Trait Emotional Intelligence Questionnaire-Short Form Research Articles

The Relationship between Attitudes toward Death and Emotional Intelligence, Personality, Resilience, and Justice Beliefs: A Cross-Sectional Study of Midwives in Greece.

Midwifery practice inevitably includes miscarriages, stillbirths, and neonatal deaths. The aim of the present study was to investigate the relationship between attitudes toward death and emotional intelligence, personality, resilience, and justice beliefs among midwives in Greece. A descriptive cross-sectional study was conducted from 2020 to 2022 among 348 midwives employed in public hospitals, in regional health authorities, or as independent professionals. Research instruments included the Death Attitude Profile-Revised, the Connor-Davidson Resilience Scale, the Trait Emotional Intelligence Questionnaire-Short Form, the Eysenck Personality Questionnaire, and the Belief in a Just World scale. The results revealed that greater emotional intelligence was significantly associated with higher scores in the escape acceptance subscale. Midwives scored low on the neutral acceptance subscale (2.9 ± 0.8), with the highest score being recorded in the escape acceptance subscale (4.6 ± 1.0), which was significantly associated with greater emotional intelligence. Neuroticism was significantly associated with the death avoidance, approach acceptance, fear of death, and escape acceptance subscales. Finally, the subscale of distributive justice beliefs for self and others was significantly associated with the subscales of death avoidance and approach acceptance. These findings highlight the nuanced perspectives within the healthcare community. As we delve deeper into the complexities of end-of-life care, understanding these diverse attitudes is crucial for providing comprehensive and empathetic support to both patients and healthcare professionals.

Trait emotional intelligence and ecological outcomes: the role of connectedness to nature

BackgroundGlobal climate change is recognized as a major and irreversible challenge for humanity, requiring people’s responsible and sustainable behaviors toward the environment. So far, the literature has widely investigated the role of cognitive determinants of ecological outcomes (e.g., pro-environmental behaviors and climate change perception), while less attention has been devoted to emotional processes, such as trait emotional intelligence (TEI). The current double study investigates whether TEI is directly and indirectly associated with climate change perception (CCP, Study 1) and pro-environmental behaviors (PEBs, Study 2) among young adults. Furthermore, the mediating role of connectedness to nature (CN), both as cognitive and emotional factors, was also analyzed. We hypothesized that CN (i.e., cognitive mediator) would positively mediate the relationship between TEI and CCP (H1), and Love and Care for Nature (LCN, i.e., emotional mediator) would positively mediate the relationship between TEI and PEBs (H2).MethodsThe study involved 342 young adults (F = 60.7%; age 19–40; Mage=22.99; SD = 2.66) in Study 1 and 365 young adults (F = 71.2%; age 17–35; Mage=22.2; SD = 3.98) in Study 2. Data were collected through an online tool shared by the snowball method. We administered the following self-reports: Trait Emotional Intelligence Questionnaire- Short Form (TEIQue- SF), Global Climate Change (GCC), and Connectedness to Nature Scale (CNS) (Study 1); Trait Emotional Intelligence Questionnaire- Short Form (TEIQue-SF), General Environmental Behaviors Scale (GEB), and Love and Care for Nature (LCN) (Study 2).ResultsFindings from Study 1 showed that higher TEI levels enhance CN (i.e., cognitive mediator), positively influencing CCP (estimate = 0.14; 95% CI = 0.07 to 0.23). Findings from Study 2 showed that higher TEI levels are associated with higher LCN levels (i.e., emotional mediator), influencing people’s engagement in PEBs (estimate = 0.7; 95% CI = 0.03 to 0.11).ConclusionIt is crucial to design environmental education programs that promote greater emotional intelligence ability and encourage individuals’ involvement in ecological outcomes.

The mediating role of emotional intelligence on nursing students' coping strategies and anxiety during the COVID-19 pandemic.

Anxiety among nursing students documented during the COVID-19 pandemic reflected their fear of contracting infections, adhering to the mandatory use of masks in public, engaging in the new experience of distance learning, having financial problems, and so on. The purpose of this study was to examine the mediating role of emotional intelligence (EI) on nursing students' coping strategies and anxiety during the pandemic. This cross-sectional correlational study was conducted in a university in Jordan. An online survey was used to obtain data from a sample of 282 nursing students who had returned to on-campus learning during the summer semester of 2019/2020. The survey held four parts: (a) questions about sociodemographics, (b) the General Anxiety Disorder-7 (GAD-7) scale, (c) the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), and (d) the Brief-Coping Behavior Questionnaire (Brief-COPE). The results showed that EI had a fully mediating role in the relationship between problem-focused coping strategies and anxiety, and it partially mediated the emotion-focused and avoidant/dysfunctional coping strategies and anxiety relationships. Nursing students who used the problem-focused coping strategies had high levels of EI, and with increasing levels of EI, anxiety levels decreased. Promoting the development of EI among nursing students would enable them to manage their emotions effectively and control their anxiety, particularly in new circumstances such as those that occurred during the COVID 19 pandemic.

Role of Emotional Intelligence in Life Satisfaction among Hospital Nurses in Pakistan

Emotional intelligence is a skill involving understanding, perceiving, managing, and utilizing information. Nurses with high emotional intelligence may have high life satisfaction which can enhance their productivity in the workplace by effectively managing emotions. Objective: To explore the role of emotional intelligence in life satisfaction among hospital nurses in Pakistan. Methods: A correlational study was conducted involving purposive sampling of 511 registered female nurses, aged 20 to 45 in Karachi and Hyderabad, Pakistan. Life satisfaction was assessed using a subset of the ICP-Subjective Wellbeing Scale while for Emotional Intelligence, Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) was used. Ethical considerations were stringently adhered to throughout the study, maintaining participant confidentiality and ensuring adherence to research norms. Results: The results revealed a significant predictive relationship between EI and life satisfaction in female hospital nurses [r = .199; R2=.040, F (510) = 20.994, p<.000]. Conclusions: Globally, Nurses are considered vital to healthcare system, including in Pakistan where mental health issues among them are notable. The study concluded that emotional intelligence predicts higher life satisfaction among hospital nurses.

Cultivating emotional intelligence in general surgery residents through a patient-centered experience

BackgroundEmotional intelligence (EI) can decrease physician burnout. EI and burnout were assessed in surgical residents through participation in Patient-Centric Resident Conferences (PCRCs), which incorporated patients in resident education. We hypothesized PCRCs would improve EI and reduce burnout. MethodsThis was a single institution study of General Surgery residents from 2018 to 2019. Residents participated in standard didactic conferences and PCRCs. The Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) survey and an ACGME burnout survey were administered at three time points. ResultsHigher EI scores correlated with lower burnout scores over three survey distributions (R2 0.35, 0.39, and 0.68, respectively). EI and burnout scores did not change significantly over time. EI and burnout were not associated with conference attendance, meaning in work, or satisfaction with teaching. ConclusionsGeneral Surgery resident EI and burnout scores were inversely correlated. Previously, PCRCs were shown to be associated with increased resident meaning in work. The current study demonstrates PCRCs did not have a significant impact on measures of resident EI or burnout. Further research is needed for EI and burnout in surgery.

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

<abstract><sec> <title>Background</title> <p>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.</p> </sec><sec> <title>Objective</title> <p>We examined the relationship between emotional intelligence, quiet quitting, turnover intention, and job burnout.</p> </sec><sec> <title>Methods</title> <p>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.</p> </sec><sec> <title>Results</title> <p>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.</p> </sec><sec> <title>Conclusion</title> <p>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.</p> </sec></abstract>

THE RELATIONSHIP BETWEEN SCREEN TIME AND EMOTIONAL QUOTIENT IN MEDICAL STUDENTS

Background The use of gadgets, especially smartphones, is common among college students. The duration of smartphone usage in a day can be seen through the screen time records. High screen time records indicate high smartphone usage. Excessive use of smartphones has the potential to disrupt social interaction. Emotional Quotient (EQ) is very important in supporting social interaction. Emotional Quotient is a person's ability to express his feelings appropriately and effectively. Objectives This research was conducted to know the relationship between screen time duration and EQ in college students. Methods This research is an analytic observational study with a cross-sectional approach. Respondents in this study were students who met the inclusion and exclusion criteria. They were recruited using the consecutive sampling method. The duration of the screen time is obtained from the default smartphone application. Emotional Quotient was measured with the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) questionnaire. Results There were 90 respondents (male = 27 people; female = 63 people) with an average age of 19.4 + 0.69 years. Spearman's test showed a relationship between screen time duration and EQ (p<0.01; r=-0.97). Conclusions This study concludes that the duration of screen time is related to EQ, the higher the duration of screen time, the lower the EQ. Therefore, to prevent EQ deterioration, it is important to limit screen time.

Enhancing Resilience through Emotional Intelligence in Religious Communities for Crime Prevention Post-COVID-19

The aftermath of COVID-19 has wrought significant emotional distress, exacerbating the incidence of emotionally motivated crimes, particularly within families. This phenomenon presents a substantial challenge to the South African Police Service (SAPS), especially due to the private nature of these crimes. In response, this study investigates whether the religious community in the Mamelodi policing area can leverage emotional intelligence (EI) to foster resilience and aid in crime prevention. We employed a quantitative approach, utilizing non-probability sampling to survey 104 adult Christians in Mamelodi. Participants provided informed consent. The Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) was used for assessment, covering four EI variables: emotionality, self-control, sociability, and well-being. The findings reveal a high level of EI, with scores of 74.06% for emotionality, 68.41% for self-control, 59.26% for sociability, and an impressive 86.84% for well-being, culminating in an overall EI score of 72.14%. These results suggest that Mamelodi's churches are effective community-based entities capable of collaborating with SAPS to prevent emotionally driven crimes, through resilience-building rooted in EI competencies. This research contributes to the South African academic discourse by intersecting psychology, policing, and community studies, particularly focusing on a township population often living below the poverty line and with limited EI awareness.

Exploring Emotional Intelligence and Sociodemographics in Higher Education; the Imperative for Skills and Curriculum Development.

There is increasing interest in understanding the nature and impact of emotional intelligence (EI) in educational institutions and the workplace since EI is associated with academic performance, career success, job satisfaction, and management skills. Here we measured EI levels in students and employees at Qatar University and examined associations with sociodemographic variables. This cross-sectional study used the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) questionnaire to quantify EI. Of 517 respondents, 315 were students and 202 were employees. The mean global EI level across all participants was 4.80 ± 0.78, with EI highest in the well-being domain (5.43 ± 1.04). Overall, older respondents had higher EI than younger respondents. There was no significant effect of gender, marital status, or employment position on EI. However, there were significant two- and three-way interactions. As a standalone variable, age was the most important factor influencing EI development in our cohort. However, three-way interactions revealed complex effects between age, gender, and marital status and EI. Our findings support a need for workshops on EI for employees and integrating dedicated courses into existing curricula to equip students with effective interpersonal relationship skills that foster EI development. Developing such interpersonal skills could help to promote personal, professional, and academic success.

Burnout and well-being of medical and surgical residents in relation to emotional intelligence: A 3-year study

BackgroundThis study aims to examine the relationship of emotional intelligence to physician burnout and well-being and compare these changes between medical and surgical residents during training. MethodsThe longitudinal study used survey data, collecting measures on burnout and emotional intelligence in residents. Postgraduate year 1 residents at a community-based Michigan hospital completed the following surveys: Maslach Burnout Inventory, Physician Wellness Inventory, and Trait Emotional Intelligence Questionnaire–Short Form survey. These measures were given quarterly in postgraduate year 1 and once during subsequent years. ResultsSeventy-seven residents completed measurements during their first 3 years. Forty-two (54.5%) were in the medical resident group; the remaining 35 (45.5%) were in the surgical resident group. Significant increases in measured burnout during the first year improved in subsequent years but did not return to baseline (P < .01). Emotional exhaustion (Maslach Burnout Inventory–Emotional Exhaustion) increased a relative 44% the first year (P = .000) and decreased 23% by the third year (P < .01). The Physician Wellness Inventory subscales also had significant decreases (P = .01) but less than the Maslach Burnout Inventory subscales (improvement ≤25%). Both medical and surgical groups had similar decreases in the Physician Wellness Inventory subscales (–25%) in their first year. The emotional intelligence score significantly correlated with exhaustion (Maslach Burnout Inventory–Emotional Exhaustion: r = –0.243; P = .002) and distress (Physician Wellness Inventory–Distress: r = –0.197; P = .014). ConclusionThe risk for burnout increased sharply at the beginning of training for this hospital resident participant group and remained high throughout residency. Emotional intelligence is an important factor associated with less emotional exhaustion during residency.

Faking Good on Self-Reports Versus Informant-Reports of Emotional Intelligence.

Research demonstrates that people can fake on self-rated emotional intelligence scales. As yet, no studies have investigated whether informants (where a knowledgeable informant rates a target's emotional intelligence) can also fake on emotional intelligence inventories. This study compares mean score differences for a simulated job selection versus a standard instructed set for both self-ratings and informant-ratings on the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). In a 2 × 2 between-person design, participants (N = 81 community volunteers, 151 university students) completed the TEIQue-SF as either self-report or informant-report in one of two instruction conditions (answer honestly, job simulation). Both self-reports (d = 1.47) and informant-reports (d = 1.56) were significantly higher for job simulation than "answer honestly" instructions, indicating substantial faking. We conclude that people can fake emotional intelligence for both themselves (self-report) and on behalf of someone else (informant-report). We discuss the relevance of our findings for self- and informant-report assessment in applied contexts.

Emotional intelligence among medical students in Sweden – a questionnaire study

BackgroundEmotional intelligence (EI), the ability to understand and regulate one’s and other’s emotions, has been linked to academic and clinical performance and stress management, making it an essential skill to develop during medical school. Nevertheless, uncertainty remains about the impact of medical education on EI, its association with sociodemographic factors, and the potential moderating role of gender. Therefore, this study aimed to explore levels of global EI among Swedish medical students based on their completed semesters while analyzing the potential moderator role of gender and identifying potential EI differences associated with age, gender, prior education, work experience, and previous experience working in a leadership position.MethodsThe participants were medical students in semesters 1, 3, 5, 7, 9, and 11 at a Swedish University. Participants answered the self-report Trait Emotional Intelligence Questionnaire - Short Form (TEIQue-SF) and demographic questions. For each participant, the mean global trait EI was calculated (range 1–7), and differences were compared based on semesters and sociodemographic factors. In addition, we investigated the relationship between semester and EI scores with gender as a moderator.ResultsOf the 663 invited medical students, 429 (65%) responded, including 269 women (62.7%), 157 men (36.6%), and 3 identifying as others (0.7%). The participants had a mean global trait EI score of 5.33. Final-year students demonstrated significantly higher global trait EI scores than first-year students, and gender did not have a moderating effect across semesters. Furthermore, students in the age group 25–29 years showed higher EI scores compared to those in the age group 21–24 years, while there were no significant differences in EI scores for older students (≥ 30 years) compared to other age groups. Higher EI scores were also positively associated with previous work-and leadership experiences. Gender and previous education did not significantly impact EI scores.ConclusionsOur findings suggest that higher EI scores are associated with semesters of medical education, age, and previous work and leadership experience. Future longitudinal studies are needed to identify factors that could improve EI among medical students to design curricular activities aimed at supporting the EI of the next generation of physicians.

Correlation between trait emotional intelligence and prefrontal activation during a verbal fluency task: A functional near-infrared spectroscopy study.

Stress is inevitable in humans and stress changes our physical and mental states. Stress has been studied epidemiologically, biologically, and psychologically. First defined in 1990, emotional intelligence (EI) affects psychological stress management. In contrast, the prefrontal cortex (PFC) is suggested to play a vital role in stress management. Human PFC activity can be inferred from the balance of oxygenated and deoxygenated hemoglobin in cerebral blood flow, which can be measured and calculated using functional near-infrared spectroscopy (fNIRS). An important cognitive activation task to activate the PFC is the verbal fluency task (VFT). Therefore, if the PFC is activated by the VFT and monitored by fNIRS, and the activity correlates with EI, fNIRS can be used to measure EI. In this study, Psychological tests using the self-rating depression scale, state-trait anxiety inventory (STAI), and trait emotional intelligence questionnaire-short form (TEIQue-SF) were conducted to evaluate the correlation with VFT performance. Relative oxygenated and deoxygenated hemoglobin concentrations were measured using an fNIRS device, and their correlation with VFT performance was tested. Spearman correlation coefficient was used to determine correlations. Results were as follows. Although VFT performance did not correlate with the oxygenated hemoglobin concentration ([Oxy-Hb]) changes, [Oxy-Hb] was elevated in all channels. VFT performance was significantly negatively correlated with the Zung self-rating depression scale (ρ = 0.063, P = .759), trait anxiety or anxiety level as a personal characteristic of STAI (ρ = 0.243, P = .232), and state anxiety or anxiety about an event of STAI (ρ = -0.138, P = .500), whereas no correlation was found with the TEIQue-SF (ρ = 0.303, P = .132). Healthy individuals PFC activity is not severely affected by their mental state and cognitive activation successfully activates the PFC, supporting the hypothesis that EI is correlated with frontal cortical activation during the VFT in a nonclinical population. EI may play a vital role in reducing stress associated with depression and anxiety in our social lives. Although we failed to show a statistical correlation between TEIQue-SF and [Oxy-Hb] due to a sample size shortage, our preliminary study was the first to attempt to show the PFC activity of EI through a hemodynamic response. Future research may elucidate the role of EI in reducing psychological stress in social life.

EMOTIONAL INTELLIGENCE: ITS RELATIONSHIPS TO STRESS, ANXIETY, AND DEPRESSION AMONG TRANSCULTURAL NURSING STUDENTS

The Main objective of the study is to examine the relationships between emotional intelligence, stress, anxiety and depression among transcultural nursing. The Sample of present study is comprised of 100 male and female (students) of ages 25 to 40 years. The mean age 31.64 and SD is 2.837. Participants of the study were selected from College of Nursing Quetta by applying systematic random sampling technique. The measures used, are: Personal information form, Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF; Petrides, &amp; Furnham, 2006), and depression, anxiety and stress Scale- 21 (Lovibond &amp; Lovibond, 1995). Results of present study indicated that there are negative relationships between in emotional intelligence anxiety and depression among healthcare students. Findings of the present study revealed that transcultural nursing is most complex because bilingual and cultural barriers generate complications for nursing.

Impact of emotional intelligence (EI) on social network abuse among adolescents during COVID-19 outbreak in Italy.

This paper explores the relationship between Online Social Network (OSNs) abuse, Emotional Intelligence (EI), and distress due to COVID-19 confinement among adolescents. A sample of 226 students from North Italy aged between 16 and 18 years completed from March to June 2020 the Bergen Social Media Scale (BSMAS), Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) and Depression, Anxiety and Stress Scale (DASS-21). Females scored higher in social network use as compared to males [t (225) = 46.56, p = <.05]. The prevalence of symptoms of distress was also higher in females. Conversely, males scored significantly higher on total EI as compared to their counterparts [t (178) = 4.1544, p = <.003] indicating that high EI contributes towards better self-perception of psychological wellbeing. On the contrary, having high stress levels and low EI levels seems to predict the possibility to experience in a social network addiction. Our findings suggested EI as a protective factor for OSNs' addiction. Results support the need of implementing programs aimed at adopting an appropriate approach to the digital world and particularly addressed towards the growth of EI to reduce dysfunctional behaviors in adolescence. (www.actabiomedica.it).

A network analysis of relationships between the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and the Big Five personality traits in Italian workers

This study investigated the relationship between the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and the ten facets of the Big Five Questionnaire (BFQ) via network analysis. The TEIQue-SF and the BFQ were administered to 751 Italian workers. Both centrality indexes (Expected Influence and Node Predictability) and bridge dimensions were calculated. Stability and accuracy were also checked to ensure the reliability of the findings. The BFQ facets of Perseverance (Consciousness) had the highest centrality while Emotion control (Emotion stability, the opposite of Neuroticism) showed high centrality. Among TEIQue-SF dimensions, Sociability followed by Emotionality and Self-Control had high centrality. TEIQue-SF Emotionality and Sociability had a bridge function. Both TEIQue-SF Emotionality and Sociability and both BFQ Perseverance and Emotion control are relevant in linking emotional intelligence and personality traits. Although further studies are needed, the network analysis represents a promising approach in providing a more detailed analysis of the relationships between dimensions of emotional intelligence and facets of personality traits in workers.

Trait emotional intelligence as predictor of psychological health in undergraduate medical students: A hierarchical multiple regression approach

Objectives: Trait emotional intelligence (TEI) is a key personality construct by which an individual recognizes, understands, expresses and regulates emotions in self and others to adapt to environments or achieve one’s goals. TEI skills are modifiable and have a potential to significantly influence psychological health (PH) of a person. The aims of current work were to evaluate relationship between TEI and PH of medical students and to explore the incremental validity of TEI to predict psychological distress beyond sociodemographic and educational factors in them. Materials and Methods: One hundred and thirty-two medical students (mean age 18.02 years) participated in this cross-sectional study. TEI and PH were assessed using TEI questionnaire short form (TEIQue-sf) and depression, anxiety and stress scale (DASS-21), respectively. Hierarchical multiple regression analysis was carried out to determine if scores on TEIQue-sf added significantly to the prediction of psychological symptoms in medical students. Results: There was a significant negative association (r = −0.57, P &lt; 0.001) between TEIQue-sf and DASS-21 scores. Hierarchical regression analyses revealed that after controlling for sociodemographic and educational variables, TEIQue-sf scores explained a statistically significant increment of variance (P &lt; 0.001) in DASS-21 scores. TEI emerged as best predictor of psychological distress of medical students followed by educational factors. However, sociodemographic profile as an attribute failed to demonstrate significant capacity to predict PH of our participants. Conclusion: Our results indicate that TEI is a robust and unique predictor of better PH and plays a positive role in promoting psychological well-being.

Emotional intelligence is more important than the learning environment in improving critical thinking

Purpose To examine the association of critical thinking (CT) and emotional intelligence (EI) versus CT and learning environment (LE) in order to investigate which has the greatest influence EI or LE. Materials and methods A cross-sectional study was conducted with 340 s-year healthcare university students in two nursing and one medical schools from three universities in Greece, between October and December 2020. Critical Thinking Disposition Scale, Dundee Ready Education Environment Measure, and Trait Emotional Intelligence Questionnaire-Short Form were administered. Hierarchical multiple linear regression analysis, with five steps, was used to compare the associations of CT and EI to CT and LE. Results Participants’ mean age (years) was 20.9 (6.6 SD); 82.6% female; 86.8% studying nursing. Students mean scores were moderate to high for CT disposition (44.7 ± 4.68). The general characteristics (age, gender, and school) were not significantly associated with CT (p > 0.05). However, CT was positively associated with LE (UCB = 0.064 & p < 0.001) and EI (UCB = 1.522 & p < 0.001). Moreover, CT seems to be associated in a higher degree (R2 change adj = 0.036 & p < 0.001) with emotional intelligence (UCB = 1.522) than with learning environment (UCB = 0.064). Conclusions Our findings suggest a different more optimal pathway for educators to improve the CT of their students through EI and not with LE as believed till now. By focusing on improving EI, educators may help their students become critical thinkers, who will provide better quality of care.

Psychometric properties of the Arabic version of the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF)

The Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF), a brief and effective tool used for assessing emotional intelligence, originated in the Western culture and needs to be adapted to other cultures. The current study aimed to evaluate the psychometric properties of an Arabic-adapted version of the TEIQue-SF. A cross-sectional study was conducted on a sample of 487 Arabic-speaking participants, including students and laypeople. Confirmatory factor analysis (CFA) was used to assess the conceptual factorial structure. Measurement invariance analyses were performed across genders. The big five were employed as external validation measures. The CFA findings validated the proposed TEIQue-SF structure, which included one latent factor (global trait EI) and four indicator factors. Analysis of measurement invariance revealed that the TEIQue-SF Arabic version was factorially equivalent across genders. Furthermore, TEIQue-SF demonstrated good internal consistency. No significant differences are observed between women and men in terms of trait emotional intelligence. The correlations between TEIQue-SF and the big five dimensions demonstrated the theoretically predicted relationships with these variables. We concluded that the Arabic version of the TEIQue-SF is psychologically sound and appropriate for research and practice in Jordan.

Enhancing ESL Learners’ Emotional Intelligence Skills through Explicit Emotional Intelligence Instruction

With a rapid awareness about the role of Emotional Intelligence (EI) in academic achievement these days, the present paper attempts to investigate whether the Emotional Intelligence of ESL learners can be enhanced through EI-based language instruction so that learners can show good language performance. The research sample consisted of 100 ESL learners with mixed levels of learning achievement (or IQ) enrolled in the BS program at the department of English, The Islamia University of Bahawalpur. A questionnaire (consisting of 71 items) based on Petrides’ (2009) Trait Emotional Intelligence Questionnaire-Short Form and Austin et al.’s (2004) modified version of Schutte et al.’s (1998) and a self-compiled EI-based course were used as research instruments. Following the objectives of the study, a quantitative-cum-experimental research design was adopted to intervene in 100 ESL learners’ EI skills by giving them a course on explicit EI-based Language Instruction and measuring their EI skills before and after the intervention with the help of the aforementioned questionnaire. The findings revealed that after taking EI-induced language instruction, there was a significant increase in the EI skills of all participants, irrespective of the level of their learning achievement. However, students with a higher level of learning achievement benefit more from EI instruction as compared to the ones with lower learning achievement.