Trait Emotional Intelligence Research Articles

Emotional Intelligence and Burnout Among Otorhinolaryngology-Head and Neck Surgery Residents.

BackgroundBurnout syndrome is common among surgical residents, negatively affecting their mental health, physical wellbeing, and work performance. We investigated the relationship between emotional intelligence (EI) and burnout among Otorhinolaryngology–Head and Neck surgery residents.MethodsThis cross-sectional study examined 51 residents across different Otorhinolaryngology-Head and Neck surgery programs at various hospitals in Saudi Arabia using a survey conducted between January 2021 and March 2021. The questionnaire had different validated measurements of burnout and included the Trait EI Questionnaire–Short Form, Maslach Burnout Inventory–Human Services survey, and questions regarding demographics and job satisfaction.ResultsOf all the residents, 17.6% had a high risk of burnout, 39.2% had emotional exhaustion (EE), 29.4% had depersonalization (DP), and 43.1% had a low sense of personal accomplishment (PA). A statistically significant negative association was observed between the total EI score and EE (r = −0.577, p < 0.001) and DP (r = −0.765, p < 0.001), indicating that higher total EI scores were associated with lower EE levels.ConclusionsPositive associations existed between high levels of EI, PA, and satisfaction with both surgical skills and specialty choice. Therefore, residency programs should use EI modifiers as tools to reduce the risk of burnout.

Exploring the relationship between trait emotional intelligence and adaptive performance: the role of situational strength and self-efficacy

In view of the increasing importance of adaptive performance in unpredictable work environments, the current study aims to explore the underlying mechanisms of trait emotional intelligence and adaptive performance. Integrating the perspective of person-situation interaction and the distal-proximal framework of motivation, we propose a mediated moderation model to investigate how trait emotional intelligence and situational strength interactively influence adaptive performance and whether self-efficacy mediates the moderated relationship. Using an empirical study of 236 participants, we found that the effect of trait emotional intelligence on adaptive performance was moderated by situational strength. The results showed that the impact of trait emotional intelligence on adaptive performance via self-efficacy was higher in weak situations than in strong situations. Our findings reveal the importance of situational strength and provide new insight into the role of self-efficacy as a proximal motivational mechanism underlying the interaction effect.

A Correlational Predictive Study of Teacher Well-Being and Professional Success in Foreign Language Student Teachers

The teaching profession has an important emotional burden that, together with the erosion of different elements that compose it from continuous educational reform to the bad behavior and demotivation of students has led to many teachers experiencing physical and psychological illness or leaving the profession. Nevertheless, studies and interventions in this regard are still insufficient in the Spanish context. This situation also exponentially affects pre-service teachers, which according to numerous studies is the stage during which the diminishing of teacher well-being begins and consolidates. Within this panorama, with this study the authors pursue to determine which dimensions of teacher well-being are capable of predicting the professional success of 88 pre-service primary education teachers who specialize in a foreign language so that they can be addressed in the training process. To this end, an ex post facto study was carried out correlating the following instruments: the Teacher Distress Questionnaire, the Trait Emotional Intelligence Questionnaire and the Maslach Burnout Inventory-Educators Survey with an adaptation of the Rueda de la vida escolar sobre el éxito y la satisfacción laboral del docente (Wheel of school life on teacher success and job satisfaction). Multiple linear regression revealed that of all the variables studied for teacher well-being (intrinsic motivation, expectations about good professional performance, professional distress, professional exhaustion, irrational beliefs, emotional intelligence and burnout) only emotional intelligence and intrinsic motivation have the ability to predict the success of teachers in training in their future professional performance. This result is of paramount importance for reconsidering the training that teachers receive during their university stage, which currently and substantially prioritizes the cognitive component over psychosocial and emotional components.

Is emotional intelligence linked with academic achievement? The first TEIQue-SF study in a sample of Saudi medical rehabilitation students

ObjectiveThe present study examined the relationship of the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and academic achievement (GPA). Analyses were performed using a sample of Saudi-origin medical rehabilitation undergraduate students (N = 130). The present study examined the psychometric properties of the Chinese version of the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF). Analyses were performed using a sample of undergraduates (N = 585) recruited from four universities across China. MethodsOne hundred thirty medical rehabilitation students completed the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). Descriptive and inferential statistical analyses were carried out to elucidate relationships (or the lack of the same) between various variables. ResultsWhole sample alpha coefficient value for global trait EI was 0.84, while the same for trait EI factors ranged from 0.51 to 0.76. Global Trait EI was found higher in males than in females (Female students median score: 17 ± 2.56 VS Male students median score: 18 ± 3.67; U: 1667, p 0.04). A positive and statistically significant relationship was found between Well-being and the three other factors (with Self-control [r(128), 0.413, p 0.01]; with Emotionality [r(128), 0.518, p 0.01], with Sociability [r(128), 0.490, p 0.01]). Sociability was found to have a similar positive relationship with Self-control [r(128), 0.239, p 0.05] and Emotionality [r(128), 0.490, p 0.01] respectively. Furthermore, GPA was found to have a negative (not statistically significant) relation with Sociability. Overall, there was no association found between trait EI and GPA. ConclusionsThe present study is one of two studies that has investigated the train EI-academic achievement link in healthcare-related students. Our findings resonate with existing literature on the subject.

WELL-BEING AND PANDEMIC LOCKDOWN: THE ROLE OF EMOTIONAL INTELLIGENCE, SELF-COMPASSION AND RUMINATION

The COVID-19 pandemic and its accompanying restrictions, apart from the destructive global economic and social impact, brought negative psychological consequences to the world. The aim of the current study is to investigate the factors that help individuals maintain psychological well-being under the condition of self-isolation, a global restriction against the spread of the pandemic. Specifically, the role of trait emotional intelligence, self-compassion, and rumination was explored in order to determine how these variables relate to psychological well-being. According to the results, trait emotional intelligence and self-compassion positively correlate with psychological well-being, while rumination is negatively correlated. Self-compassion mediates the relationship between emotional intelligence and well-being. The relationship between rumination and well-being is affected by emotional intelligence and self-compassion: Self-compassion mediates the relationship between depression related rumination and well-being, while self-control and emotionality factors of trait emotional intelligence moderate the relationship between reflection rumination and well-being. The findings of the current study provide insight about self-compassion, rumination, and emotional intelligence as different contributing factors to the individuals’ well-being in self-isolation, suggesting further implications about the use of these strategies to help people cope with this stressful situation.

HUBUNGAN KECERDASAN EMOSIONAL DENGAN BURNOUT SYNDROME PADA MAHASISWA YANG MENJALANI PEMBELAJARAN DARING

Changes in the online learning system have potential to cause burnout syndrome. This study aimed to investigate the correlation between emotional intelligent with burnout syndrome among student in Faculty of Medicine, Udayana University who ware ongoing in online learning. This research is quantitative research with descriptive correlative. The research design used is cross sectional. Sample on this study were 243 sample selected through proportionate stratified random sampling. Collecting data using Trait Emotional Intelligence Questionnaire - Adolescent Short Form and Maslach Burnout Inventory-Student Survey. Data analysis using Spearman Rank test. The results showed that there is negative and weak correlation between emotional intelligent with burnout syndrome. It means that the higher of emotional intelligence will decrease the burnout syndrome and otherwise.

Associations Between Autism Symptomatology, Alexithymia, Trait Emotional Intelligence, and Adjustment to College.

It has been asserted that the socio-emotional challenges associated with autism spectrum disorder (ASD) may be explained, in part, by the higher rates of alexithymia in individuals with autism. Alexithymia refers to difficulties in identifying one’s own emotional states and describing those states to others. Thus, one goal of the present study was to examine levels of alexithymia in relation to ASD symptomatology and trait emotion intelligence (EI). Trait EI is a multifaceted concept that captures emotional competencies and behavioral dispositions A second goal was to assess whether alexithymia, ASD symptomatology and trait EI served as significant predictors of adjustment to college, including academic, social, and personal-emotional adjustment. In addition to keeping with the spectrum nature of autism, our research strategy allowed us to capture those students who may not have received a formal diagnosis of ASD but report symptoms that can be indicative of ASD. This includes women, who are less likely to receive a diagnosis of ASD even when ASD symptomatology is present. The results of the study showed that students reporting higher levels of ASD symptomatology also reported significantly higher levels of alexithymia and lower trait emotional intelligence (trait EI) than those with less or no symptomatology. Alexithymia was also negatively related to trait EI, and both alexithymia and ASD symptomatology were found to be significant predictors of trait EI. However, only trait EI was a significant predictor of adjustment to college and only for social adjustment. These findings suggest that support programs that develop trait EI skills may improve the college experience for students with ASD, regardless of alexithymia or ASD symptomatology.

A Review of the Relationship between Parenting Styles and Adolescents’ Emotional Intelligence

This article reviews the literature on the relationship between parenting styles and adolescents’ emotional intelligence. The review of the empirical research indicates that authoritative parenting style is associated with higher levels of adolescents’ general emotional intelligence, trait emotional intelligence, and decision-making emotional intelligence. Conversely, authoritarian parents are associated with lower level of adolescents’ emotional intelligence, and self-regulatory emotional intelligence. However, further research is still needed to examine the relationship among cross culture, ethnicity, and socioeconomic status.

Emotional intelligence, organizational justice and work outcomes

Purpose This study aims to explore the associations between emotional intelligence (EI), organizational justice (OJ) perceptions and work outcomes. The study proposes a model where EI is linked to job satisfaction and turnover intentions through the three dimensions of organizational justice. Design/methodology/approach In all, 556 employees in the Malaysian service sector were used as samples for this study. Analysis was performed using SPSS and AMOS structural equation modelling (SEM) path analysis to test the study’s hypotheses. Findings Results indicate that EI had a significant direct effect on all organizational justice sub-dimensions (distributive, procedural and interactional justice) as well as on job satisfaction and turnover intentions. However, only distributive justice was found to partially mediate the relationship between EI, job satisfaction and turnover intentions. Originality/value This study provides further insights into the mechanisms through which trait EI impacts service sector employee workplace attitudes. It also investigates the role of trait EI in deciphering why employees may differ in their OJ perceptions and deepens understanding of the discrete roles that organizational justice sub-dimensions perform.

Trait emotional intelligence can predict the health behaviour of employees

Emotional Intelligence can be measured either as an ability, based on maximum performance tests or as a trait, based on self-perception tests. A lot of academic, professional and behavioural attributes have been studied in relation to EI and research has shown that trait EI is better correlated with health outcomes than ability EI. Health behaviour is an understudied subject that has been shown to be linked with EI. The present study evaluated the correlation of EI, measured both by an ability and a trait measure among one hundred nineteen employees of the Indian pharmaceutical industry with health behaviour, as measured by Vickers health behavioural checklist, and to assess the role of age in association with these parameters. Trait EI, as measured by Schutte self-report test, was found to be better correlated with health behaviour than ability EI, as measured by an Indian scale by Chadha and Singh. Further, trait EI was found to be predictive of health behaviour. Age was positively correlated with both ability and trait EI, but not with health behaviour. The potential implication of the results for the organization and the future direction of research in this field has been discussed in the Indian scenario.

Probing Outcomes of Trait Emotional Intelligence: A Narrative Review

In the present endeavor, the researcher intends to emphasize the current understanding pertinent to trait emotional intelligence and explore its shift in conceptualizing sub-dimensions of emotional intelligence in the general population. Out of the 60 studies analyzed from the open-access electronic databases, the investigator selected 12 for critical narrative review, primarily focusing on (i) articles published in double-blind peer-reviewed journals in English between 2010 and 2020; (ii) covering student populace; (iii) the use of EI and Trait EI scales; and (iv) longitudinal, conceptual, research-oriented quantitative, and qualitative designs. The treatise was narrowed down to 12 studies by systematically applying the exclusion criteria. On scrutiny, it was revealed that most of the investigations were focused on the general population’s good mental health, including emotional functioning, leadership, and academic achievement. This covered an individual’s personality and well-being. Some studies focused on physical health and stress management. To a greater extent, the Trait EI constituent elements were associated with better mental health, academic excellence, cognition, and unique personality and leadership abilities.

Correlation between Emotional Intelligence and Burnout amongst medical teachers of a public medical school in Lahore

Introduction: Medical teachers in Pakistan are facing workplace stress leading to burnout, more so after the introduction of online teaching, since getting accustomed to the demands of online teaching is somewhat challenging. However, emotional intelligence may act as a buffer to being burned out.&#x0D; Objective: This study aims to investigate the association of demographic factors with emotional intelligence with burnout and Determine if there is a correlation between emotional intelligence and burnout amongst medical teachers of pre-clinical sciences in a public medical college.&#x0D; Method: A cross-sectional correlational study was conducted among medical teachers of pre-clinical departments of a public medical school in Lahore. To a total of 30 participants, the following questionnaires were given to fill: Trait Emotional Intelligence Questionnaire – Short Form to measure emotional intelligence, and the work-related version Burnout Assessment Tool to measure burnout levels.&#x0D; Results: In total, 60% were females and 40% were males. 30% of these participants took more than 40 online classes. A significant difference was seen in the burnout scores amongst different designations. Amongst the different designations, Assistant/Associate Professors had the highest mean burnout score. The correlation coefficient between emotional intelligence and burnout scores obtained was r = -0.578 (p-value 0.01). &#x0D; Conclusion: Emotional Intelligence and Burnout Levels are negatively correlated. Developing opportunities to help teachers improve their emotional intelligence and help them manage burnout at the workplace may optimize their productivity. It is suggested that workshops and awareness seminars be arranged as part of Faculty Development Programs for this purpose.&#x0D; &#x0D; KEYWORDS&#x0D; Emotional Intelligence, Burnout, medical teachers.&#x0D;

The predictors of Turkish youth’s career planning: trait emotional intelligence, cognitive flexibility, and resilience

The predictors of Turkish youth’s career planning: trait emotional intelligence, cognitive flexibility, and resilience

Social media stress and mental health: A brief report on the protective role of emotional intelligence

Evidence on whether social media use is associated with poor mental health and stress remains mixed and controversial. It is suggested that this effect may vary according to individual differences. Emotional intelligence (EI) is considered a protective resource that can buffer the effects of stressors in certain contexts. We examine whether this protective effect extends to the experience of social media stress. 201 young adults (mean age 26.12; 83.6% female) completed measures of EI (trait; ability), social media stress (SMS), anxiety, depression and wellbeing. SMS related to poorer mental health (symptoms and wellbeing) whilst higher EI was linked to reduced levels of SMS and better mental health. Data show the relationship between SMS and depression is moderated by trait (not ability) EI, such that those with lower levels of trait EI, who experience high levels of SMS, report higher levels of depression symptoms compared to those with higher TEI. Implications and directions for research are explored.

WLEIS as a Measure of Emotional Intelligence of Healthcare Professionals: A Confirmatory Factor Analysis

Emotional intelligence has been extensively studied in healthcare practices worldwide. It is requisite for a reliable and valid instrument to measure the emotional intelligence of healthcare professionals in India. The Wong and Law emotional intelligence scale (WLEIS) has been a widely used tool to measure trait emotional intelligence. This study examines the validity of this scale in the healthcare context. The original 16 items WLEIS scale has been administered to 98 doctors of the Ahmedabad region of Gujarat. Two competing models, single factor and four factors have been tested against each other. Fit indices of four-factor model ( χ2 (98) = 111.61, ( p &gt; 0.001), CMIN/df = 1.139, CFI = 0.987, SRMR = 0.059, RMSEA = 0.038 and PClose = 0.714) has excellent goodness of fit. Results of confirmatory factor analysis support the original four-factor model. The model also has acceptable reliability, convergent and discriminant validity. Further, in order to establish EI construct underneath four factors, secondary factor analysis has been performed. Standardized regression weight of only one dimension, that is, ‘Regulation of emotion’ is acceptable. All fit indices of the second-order model have an excellent fit. WLEIS is a valid instrument to measure the emotional intelligence of health professionals.

Invariance of the Trait Emotional Intelligence Construct Across Clinical Populations and Sociodemographic Variables.

Recent research has shown that cultural, linguistic, and sociodemographic peculiarities influence the measurement of trait emotional intelligence (trait EI). Assessing trait EI in different populations fosters cross-cultural research and expands the construct’s nomological network. In mental health, the trait EI of clinical populations has been scarcely researched. Accordingly, the present study examined the relationship between trait EI and key sociodemographic variables on Trait Emotional Intelligence Questionnaire (TEIQue-SF) datasets with mental healthcare patients from three different Spanish-speaking countries. Collectively, these datasets comprised 528 participants, 23% from Chile (120), 28% from Peru (150), and 49% from Spain (258). The sociodemographic variables we used for trait EI comparisons were gender, age, educational level, civil status, and occupational status. Analyses involved Multigroup Exploratory Structural Equation Modelling (to test measurement invariance) and analysis of covariance (ANCOVA). Our results revealed significant between-country differences in trait EI across the studied sociodemographic variables and interactions between these variables. Measurement invariance across the datasets was attained up to the scalar level regarding gender and education (i.e., strong invariance), although analyses on age, civil status, and occupation displayed non-invariance. The resultant psychometric evidence supports the suitability of the TEIQue-SF for the accurate cross-cultural assessment of trait EI in mental health settings. It also highlights the importance of incorporating trait EI into extant psychotherapeutic frameworks to enhance non-pharmacological treatment efficacy.

Classroom factors that contribute to emotional intelligence in the case of primary school learners

Background: A healthy classroom climate has been related to the socioemotional development of learners. This, in turn, has been associated with an increase in academic success, intrapersonal skills and the quality of interpersonal relationships.Aim: This study aimed to investigate the impact of classroom climate on the emotional intelligence (EI) levels of South African primary school learners. The aim was also to determine which classroom factors promote, and which inhibit the development of EI.Setting: A purposive sample of 119 primary school learners from six classes in two government schools in Durban, Kwazulu-Natal was drawn. Ethical clearance and permission for the study were obtained from the relevant stake holders. Informed consent was obtained from the parents or guardians as well as the participants.Methods: The My Class Inventory (short form) (MCI-SF) and the Trait Emotional Intelligence Questionnaire (Child Short Form) (TEIQue-CSF) were administered. The former is a measure of classroom climate. Relations between classroom climate factors and EI were explored by means of Pearson’s correlations and stepwise multiple regression analysis. ANOVA and Kruskal-Wallis tests were used to compare the performance of the learners in the different classes in terms of these variables.Results: Results indicated a strong relation between classroom climate and EI; satisfaction and cohesiveness correlated positively with EI levels, whilst friction, competitiveness and difficulty correlated negatively with EI levels.Conclusion: The results contribute to the understanding of the development of a positive classroom climate. Intervention at classroom level might be a more viable option in resource-strapped contexts.

Personality Traits and Academic Achievements of Undergraduate Students: The Mediating Role of Emotional Intelligence

This research investigated the mediating role of emotional intelligence between personality traits and academic achievements among undergraduate students in Pakistan. A sample was comprised of 150 undergraduate college students (boys = 74, girls = 76) having age range 18-24 as boys (M = 21.09, SD = 1.41) and girls (M = 20.18, SD = .71). The data was collected from Queen Mary College, Lahore, and Govt. G.C. University Lahore by using a convenient sampling technique. Big Five Inventory (John &amp; Srivastava, 1999), Trait Emotional Intelligence Questionnaire-Short Form (Petrides &amp; Furnham, 2003), and student's Cumulative Grade Point Average (CGPA) were used as measures. Mediated hierarchical regression revealed that after controlling the effects of emotional intelligence (the Mediator) the personality traits (extroversion, agreeableness, and openness) not significantly predict academic achievements which indicate full mediation. Implications of the findings were discussed for family/home; educational settings, policy makers’ counselors, and clinical psychologists’ guidance in the context of Pakistani culture.

The Effect of Creative Drama-Based Psycho-Education Program on Emotional Intelligence of Adolescents

The aim of this study was to analyze the influence of the creative drama-based psychoeducation program in adolescents on their emotional intelligence level. For this purpose, a true experimental design with pretest-posttest groups was used. The study group of the research consisted of 16 experimental, 16 control and 16 placebo group 12th grade students who are in a public high school in Avcılar, Istanbul. 20-sessions drama-based education program, two sessions per week for 10 weeks, was applied to the experimental group, while film and 10 academic education seminars were applied to the placebo group, and was no application to the control group. Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) has been applied to all groups. Before the study, data related to the pre-test application of the scale was analyzed with the Kruskal Wallis-H test and it was determined that there was no significant difference between the groups. A meaningful result was found among the groups in favor of the experimental group. This result showed that the creative drama-based educational program increases students’ emotional intelligence levels. In this context of the result, using the creative drama method in education and training activities can be suggested.

Flow in contemporary musicians: Individual differences in flow proneness, anxiety, and emotional intelligence.

Flow is a highly focussed state of consciousness that is rewarding, fulfilling, and sought after by many, especially musicians. It is characterised by exceptional levels of concentration, loss of self-consciousness, and competent control over one’s actions. Several personality and non-cognitive traits have been positively linked with flow proneness, such as emotional intelligence; however, anxiety is thought to be the antithesis of flow, yet the relationship between trait anxiety and flow proneness in musicians is not adequately characterised. This study investigated the individual differences in flow proneness in contemporary musicians (N = 664), focusing on the interaction of trait anxiety and emotional intelligence. We identified a significant negative correlation between trait anxiety and flow. Emotional intelligence was positively correlated with flow proneness and negatively with trait anxiety. Moderation analysis revealed a difference in the relationship between trait anxiety and flow depending on the level of emotional intelligence; there was no correlation in those with low emotional intelligence, whereas a strong negative relationship was found in those with high emotional intelligence. Finally, hierarchical regression indicated that musical training was the most substantial predictor of all the tested variables and that trait anxiety did not add any predictive power on top of the known predictors. Altogether, this study provided new insights into the possible disruption of flow proneness linked to high anxiety and low emotional intelligence in contemporary musicians.