Trait Emotional Intelligence Questionnaire Research Articles

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.

Exploring Psychological Distress, Burden of Care and Emotional Intelligence as Correlates of Psychological Well-being in Family and Non-family Caregivers of Individuals Living with Cannabis-induced Psychotic Disorder

Caring for individuals living with cannabis-induced psychotic disorder poses unique challenges that significantly impact caregivers’ psychological well-being. This study delved into this complex caregiving landscape, exploring how psychological distress, the burden of care, and emotional intelligence collectively influence caregivers’ psychological well-being. The study was conducted at the Federal Neuropsychiatric Hospital, Yaba, Lagos Nigeria. The research adopted purposive sampling, involving one hundred (100) participants encompassing both family and non-family caregivers. Participants completed four key instruments: The General Health Questionnaire (GHQ) – 12, Zarit Burden Interview (ZBI), Trait Emotional Intelligence Questionnaire (TEIQue), and Psychological Well-being Scale (PWB). Descriptive statistics provided mean and standard deviation values for psychological distress, burden of care, emotional intelligence, and psychological well-being, with the reliability of each scale assessed. Hypothesis testing included t-tests, simple linear regression, Pearson correlation, and multiple linear regression, yielding significant findings. Notably, family caregivers did not bear a significantly higher burden of care compared to their non-family counterparts (t = -.108, p<.05). Furthermore, female caregivers exhibited superior psychological well-being in contrast to male caregivers (t = -4.594, p<.05). Emotional intelligence significantly impacted psychological well-being (R square =.262), and a positive relationship existed between psychological distress and well-being (r = .596, p<.05). Lastly, psychological distress, emotional intelligence, and the burden of care collectively shaped psychological well-being (R square =.526). This research unravels the intricate dynamics faced by caregivers of individuals with cannabis-induced psychotic disorder, highlighting the pivotal roles of emotional intelligence and psychological distress. These insights deepen understanding of caregivers’ experiences and provide a foundation for tailored interventions to bolster their overall well-being. Keywords: Caregivers, Psychological Distress, Burden of Care, Emotional Intelligence, Psychological Well-being, Cannabis-Induced Psychotic Disorder

Trait emotional intelligence as a predictor of resilience among undergraduate nursing students: A structural equation modelling approach

BackgroundThere is a growing interest in understanding the role of trait emotional intelligence and resilience. However, few studies have examined the relationships between the various factors of trait emotional intelligence and resilience. ObjectiveTo examine the factors of trait emotional intelligence and resilience using a structure equation modelling approach. DesignA quantitative exploratory design using structural equation modelling approach. SettingOne university in Singapore. ParticipantsA total of 300 undergraduate nursing students were included in this study. MethodA quantitative exploratory study using the structural equation modelling technique was conducted. The Trait Emotional Intelligence Questionnaire and Brief Resilience Scale were used to examine the relationships between trait emotional intelligence and resilience. The data analyses were conducted using SPSS and AMOS software. ResultsThe structural equation model found relationships between the various factors of trait emotional intelligence. There were associations between self-control, sociability, and emotionality scores with well-being scores. In addition, there is a relationship between emotionality and well-being scores on resilience scores. ConclusionsThe findings from this study illustrate the complex relationships between the various factors of trait emotional intelligence, and specifically how these factors are related to each other and resilience. The findings of this study propose that emotional intelligence are associated with one's resilience. For this reason, these findings will be important in the development of future resilience programs.

The Mediator Role of Empathy and Emotional Intelligence in the Relationship between Alexithymia and Emotional Expression Styles

Although there are studies on the effect of alexithymia on expressed emotion, emotion expression in people with alexithymia was not specifically examined. This study aimed to investigate the relationship between alexithymia and emotional expression styles and whether emotional intelligence and empathy mediate this relationship. A total of 254 teacher candidates were evaluated using the Toronto Alexithymia Scale, Empathy Quotient Scale, Trait Emotional Intelligence Questionnaire, and Emotional Expression Styles Inventory. We performed the analyses using structural equation models. Our results revealed that alexithymia indirectly affected the expression style of happiness and sadness emotions negatively and emotional intelligence and empathy played a mediator role in this effect of alexithymia. Also, an indirect positive relationship was identified between alexithymia and anger expression style, and it was found that this relationship was mediated by emotional intelligence. Accordingly, emotional expression styles were also related to other variables. The present study also determined that alexithymia level was significantly and negatively correlated with emotional intelligence and empathy levels. This is the first study to reveal that alexithymia is related to emotional expression styles and that emotional intelligence and empathy also have mediator roles in emotional expression styles. expression styles were also related to other variables.

Determinant Factors of Diabetes Prevention Behavior in Students with Diabetes Mellitus Risk

Background:  The trend of diabetes cases has shifted to younger ages, starting at the age of 15 years old, due to unhealthy lifestyles. Researchers have discovered that health students also tend to have a poor lifestyle. Students are associated with emotional activity and busyness, but no research has examined the relationship between these conditions and diabetes prevention behavior. Purpose: This study examined determinant factors affecting diabetes prevention behavior in college students with diabetes mellitus risk.Methods: This study used a cross-sectional design, utilizing random sampling to gather data from 209 college students with diabetes risk. The instruments used in this study included adaptations of the Diabetes Prevention Behavior questionnaire, the modified Diabetes Management Time Questionnaire (DMTQ), the Perceived Behavioral Control, and the Trait Emotional Intelligence Questionnaire. Data analysis encompassed One-way ANOVA, Mann-Whitney, Kruskal-Wallis, Spearman’s rank, and multiple linear regression.Results: The study found a significant relationship between diabetes management time (p=0.001) and emotional intelligence (p=0.000) with diabetes prevention behavior. Emotional intelligence emerged as the dominant influencing factor (B=0.332). Conversely, no significant relationships were observed between perceived behavior control (p=0.223), class (p=0.734), sex (p=0.231), study major (p=0.263), age (p=0.064), and diabetes mellitus risk (p=0.664) with diabetes prevention behavior.Conclusion: This study revealed a significant relationship between diabetes management time, emotional intelligence, and diabetes prevention behavior. Emotional intelligence emerged as the key factor affecting diabetes prevention behavior, highlighting the need for focused interventions to enhance emotional intelligence and improve diabetes management among college students.

The Relationship Between Noncognitive (Emotional Intelligence) Variables on Academic GPA Among Sonography or Radiography Students After 1-Year Course Completion

Objective: This study aimed to determine the relationship between emotional intelligence (EI) and grade point average (GPA) in a cohort of sonography (DMS) or radiography (RT) students. Furthermore, this study explored whether an EI model, such as the Trait Emotional Intelligence Questionnaire (TEIQue), demonstrated a significant association with GPA and could potentially be used as a part of the admission process. Materials and Methods: The TEIQue questionnaire that collected participants’ EI and demographic data was administered to students in both educational programs. Data were obtained at the beginning of each respective program and 1 year later. Students’ GPA was examined over three college semesters. Results: In total, 26 participants enrolled. This cohort included 10 DMS and 16 RT students enrolled for an associate’s degree in an applied sciences program within a community college. No significant relationship was observed between academic GPA and global EI, as well as three subscales of trait EI. Global trait EI for DMS ( P = .35) and RT students ( P = .05) demonstrated nonsignificant relationships with students’ GPAs, respectively. Conclusion: These results demonstrated that there was no significant relationship between noncognitive variables, such as EI, among DMS or RT students and academic GPA. Further studies should investigate whether these findings were similar to those in other diagnostic imaging programs.

Emotional intelligence of radiography students in a low resource setting: A cross-sectional survey

IntroductionUnderstanding noncognitive traits like emotional intelligence (EI) is valuable for radiography students, academics, practitioners, and educators. It helps them become aware of how these traits can impact their training, placements, and careers. This study aimed to evaluate the EI of radiography students at a tertiary institute in Harare, Zimbabwe. MethodsA quantitative cross-sectional study using a validated Trait EI questionnaire was conducted on students at a tertiary institute in Harare, Zimbabwe. Student t-test, analysis of variance (ANOVA), and Spearman's rho were employed for data analysis. ResultsA total of 84 radiography students were enrolled in this study. The students had relatively lower EI scores (4.31 +/-0.49) as compared to most of their global counterparts. A significant positive monotonic relationship was identified between age and self-control factor (Spearman's rho = 0.22, p = 0.04). There were no statistically significant differences in mean scores for the global and the four EI factors when stratified by gender, even though males had slightly higher scores than females in all but the emotionality factor. There were no significant differences in the mean scores of the global as well as the four factors by year of study. ConclusionDeliberate, time-intensive curriculum interventions are needed to improve the EI of radiography students in Zimbabwe and this trend is potentially similar to other resource-limited settings. However, more context-specific evidence is needed to formulate the best techniques for EI interventions.

The Association between Nursing Students' Happiness, Emotional Intelligence, and Perceived Caring Behavior in Riyadh City, Saudi Arabia.

Caring behavior is a major focus of the nursing profession and an important dimension of nursing practice that sets nurses apart from other healthcare professionals. Effective patient-centered care requires ensuring nurses have the emotional intelligence and happiness to address the daily demands of practice. The purpose of this study is to examine the emotional intelligence and happiness among nursing students and their relationship with caring behaviors. A cross-sectional, descriptive correlational study was conducted on nursing students (n = 363) from Riyadh, Kingdom of Saudi Arabia, via an online survey. Measures include demographic data survey, Oxford Happiness Questionnaire, Trait Emotional Intelligence Questionnaire, and Caring Behaviors Inventory scale. Descriptive and multiple regression analyses were conducted for this study. Nursing students reported their highest degree of caring was in terms of 'respectful differences to others', while their lowest was in 'knowledge and skills'. Emotional intelligence and happiness were significant predictors of caring behaviors and explained the variance in assurance of human presence (17.5%), knowledge and skills (17.5%), respectful differences to others (18%), and positive connectedness (12.9%). In the final regression model, emotional intelligence and happiness were significant predictors of caring behaviors and explained 19.5% of the variance. Emotional intelligence and happiness among nursing students were found to be important factors to improve their caregiving behaviors. Therefore, nursing educators should consider integrating emotional intelligence and happiness interventions for students into their curriculum.

Adaption and validity of the Trait Emotional Intelligence Questionnaire - Short Form in Greek educational context

Adaption and validity of the Trait Emotional Intelligence Questionnaire - Short Form in Greek educational context

Emotional Intelligence: An Overlooked Element of Dental Education

Introduction: Emotional intelligence (EI) refers to a collection of abilities connected to self-control, self-motivation and the capacity to identify emotions. In order to treat patients with a special, tailored approach, the dentist must also be skilled in comprehending the impact of the patient's behavior.  Methods:This cross-sectional study was conducted using a e-based questionnaire at a dental teaching hospital in Karachi, Pakistan.  A total of 110 student participated in the study by answering 30 questions of trait emotional intelligence questionnaire short form (TEIQUE-SF). The data was evaluated using SPSS version 26 from 93 completely filled questionnaires. Results: On the basis of the mean and standard deviation of data, the majority of responses appeared to fall within the range of neutral or agree on Likert scale. The coefficient alpha (α) values for EI factors of overall data set range from small (0.46) to large (0.72), with no gender related differences. The Spearman's correlation test indicated statistically significant results between the EI factor traits except emotionality & sociability. Conclusion:It is important for dental students and faculty to understand the concept of EI and emphasize the likelihood of this to be included in the curriculum and clinical training. Keywords:Behaviour, Dental Students, Emotional Intelligence, Social Intelligence.

Comparative Analysis of Psychometric Properties of Irrational Belief Scale of Anxiety Patients

The term irrational is basically used in psychotherapy. The concept of irrationality is especially focused in Rational Emotive Behavior Therapy (REBT) that is originated and developed by American Psychologist Albert Ellis. In this research it was first examined that how emotional intelligence plays a vital role in different anxiety disorders and how this emotional intelligence disturbs individual’s life. There are few researches conducted on emotional intelligence in Pakistan. The sample comprised of 200 patient’s males (n=105), females (n=95) with age range from 18 years older. The sample of study was collected by convenient sampling technique from different government hospitals of Islamabad, Rawalpindi and Wah Cantt. The patients were diagnosed by the psychiatrist and researcher herself according to the diagnostic criteria given by the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (APA, 2000). Participants of both genders were included. Emotional intelligence was measured through trait emotional intelligence questionnaire short form (TEIQue-SF), irrational beliefs were measured through irrational belief scale (IBS) and anxiety was measured by Beck anxiety inventory (BAI). It was concluded that emotional intelligence has significant negative relationship with irrational beliefs and anxiety in patients with anxiety disorders. Irrational beliefs have non-significant positive relation with anxiety in patients with anxiety disorders.

Trait emotional intelligence in mothers of children with autism spectrum disorders

Studies that point to the difficulties in terms of communication, social skills, reading and interpreting emotions in parents of children with autism spectrum disorder (ASD), as well as those regarding the protective function of trait emotional intelligence (TEI), are not complemented by studies directly comparing TEI of caregivers of children with ASD and those of neurotypical children. The aim of this study was to examine differences in TEI between mothers of children with ASD and mothers of children of typical development, as well as the effect of different sociodemographic factors on maternal TEI. Participants were 156 mothers, divided into two groups: 1) mothers of children with ASD (ASD group) (N = 78) and 2) mothers of neurotypical children (control group) (N = 78). Participants completed the Serbian adaptation of the Trait Emotional Intelligence Questionnaire (TEIQue), short form, and answered various questions about their own and their children’s sociodemographic characteristics. Results suggest equivalence of global and factor-level TEIQue scores. Inspection of facet-level differences revealed higher scores on Stress management, and lower scores on Assertiveness in the ASD group compared to controls. Maternal age was not related to their TEI, while Well-being and Optimism of mothers decreased with increasing of ASD child`s age. Mothers with lower education had significantly lower TEI scores on several factors and facets regardless of the child’s ASD status. Obtained findings significantly contribute to the knowledge of perceived emotional self-efficacy in mothers of children with ASD which could elicit additional research and various mental health professional programs aimed at this vulnerable population.

Assessing the temporal stability of a measure of trait emotional intelligence: Systematic review and empirical analysis

Determining the temporal stability of a construct is crucial to establishing its validity and utility in real-world scenarios. To-date, few studies have investigated the test-retest reliability of trait emotional intelligence (trait EI), particularly over extended periods of time. The present study presents relevant data from the Trait Emotional Intelligence Questionnaire (TEIQue) over variable intervals, ranging from 30 days (one month) to 1444 days (≈ four years). Results provide support for trait EI theory, demonstrating strong temporal stability at all levels of the construct (global, factor, and facet). Future research may focus on extending the test-retest intervals at both ends (i.e., below one month and over four years) as well as on comparisons between different trait EI measures.

VALIDITY AND RELIABILITY OF THE PERSIAN VERSION OF THE BRIEF EMOTIONAL INTELLIGENCE SCALE (BEIS-10)

This study investigated the psychometric properties of the Persian versions of the Brief Emotional Intelligence Scale (P-BEIS-10). Effectively, data from 1050 Iranians (542 men and 508 women) were employed to evaluate the underlying factor structure, concurrent validity and the internal consistency reliability of the P-BEIS-10. The participants completed the P-BEIS-10, and the Persian versions of the Trait Emotional Intelligence Questionnaire Form (TEIQue), the Satisfaction with Life Scale (SWLS), and the Subjective Happiness Scale (SHS). The data supported the five-factor structure of the scale in confirmatory factor analysis (CFA). The results also indicated low to acceptable reliability coefficients of Alpha for the scale and its five factors as well as significant correlations between the scale, its five factors and TEIQue, SWLS, and SHS. Overall, P-BEIS-10 proved itself to be a reliable and valid measure for assessing emotional intelligence in the Persian context.

Development and psychometric properties testing of the Non-Cognitive Skills Scale for nursing students

BackgroundNon-cognitive skills are crucial for nursing students to achieve their academic performance successfully and perform clinical practice effectively. Although different non-cognitive assessment tools have been established in various disciplines, few are focused on nursing students. ObjectiveThe study aims to develop and psychometrically validate the Non-Cognitive Skills Scale (NCSS) for nursing students. DesignQualitative and quantitative research design. SettingOne university in Singapore. ParticipantsA total of 347 nursing educators and students participated in this study. MethodsA two-phase design was used. In the first phase, focus group discussions and literature reviews were conducted to generate the preliminary items of the NCSS. Content validity was established with an expert panel of 10 members, and the tool was pilot tested on 20 students. In the second phase, the number of items was reduced based on correlation coefficients and factor loading. The psychometric properties of the NCSS were tested on survey responses from 300 students. The Brief Resilience Scale, Trait Emotional Intelligence Questionnaire, and Big Five Inventory-10 were used to investigate concurrent and convergent validity. ResultsA 39-item six-factor NCSS was developed with satisfactory model fit indices (χ2/df: 1.60, IFI: 0.92, TLI: 0.90, CFI: 0.92 and RMSEA: 0.05). Content validity was confirmed with a content validity index of 0.90. A pilot test was conducted to improve readability and clarity. Known-group validity discriminated against age and gender group differences in a predictable way. Concurrent validity and convergent validity were confirmed with acceptable correlation coefficients. Cronbach's α was 0.91, and test-retest reliability was 0.84. ConclusionsThe NCSS is a reliable and valid tool for assessing the non-cognitive attributes of nursing students. This scale can be considered an admission tool for selecting the suitability of nursing applicants for nursing programmes. Further validation of NCSS is needed using a longitudinal study design in multiple settings across countries.

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.

Trait Emotional Intelligence, Social Desirability and Non-Suicidal Self-harm Behavior among Adolescents: A Cross-Sectional Study

Non-suicidal self-injury (NSSI) is the intentional and acute harm done to one's body without the intention of committing suicide. Suicidal behavior (SB) and non-suicidal self-injury (NSSI) are the two primary health issues affecting teenagers. Despite increasing attention to such issues, very little work is done regarding these issues in Pakistan. The objective of this research was to determine the incidence of non-suicidal self-harm in adolescents and to find an association between non-suicidal self-injury and traits of emotional intelligence and social desirability in Pakistani adolescents who made up a typical sample of the general community. For this purpose, 195 participants were selected from different hospitals and areas of Islamabad and Rawalpindi. The non-suicidal self-injury student questionnaire, the trait emotional intelligence questionnaire (TEIQue-SF), and the social desirability scale (SDS-17) were used to collect data. According to the findings, people who were more socially desirable and have lower emotional intelligence traits were more likely to engage in NSSI. The results of this research provide insight into the intricate interactions among these factors and how they affect NSSI. Mental health practitioners can improve their capacity to recognize and assist people who are experiencing NSSI, thereby, supporting their well-being and recovery, by developing a deeper understanding of these aspects.

Exploring the relationship between burnout and emotional intelligence among academics and clinicians at King Saud University

BackgroundAcademics and clinicians are exposed to significant workload pressures and are at a high risk of stress and burnout.ObjectivesThis study aimed to examine the relationship between burnout and emotional intelligence (EI) by comparing and corelating burnout and EI scores among academics and clinicians against several factors.MethodsIn this cross-sectional study, academics and clinicians at King Saud University and King Saud University Medical City and Affiliated Hospitals were invited to complete anonymous questionnaires: Maslach Burnout Inventory-Human Services Survey and the Trait Emotional Intelligence Questionnaire Short Form. The collected data were analyzed using the SPSS software for descriptive studies, group comparisons, regression analyses, and Pearson's (r) correlation tests.ResultsStudy participants included 126 individuals (men = 65, 51.6%; women = 61, 48.4%). Of these, 65% were Saudi nationals and 35% were expatriates, and 76 were academics while 50 were clinicians. The mean (minimum to maximum) burnout total score was 55 ± 18.9 (8 to 97) and the global TEIQue-SF score ranged between 2.8 and 6.7 (5.04 ± 0.7). Burnout scores varied between departments and were higher among younger participants and non-Saudis. Age had a small direct correlation with self-control (r = .17, p = .05), and there was no statistically significant correlation with other EI factors. However, there was a moderate inverse correlation between age and emotional exhaustion (EE) (r = -0.33, p < 0.0001), and a small inverse correlation with depersonalization (DP) (r = -0.21, p = 0.02). T-tests demonstrated a statistically significant difference in EI factor "emotionality" among Saudis (5.2 ± .8) and non-Saudis (4.9 ± .8) (t124 = 2.2, p = 0.03), and for burnout subscales, there was a statistically significant difference in DP among Saudis (6.4 ± 4.8) and non-Saudis (8.5 ± 5.6), (p = 0.03). Moderate (r = -0.3, p = 0.01) and weak (r = -0.2, p = 0.05) negative correlations were found between EI factors and burnout subscales (EE, DP).ConclusionThis study confirmed an inverse relationship between burnout and EI scores among academics and clinicians. The findings suggest the need for introducing measures and implementing a system for early detection of burnout among staff and providing support to enhance EI and requisite care for those undergoing burnout episodes.

Identification of appropriate tools to gauge brain functions in a clinical setup of a developing country: A pilot study.

To identify the most appropriate tools to measure functions of the brain that can be utilized in the clinical setups of developing countries. This qualitative research with a three-step approach was carried out from January 2022 to May 2022 at the Institute of Basic Medical Sciences, Khyber Medical University, Pakistan. Firstly, literature was searched to identify main brain faculties, then interviews were conducted with regional field experts to identify appropriate scales for the selected functions. Lastly a rubric was filled using interview transcripts and literature. The identified functions were vision, hearing, cognition, motor and emotions. Based on the rubric the best tests were visual fields (17/24), pure tone audiometry (16/24), Mini-Mental State Exam (20/24), Trait Emotional Intelligence Questionnaire (18/24), Romberg's test (19/24) and Manual Muscle Testing (18/24). The clinicians in developing countries can utilize the visual fields, pure tone audiometry, Mini-Mental State Exam, Trait Emotional Intelligence Questionnaire, Romberg's test and Manual Muscle Testing for most efficient, feasible, accurate and cost-effective measurement of brain functions.

Emotional intelligence: An important skill to learn now than ever

Emotional intelligence (EI) is defined as ability of an individual to perceive, understand, regulate, control and utilise emotions. EI is a relatively nascent concept from the 1900s that attempts to connect emotion to general intelligence. Several clinical studies and survey research have confirmed positive association between EI and optimal mental and physical health, overall well-being, and on-aggressive behaviours. In this review, a brief overview on evolutional theory of EI, various models associated with EI, methods of classifying measures, and comparing various EI measurement methods are described. Indeed, EI assessment measures such as Multifactor EI Scale, Mayer-Salovey-Caruso Tests, Self-report Test, Trait EI Questionnaire, Bar-On Emotional Quotient Inventory, The Situational Test of Emotional Management, The Situational Test of Emotional Understanding, Emotional and Social competence Inventory are also discussed. The key purpose of this review is to encapsulate important components of EI to audiences, reap the benefits of evaluating EI and implying attributes to improve their emotional health and general well-being.