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About 25 years ago emotional intelligence (EI) was first introduced to the scientific community.
In this chapter, we provide a general framework for understanding EI conceptualized as an ability. We start by identifying the origins of the construct routed in the intelligence literature and the foundational four-branch model of ability EI, then desc...
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... four-branch model identifies EI as being comprised of a number of mental abilities that allow for the appraisal, expression, and regulation of emotion, as well the integration of these emotion processes with cognitive processes used to promote growth and achievement (Salovey & Grewal, 2005;Salovey & Mayer, 1990). The model is comprised of four hierarchically linked ability areas, or branches: perceiving emotions, facilitating thought using emotions, understanding emotions, and managing emotions (see Figure 1). ...
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Emotions are the source of innate wisdom and it provides potential information to us every day. People who have the ability to sense and understand one's own emotions and of others are using emotional intelligence. Researchers suggest that emotional intelligence accounts for 90% of the success of organizational leaders. Most of the studies reveal t...
This article deals with the relationship existing between the emotional aspect and decision-making processes. More specifically, it examines the links between emotional Intelligence and the ownership concentration. I will use logistic binary regression) to examine this relation: every model treats the relationship between emotional intelligence and...
Citations
... Several studies have linked EI and writing skills (Nwadinigwe & Azuka-Obieke, 2012;Ranjbar et al., 2017;Suleman et al., 2019). Additionally, researchers have found that emotionally intelligent students, who exhibit lower levels of depression, anxiety, and somatic complaints, also have better psychological well-being (Fiori & Vesely-Maillefer, 2019;Halimi et al., 2021;Linares et al., 2018;Nyarko et al., 2020;Salovey et al., 2003). Some studies suggest that the emic and etic perspectives are two elements of EI that aid in interpersonal interactions. ...
... Salovey and Mayer (1990) defined EI as the ability to recognize and understand one's own and others' emotions, make distinctions between them, and use this knowledge to guide one's decisions and behavior (Nwadinigwe & Azuka-Obieke, 2012;Ranjbar et al., 2017;Suleman et al., 2019). Additionally, researchers have found that emotionally intelligent students, who exhibit lower levels of depression, anxiety, and somatic complaints, also have better psychological well-being (Fiori & Vesely-Maillefer, 2019;Linares et al., 2018;Nyarko et al., 2020;Salovey et al., 2003). Some studies suggest that the emic and etic perspectives are two elements of EI that aid in interpersonal interactions. ...
... Unfortunately, EI has emerged as a significant concern and tends to be overlooked in terms of achieving academic success ( Bar-On, 2004;Costa & Faria, 2020;Haynes, 2021;Sahle et al., 2023). Many studies have not considered students who struggle with writing in terms of their EI (Fiori & Vesely-Maillefer, 2019;Gong & Archer, 2021). However, the effectiveness of EI in academic classrooms is unpredictable (Fischer et al., 2018;Halimi et al., 20,221), and it is crucial at all levels of education. ...
In recent years, there has been increasing interest in the role of emotional and motivational
intelligence in educational settings. Studies have shown that these factors
can significantly impact students’ academic performance. However, little attention
has been given to the influence of emotional and motivational intelligence on writing
performance, especially in relation to gender differences. This study aims to examine
the relationship between emotional and motivational intelligence and writing performance
among Ethiopian high school learners, while considering potential variations
based on gender. To achieve this, a sample of 176 Ethiopian high school learners (69
male and 107 female, aged between 17 and 24) was selected using a stratified random
sampling technique. The participants completed self-reported questionnaires
to assess their emotional and motivational intelligence, and their writing performance
was evaluated based on a set of predetermined writing rubrics. The collected data
was analyzed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis
(CFA), Pearson’s correlation coefficient, and path coefficients to determine any significant
relationships or gender differences. The results showed a statistically significant
relationship between emotional intelligence dimensions and writing performance.
However, there was no statistically significant difference in writing performance
and writing motivation based on gender. These findings provide valuable insights
into the influence of emotional and motivational intelligence on writing performance
among Ethiopian high school learners. Emotional intelligence, including the ability
to understand and manage one’s own and others’ emotions, positively affected writing
performance. This study contributes to the existing literature on the role of emotional
and motivational intelligence in educational settings, specifically focusing on writing
performance among Ethiopian high school learners. Overall, this research sheds light
on the importance of considering emotional and motivational factors in educational
practices to foster improved academic outcomes.
... Several studies have linked EI and writing skills (Nwadinigwe & Azuka-Obieke, 2012;Ranjbar et al., 2017;Suleman et al., 2019). Additionally, researchers have found that students with higher emotional intelligence who experience lower levels of depression, anxiety, and somatic complaints, also have better psychological well-being (Alavinia et al., 2012;Fiori & Vesely-Maillefer, 2019;Halimi et al., 2021;Linares et al., 2018;Nyarko et al., 2020;Salovey et al., 2003). Some studies suggest that the emic and etic perspectives are two elements of EI that aid in interpersonal interactions. ...
... Unfortunately, EI is often overlooked when it comes to achieving academic success ( Bar-On, 2004;Costa & Faria, 2020;Haynes, 2021;Sahle et al., 2023). Many studies have neglected to consider the EI of students who struggle with writing (Fiori & Vesely-Maillefer, 2019;Gong & Archer, 2021). However, the impact of EI in academic performance is uncertain (Díaz-Herrero et al., 2018;Fischer et al., 2018;Kant, 2019;Karimi et al., 2020;Halimi et al., 2021), making it particularly important to explore its role in high school students' writing performance. ...
... Despite the increasing dissemination of the construct, there was no consensus as to whether EI could be learned or whether it resembled more or less constant personality traits. In this regard, IE was an incredibly popular and controversial construct for a long time due to its lack of empirical evidence to explain human behavior or because such little credibility was related to the blending of psychological variables in order to understand the EI general construct, such as intelligence, personality, temperament, emotion regulation, information processing (Fiori & Vesely-Maillefer, 2018). ...
... However, both the trait approach and the "mixed" models share the same EI measurement methods, i.e., self-reporting or self-completion questionnaires. In turn, the ability approach conceptualizes EI as a cognitive skill that is based on emotional information processing and assesses it by means of performance tests (Fiori & Vesely-Maillefer, 2018). ...
... It seems more realistic to aim for "several good EI measures", each capturing key aspects of this construct with satisfactory reliability and validity. In this scenario of continuous development, the challenging opportunity for its innovation remains open (Fiori & Vesely-Maillefer, 2018). ...
The assessment of emotional intelligence is limited by the lack of psychometrically valid instruments. The present study aimed at cross-culturally adapting and validating the Emotional Intelligence Self-perception Questionnaire (EIQ-SP) in samples of Brazilian and Portuguese university students. Within this scope, in a sample of 1,074 students, reliability, construct-related validity, and criterion-related validity were analyzed. Additionally, metric invariance between the two samples and between genders was assessed. EIQ-SP showed appropriate psychometric qualities in its validation for use in Brazil, maintaining Mayer and Salovey’s four-branch model. With a short application time, simple and objective language, its small number of questions makes it an attractive and valuable instrument to investigate Emotional Intelligence.
... Emotional intelligence (EI) describes the capacity to observe and differentiate one's own emotions and those of others and apply this knowledge to direct one's thoughts and behaviors [1]. EI encompasses a constellation of personal emotional perceptions located at the lower levels of personality hierarchies that combine the emotional features of personality [2]. ...
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.
... So, it is not surprising that the attitude taken by students during the study was that they were accustomed to respecting living beings (fellow humans, animals, or plants) and helping friends, sharing with other living creatures, and not being picky about friends when playing. It is similar to what was stated by Fiori and Maillefer [26] by whom the emotional aspect involves a sense that is within the self as well as an attitude of caring for the surrounding environment. In line with that, Sopiani et al. [27] found that the emotional aspect is shown by students from their concern for fellow living beings such as when students respect everyone without discriminating against friends with special needs or normal friends. ...
Ecoliteracy and Adiwiyata School are pillars that support Education for Sustainability Development (ESD). However, most Adiwiyata schools only focus on process management, not yet on student outcomes. The purpose of this research is to describe the ecoliteracy profile at the Adiwiyata School. This study uses a case study research method with principals, teachers, parents, and students as participants. The research was conducted at the Adiwiyata School in Kebumen Regency. Data collection techniques comprise questionnaires, observation, interviews, and document studies. The data analysis technique uses interactive qualitative data analysis techniques. The results of the study show that ecoliteracy abilities include: (1) cognitive aspects showing the ability to think systematically in solving natural and social environmental problems; (2) the affective aspect shows a sense of acceptance, care, and empathy for the natural and social environment; (3) the activity aspect shows the ability to care for the surrounding environment and save energy; and (4) the spirit aspect shows admiration for the natural environment. This profile should be the focus of the development of Adiwiyata schools. The findings of this study can be a reference for implementing adiwiyata-based education by paying attention to students' ecoliteracy.
... Along these two areas of EI, scholars also developed various models to assess EI. For instance, a trait model that focuses on self-reporting of perceived traits and behavioral dispositions [24,25]; an ability model that emphasizes the individual's ability to process emotional information and adapt it to the social environment [26][27][28][29]; a mixed model that combines both traits and abilities [21]; a configural model in which the emotional states are attributed to visual and auditory nonverbal cues [30], and a neurological model that seeks to characterize the neural mechanisms of EI [31]. ...
Based on the current research trends and academic applications, which suggest that emotional intelligence can be learned and enhanced through education and training, this academic project coded and analyzed the emotional patterns of 46 undergraduate students who attended an 18-week academic course on emotional management. A paired-sample t-test showed a significant increase from pre-course to post-course emotional intelligence scores, suggesting the importance of designing an academic course in formal educational settings. Analysis of students’ emotions journals indicated a total of 18 negative emotions, with the emotion of irritability occurring most frequently, followed by anger and anxiety. Loneliness, impatience, and guilt were some of the least felt negative emotions. The triggers for the arousal of negative emotions spanned family matters, interpersonal relations, academics, and communication skills, among others. The majority of the students used cognitive-behavioral and family systems theories in understanding and analyzing their emotional patterns. Students used various strategies to deal with the negative emotions, including developing communication skills, talking with family and friends, better time management, improving self-efficacy, cultivating a positive attitude, engaging in physical activities, etc. These results are discussed in this paper and the possible implications for practical purposes and further research are suggested.
... 6 However, later, two theoretically distinctive EI forms or models evolved. One was termed Trait emotional intelligence (Trait EI), and the other was a 'mixed model of EI. 7,8 Trait EI has been defined as "a constellation of emotional self-perceptions located at the lower levels of personality hierarchies." 9 The mixed model of EI considers EI as a combination of the individual's traits, social skills, and competencies. ...
Purpose
Personality traits are relatively stable and may influence various aspects of human behavior. Trait emotional intelligence (Trait EI) presents the non-cognitive element of intelligence. Trait EI also enables individuals to deal with different stressors of life. Thus, understanding the relationship between personality traits and Trait EI can be beneficial. The current study explores the role of the big five personality factors in influencing Trait EI.
Methods
The study included three hundred and twenty university students from a multidisciplinary Indian university. They were administered the Trait EI questionnaire-short form (TEIQue-SF) and the big five inventory (BFI-44). A cross-sectional design with non-probability sampling was used for the current study.
Results
Findings of the study show that the big five have a significant relationship with global Trait EI, as the big five traits contributed to a 42.7% variance in predicting global Trait EI. Neuroticism was the foremost predictor of global Trait EI. Concerning Trait EI factors, neuroticism, and conscientiousness contributed to all except emotionality. All big five traits except agreeableness influenced well-being and sociability. Neuroticism and conscientiousness predicted self-control. However, agreeableness and extraversion predicted emotionality.
Conclusion
There is a close association between personality traits and Trait EI. However, the relationship is incremental as the big five traits jointly influence the global Trait EI more than individually on the four factors. The study’s findings may enable psychologists, counselors, and other mental health professionals to develop training programs for college students to enhance emotional stability and the ability to deal with stress.
... This approach conceives these abilities as essential to adapt correctly to the world; all behaviors provided using each of these abilities can be judged with respect to the degree of their correctness, which is determined through the correspondence with the same behaviors provided by a series of experts or by the general population. The need of a "correct truth" has been a point of criticism to this approach (for a review, see Fiori and Vesely-Maillefer 2018). In other terms, can the concept of correct or best performance (identified through truly veridical criteria, such as the responses of experts) be associated with the term "emotions," which is by definition the realm of subjectivity? ...
Emotional intelligence (EI) is here analyzed as a construct referring to the individual differences in perceiving, regulating, managing, and exploiting emotions, assuming in particular a trait approach to the exploration of the phenomenon. Specifically, the role of trait EI in the definition of the possible in space and in time is addressed, analyzing how individual differences in the management and use of emotions can explain the emerging of different pasts, different futures, as well as different possible worlds. Moreover, the role of trait EI in the expression of the individual potential is explored, taking as example two research topics (i.e., prosocial behavior and creative performance) to understand how emotional intelligence can help in understanding the emerging of possible selves. Finally, future possible research scenarios are offered to explore the use of trait EI as a study variable in the investigation of the possible.
... Emotional competencies acquire their meaning and origin in the concept of Emotional Intelligence (hereinafter EI), offering a diversified theoretical framework in perception, facilitation, understanding and emotional regulation (Fiori & Vesely-Maillefer, 2018). ...
INTRODUCTION. The direct involvement of professionals who carry out their activity with people with Intellectual Disability can generate a high degree of stress and emotional exhaustion. The objective of this research was to evaluate the relationship between emotional intelligence and dispositional optimism in processes of professional Burnout. METHOD. One hundred forty-four subjects participated in this study, belonging to the Andalusian Association of Organizations in favor of people with Intellectual Disability (Spain). The following instruments were used: Life Orientation Test Revised, Trait Meta-Mood Scale-24 and Maslach Burnout Inventory. The reliability of the scores of each instrument (Cronbach’s alpha and Omega coefficient), correlation between the scores in each of the dimensions, an analysis of differences of means (Student’s t and ANOVA) based on the sociodemographic variables considered, is analyzed as well as a model of structural equations to determine the effects and relationships established by the different constructs under study. RESULTS. The results showed the positive relationship between some of the dimensions of burnout (emotional fatigue, personal fulfilment), emotional intelligence (repair) and dispositional optimism (p<.05). An analysis was performed using structural equations, concluding that the indicators with the greatest regression weight are the Burnout variables (depersonalization) and negatively (personal fulfillment). DISCUSSION. The discussion examines whether findings from the study follow the current trend in research conducted in this field. Among the main contributions of this investigation project is the fact that it is one of the first studies where Emotional Intelligence, Burnout and Dispositional Optimism in professionals of non-formal education of people with Intellectual Disabilities are included.
... De igual forma, los resultados mostraron diferencias en las variables de la IE, obteniendo valores superiores en las mujeres. Atendiendo a trabajos anteriores que mediación de la satisfacción vital entre la inteligencia emocional y el optimismo en personas con discapacidad intelectual óscar gavín chocano, david molero y sonia rodríguez fernández (Fiori y Vesely-Maillefer, 2018), podemos señalar que las mujeres son capaces de atender y reconocer mejor sus emociones para hacer frente a situaciones de la vida diaria de forma efectiva (Fernández-Berrocal et al., 2018;Puigbó et al., 2019). Por otro lado, la variable de la IE manejo del estrés fue superior en los hombres respecto a las mujeres. ...
Durante mucho tiempo las personas con discapacidad intelectual, por su condición, han sido relegadas a un segundo plano en lo referente a su papel como inter-locutores válidos en la gestión de sus propias vidas, siendo prácticamente inexistente su participación en las diferentes estructuras sociales. En este estudio, participaron 79 per-sonas con discapacidad intelectual, con una edad media de 36,82 años (±13,50) y grado de discapacidad promedio del 61,70 %. Se utilizaron los instrumentos: Satisfaction with Life Scale (SWLS), Life Orientation Test Revised (LOT-R), Trait Meta Mood Scale 24 (TMMS 24) y Emotional Quotient Inventory (EQi-C). El objetivo fue determinar la relación entre la inteligencia emocional y el optimismo vs pesimismo, actuando como variable mediadora la Satisfacción Vital a través de la estadística multivariante de ecuaciones estructurales. Los resultados evidenciaron la relación positiva entre varias de las dimensiones de los instru-mentos utilizados (p < ,01). Por otra parte, el modelo de ecuaciones estructurales obtuvo
buena validez estructural (χ²/gl = 2,855; RMSEA = ,074; GFI = ,901; CFI = ,912; IFI = ,919). Las consecuencias prácticas permitirán entender el valor instrumental o mediador de la Satisfacción Vital en los procesos de desarrollo personal y social.
