Intelligence Competencies Research Articles

Correlation between Emotional Intelligence and Teaching Competency of B.Ed Trainees - A Gender Wise Analysis

This study examined the relevance of emotional intelligence of B.Ed trainees in relation to the background variable, gender. A standarised tool was used for assessing emotional intelligence of 100 B.Ed trainees from Tirunelveli district, Tamilnadu. Simple random sampling method was adopted for obtaining the data and also framed the suitable hypotheses also. The results showed that the emotional intelligence on teaching competency of B.Ed trainees was correlated with reference to gender.

An Empirical Investigation into the Role of EQ/Emotional Intelligence Competencies in Mental Well-being

Mental well-being, a pivotal but controversial construct viewed from multiple lenses, has been garnering attention of scholars and practitioners due to high pressure environment, a concomitant of global economic meltdown. Mental well-being is described as a positive and sustainable condition which enables individuals/groups to thrive even in adversity. It, to a considerable extent, depends on perception and management of negative emotions where emotional intelligence plays an important role (Sharma, 2007a, 2008). Emotional intelligence (EI) has been studied in relation to various workplace behaviours like leadership, employee development, performance and customer satisfaction, but there is dearth of research relating EQ/EI competencies to mental well-being. Thus, the significance of the subject and paucity of empirical researches in this sphere have provided impetus to investigate the role of EQ/EI competencies, personal effectiveness and demographic variables in mental well-being.

Systems thinking as a platform for leadership performance in a complex world

PurposeEffective decision making and learning in a world of growing dynamic complexity requires leaders to become systems thinkers – to develop tools to understand the structures of complex systems. The paper aims to clarify the relationship between systems thinking and leadership performance. The relevance of systems thinking as a competence was disclosed in the context of leadership in the complex world.Design/methodology/approachThe paper followed a quantitative research approach. First, exploratory factor analysis was employed to assess dimensionality of scales. Second, relationships between variables were explored using Spearman's correlation. Third, multiple linear regression was run to test the hypothesized model of relationships. The total sample of 201 consists of subsamples in two industries: retail trade (103 respondents) and manufacturing (98 respondents).FindingsBased on the analysis and synthesis of the scientific literature, a conceptual model of relationship between intelligence competencies (such as systems thinking) and leadership performance is developed. The theoretical model is supported by empirical evidence from the two industries perspectives: the paper compares the impact of systems thinking on leadership performance in manufacturing and retail trade enterprises. Correlational and regression analyses revealed that systems thinking was associated with higher leadership performance.Research limitations/implicationsBecause of the chosen research approach, the research results may lack generalizability. First, the model was tested empirically only in two industries: in retail trade and in manufacturing. Second, the sample of this research was limited only to national level, therefore there is no possibility to compare results across different countries. In order to generalize the research findings, further research should include more companies from different industries.Practical implicationsThe paper discloses the benefits of systems thinking in organization and includes implications for the development of systems thinking and other leadership competencies.Originality/valueThis paper establishes a link between systems thinking and leadership performance. Theoretical insights that systems thinking is most important dealing with conceptual strategic problems of an organization were confirmed empirically.

Effects of Emotional Intelligence Education Program on the Emotional Intelligence and Stress Coping Competency of Students with Mental Retardation

Effects of Emotional Intelligence Education Program on the Emotional Intelligence and Stress Coping Competency of Students with Mental Retardation

Study on psychological and behavioral intervention on self-concept level of school-age children with asthma

Objective To evaluate the impact of psychological and behavioral intervention on self-concept of school- age children with asthma. Methods The intervention group and the control group in-cluded 50 patients each. Those in the intervention group attended a 6-month psychological behavioral inter-vention in addition to routine follow-up visit and inhalation therapy, while the control group received the routine follow-up visit and inhalation therapy only. Piers-Harris children's self-concept scale (PHCSS) was administered to evaluate the self- concept of the sample repeatedly at 3 months and 6 months. Data about the incidence times of asthma, time of absent from school and hospitalization time were collected within 6-month intervention. Results After 6- month intervention ,the incidence times of asthma and time of ab-sent from school in the intervention group were less San those of the control group. No statistical difference was seen in hospitalization time between the two groups. The total self- concept level and the scores of most subscales, including intelligence and academic competence, physical appearance and attribute, anxiety and popularity in the intervention group were higher than those of the control group. Conclusions Psycholog-ical behavioral intervention was effective in reducing psychosomatic effect of asthma, improving self-con-cept of school- age children with asthma, and promoting the physical and mental health of them. Key words: Psychological behavioral intervention; School-age children; Asthma; Self-concept

Emotional Intelligence and Cultural Competency: Implications for Pedagogy

Emotional Intelligence and Cultural Competency: Implications for Pedagogy

Effects Of Emotional Intelligence On Marital Adjustment Of Couples In Nigeria

Emotional Intelligence (EQI) has been identified as a factor in success, in work, business and life adjustment. This paper examined the effects of Emotional Intelligence on marital adjustment of couples in Nigeria. A sample of 286 couples sampled in Makurdi; Abuja and Jos was used in the study. Emotional Intelligence – Marital Adjustment Inventory (EIAI) that measures Emotional Intelligence components (Emotion Management Emotional sensitivity skills and social relationship skills) was used as an instrument of data collection. Three hypotheses were tested using chi-square at 0.05 level of significance. Findings revealed that emotion management has significant effect on marital adjustment of couples (Cal. Val. 71.35>Crit. Val. 3.84). Emotional sensitivity skills were found to have significant effects on marital adjustment of couples (Cal. Val. 107.55>Crit Val. 3.84). Social relationship skills had significant effect on marital adjustment of couples (Cal. Val. 137.20>Crit. Val. 3.84). Based on the findings, it was recommended that in both premarital and marital counselling, couples should be introduced to the competencies of Emotional intelligence. Through conjoint marital therapy, couples should be taught interpersonal relationship (communication) skills. Couples should be helped to develop emotion management skills. Couples should be taught emotional sensitivity skills. Our educational systems should not only develop learners' Intelligence (IQ) but their Emotional intelligence (EQI) competencies too. Emotional intelligence should form part of the criteria for marital choice of mate selection. IFE PsychologIA Vol. 16 (2) 2008: pp. 101-112

Central Coherence and Cognitive Shifting in Relation to Social Improvement in High-Functioning Young Adults with Autism

The objective of this prospective study was to evaluate the possible role of two cognitive styles – weak central coherence and poor cognitive shifting – in predicting social improvement in patients with autistic disorder. Thirty patients, largely similar in age (young adults), intelligence (high-functioning) and living conditions (residential treatment in the same unit) were assessed at two separate time points with a 3-year interval between pretest and posttest. At pretest central coherence, cognitive shifting and several aspects of social functioning – symptom severity, social intelligence and social competence – were measured. At posttest social functioning was reassessed. Unlike central coherence, cognitive shifting was identified as a significant prognostic marker. This differential outcome might be an indication that patients with poor cognitive shifting and patients with weak central coherence have different prognoses with the current, highly structured treatment milieu; it is unknown whether patients with poor cognitive flexibility might benefit more from treatments specifically designed to address this problem.

Identifying Emotional Intelligence Related Competencies among Highly Successful Managers for Corporate Success: An Empirical Study

The emerging literature reveals a close relationship between corporate success and the emotional intelligence of its leaders. While the theory of emotional intelligence is rooted in the initial phase of intelligence testing movement, the term 'emotional intelligence' was coined in 1990 by Salovey and Mayor who defined it as the "ability to monitor one's own and other's feelings and emotions, to discriminate among them and use this information to guide one's thinking and action". Despite numerous research studies conducted abroad, very; little empirical work has been conducted on emotional intelligence and related competencies in India. Because of this serious research gap, the present study has been undertaken to ascertain whether emotional intelligence and related competencies really characterise highly successful managers in profit making Indian organisations. A purposive sample (n=60) of highly successful managers from five profit making Indian organisations was administered 'EC Scale for Managers' to identify; their emotional intelligence related competencies. The mean scores of emotional intelligence and its five components were found to be above average among the managers. The scores of individual managers ranged from moderate to high on emotional intelligence and its components; of course, most of them were above average. Emotional intelligence and its components had no (or very; low insignificant) relationships (r ranged from -.21 to .16) with age and experience. However, education revealed low negative (but significant) relationships with emotional intelligence (r= -.31) and three of its components: social skill (r= -.33), empathy (r= -.29) and motivation (r=-.27). The 15 managerial competencies related to five interrelated dimensions (3 in each) of emotional intelligence identified by the study can he placed in an organised framework or grid for varied HR decisions concerning managers to accomplish corporate success in the Indian context. In descending order, these include: empathy (expertise in building and retaining talent, cross-cultural sensitivity, service to clients and customers), self-awareness (self-confidence, realistic self-assessment, self-depreciating sense of humour), motivation (strong drive to achieve, optimism, organisational commitment), self-regulation (trust-worthiness and integrity, comfort with ambiguity, openness to change) and social skill (effectiveness in leading change, persuasiveness, expertise in building and leading teams).

Gifted Potential and Emerg-Ing Abilities in Young Children: As Influenced by Diverse Backgrounds

Identification of exceptional potential in young children, especially those from culturally diverse and economically disadvantaged backgrounds, must become a better informed process if we are to provide necessary and appropriate schooling to develop that potential. A case for idiographic assessment to complement nomothetic information is proposed. The purpose of this study has been to extend knowledge about the many ways emerging giftedness in young children from diverse backgrounds may be observed in home and school settings, and in the particular setting of a specialized summer program for bright 3 and 4-year-olds. Emergence of intelligence and extraordinary competence are documented in children's content and symbol system preferences, modality consistencies in information gathering, exploration pace, play preferences, and peer and adult interactions. Observed behaviors are described, illustrated by examples in context, categorized as to epistemological orientation, and related to Gibson's human behavior hallmarks.

Temperamental influences on psychosocial adjustment: From infancy to adolescence

AbstractResults are presented from a recent study within the Australian Temperament Project (ATP), in which a group of children with significant behaviour problems, and a comparison group, were selected from the sample at 11–12 years and home-visited, with assessments of clinical diagnoses, intelligence, school achievement and social competence, and a variety of family functioning indices. Approximately half the behaviour problem group received at least one diagnosis. Twice as many boys as girls were diagnosed. Rates of comorbidity were high but, generally, within—rather than between—the broadband internalising or externalising spectra. Concurrent family functioning measures discriminated between groups, but not as strongly as intrinsic child measures, and the particular family variables that best discriminated between groups showed sex differences. High stability of behaviour problems from earlier years was evident, and the behaviour problem group differed from the comparison group on measures of temperament, behaviour, and context from early childhood; both findings reinforce the need for early intervention.The implications of these and other findings from the ATP, particularly the need for early intervention, are discussed.

Conversational Control in Mother-Child Dyads: Auditory-Oral Versus Total Communication

This study compared the conversational control of hearing mothers who use auditory-oral communication (A/O) and those who use total communication (TC). Deaf preschool children were grouped into pairs consisting of one A/O and one TC child matched for age, intelligence, and communicative competence. Interaction between the children and their mothers was then evaluated. The mothers of both A/O and TC children were found to exert similarly high levels of conversational control; however, the TC children exerted more control than the A/O children. For both the A/O and TC groups, maternal conversational style was found to be related to the child's communicative competence. Within the A/O group, maternal style reflected the child's spoken language ability. Within the TC group, maternal style was related to the child's social development.

Psychological, Linguistic and Sociocultural Correlates of Reading Among Mexican American Elementary Students

The present study helps clarify the nature of relationships between cognitive style and reading achievement by estimating the amount of variance field dependence-independence, mental age, linguistic and socio-cultural variables contribute to reading recognition and comprehension among Mexican American students. All variables correlate significantly with reading achievement and, with the exception of the use of Spanish in the home, all correlate positively. The results of multiple linear regressions indicate mental age and the four language variables (i.e. grammatic closure, expressive vocabulary, receptive vocabulary and auditory blending) each accounts for more variance associated with reading recognition and comprehension than does field dependence-independence. Field dependence-independence is of little importance when considered along side of the other variables. Psychodiagnostic activities are strongly encouraged to examine the extent to which mental age, grammatic closure, receptive vocabulary, expressive vocabulary and auditory blending may be attenuating the development of Mexican American children manifesting reading recognition and comprehension problems. An implication of this study for school psychologists in other countries that have sizable numbers of linguistic minority children is that proper attention be directed toward students' intelligence and linguistic competencies in the instructional language while promoting their reading development.

The identification of the student at-risk for failure.

Investigated the classroom teacher's ability to identify which students are at-risk for future school failure and how students so identified differ from their most able classmates. The intelligence, academic ability, and cognitive and affective competence of 337 Grade Six students, age 11 to 13, were assessed with standard group measures. Two hundred and eighty-four of these students had been identified previously by their teachers as being at-risk for failure to cope with Grade Seven because of a history of problems in school. The remaining 53 had been selected by their teachers as the most able students in their classes. Correlations between the teachers' ratings and standard measures of intelligence, cognitive ability, anxiety, self-concept, and academic achievement were all highly significant, as were correlations between these ratings and grades earned the following year in high school. Discriminant Analysis generated a function that separated the groups with 95.6% accuracy. The at-risk students, although of normal intelligence, were significantly less intellectually, cognitively and academically able, were more anxious, and had lower self-concepts.

The production and understanding of utterances in dyadic communication

Verbal communication in four dyads was analyzed with respect to syntactic form and cognitive and affective functions. Quantitative and qualitative methods were proposed to study these aspects of language behaviour. Utterances which conveyed a negative affective evaluation tended to be syntactically and cognitively complex. The cognitive and affective functions of a speaker's utterance tended to influence the syntactic quality of the listener's following utterance more than what the listener said in his own previous utterance. An investigation of the relationships between the personality characteristics flexibility, intelligence and verbal competence, and language variables suggested that flexible subjects often used utterances which expressed a positive evaluation. Furthermore, flexible subjects tended to influence the listener more by what they said than intelligent and verbally competent subjects did. It was concluded that this kind of functional analysis of language should be more adequate for psychological inquiry than in particular that of the transformational generative theory of language.

Differential methods of enhancing cognitive growth in urban preschool children

The investigation was carried out to design and test more purposeful and structured methods of promoting intellectual growth in culturally deprived preschool children. The relative merits of providing specific cognitive training both in a nursery setting and in the home through the influence of the mother were assessed. Four groups each of 15 children were involved in the experiment, which extended over a period of four months. Gains were confirmed for both general intelligence and linguistic competence. Both the two nursery groups and the experimental "home" group all showed considerable improvement, the latter being comparable to the nursery control group.

Miller analogies test performance as related to age, sex and academic field.

A factorial design was used to relate MAT scores to the age, sex, and academic field of 192 applicants to graduate school in psychology and education. The results showed significant differences ( P < .01) in test performance as a function of age and field, but not of sex. The education students scored significantly lower than the psychology students (means of 48.2 and 58.4, respectively), and the youngest and oldest groups (median ages of 23 and 41) performed equally well, whereas the middle group (median age of 30) scored significantly lower than the other two. It was suggested that the surprisingly good performance of the oldest group may be due to selectivity in terms of intelligence and general competence, i.e., that only especially effective and self-confident individuals are willing to embark on a graduate career near or after the age of 40.

The Clinical Significance of Standard Score Discrepancies Between Intelligence and Social Competence

The Clinical Significance of Standard Score Discrepancies Between Intelligence and Social Competence