Mayer-Salovey-Caruso Emotional Intelligence Test Research Articles

How can I know what I'm feeling? Obsessive-compulsive tendencies and induced doubt are related to reduced access to emotional states

Background and objectivePeople's feelings are not always accessible to them, and this might be especially the case for some individuals and in some situations. Based on our model of obsessive-compulsive disorder, we predicted that obsessive-compulsive (OC) tendencies and situationally induced doubt would be associated with decreased access to one's own emotions. MethodsIn the first two studies we examined the relationships between OC tendencies and performance on the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). In Study 3 we undermined participants' confidence in their ability to accurately assess their own emotions and assessed the effect of this manipulation on MSCEIT performance. ResultsAs predicted, OC tendencies were associated with lower scores on the Experiential area of the MSCEIT, which relies on access to experienced emotions, but not on the Strategic area, which relies on semantic knowledge about emotions. Similarly, undermining participants' confidence in their own emotions reduced their scores on the Experiential, but not on the Strategic area of the MSCEIT. LimitationsThe findings should be replicated with a clinical OCD population and with other measures of emotional experience. ConclusionThese studies suggest that impaired access to emotional states may be caused by doubting those states, that it characterizes people with high OC tendencies, and that it might be a manifestation of a more general difficulty in accessing internal states.

Emotional Intelligence deficits in schizophrenia: The impact of non-social cognition

BackgroundPrevious studies using the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) revealed significant performance deficits across all areas of Emotional Intelligence (EI) in schizophrenia patients compared to healthy controls. However, none of these studies has investigated a potential influence of non-social cognition on these findings. Methods56 schizophrenia outpatients and 84 control subjects were investigated using the MSCEIT and the Brief Assessment of Cognition in Schizophrenia (BACS). Analyses of covariance were performed with adjustment for the BACS composite score and education. To investigate this issue in more detail, a mediation analysis was conducted. ResultsPatients showed significantly lower EI and non-social cognition levels compared to healthy controls. After adjustment for BACS composite score and education, only the group difference in the “managing emotions” branch and thus in the “strategic” EI part of the MSCEIT remained statistically significant, whereas for all other MSCEIT branches (perceiving, using, understanding emotions) statistical significance was lost. The mediation analysis revealed that the difference between schizophrenia patients and controls regarding the MSCEIT total score was almost fully attributable to the mediating effect of non-social cognition. ConclusionsOur findings suggest that in schizophrenia patients EI is largely influenced by non-social cognitive functioning. Only the “managing emotions” branch was found to be independent of non-social cognition. Consequently, non-social cognitive performance was mainly responsible for the observed differences in EI between schizophrenia patients and controls. This has to be taken into account when interpreting MSCEIT data in this population.

The Impact of Principal Emotional Intelligence on Teacher Perceptions of School Climate

The purpose of this research study was to analyze the impact of principals’ emotional intelligence on the perceptions that teachers have of their school’s climate. The Organizational Health Inventory for Middle Schools (OHI-M) served as the assessment for teachers’ perceptions of the school climate, or the overall health of the organization. Principals’ emotional intelligence competencies were assessed using the Mayer Salovey-Caruso Emotional Intelligence Test version 2, hereinafter referred to as the MSCEIT. Participants of the study included 22 middle school principals in Mississippi. There were an average of 45 teachers employed at each middle school. A Pearson product-moment correlation analysis was conducted in order to assess the relationship between principals’ emotional intelligence competencies and teachers’ perceptions of the schools’ climate, as evidenced by responses to the OHI-M. A statistically significant positive relationship was found between the principals’ ability to understand emotions and the teachers’ perceptions of school climate.

Psychometric properties of the Italian trait emotional intelligence questionnaire (I-TEIQue)

This study examined the psychometric properties of Trait Emotional Intelligence Questionnaire (TEIQue) with a sample of 1154 Italian young adults. Results confirmed the four factor structure and reliability of the Italian TEIQue. The I-TEIQue and Emotional Quotient Inventory total scores were significantly correlated. In contrast to non-significant correlations with the Mayer–Salovey–Caruso Emotional Intelligence Test showing these measures tap two different aspects of the same construct. Low to moderate positive correlations with the Big Five Questionnaire (BFQ) supported the view that Trait EI overlaps with aspects of personality, but is configured as a distinct construct. Overall, the results support the structure of the TEIQue and its use in the Italian context.

Emotion processing and social functioning in euthymic bipolar disorder

IntroductionA large number of studies have found that patients with bipolar disorders have a poor performance in tasks assessing social cognition.Objectives and aimsThe present study aimed to investigate whether euthymic bipolar patients (EBP) have a dysfunction in emotion processing when compared to controls. An additional objective was to determine whether there is association between emotion processing and psychosocial functioning.MethodsA sample of 53 EBP and 53 healthy controls matched for age, gender, education level and premorbid intelligence were studied. All subjects were assessed using the MATRICS Consensus Cognitive Battery (MCCB) and two additional executive function measures: the Trail Making Test–Part B and the Stroop Test. Emotion processing was examined using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Psychosocial functioning was assessed using the Global Assessment of Functioning (GAF) scale and the Functional Assessment Short Test (FAST).ResultsFor the MSCEIT, EBP obtained lower total scores (P = 0.001), experiential area scores (P = 0.012), strategic area scores (P = 0.000), perceiving emotions branch scores (P = 0.008), understanding emotions branch scores (P = 0.014) and managing emotions branch scores (P = 0.000) than controls. There were no significant differences between groups for the using emotions branch (P = 0.113). In addition, partial correlations controlling for sub-clinical psychopathology in EBP showed the existence of a significant correlation of MSCEIT total score and MSCEIT strategic area score with FAST total score.ConclusionsEBP exhibit deficits in several areas of emotion processing. Performance in emotion processing tasks is associated with social functioning in these patients.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Cognitive impairments in first-episode drug-naive and chronic medicated schizophrenia: MATRICS consensus cognitive battery in a Chinese Han population

Cognitive deficits are a core feature of schizophrenia and we examined the cognitive profile of first-episode and chronic schizophrenia in a Chinese Han population using the MATRICS Consensus Cognitive Battery (MCCB). We recruited 79 first-episode drug-naïve (FEDN) schizophrenia, 132 chronic medicated schizophrenia inpatients and 124 healthy controls. We assessed patient psychopathology using the Positive and Negative Syndrome Scale (PANSS). MCCB total score (p<0.01) and index scores of category fluency, trail making A, digital sequence, Hopkins Verbal Learning Test (HVLT), mazes, and Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) were significantly higher in FEDN than in chronic patients (all p<0.05). FEDN exhibited relative weakness in continuous performance, whereas chronic patients exhibited relative weakness in mazes. Multiple regression analysis confirmed that in FEDN and chronic patients, total score and negative symptom of PANSS were independent contributors to MCCB total score, respectively. Our results not only demonstrate the applicability of the MCCB as a sensitive measure of cognitive impairment for schizophrenia patients in a Chinese Han population, but also suggest that the compromised cognition is present in the early stage of schizophrenia, some of which could be more severe in the chronic stage of illness.

Healthy adolescent performance on the MATRICS Consensus Cognitive Battery (MCCB): Developmental data from two samples of volunteers

The MATRICS Consensus Cognitive Battery (MCCB) fills a significant need for a standardized battery of cognitive tests to use in clinical trials for schizophrenia in adults aged 20–59. A need remains, however, to develop norms for younger individuals, who also show elevated risks for schizophrenia. Toward this end, we assessed performance in healthy adolescents. Baseline MCCB, reading and IQ data were obtained from healthy controls (ages 12–19) participating in two concurrent NIMH-funded studies: North American Prodromal Longitudinal Study phase 2 (NAPLS-2; n=126) and Boston Center for Intervention Development and Applied Research (CIDAR; n=13). All MCCB tests were administered except the Managing Emotions subtest from the Mayer–Salovey–Caruso Emotional Intelligence Test. Data were collected from 8 sites across North America. MCCB scores were presented in four 2-year age cohorts as T-scores for each test and cognitive domain, and analyzed for effects of age and sex. Due to IQ differences between age-grouped subsamples, IQ served as a covariate in analyses. Overall and sex-based raw scores for individual MCCB tests are presented for each age-based cohort. Adolescents generally showed improvement with age in most MCCB cognitive domains, with the clearest linear trends in Attention/Vigilance and Working Memory. These control data show that healthy adolescence is a dynamic period for cognitive development that is marked by substantial improvement in MCCB performance through the 12–19 age range. They also provide healthy comparison raw scores to facilitate clinical evaluations of adolescents, including those at risk for developing psychiatric disorders such as schizophrenia-related conditions.

Assessment of emotional intelligence in a sample of prospective Secondary Education Teachers

In the past few years, skills related to emotional intelligence (EI) have acquired special relevance in the educational domain. This study assesses EI in a sample of 155 students of 5 different specialities of a Master’s degree in Teacher Training for Secondary Education. Data collection was conducted through the administration of the Trait Meta Mood Scale-24 (TMMS-24) and the Mayer, Salovey & Caruso Emotional Intelligence Test (MSCEIT). Results show adequate levels of EI, especially in the strategic area, as well as some speciality-based differences among students. There is a need to develop specific training geared towards the development of emotional skills in the Master’s in Secondary Education capacitation programmes according to the trainee’s background.

A Case for Using Ability-Based Emotional Intelligence Measures in the Selection of Trainee Psychologists

At present, selection into Masters and Doctorate level Clinical Psychology programs in many countries largely relies upon undergraduate grades (i.e., Grade Point Average; GPA) and the honors year thesis. The use of objective, non-cognitive measures of ability are virtually non-existent. One measure seemingly relevant to the field of clinical psychology is the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), an ability-based measure of emotional intelligence (EI). EI, the ability to identify and regulate one’s own (and others’) emotions, may act as a worthwhile predictor of performance within domains requiring advanced communication and empathy skills, such as clinical psychology. Testing a sample of first year Masters of Clinical Psychology students ( n = 9), this study investigated the relationship between EI as measured by the MSCEIT, performance in clinical tasks (simulated Cognitive Behavioral assessment and Cognitive Therapy (CT) competencies), and GPA. Despite a modest sample size, results indicated a significant correlation between EI and results from the clinical tasks, but there was no significant relationship between assessment performance and GPA. Implications to higher education selection and the clinical psychology profession are discussed.

Emotional Intelligence and resilience in mental health professionals caring for patients with serious mental illness

Emotional Intelligence (EI) and resilience may be considered as prerequisites for mental health professionals caring for patients with serious mental illness (SMI), since they are often exposed to severe emotional stress during daily work. Accordingly, this cross-sectional study assessed both EI and resilience and their interrelationship in 61 individuals belonging to an assertive outreach team for patients suffering from SMI compared 61 control subjects without healthcare-related working conditions. EI was assessed by means of the German version of the Mayer-Salovey-Caruso-Emotional-Intelligence Test (MSCEIT), resilience was assessed using the German version of the Resilience Scale. Both groups showed an average level of EI in all categories of the MSCEIT and indicated high levels of resilience. They did not differ significantly from each other, neither in terms of EI nor resilience. Correlation analysis revealed a positive association between EI and resilience, albeit small in magnitude. Our results suggest that mental health professionals are not more resilient and therefore not more ‘protected’ from stressors than the general population. Though this finding warrants cautious interpretation, the positive correlation between EI and resilience suggests that EI may be a potential target for education and training in order to strengthen resilience even in healthy individuals and vice versa.

The Role of Intelligence Quotient and Emotional Intelligence in Cognitive Control Processes.

The relationship between intelligence quotient (IQ) and cognitive control processes has been extensively established. Several studies have shown that IQ correlates with cognitive control abilities, such as interference suppression, as measured with experimental tasks like the Stroop and Flanker tasks. By contrast, there is a debate about the role of Emotional Intelligence (EI) in individuals' cognitive control abilities. The aim of this study is to examine the relation between IQ and EI, and cognitive control abilities evaluated by a typical laboratory control cognitive task, the Stroop task. Results show a negative correlation between IQ and the interference suppression index, the ability to inhibit processing of irrelevant information. However, the Managing Emotions dimension of EI measured by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), but not self-reported of EI, negatively correlates with the impulsivity index, the premature execution of the response. These results suggest that not only is IQ crucial, but also competences related to EI are essential to human cognitive control processes. Limitations and implications of these results are also discussed.

Emotional intelligence is associated with reduced insula responses to masked angry faces.

High levels of emotional intelligence (EI) have been associated with increased success in the workplace, greater quality of personal relationships, and enhanced wellbeing. Evidence suggests that EI is mediated extensively by the interplay of key emotion regions including the amygdala, insula, and ventromedial prefrontal cortex, among others. The insula, in particular, is important for processing interoceptive and somatic cues that are interpreted as emotional responses. We investigated the association between EI and functional brain responses within the aforementioned neurocircuitry in response to subliminal presentations of social threat. Fifty-four healthy adults completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and underwent functional magnetic brain imaging while viewing subliminal presentations of faces displaying anger, using a backward masked facial affect paradigm to minimize conscious awareness of the expressed emotion. In response to masked angry faces, the total MSCEIT scores correlated negatively with a cluster of activation located within the left insula, but not with activation in any other region of interest. Considering the insula's role in the processing of interoceptive emotional cues, the results suggest that greater EI is associated with reduced emotional visceral reactivity and/or more accurate interoceptive prediction when confronted with stimuli indicative of social threat.

Emotional intelligence and recovering from induced negative emotional state.

The aim of the present study was to examine the relationship between emotional intelligence (EI) and recovering from negative emotions induction, using a performance test to measure EI. Sixty seven undergraduates participated in the procedure, which lasted 75 min and was divided into three stages. At Time 1, subjects answered the State-Trait Anxiety Inventory (STAI)-S, Profile of Mood States (POMS)-A, and EI was assessed by Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT). At Time 2, negative emotions were induced by nine pictures taken from the International Affective Picture System and participants were asked to complete a second STAI-S and POMS-B questionnaires. At Time 3 participants were allowed to rest doing a distracting task and participants were asked to complete a third STAI-S and POMS-A questionnaires. Results showed that the branches of the MSCEIT emotional facilitation and emotional understanding are related to previous mood states and mood recovery, but not to mood reactivity. This finding contrasts nicely with studies on which emotional recovery was assessed in relation to EI self-reported measures, highlighting the perception and emotional regulation.

Implicit theories and ability emotional intelligence.

Previous research has shown that people differ in their implicit theories about the essential characteristics of intelligence and emotions. Some people believe these characteristics to be predetermined and immutable (entity theorists), whereas others believe that these characteristics can be changed through learning and behavior training (incremental theorists). The present study provides evidence that in healthy adults (N = 688), implicit beliefs about emotions and emotional intelligence (EI) may influence performance on the ability-based Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Adults in our sample with incremental theories about emotions and EI scored higher on the MSCEIT than entity theorists, with implicit theories about EI showing a stronger relationship to scores than theories about emotions. Although our participants perceived both emotion and EI as malleable, they viewed emotions as more malleable than EI. Women and young adults in general were more likely to be incremental theorists than men and older adults. Furthermore, we found that emotion and EI theories mediated the relationship of gender and age with ability EI. Our findings suggest that people’s implicit theories about EI may influence their emotional abilities, which may have important consequences for personal and professional EI training.

Ability emotional intelligence of nurse managers in the Midwestern United States

Objective:The aim of this study was to describe the emotional intelligence (EI) and examine the corresponding demographic characteristics of front-line Nurse Managers in acute care settings.Methods:This quantitative descriptive study was conducted in eight acute care hospitals in the Midwestern United States. The Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) was used to measure the EI of 87 front-line Nurse Managers. Demographic characteristics of the participants were captured on a second tool, the Nurse Manager Demographic Characteristics questionnaire. Descriptive and inferential statistics were used for analysis.Results:Significant correlations were found between the perceiving and using branches of the model and total EI score and nurses certified in a specialty. No significant correlations were found between EI and graduate education, age, years in management, percentage of time in management or number of direct reports. Considerations for future research are discussed.Conclusions:Opportunity exists to develop EI in front-line Nurse Managers.

Comparing traditional measures of academic success with emotional intelligence scores in nursing students

Objective:Emotional intelligence (EI) is the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge and to reflectively regulate emotions so as to promote emotional and intellectual growth. EI is increasingly discussed in healthcare as having a potential role in nursing. The purpose of this descriptive study was to examine the causal relationship between EI scores and the traditional academic admission criteria (GPA) and evaluation methods of a baccalaureate nursing program.Methods:The sample included second semester upper division nursing students (n = 85). EI was measured using the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT).Results:The results of the statistical analysis (MANOVA, ANOVA and Pearson correlational coefficient) found no significant relationships or correlations with the current methods of evaluation for admission to nursing school or the evaluation methods used once students are in the nursing program.Conclusions:These results imply that assessing a nursing student's EI is measuring a different type of intelligence than that represented by academic achievement. Based on the findings of this study and the current state of nursing education, EI abilities should be included as part of the admission criteria for nursing programs.

Emotional intelligence levels in baccalaureate-prepared early career registered nurses

Objective:The increasing complexity of the healthcare environment calls for increasing emotional intelligence (EI) competence in nurses. This study assessed the EI competence of 164 baccalaureate nursing alumni who graduated during the years 2007-2010 from three Benedictine institutions located in the Midwestern United States to see if there was growth of EI with experience as a registered nurse (RN), and to determine if age, gender, grade point average (GPA), and years of total healthcare work experience prior to graduation predicted EI.Methods:Participants completed the web-based Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) and a demographic survey.Results:Findings indicated 79.4% of participants were competent or higher on the MSCEIT total EI score. Percentages of nurses scoring in the competent or higher range on each of the four branch scores of perceiving, using, understanding and managing emotions were 80.6%, 72.7%, 84.2%, and 84.9% respectively. There were no significant differences on EI scores between graduates with 1-2 years compared to 3-5 years of experience as a RN. Results of a linear stepwise regression indicated being female was a significant predictor on the MSCEIT total EI score (P = 0.015) and using emotions branch (P = 0.047). Findings also indicated GPA (P < 0.001) and being female (P = 0.023) were significant predictors of EI on the understanding emotions branch.Conclusions:The findings indicate there is work to be done to improve the EI competence of nursing graduates. Continued research on the topic of EI and nursing is needed to build the knowledge base on how to promote positive patient outcomes.

Social cognition in patients with schizophrenia spectrum and bipolar disorders with and without psychotic features

BackgroundSocial cognition may be critical to the impoverished social functioning seen in serious mental illness. However, although social-cognitive deficits are consistently demonstrated in schizophrenia spectrum disorders (SSD), studies in bipolar disorder (BD) have produced inconsistent results. This inconsistency may relate to symptom profiles of patients studied, particularly the presence or absence of psychotic features. Thus, we examined social cognition in bipolar disorder with psychotic features (BD+) versus without psychotic features (BD−) relative to SSD and controls. MethodsA sample of 537 SSD patients, 85 BD+ patients, 37 BD− patients, and 309 controls were administered the MATRICS Consensus Cognitive Battery, including a social cognition measure, the managing emotions branch of the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT). Analyses of covariance compared MSCEIT performance between diagnostic groups while controlling for race, psychotropic medication status, and neurocognition. ResultsSSD but not BD− or BD+ patients showed significant MSCEIT deficits relative to controls. ConclusionsMSCEIT deficits were found in SSD but not BD− or BD+, suggesting that social cognition may represent an underlying difference between SSD and BD. However, variance in MSCEIT performance among BD patients may also suggest latent BD subgroups characterized by social-cognitive deficits. Findings can help inform future investigations into how social cognition and social brain development differ between SSD and BD.

Compensatory cognitive training for people with first-episode schizophrenia: Results from a pilot randomized controlled trial

Cognitive training or remediation now has multiple studies and meta-analyses supporting its efficacy in improving cognition and functioning in people with schizophrenia. However, relatively little is known about cognitive training outcomes in early psychosis. We conducted a pilot randomized controlled trial of Compensatory Cognitive Training (CCT) compared to Treatment as Usual (TAU) in 27 participants with first-episode psychosis who had received treatment for psychosis for less than six months. Assessments of cognition (MATRICS Consensus Cognitive Battery; MCCB) and functional capacity (UCSD Performance-Based Skills Assessment-Brief; UPSA-B) were administered at baseline and following the 12-week treatment. The CCT condition, compared to TAU, was associated with significant improvements on the MCCB composite score, as well as MCCB subtests measuring processing speed (Trail Making) and social cognition (Mayer–Salovey–Caruso Emotional Intelligence Test), with large effects on these three outcome measures. There were no significant CCT-associated effects on the UPSA-B or on positive, negative, or depressive symptoms. CCT treatment of cognitive impairments in first-episode schizophrenia is feasible and can result in large effect size improvements in global cognition, processing speed, and social cognition.

Beyond fluid intelligence and personality traits in social support: the role of ability based emotional intelligence.

Social support represents an important individual resource that has been associated with multiple indices of adaptive functioning and resiliency. Existing research has also identified an association between emotional intelligence (EI) and social support. The present study builds on prior research by investigating the contributions of ability based EI to social support, beyond the effects of fluid intelligence and personality traits. The Advanced Progressive Matrices, the Big Five Questionnaire, the Mayer Salovey Caruso EI test (MSCEIT), and the Multidimensional Scale of Perceived Social Support were administered to 149 Italian high school students. The results showed that ability based EI added significant incremental variance in explaining perceived social support, beyond the variance due to fluid intelligence and personality traits. The results underline the role of ability based EI in relation to perceived social support. Since ability based EI can be increased through specific training, the results of the present study highlight new possibilities for research and intervention in a preventive framework.