particularly in terms of promoting individual characteristics that can help them cope with systematic oppression, such as emotion repair.

Understanding sex/gender differences in intelligence profiles of children with Autism: A comprehensive WISC meta-analysis

BackgroundIntelligence assessment in children with autism spectrum disorders (ASD) often sparks debates about sex/gender differences. Specifically, the question arises whether girls exhibit lower performance on intelligence scales compared to boys. This meta-analysis examines nine studies (N=1105; 809 boys and 296 girls) to quantify sex/gender differences on the Wechsler Intelligence Scale for Children (WISC) in children with ASD, comparing their results to typically developing children. Method and proceduresRandom-effects meta-analyses on WISC indices and subtests were conducted to address the heterogeneity across effect sizes. Results for children with ASD were compared to those of typically developing children. Outcomes and resultsFindings revealed no significant differences in general intellectual functioning (full-scale IQ), verbal comprehension, working memory, or processing speed between boys and girls in children with ASD. Boys showed an advantage only in the perceptual reasoning index. At the subtest level, boys outperformed on certain tasks, while girls excelled in others. Conclusions and implicationsThe observed pattern of differences in the ASD population aligns quantitatively with those in typically developing populations. Differences, if present, are specific to certain indices rather than general intelligence. These insights contribute to a nuanced understanding of gender-related cognitive variations in the context of ASD.

Emotional Intelligence Profiles and Cyber-Victimization in Secondary School Students: A Multilevel Analysis

The research examined how different profiles of emotional intelligence (attention, clarity, and emotional regulation) act as protective or risk factors against cyber-victimization, taking into account individual and behavioral variables such as gender, sexual orientation, self-esteem, social anxiety, Internet risk, and parental control among high school students (11–18 years). A simulated sample was used, which was derived from an experimental sample of 1908 subjects (50.7% girls). Statistical equivalence was ensured between the two samples, and a multilevel analysis was conducted using the emotional intelligence profiles as the grouping variable. The results showed that the variability in emotional intelligence profiles predicted 96.7% of the variability of cyber-victimization. Factors that increase this likelihood include excessive interpersonal attention and low emotional regulation, higher social anxiety, offline victimization, older age, high parental supervision, and low self-esteem. In addition, being male and heterosexual is associated with a lower risk of cyber-victimization than being female and non-heterosexual. In general, it is suggested that protective measures against cyber-victimization should warn about the risk of Internet use, avoid paternalistic behavior by adults, and reduce rumination or excessive attention to the opinions of others.

Cultural Intelligence Profile of Junior High School Counsellors and Its Implication on Multicultural Counseling

The diversity of ethnicities, religions, and races that exist in Indonesia contribute to the country's characterization as a nation with a multitude of cultures. In the context of the relationship between counselor and counselee, cultural diversity is a significant concern. The comprehension, awareness, and work behavior of the counselee's cultural diversity is indicative of the counselor's cultural intelligence. The concept of cultural intelligence is a crucial aspect that counselors must consider when providing multicultural counseling services. The objectives of this research are to determine the description of counselors' cultural intelligence and its application in multicultural counseling. The research employed a quantitative research survey design for junior high school counselors in Malang Regency. For the research instrument, this study employed an intelligence scale adapted from Early and Ang. The data were analyzed descriptively in order to describe the counselor's cultural intelligence profile. The results indicated that metacognitive indicators exhibited the highest proportion, with 40% falling within the very high category, while behavioral indicators exhibited the lowest proportion, with 5% falling within the deficient category. The results of the study indicate that there is a need for counseling assistance in the behavioral aspect of cultural intelligence in order to facilitate the implementation of multicultural counseling. In essence, cultural intelligence represents a form of counselor multicultural competence that is necessary for the implementation of multicultural counseling. An increase in cultural intelligence thus supports an increase in multicultural counseling.

‘Profiles in intelligence’: an interview with 8th Mossad chief Danny Yatom

ABSTRACT This article is based on an interview conducted in July 2023 with Danny Yatom, the eighth Mossad chief. He had a distinguished career in the Israeli Defense Force, joining the Mossad in 1996 after his military service. Yatom’s contributions were pivotal during the 1980s and 1990s, particularly in diplomatic engagements and peace negotiations between Israel and Jordan. With experience spanning elite military units, intelligence agencies, Prime Minister’s offices, and the Israeli Parliament, his insights offer a comprehensive understanding of intricate matters, making it the primary reason for my decision to interview Yatom. Among other topics, Yatom provided nuanced perspectives on Israel’s involvement in the Nagorno-Karabakh conflict, its relations with Azerbaijan, the special ties between Israel and Germany, and the 1979 Islamic revolution. I also inquired about the impact of emotions on decision-making in national security, the historical trajectory of the Mossad, and Israel’s approach to Official Public Intelligence Disclosure.

Academic achievement, creativity, multiple intelligences, and motivation in Iranian medical students

Exploring the relationship between academic achievement, creativity, multiple intelligences, and motivation among Iranian medical students can provide valuable insights into their educational experiences and inform the development of effective strategies to enhance learning outcomes. This study investigated the relationship among Iranian medical students through a correlational-descriptive design. Participants included all 200 BA-level students of Islamic Azad University, Iran. The Attitude/Motivation Test Battery (AMTB) in Persian, the Torrance Creative Thinking Test (TCTT) in Persian, and Gardner's Multiple Intelligences Questionnaire in Persian were used to collect data. The university archived their grade point averages (GPAs) to determine students' academic progress. The Kolmogorov-Smirnov Goodness-of-Fit Test, descriptive statistics, Pearson product-moment correlation tests, and independent samples t-tests were used to examine the acquired data. The data analysis revealed a significant correlation between Iranian EFL learners' creativity, multiple intelligences, motivation, and academic success; creative learners outperformed non-creative learners in terms of academic achievement; extrinsic learners outperformed intrinsic learners in terms of academic achievement; the highest academic achievement was associated with the interpersonal intelligence profile, while the lowest academic achievement was associated with the intrinsic intelligence profile. The findings may provide insight to stakeholders in the field, such as curriculum planners, tutors, and policymakers, regarding the relationship between creativity, multiple intelligences, motivation, and academic achievement, as well as the importance of factoring this relationship into ELT program design.

A Comparative Study of Multiple Intelligences Profiles and English Language Achievement Among Primary School Students in Urban and Rural Areas

This research study aimed to measure and compare the MI profile of urban and rural primary school students to understand the relationship between intelligence type and English language learning. A cross-sectional research design was adopted to solve the query, and using purposive sampling techniques, two (02) of the schools, one each, i.e., urban & rural, were selected, and twenty-six students from each school were included in the study sample. Both genders were given equal representation. A standardized test was used to measure the participants' MI; later, a test for grade-five level students was constructed to measure their proficiency in all language skills, i.e., listening, speaking, reading, and writing. The standardized and language proficiency test results were compared, showing a relationship between linguistic-verbal Intelligence and language learning, and has ultimately proved the theory proposed by Harward Gardner.

THE REPRESENTATION OF MULTIPLE INTELLIGENCES IN THE PRIMARY SCHOOL ENGLISH TEXTBOOKS MY NEXT WORDS: A CONTENT ANALYSIS

Each student has individual differences, including intelligence profiles, that teachers must consider. The recent curriculum, Kurikulum Merdeka, emphasizes the freedom for the teacher to plan the lesson based on students’ needs and abilities. Since teachers widely use textbooks as a source and guidance to conduct an appropriate teaching-learning process, it is essential to have textbooks that accommodate students’ multiple intelligences. This study aimed to determine the representation of Multiple Intelligences in primary school textbooks titled My Next Words. This study used content analysis as the research method. Eight units were chosen, with two randomly selected from each of the four textbooks. The data were gathered by administering a coding sheet and analyzed by calculating the frequency of occurrence. The results indicated that My Next Words textbooks accommodate all types of intelligences to a certain degree. The most frequently occurring types of intelligence are verbal/linguistic and visual/spatial intelligence. This study can serve as a source for teachers to recognize and address various intelligences, helping them to adapt their teaching material. Besides, it can inform textbook developers to enhance the content of textbooks to provide more diverse material that caters to different intelligences.

Profiles in intelligence: an interview with Vappala Balachandran

Profiles in intelligence: an interview with Vappala Balachandran

Intellectual development in young children with autism spectrum disorders: A longitudinal study.

Intelligence profiles in autism have been characterized by great variability. The questions of how autistic children's intelligence changes over time, and what factors influence these changes deserve study as part of efforts to document child autism profiles, but also because the relationship between intellectual functioning and children's background characteristics is poorly understood, particularly in a longitudinal context. A total of 39 autistic children and 39 age-matched neurotypical children (5-9 years old) completed two IQ assessments at preschool age and up to 4 years later. Repeated-measures analyses assessed longitudinal changes in the children's verbal (VIQ), performance (PIQ), and full-scale IQ (FSIQ) at group level. We further sought to identify clusters with distinct profiles in each group by adopting an unsupervised K-means clustering approach, and detect possible between-subgroup differences in terms of children's socioeconomic status and autism severity. The largest cluster in the autistic group was composed of children whose PIQ significantly dropped at follow-up, while the second largest cluster improved in all quotients; the smallest cluster, wherein children had more highly educated mothers than the rest of the clusters, was characterized by large improvement in VIQ. For the neurotypical children, there was a two-cluster division; the majority of them improved in the three quotients, while very few dropped in PIQ at follow-up. The relation between socioeconomic status and IQ changes was significant for both groups. The findings demonstrate both the complexity of intelligence changes in autism and the need to view this complexity through the lens of the children's socioeconomic diversity.

Emotional intelligence protects nurses against quiet quitting, turnover intention, and job burnout.

Emotional intelligence can improve nurses' interpersonal and coping skills, job performance, and resilience. However, there is a dearth in the literature on whether emotional intelligence affects levels of quiet quitting, turnover intention, and job burnout in nurses. We examined the relationship between emotional intelligence, quiet quitting, turnover intention, and job burnout. We conducted a cross-sectional study in Greece with a convenience sample of 992 nurses. We used the following valid tools to measure our study variables: the Trait Emotional Intelligence Questionnaire-Short Form, the Quiet Quitting Scale, and the single item burnout measure. The mean age of our nurses was 42.2 years. After controlling for gender, age, work experience, shift work, and understaffed department, the multivariable linear regression models indicated significant negative relationships between emotional intelligence and quiet quitting, turnover intention, and job burnout. Specifically, self-control reduced detachment, lack of motivation, job burnout, and turnover intention. Moreover, emotionality reduced detachment, lack of motivation, and lack of initiative. Sociability reduced lack of initiative and lack of motivation, while well-being reduced lack of motivation, job burnout, and turnover intention. Emotional intelligence reduced quiet quitting, turnover intention, and job burnout in nurses. Therefore, nurse managers and policy-makers should apply interventions to optimize the emotional intelligence profiles of nurses.

Profil Kecerdasan Emosional Peserta Didik SMK Negeri 2 Padang

The background of this research is that there are students who cannot control anger or resentment uttered by their peers, students who do not have confidence before starting a presentation in front of the class, and who lose control when they are angry with their peers. The purpose of this study was to describe the profile of the emotional intelligence of students in class XI Marketing at SMK Negeri 2 Padang from the aspects of: 1) Recognizing emotions 2) Managing emotions 3) Motivating yourself 4) Empathy 5) Building Relationships. This research was conducted using a quantitative descriptive method. The research population was 96 students who were selected by total sampling technique. The instrument used is a questionnaire. As for data analysis using percentages. Based on the results of research on the emotional intelligence profile of students in class XI Marketing at SMK Negeri 2 Padang of: 1) Recognizing emotions is in a fairly high category and in high caligniting in other aspect of emocional intelligence in this study. Based on the results of this study, it is recommended for counselor to make a model to increasing their emotional intelligence.quite high, and for future researchers to create an effective model guidance and couselerto improve students' emotional intelligence.

The Students' Linguistic Intelligence Profile on Speaking Skill at SMA Negeri 21 Makassar

This research aims to reveal the students' linguistic intelligence profile on speaking skills. This research employed a qualitative research design, with the use of qualitative methods explored the relation between the students' linguistic intelligence to their skills or abilities in speaking. This study involved the students of class XI grade SMA Negeri 21 Makassar, consisted 50 students, in which the research participants were divided into two classes, XI.4 and XI.5, with 25 students per class. In the process of collecting the data, several instruments were utilized such as observation, students' English intelligence assessment that contained students' responses to linguistic intelligence, and interviews. This research analyzed the data through three phases, including data reduction, data display, and verification, in order to investigate the impact of students speaking skills as measured by their intelligence in linguistics, which were then classified into four categories such as low, average, good, and excellent. The result of this study revealed that the majority of students in both classes XI.4 and XI.5 mostly came into the good category regarding their linguistic capabilities, with 10 and 11 students, respectively. These findings indicated that a significant number of the students were dominating in the aspect of could speak the target language with correct intonation and pronunciation but still required corrections and guidance since the students were not too fluent in performing speech. Moreover, two students in grade XI.5 showed a high standard of fluency, vocabulary, and a good understanding of grammar and idioms, placing them in the "excellent" category. Both of these students demonstrated their linguistic knowledge can adapt well to various communication situations, and be aware of relevant communication norms and ethics.

Development of Emotional Intelligence During an Adventure and Experiential-Based Learning Course

Background The United States Air Force Academy's Center for Character and Leadership Development developed the ‘Adventure and Experiential Based Learning’ (AEBL) course—a new experiential education summer course intended to develop interpersonal leadership skills in 1,100 sophomore cadets. Purpose Improving cadet emotional intelligence (EI) is of particular focus due to its value in leader effectiveness. Methodology/Approach Rather than rely upon the more common military pedagogy of lecture-based learning or a military handbook that prescribes exactly what participant success looks like, the aim of the course examined in this study was to improve participant EI via a combination of experiential education methods including interactive classwork, challenge course experimentation, and a capstone 28-h adventure comprised of uncertainty and stressful team dynamics. To measure the effect the experiential education curriculum had on participant EI, the Workgroup Emotional Intelligence Profile (WEIP) was used in a pre/postsurvey method. Findings/Conclusion The results indicated a significant increase in EI among AEBL participants as measured by the WEIP. Implications Outdoor experiences like the one described in this article may be an effective way to train EI skills.

Trait Emotional Intelligence and Multiple Intelligences as Predictors of Academic Success in Serbian and Greek IT Students

Even though research on predicting the academic achievement of IT students is not scarce, the inclusion of trait emotional intelligence and multiple intelligences as predictive factors is somewhat novel. The research examined associations between identified profiles of trait emotional intelligence and multiple intelligences, and academic success in the sample of 288 IT students, 208 from Serbia and 80 from Greece. The results show that trait emotional intelligence and multiple intelligences profile both proved to be important predictors of academic success. Another predictor of IT students’ academic success was related to their prior schooling success. The results indicate that fostering a student-centered learning model through tertiary education, with special emphasis on students’ personal dispositions and traits, could be crucial for their academic success, especially in the multidisciplinary field of information technology.

COMMEMORATING THE 40TH ANNIVERSARY OF THE BIRTH OF HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCES VIA RESEARCH OF HIS APPROACH ON DIFFERENT LEVELS OF EDUCATION SYSTEMS IN THE CARPATHIAN BASIN

Individual and social well-being is a priority of the OECD 2030 Learning Compass aiming at contributing to generally more livable societies. One of the thought leaders of this international professional innitiative and guidelines is Howard Gardner, the father of the theory of multiple intelligences (MI). This approach implies that human intelligence should be differentiated into modalities, rather than be accepted as a general ability. The present publication aims at commemorating the 40th birth anniversary of MI theory, illustrating different ways of its possible educational implications in the Carpathian Basin, that have been carried out in the past fifteen years by a team of researchers lead by Dezső and attached to the doctoral school in education sciences at the Faculty of Hunmanities and Social Sciences of the University of Pecs, Hungary. The teams’ professional results contain edited compilations of lesson plans, and thematic projects using Gardner’s theory, testbook analysis from adequate aspects, and relevant research on coopretion between pre-service teacher education and schools with socially disadvantaged pupils. One of the most longitudinal researches of the field is Schmidt’s development focusing on pre-scool education. Her work is built on one of the US «Project Zero» Project Spectrum methods, and is called EIDW (Everybody is Intelligent in Different Ways). Schmidt adopted games and activities in different locations in the Carpathian Basin and observed different children’s intelligence profiles as well as those of their educators’. Abraham and Kolip’s researches are in their emerging stage. Whereas Abraham has investigated possible manifestations of inter-, and intrapersonal intelligences in a Vojvodinan kindergarten, as part of MI, aiming at illustrating how socialization in the education system affects these components of children’s personalities, Kolip has focused on even younger children and their educators concerning these areas in a South-Transdanubian village nursery. Although the participants of the research team have issued their findings several times, this is the first publication their work is presented as a common achievement. Keywords: the theory of multiple intelligences, individual and social well-being, educational development, professional cooperation.

Cultural Intelligence Profiles of Guidance and Counseling Teachers

Cultural Intelligence Profiles of Guidance and Counseling Teachers

Reliability Study of an Intelligent Profiling Progressive Automatic Glue Cutter Based on the Improved FMECA Method

This study introduces the fuzzy theory approach as an enhancement to the traditional failure mode, effect, and criticality analysis (FMECA) method in order to address its limitations, which primarily stem from subjectivity and a lack of quantitative analysis. The proposed method, referred to as FMECA improvement based on fuzzy comprehensive evaluation, aims to quantify the qualitative aspect of the analysis and provides a detailed outline of the analysis procedure. By applying the enhanced FMECA method to assess the reliability of an intelligent profiling progressive automatic rubber cutter, the hazard ranking for each failure mode of the cutter can be determined, thereby identifying areas that require reliability improvement. The analysis outcomes demonstrate that this method establishes a theoretical foundation for subsequent cutter improvement designs, enables early identification of potential failures, and consequently leads to a reduced failure rate and an enhanced reliability level for the intelligent profiling progressive automatic cutter. Furthermore, this innovative agricultural equipment reliability analysis and testing approach holds significant value in elevating the reliability standards of agricultural equipment as a whole and can be explored and implemented in other agricultural machinery contexts.

The Effect of Intrapersonal Intelligence of Sports Sciences Faculty Students on Metacognitive Awareness

The aim of the research is to investigate the effect of intrapersonal intelligence profiles of students studying at Faculty of Sport Sciences on their metacognitive awareness levels. General screening and relational screening models were used. The research group consisted of 308 students studying at Afyon Kocatepe University Faculty of Sport Sciences in the 2021-2022 academic year. In the research, Intrapersonal Intelligence part of the “Self-Assessment Inventory in Multiple Intelligence Domains” and “Metacognitive Awareness Inventory” were used as data collection tools. Frequency values, percentage values, one-way variance analysis “ANOVA” test, Independent Samples t-test, and “Tukey HSD test” were used for data analysis. In addition, Correlation and Regression tests were applied to determine the relationships between intrapersonal intelligence and metacognitive awareness levels. In conclusion, significant differences were found between the students’ intrapersonal intelligence and metacognitive awareness levels and the procedural knowledge sub-dimension, according to the gender variable. According to the department variable, there were found significant differences between the sub-scales of planning, monitoring, and managing knowledge and the intrapersonal intelligence means, however there weren’t seen significant differences according to the branch variable. In the correlation and regression tests, it was seen a positive and significant relationship between the level of intrapersonal intelligence and the sub-scales of metacognitive awareness.

Exploring the trait emotional intelligence profiles of medical residents in Oman

PurposeEmotional intelligence (EI) can improve patient–doctor relationships, foster empathy, develop teamwork in the workplace, and boost communication skills. This study aims to determine whether a cohort of residents has different profiles to their demographic and EI.Design/methodology/approachA cross-sectional survey was conducted in 2017–2018 (n = 440). The Trait Emotional Intelligence Questionnaire was used to measure EI. Cluster analysis was used to identify different profile groups.FindingsCluster analysis identified three clusters with different profiles. The residents in cluster A (n = 146, 33.2%) were older, more males, studying in their final year, and perceived lower EI. Cluster B (n = 184, 41.8%) were predominantly young females, more single, studying in year one, and perceived moderate EI. Cluster C (n = 110, 25.0%) were predominantly married females studying their year 1 in surgical and perceived higher EI.Research limitations/implicationsStudy limitations include respondent honesty, cross-sectional design, and lack of a comparison site. Including EI education can improve emotional regulation, well-being, and sociability and should be assessed as part of residents' development.Practical implicationsMedical residents differ in emotional profiles, with higher EI improving coping and problem-solving skills. EI training should be integrated into the medical curriculum, particularly given the high-stress levels and unique stressors of hospital practicums.Originality/valueThe study suggested that three groups of residents exist, and they differ in demographic, EI, and subscale levels. This study recommended that residents be taught EI-related concepts to help them develop their EI through training on emotionality, self-control, well-being, and sociability.