Trait Emotional Intelligence Research Articles

Language teacher emotional intelligence: A scoping review

The current study reviewed and synthesized empirical research on foreign/second language teacher emotional intelligence (EI) using a scoping review approach. Specifically, 15 articles published between 2018 and 2024 were included and analyzed with a particular emphasis on the theoretical perspectives, research themes, research background, and methodologies. The results indicated that there were a variety of models and theories in language teacher EI research, with the trait EI model and theories of self-efficacy and emotion regulation receiving the most attention. Moreover, most reviewed studies regarded language teacher EI as an independent variable or antecedent, examining its impact on other individual and environmental variables. Underdeveloped regions, other target languages apart from English, multilingual teachers, and primary or secondary school teachers haven’t received much attention in the included articles. Additionally, homogenization in research design among these studies was noticeable, with quantitative studies, cross-sectional design, and self-reported questionnaires being prevalent. Finally, implications were provided based on these findings for the further development of language teacher EI.

Emotional intelligence: a novel predictor of quality of life in patients with systemic sclerosis.

Systemic sclerosis (SSc), a chronic systemic autoimmune disease, affects skin and internal organs compromising organ function and leading to significant morbidity and poor health-related quality of life (HrQoL). This cross-sectional study investigated whether HrQoL is influenced by trait emotional intelligence (TEI). Sixty patients with SSc (Female: 86.67%) completed the socio-demographic characteristics form, TEI Questionnaire Short-Form (TEIQue-SF), and Short-Form Health Survey (SF-36). Sixty healthy controls were also completed the TEIQue-SF. A series of multiple linear regression analyses with correlation matrix was used to analyze SF-36 domains as dependent variables with TEI domains (well-being, self-control, emotionality, sociability) as independent variables. The average age of participants was 57.3 ± 12.9 years with a mean disease duration of 7.7 ± 6.7 years. Patients differed from controls in the sociability domain of TEI. TEI global was found to affect the physical and mental component summaries (p < .001), and all 8 dimensions of the HrQoL (p < .001). Age, disease duration, and gastrointestinal manifestations were negatively associated with various components of SF-36. TEI was positively associated with all dimensions of HrQoL. Understanding the relationship between TEI and HrQoL dimensions is important for the support and empowerment of SSc patients, as well as the establishment and implementation of appropriate psychotherapeutic interventions.

Predictive Role of Emotional Intelligence in Authenticity and Self-Disgust Levels of University Students

The aim of this study is to investigate the relationships between emotional intelligence, authenticity, and self-disgust levels of university students. 555 students, 440 females and 115 males that studying in various universities in Turkey in 2022 have participated to the study. The research model of this study is a type of quantitative research called relational survey model. Demographic Information Form, Trait Emotional Intelligence Questionnaire–Short Form, Self-Disgust Scale-Revised and Authenticity Scale were used in the study for data collection processes. The results of the research state that emotional intelligence and authenticity levels of males were higher than females, while self-disgust did not show any difference between genders. When the variables were analyzed according to income status, the emotional intelligence level was higher in individuals with higher income, as self-disgust was higher in individuals with lower income. Authenticity level did not show any difference among income groups. When the relationships between variables were analyzed, a positive significant relationship was found between emotional intelligence and authenticity. Self-disgust was found to have a significant negative relationship with both emotional intelligence and authenticity. According to the multiple regression analyses, it was found that the subscales of emotional intelligence were significant predictors of authenticity. The subscales of emotional intelligence including well-being, self-discipline, emotionality, and sociability together explained 53% of the variance in authenticity scores. Lastly, the results indicates that the subscales of emotional intelligence were significant predictors of self-disgust. The subscales of emotional intelligence including well-being, self-discipline, emotionality, and sociability together explained 41% of the variance in self-disgust scores. According to the results obtained, it is recommended to take increasing emotional intelligence skills into account considering that it may be functional in increasing the authenticity and reducing the self-disgust of individuals in terms of psychological health.

The Relationship of University Students’ Academic Achievement with Emotional Intelligence and Self-esteem: A Descriptive Correlation Study Design at Jouf University, Saudi Arabia 2023

Background: Understanding the factors that influence academic achievement among university students is crucial for educational institutions. This study aims to clarify the possible relationship between students’ academic achievement, emotional intelligence, and self-esteem. The findings from this research may provide valuable insights for educators and policymakers in developing strategies to enhance students’ academic performance and well-being. Methods: A descriptive-correlational study design was used. Participants were a total of 412 university students belonging to the selected 13 medical, scientific, and literary faculties of Jouf University, Saudi Arabia. The sample was determined randomly from different faculties. A multipart assessment tool was used to focus on assessing demographic information in terms of college, years of education, gender, parents’ educational level, marital status, and birth order. Students’ academic performance was based on their selfreported responses, as the grade point average is measured out of five. In contrast, emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire- Short Form and the Rosenberg Self-Esteem Scale used to calculate students’ self-esteem. Results: The study found a strong positive correlation between grade point average, emotional intelligence, and self-esteem with parental educational level and academic year. Emotional intelligence and self-esteem were significantly influencing grade point average. Gender and academic year also had slight positive effects.Conclusion: There is a significant positive correlation between academic achievement, emotional intelligence, and self-esteem. Variables like fathers, mothers, academic year, gender, and self-esteem positively impacted grade point average.

Emotional Intelligence as Critical Competence in Nurses' Work Performance: A Cross-Sectional Study.

Emotional intelligence may help nurses to cope with demanding work environments where the need to improve the quality and safety of the care provided, as well as the care of the chronically ill, prevails. Although it is well known that emotional intelligence is positively related to work performance, the literature on nurses is limited. The aim of our study was to examine the impact of emotional intelligence on work performance in a sample of nurses in Greece. We conducted a cross-sectional study with 318 nurses. We collected data from a convenience sample of nurses during January 2024. Since we conducted an online survey through social media, our sample could not be representative of all nurses in Greece. For instance, older nurses may be underrepresented in our study due to limited access on social media. We measured emotional intelligence with the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) and work performance with the Individual Work Performance Questionnaire (IWPQ). We created multivariable linear regression models adjusted for sex, age, educational level, and work experience. We followed the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines. We found that the four streams of emotional intelligence (i.e., well-being, self-control, emotionality, sociability) increased nurses' work performance. In particular, we found a positive relationship between well-being and task performance (adjusted beta = 0.210, 95% CI = 0.140 to 0.281, p-value < 0.001) and contextual performance (adjusted beta = 0.135, 95% CI = 0.050 to 0.221, p-value = 0.002). Similarly, there was a positive relationship between self-control and task performance (adjusted beta = 0.136, 95% CI = 0.030 to 0.241, p-value = 0.012). Additionally, sociability increased task performance (adjusted beta = 0.223, 95% CI = 0.151 to 0.295, p-value < 0.001) and contextual performance (adjusted beta = 0.198, 95% CI = 0.111 to 0.286, p-value < 0.001). Moreover, emotionality (adjusted beta = -0.198, 95% CI = -0.319 to -0.076, p-value = 0.002) and sociability (adjusted beta = -0.133, 95% CI = -0.221 to -0.044, p-value = 0.003) reduced counterproductive work behavior. Our multivariable models identified a positive impact of emotional intelligence on nurses' work performance. Nurse managers and healthcare organizations should adopt appropriate interventions to improve nurses' emotional intelligence. Enhancing emotional intelligence among nurses can improve work performance and, thus, healthcare outcomes. Moreover, higher levels of emotional intelligence may empower nurses' compassion and resilience, fostering a supportive work environment. In this context, the well-being of both nurses and patients may improve.

The Moderating Effect of Sex on Autistic Trait Emotional Intelligence, Alexithymia, and Empathy.

Autism spectrum disorder (ASD) is associated with differences in social communication, and these differences are related to trait emotional intelligence (TEI), alexithymia, and empathy. Autism is known to present differently in males and females, but research on sex differences in TEI, alexithymia, and empathy is largely relegated to non-autistic people. Therefore, the current research sought to explore individual relationships between autistic characteristics and TEI, alexithymia, and empathy, as well as the possible influence of sex in these relationships. In the current study, autistic and non-autistic adults reported on their autistic characteristics, TEI, alexithymia, and empathy. Based on previous research, it was hypothesized that more autistic characteristics would be associated with less TEI, more alexithymia, and less empathy, and that these relationships would be more prominent amongst males. More autistic characteristics were associated with greater challenges across the three areas of interest. However, only the relationship between TEI and autistic characteristics was moderated by sex, such that males demonstrated higher support needs related to TEI than females. Results from this analysis indicate that adults with more autistic characteristics, regardless of diagnostic status, demonstrate differences in TEI, alexithymia, and empathy. The current analysis may offer additional context to the evolving understanding of empathy and autism by suggesting that TEI and alexithymia could account for differences in empathy. Moreover, sex seems to play a role in the relationship between autistic characteristics and TEI such that differences are especially prominent for males.

Transcending traditional metrics: Evaluating school leadership effectiveness through emotional intelligence and qualitative instruments

This paper examines the integration of school leaders' emotional intelligence and qualitative instruments into commonly used metrics for measuring school leadership effectiveness. Traditionally, these metrics rely heavily on questionnaires to assess leadership effectiveness. However, a weakness of these metrics is their excessive reliance on numerical data, which overlooks the qualitative dimensions of leadership. This study utilises Trait Emotional Intelligence Theory and Team Emotional Intelligence as units of analysis to redefine school leadership assessment. To make sense of the related literature and theories used in the study, an integrative literature review was employed as the methodological approach. The findings indicate that emotional intelligence significantly contributes to leadership effectiveness. The study also reveals that leaders who are self-aware of their emotional composition and its impact are more effective than those who are not. Furthermore, the results suggest that leaders who are cognisant and responsive to the emotional dynamics of their teams benefit from enhanced team cohesion, collaboration, and goal attainment. The study emphasises the importance of incorporating adaptable qualitative tools alongside quantitative instruments to accurately measure leadership effectiveness. Thus, this study adds to the existing literature by proposing a theoretically informed and adaptable framework that integrates an emotional intelligence construct and qualitative instruments for assessing school leadership effectiveness.

The relationship of emotional intelligence to burnout and related factors in healthcare profession students

BackgroundHigh prevalence of burnout amongst healthcare profession students results in detrimental effects on academic performance, mental health, and quality of life. Emotional intelligence is a trainable skillset demonstrated to protect against burnout, improve psychological well-being, and decrease anxiety and stress, yet it lacks standardized inclusion in many healthcare profession program curricula. ObjectivesTo explore the utility of emotional intelligence as a tool for burnout mitigation, this study aimed to determine the relationship between emotional intelligence and burnout in an interprofessional sample of healthcare profession students and identify related variables. DesignCross-sectional survey study. SettingsData was collected over 14 weeks in the fall of 2022 via a nationally distributed online survey. Participants147 healthcare profession students from the following professional or doctoral programs: Master of Science in Athletic Training (ATC), Doctor of Physical Therapy (DPT), Master of Science in or Doctor of Occupational Therapy (OT/OTD), Master of Science in Speech-Language Pathology (SLP), Doctor of Medicine (MD), Physician Assistant Studies (PA-S), Bachelor of Science in Nursing (RN), or Nurse Practitioner Studies (NP). MethodsParticipants completed a demographics form (personal/school related variables including prior education and mindfulness habits), the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), Oldenberg Burnout Inventory-Student (OLBI-S), and RU-SATED sleep health scale. ResultsA large negative correlation was noted between emotional intelligence and burnout (r = −0.591, p < .001). Emotional intelligence and age were significant predictors of burnout. Previous emotional intelligence learning and mindfulness practice also demonstrated significant differences in emotional intelligence. ConclusionsThese findings suggest that greater emotional intelligence may have a positive impact on burnout and wellbeing in healthcare profession students. Educational interventions aimed to improve emotional intelligence should be explored for inclusion in healthcare profession educational program curricula.

The Relationship between Emotional Intelligence and Language Learning Strategies Used by High School Students

Emotional intelligence (EI) is widely recognized as a crucial determinant of success in several domains, including education. In addition to EI, language learning strategies (LLS) also play a significant role in facilitating a learner's achievements. Therefore, the primary objective of this study is to examine the extent to which students possess EI, their utilization of LLS, and the potential correlation between EI and LLS. In this study, 425 students at FPT high school in Mekong Delta are involved in completing the questionnaire, built on the Trait Emotional Intelligence Questionnaire – Short Form (TEQue-SF) framework of Petrides and Furnham (2001) and the Strategy Inventory for Language Learning (SILL) of Oxford (2017). Then, ten of them are selected to conduct a semi-structured interview to gain more insights of their thoughts. The results showed that both the general scale of EI and LLS were at the moderate level. Furthermore, a statistically significant relationship exists between the degree of EI and the utilization of LLS. The study concluded by proposing recommendations for enhancing students' EI and LLS, as well as delineating potential avenues for further research.

Time perspective and attachment predict perceived stress in Lebanese undergraduates: The mediating role of trait emotional intelligence

BackgroundLebanese university students experience high levels of stress, which are linked to poor academic and health outcomes. Therefore, understanding the psychological predictors of this stress is crucial. The present study examines the roles of emotional, cognitive, and interpersonal factors in predicting perceived stress, namely trait emotional intelligence (trait EI), time perspective, and attachment. MethodsThe sample included 283 Lebanese undergraduate university students aged 18 to 33 years (M = 19.89, SD = 1.87). The main variables were assessed using the Trait Emotional Intelligence Questionnaire - Short Form, The Zimbardo Time Perspective Inventory, The Revised Adult Attachment Scale - Close Relationships Version, and the Perceived Stress Scale. ResultsPath analysis showed that trait EI mediated the relationship between time perspective and attachment (predictors) and perceived stress (outcome). In particular, the Past Positive and Future time perspectives positively predicted trait EI, while insecure attachment negatively predicted it. In turn, higher trait EI predicted lower perceived stress. ConclusionThe findings help inform theory and application, suggesting that managing stress and mitigating its impact on well-being can be achieved through interventions targeting time perspective, attachment, and trait EI.

The Connection Between Dark Traits and Emotional Intelligence: A Multistudy Person-Centered Approach.

Several studies have analyzed the relationship between Emotional Intelligence (EI) and dark personality, but the results are inconclusive. One study tested correlations between traits that may underlie a person-centered profile of "dark EI." Our study aimed to replicate and extend that research, identifying profiles in Spaniards and examining the differences between the profiles based on different variables of interest. Two studies were designed, the first one (N = 1241) focused on trait EI and the Dark Triad, and the second one expanding the previous (N = 392) focusing on ability EI and the Dark Tetrad. Three profiles were obtained in both studies: nondark and non-EI profile, dark profile, and average narcissistic and high EI profile. The latter showed the highest self-esteem, strengths, well-being, and civic engagement, and the lowest psychological difficulties and personal distress. Our results reinforced the findings of the study we replicated, not supporting the presence of dark EI, but also not supporting the presence of high EI with very low levels of dark traits. These results have implications when designing preventive actions to improve emotional education.

Individual and group emotional intelligence measurement of sex differences and invariance for individual (WLEIS-S) and group (WEIP-S) emotional intelligence measurement scales

Different international research groups focus on the study of socio-emotional resources and tools to facilitate adequate management of daily challenges and demands among teachers. This allows for better personal and professional performance. One of these resources that has attracted most attention in recent decades has been that of emotional intelligence. In this regard, the present study set out to analyse the psychometric properties of trait emotional intelligence as a construct. For this purpose, the study focused on two EI measurement instruments. One of the instruments (WLEIS-S) measures individual emotional intelligence and the other instrument (WEIP-S) measures group emotional intelligence. Against this background, the possible invariance of both scales with respect to the sex variable is analysed, as well as possible differences in the variables measured by the scales between sexes. To this end, 452 primary education teachers from Southern Spain filled in the WLEIS-S and WEIP-S tests. The results found in the factor analyses carried out with both instruments showed an excellent fit, as well as good internal consistency. Moreover, both instruments showed robust invariance, which indicates that both scales measure the emotional intelligence construct consistently for both women and men. No differences were found in the assessed latent variables between sexes. To conclude, this study shows psychometric evidence supporting the suitability of the WLEIS-S and WEIP-S scales for the accurate assessment of individual and group emotional intelligence in women and men in the teacher population.

Trait emotional intelligence and foreign language performance: associations with academic self-efficacy and foreign language anxiety

Recent years have witnessed extensive research examining the influences of positive psychological factors in foreign language learning. Building on these endeavors, the current study was specifically designed to examine how positive psychological factors including trait emotional intelligence (TEI), academic self-efficacy, and foreign language anxiety (FLA) exert influences on foreign language performance in college students who are learning a foreign language. To this end, 203 Chinese college students (141 women), recruited through snowball sampling, completed three validated questionnaires to measure their TEI (Trait Emotional Intelligence Questionnaire - Short Form), academic self-efficacy (the Chinese version of the Academic Self-Efficacy Questionnaire), and FLA levels (the Chinese version of Foreign Language Classroom Anxiety Scale). Additionally, an in-house self-rating questionnaire assessed their self-perceived foreign language performance. Mediation analysis was used to determine whether and how academic self-efficacy and FLA levels contribute separately and interactively to the relationship between TEI and foreign language performance. The results showed that: (a) there were moderate to strong associations between TEI, academic self-efficacy, FLA levels, and self-perceived foreign language performance; and (b) academic self-efficacy and FLA levels played separate and sequential mediating roles between TEI and self-perceived foreign language performance. Together, these findings highlight how TEI, academic self-efficacy, and FLA levels contribute to foreign language performance in college students. They also suggest the potential application of these positive psychological factors in mitigating anxiety elicited by learning a foreign language and improving language performance.

The link between emotional intelligence and flourishing: A chain mediation of belongingness, hope, and harmony in life

Individuals face both psychological and physical problems as they age. These psychological problems adversely affect the mental health of adult individuals. The purpose of this study is to test the serial mediating role of belongingness, hope, and harmony in life in the relationship between adult individuals' emotional intelligence and their level of flourishing. The research sample consists of a total of 461 Turkish adults, 125 female (27.1%) and 336 male (72.9%). The mean age of the participants is 48.03 years (age range = 40-60 years). Data were collected from the participants using the Trait Emotional Intelligence Questionnaire-Short Form, the Flourishing Scale, the General Belongingness Scale, the Dispositional Hope Scale, and the Harmony in Life Scale. All of these collected data were tested with chain mediation analysis. Gender, age, and socioeconomic status were added as covariance variables to the hypothesized model. The results showed significant positive relationships between emotional intelligence, flourishing, belongingness, hope, and harmony in life. In addition, the relationship between emotional intelligence and flourishing was found to have a chain-mediating role through belongingness, hope, and harmony in life. The results expand our understanding of the relationship between adult individuals' emotional intelligence and their level of flourishing.

Emotionally Tailored Web-Based Instruction: A Catalyst for Improved Performance Across Emotional Intelligence Levels

This study examined the impact of emotionally sound web-based teaching on the learners' achievement regarding English grammar. Emotions play a crucial role in education, influencing students' ability to process information and learn effectively. The education system is not giving importance and attention to emotional intelligence education in schools and colleges. They often stress on IQ and not on EI. This study aims to improve English grammar performance by using emotionally sound web-based instruction, addressing the impact of emotions on learning outcomes. The sample of the population for this study was 183 Form Three students selected from a secondary school in Peninsular Malaysia. The research instruments included Pre-test, Post-test, and Trait Emotional Intelligence — Short Form (TEIQue-SF). The research design for this study is Quasi-Experimental with pre-test and post-test designs. In this study, the independent variable would be the instructional strategies, under two types of treatment conditions as well (Web-based Instruction with Emotional Element (WBIe) and Web-based Instruction without Emotional Element (WBIwe), and a moderator variable (level of emotional intelligence)) in two levels of emotional intelligence (high and low level of emotional intelligence). A simple 2×2 factorial design was employed here. The results indicated that students in WBIe were performing better rather than in WBIwe in terms of student success in learning English Grammar and between students of emotional intelligence with a high level on each of the WBIe and WBIwe types had the same score. It was found that the emotional intelligence level has a role in the WBIe and the WBIwe performance of the students. The emotional intelligence of high EI students scored higher on English grammar than the EI of low EI students. The results of this study established a link between sound web-based instruction and instruction; it also serves as a call for an instructional designer to understand clearly, why and how emotions affect learning. They can use this to determine how to harness their emotions toward the most effective kind of learning.

Traumatic stress symptoms in civilians after the 2020 Nagorno-Karabakh war: The protective role of self-compassion and emotional intelligence.

Exposure to war is linked to negative mental health outcomes. Self-compassion and emotional intelligence may foster post-war adjustment processes differently depending on the time since the event happened. This study examines post-traumatic stress symptoms (PTSS) in civilians exposed to the 2020 Nagorno-Karabakh war shortly after and 6 months post-conflict, while investigating self-compassion and emotional intelligence's protective role. War-exposed civilians self-reported on PTSS, self-compassion, and trait emotional intelligence at two phases. Results showed greater PTSS shortly after war relative to 6 months later. Lower self-compassion scores were related to more PTSS at the first phase, whereas lower emotional intelligence was associated with more symptoms 6 months later. These data show how war-exposed Armenians coped, highlighting individual characteristics' effects, and suggest varying resource utilization during post-war adjustment. Specifically, self-compassion may be a protective factor shortly after war, whereas emotional intelligence may protect individuals against having adverse health outcomes later on.

The Relationship between Trait Emotional Intelligence and Creative Self-Efficacy in Gifted Children: A Cross-Lagged and Cross-Temporal Mediation Analysis.

The present study aimed to investigate the causal relationship between trait emotional intelligence and creative self-efficacy in gifted children and to explore the cross-temporal mediating role of self-concept between these two variables. A total of 177 gifted children aged 10-13 years (M = 11.29, SD = 0.68) were selected from an experimental class of gifted children in a middle school. The results showed that (1) the trait emotional intelligence and creative self-efficacy of gifted children decreased with age and that (2) trait emotional intelligence at time 1 (T1) positively and significantly predicted creative self-efficacy at time 2 (T2). The Self-Description Questionnaire was added at the second follow-up, which revealed that (3) T2 non-academic self-concept fully mediated the relationship between T1 trait emotional intelligence and T2 creative self-efficacy. This study revealed a lasting positive effect of trait emotional intelligence on the development of creative self-efficacy in gifted children. Additionally, trait emotional intelligence was found to indirectly influence creative self-efficacy through non-academic self-concept.

Individualist-collectivist profiles in secondary school: an exploratory study of trait emotional intelligence and academic achievement

An individualist (I) or collectivist (C) cultural orientation affects individuals’ attitudes, behaviours and values. This study aimed to identify the first-year secondary-school students’ I–C profiles and explore their implications for students’ trait emotional intelligence (EI), emotions towards school and academic achievement (GPA) throughout the 3-year secondary-school cycle. A total of 222 secondary-school students (58.6% females; Mage = 15.4; SD = .63 in the 10th grade) were enrolled in a longitudinal study. The cluster analysis identified three distinct I–C profiles: high individualist-low collectivist students, low individualistic-midlevel collectivist students and high individualist–high collectivist students. The results revealed significant differences between the I–C profiles regarding students’ trait EI, emotions towards school and GPA throughout secondary school, in particular favouring the high individualist–high collectivist profile. These findings are discussed based on the practical implications for students’ outcomes in the current secondary school system.

Positive affect and self-care mediate the relationship between trait emotional intelligence and academic engagement in Lebanese undergraduates: Lessons learned from an online setting.

This study examined the impact of positive psychology variables, namely trait emotional intelligence (EI), positive affect and self-care, on academic engagement (AE) in an online learning environment during COVID-19. The study involved 717 undergraduates in Lebanon and utilised structural equation modelling for data analysis. The results demonstrated that positive affect and self-care mediated the relationship between trait EI and AE. In women, both self-care and positive affect were mediators, whereas in men, positive affect was the only mediator. For students who received a mix of synchronous and asynchronous lessons, both self-care and positive affect mediated the relationship between trait EI and AE. However, for those who received only synchronous lessons, positive affect was the sole mediator. Furthermore, AE significantly predicted academic performance (AP) in both models. These findings suggest the importance of interventions that enhance trait EI, positive emotions and self-care to improve AE and ultimately AP in online learning.

Role of Emotional Intelligence in Turnover Intention Among EMS Providers

The Emergency Medical Services are strained in the face of high workforce turnover and substantial cost pressures. Voluntary workforce turnover exacerbates direct and indirect cost pressures including training, productivity loss, loss of talent, and covering vacancies. Reduction of voluntary turnover is therefore of practical interest for worker retention and cost reduction. While a robust body of literature is dedicated to exploring precursors of turnover, few studies have explored affective factors leading to turnover emergency medical service clinicians. Key questions investigated are (1) the relationship between trait emotional intelligence (EI) and turnover intention and (2) the relationship between EI and TI controlling for known predictors of turnover intention. A convenience sample (n=446) was obtained through an online survey created with validated EI, turnover, stress and other instruments and distributed to EMS providers via agencies and online forums. Analytic methods include t-tests, Pearson correlations, and linear regression. Higher trait EI was found to result in decreased turnover intention both at the global (r = -.31, p &lt; 0.001) and factor levels (Wellbeing, r = -.22, p&lt; 0.001; Self-Control r = -.19, p &lt; 0.001; Emotionality, r = -.35, p &lt; 0.001; Sociability, r = -.17, p &lt; 0.001). While EI is found to predict turnover intention, other factors such as physical health, perceived stress, and income may be better predictors of turnover intent. Among the important implications of this study is trait EI should be included in discussions of job turnover of EMTs and paramedics, especially in human resource planning. In addition, it highlights that the mental and physical health of EMS clinicians deserves closer attentiveness by researchers, clinicians, policymakers and EMS managers.