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Development and Validation of a Measure of Emotional Intelligence
Abstract
This series of studies describes the development of a measure of emotional intelligence based on the model of emotional intelligence developed by Salovey and Mayer [Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185–211.]. A pool of 62 items represented the different dimensions of the model. A factor analysis of the responses of 346 participants suggested the creation of a 33-item scale. Additional studies showed the 33-item measure to have good internal consistency and testretest reliability. Validation studies showed that scores on the 33-item measure 1.(a) correlated with eight of nine theoretically related constructs, including alexithymia, attention to feelings, clarity of feelings, mood repair, optimism and impulse control;2.(b) predicted first-year college grades;3.(c) were significantly higher for therapists than for therapy clients or for prisoners;4.(d) were significantly higher for females than males, consistent with prior findings in studies of emotional skills;5.(e) were not related to cognitive ability and6.(f) were associated with the openness to experience trait of the big five personality dimensions.
... Adumbrations enumerated by Rajesh, Hussain and Cherappurath likely enumerate research buttressing the emotional intelligencereasoning habiliments, evincing that players with heightened emotional intelligence exhibit proclivity toward cogent decision portfolios, meriting in high pressured contexts 17 . Synchronous verse rendered by Schutte et al. 18 and protracted missive by Schutte et al. 19 sanctify the residual benefactions grounding emotional intelligence to healthwise precepts. This scenario seals towards prosaism attestation anchoring a libellous rally between emotional intelligence paradigms and athletic performance infrapolize. ...
... Emotional Intelligence Scale was validated 20 (originally developed by Schutte in 1998 19 ) the factorial structure of the EIS specifically in the context of athletes. The EIS consists of 33 items and 6 factors: Appraisal of other emotions (7 items), Appraisal of own emotions (5 items), Regulation (5 items), Social Skills (5 items), Utilization of emotions (7 items), and Optimism (4 items). ...
... This assessment is based on a model initially developed by researchers Salovey and Mayer in 1990 26 . The scale itself was originally created by Schutte and his colleagues in 1998 19 . Subsequently, its validity and factorial structure were rigorously examined by Lane and his colleagues in 2009, with a specific focus on its applicability to athletes 20 . ...
Purpose: The purpose of this study is to validate the Malay version of the Emotional Intelligence Scale (EIS-M) using a Confirmatory Factor Analysis (CFA) among Sarawak University football players. Method: A total of 321 male university students in Sarawak volunteered and participated in the validation study on EIS-M with a mean age of 18-23 years old (20.13 ± 1.44). Results: The standard procedure of forward-backward translation method was performed to translate the English version of the EIS into the Malay language version. Data were analysed using Mplus 8.0. The Emotional Intelligence Scale Malay version (EIS-M) hypothesized measurement model included 33 items and 6 factors: Appraisal of other emotions (7 items), Appraisal of own emotions (5 items), Regulation (5 items), Social Skills (5 items), Utilization of emotions (7 items), and Optimism (4 items). The results of the confirmatory factor analysis displayed an acceptable fit to the initial hypothesized model of EIS-M with the data (RMSEA = .043, CFI = .904, TLI = .90, SRMR = .055). All the factor loading ranged from .51 to .87. The EIS-M had good internal consistency. The overall Cronbach's alpha (α) values for the EIS-M questionnaire was α = .955, with subscale Appraisal of other emotions (item 1 to 7), α = .796, Appraisal of own emotions (items 8 to 12), α = .886, Regulation (item 13 to 17), α = .882, Social skills (item 18 to 22), α = .820 , Utilization of emotions (item 23 to 29), α = .929, and Optimism (item 30 to 33), α = .762. Conclusion: Overall, based on the fit indices and internal consistency values, the EIS-M appears to be a valid and reliable instrument for measuring emotional intelligence in the context of the six factors mentioned.
... The Schutte Emotional Intelligence Questionnaire (SEIS; Schutte et al., 1998) was used to measure the emotional intelligence of the participants. The SEIS consists of 33 items on a five-point Likert-type scale with response options that range from 1 (''strongly disagree'') to 5 (''strongly agree'') (Gardner & Qualter, 2010;Jonker & Vosloo, 2008;Schutte et al., 1998Schutte et al., , 2009). ...
... The Schutte Emotional Intelligence Questionnaire (SEIS; Schutte et al., 1998) was used to measure the emotional intelligence of the participants. The SEIS consists of 33 items on a five-point Likert-type scale with response options that range from 1 (''strongly disagree'') to 5 (''strongly agree'') (Gardner & Qualter, 2010;Jonker & Vosloo, 2008;Schutte et al., 1998Schutte et al., , 2009). The SEIS measures global trait emotional intelligence (Schutte et al., 1998(Schutte et al., , 2009. ...
... The SEIS consists of 33 items on a five-point Likert-type scale with response options that range from 1 (''strongly disagree'') to 5 (''strongly agree'') (Gardner & Qualter, 2010;Jonker & Vosloo, 2008;Schutte et al., 1998Schutte et al., , 2009). The SEIS measures global trait emotional intelligence (Schutte et al., 1998(Schutte et al., , 2009. A high score is indicative of higher levels of emotional intelligence (Schutte et al., 2009). ...
South African undergraduate university students face many unique challenges that put them at risk of developing mental health concerns such as depression, anxiety, stress, suicidal ideation, and posttraumatic stress disorder. However, psychological well-being has been found to play an essential role when it comes to effectively coping with and adjusting to university life. This study aimed to identify the predictor variable(s) or combination(s) of predictor variables that explained a significant percentage of the variance in psychological well-being amongst undergraduate university students. A total of 1,191 students between the ages of 18 and 30 participated in the study. This was a non-experimental study using a cross-sectional correlational research design. The results from the hierarchical regression analyses indicated that adjustment to university life statistically and practically significantly contributed to the explanation of the variance of the following dimensions of psychological well-being: Positive Relations, Self-acceptance, and Purpose in Life. These findings suggest that interventions that target adjustment could be used to improve the psychological well-being of undergraduate university students.
... Emotional Intelligence. The variable emotional intelligence was measured using the Self-Report Emotional Intelligence Test developed (SEIT) by Schutte et al. (1998). SEIT contains 33 items rated on five Likert-type scales ranging between 1 = (Strongly Disagree) and 5 = (Strongly Agree). ...
... SEIT contains 33 items rated on five Likert-type scales ranging between 1 = (Strongly Disagree) and 5 = (Strongly Agree). The internal consistency of SEIT, as measured by Cronbach's alphas was found to be highly reliable with a reliability coefficient of 0.90 (Schutte et al., 1998). Notwithstanding Schutte et al. (1998) initially developed SEIT as one solution factor, following factor analytic studies, however, suggested a four-factor solution for the 33 items (Ciarrochi et al., 2001;Petrides and Furnham, 2000;Saklofske et al., 2003). ...
... The internal consistency of SEIT, as measured by Cronbach's alphas was found to be highly reliable with a reliability coefficient of 0.90 (Schutte et al., 1998). Notwithstanding Schutte et al. (1998) initially developed SEIT as one solution factor, following factor analytic studies, however, suggested a four-factor solution for the 33 items (Ciarrochi et al., 2001;Petrides and Furnham, 2000;Saklofske et al., 2003). The four subscales of emotional intelligence are the perception of emotions, managing one's emotions, managing others' emotions, and utilization of emotions. ...
Cultural intelligence and emotional intelligence have gained substantial attention as integral components of the intercultural adaptation process. Despite their significance, there exists a research gap in examining the specific levels of these competencies within homogeneous cohorts of international students. Therefore, the main purpose of this study was to address this gap by assessing the levels of cultural intelligence and emotional intelligence among Asian international students enrolled in Chinese universities and their associated with sociodemo-graphic variables. The study comprised 228 student participants. Participants completed self-report questionnaires measuring their cultural intelligence and emotional intelligence. The findings reveal that a significant proportion of Asian international students exhibit moderate to high levels of both cultural intelligence and emotional intelligence. Additionally, the research highlights a positive correlation between cultural intelligence and emotional intelligence. Among sociodemographic variables, prior travel experiences and international students' friendships with local students displayed significant relationships with their cultural intelligence and emotional intelligence. However, gender, age, and educational level were not significantly related to cultural and emotional intelligence competencies. The study might offer valuable insights into the extensive body of cross-cultural literature on international students and can also serve as a practical guide for university communities seeking to implement measures that enhance the cultural and emotional intelligence of international students.
... designed and validated by Schutte et al. (1998) [4,35] based on Salovey and Mayer's (1990) model. [4,35] The items were later modified and distributed over three domains and revalidated by Austin et al. (2004). ...
... designed and validated by Schutte et al. (1998) [4,35] based on Salovey and Mayer's (1990) model. [4,35] The items were later modified and distributed over three domains and revalidated by Austin et al. (2004). ...
... designed and validated by Schutte et al. (1998) [4,35] based on Salovey and Mayer's (1990) model. [4,35] The items were later modified and distributed over three domains and revalidated by Austin et al. (2004). [36] The investigator adapted and translated it into the Arabic language. ...
BACKGROUND
The role of emotional intelligence and learning motivation in shaping university students’ academic outcomes has received greater attention, especially during the modernization era. Thus, this study investigates the mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes while examining the gender-conditional indirect effect.
MATERIALS AND METHODS
A cross-sectional study was conducted in four randomly chosen cities in Saudi Arabia (Riyadh, Jeddah, Hail, and Yanbu), where 400 health science students were conveniently selected using equal allocation (100 students/campus). A digital survey was used for data collection (April-May 2022) containing three sections: Personal Characteristics and Academic Outcomes, Modified Schutte Self-Report Inventory, and Academic Motivation Scale.
RESULTS
Emotional intelligence positively correlated with learning motivation (r = 0.525, P < 0.001) and academic outcomes (r = 0.153, P < 0.001), where academic outcomes had a weak positive correlation with learning motivation (r = 0.115, P = 0.014). Mediation analysis confirmed that emotional intelligence fully mediates the relationship between learning motivation and academic outcomes with an insignificant direct effect of learning motivation on academic outcomes [(β =0.049, P = 0.573), 95% CI (-0.059, 0.144)]. The conditional indirect effect of gender significantly moderated 16.1% of the mediating effect of emotional intelligence [(β =0.161, P = 0.005), 95% CI (0.035, 0.273)]. The significant indirect effect was proved for the male gender only [(β = 0.157, P = 0.004), 95% CI (0.072, 0.240)]. No significant gender differences concerning emotional intelligence ( P = 0.534) and academic outcomes ( P = 0.466) were detected. However, male students had significantly higher learning motivation than female students ( P < 0.001).
CONCLUSION
Emotional intelligence completely mediates the relationship between learning motivation and outcomes with a stronger mediating effect for male students. Thus, policymakers must focus on improving the students’ emotional intelligence skills to boost their learning motivation and academic outcomes.
... A large number of former scholars have identified the relationship between emotions and decision-making [2,25,30,31]. As mentioned above, in this approach, the outcomes of a decision may be detrimental or helpful, and they are hard to control. ...
... To reach a final choice, each individual must utilize emotions to analyze, interpret signals, and examine all sides of the situation [11]. Besides, Schutte et al. [31] indicated that students had the capacity to employ emotions intentionally to help the thinking process, considering, judging, and making decisions. Mellers et al. [44] concluded that emotions people expected or had experienced as a result of their decisions were major predictors of their current and future behavior. ...
... Emotional understanding is defined as the ability to comprehend emotions and interior states, in addition to the reasons for and development of emotions, to deduce the operating laws of emotions in oneself and others [31,42]. According to Goleman [5], understanding others' feelings and accepting their perspective, as well as appreciating variances in how others feel about things, are all important social skills. ...
Despite a significant amount of research on decision-making, academics find it difficult to explain the decision-making process. The purpose of this paper is to examine the relationship between emotional intelligence, thinking ability, and decision-making, as well as develop measurement instruments for thinking ability to better model decision-making. By following a deductive research approach associated with positivist philosophy, a cross-sectional study was conducted and surveyed 547 respondents in South Vietnam via email sent randomly by Google Forms using a convenience sampling method. To avoid common method bias, the reliability and validity of all items were assessed by Cronbach’s alpha and using the SPSS program. Then, to assess the structural model and test hypotheses, partial least squares structural equation modeling was applied using the SmartPLS program. The findings not only have proven the significantly positive effects of emotional intelligence and thinking ability on decision-making but also highlight the suitability of the measurement instruments related to thinking ability in explaining decision-making that no research has ever built before. Based on the findings, this research opens up a novel research approach to decision-making and provides the foundation for policymakers and managers to improve decision-making efficiency and human resource quality. Doi: 10.28991/ESJ-2024-08-02-017 Full Text: PDF
... Two sets of instruments were used in this study for data collection they include: Susceptibility to Embarrassment Scale (SES) developed by Kelly and Jones (1997), and Emotional Intelligence Scale (EIS) developed by (Schutte et al., 1998). ...
... Self-Report Emotional Intelligence (SSREI) scale developed by Schutte, et al, (1998) was also used for data collection. The SSREI comprised of 33 items; of which three items (5, 28 and 33) are reverse scored. ...
... Bar-On's (1997) 133-item EI questionnaire, also called EQ-i, is widely utilized in Second language acquisition (SLA) and EFL-related studies. However, EIQ developed by Hall et al. (1998), consisting of only 33 items was adopted in the present study. With so many items in Bar-On's questionnaire, we would lose participants; therefore, to prevent attrition the latter questionnaire was selected. ...
... These components roughly comply with Bar-On's five main sub-scales of intrapersonal, interpersonal, adaptability, stress management, and general mood. In Hall et al. (1998) two items are allocated to AES, seven items to AEO, two items to EE, eight items to ERS, five items to ERO, four items to UEPS, and five items are uncategorized. Responses are provided on a fivepoint Likert scale, ranging from strongly disagree to strongly agree. ...
Emotional intelligence (EI) as a recent notion in psychology has rightly found its way into studies related to foreign language learning (FLL). Appreciating its significance, the present study was conducted to test EI in relation to English as a foreign language (EFL) learners' willingness to communicate (WTC). To do so, 67 EFL learners filled out the EI questionnaire and WTC in a foreign language questionnaire. Pearson product moment correlation was employed to explore the existence of any possible correlation between the two variables, and Multiple Regression analysis was used to indicate the degree of prediction of each EI component in EFL learners' WTC. The results indicated a significant correlation between the participants' EI and their WTC. Among the six components of EI, Utilization of Emotions in Problem Solving (UEPS) and Emotional Regulation of Others (ERO) proved highly capable of predicting the participants' WTC. As it is plausible to promote and heighten emotional aspects alongside social interactional aspects in classrooms on the one hand and as EI facilitates communication considerably on the other, giving special consideration and importance to EI in EFL classrooms seems to be highly effective.
... TEI was measured by the Emotional Intelligence Scale (EIS; Schutte et al., 1998). The self-report questionnaire consisted of 33 items scoring four subscales: (a) perception of emotion (e.g., "I am aware of my emotions as I experience them"), (b) managing personal emotion (MPE; e.g., "I seek out activities that make me happy"), (c) managing others' emotions (e.g., "I help other people feel better when they are down"), and (d) utilization of emotion (e.g., "I use good moods to help myself keep trying in the face of obstacles"). ...
... Prior research has supported the psychometric properties of the EIS (e.g., 2-week test-retest reliability = .78; Schutte et al., 1998). ...
Competitive sport has the potential to increase chronic stress and, hence, the risk of burnout. The aim of this paper was, first, to examine the relationship between athlete burnout and trait emotional intelligence (TEI) and, second, to look at the mediating role of coping strategies between TEI and athlete burnout. In two samples of athletes (N1 = 290; N2 = 144), we conducted correlation analyses linking dimensions of TEI with athlete burnout and found negative correlations. We then tested a structural equation model in the second sample, hypothesizing an indirect link between TEI and athlete burnout via coping strategies. Results showed a mediation effect of emotion-focused to problem-focused coping between TEI and athlete burnout. Avoidance coping showed a positive direct effect on athlete burnout. Further research should investigate effective coping strategies and clarify whether emotional intelligence training may be used to protect athletes from developing burnout.
... c " (Extremera, & Fernandez-Berrocal, 2005) , (Palmer et al., 2002) (Sjoberg, 2001) , (Mayer & Salovey, 1997). (Schutte et. Al., 1998) , (Argyle, et al., 1995) , (Argyle, et al., 1995) , (Schutte et al., 1998) , ...
... (Schutte et. Al., 1998) , (Argyle, et al., 1995) , (Argyle, et al., 1995) , (Schutte et al., 1998) , ...
سعت هذه الدراسة إلى معرفة طبيعة العلاقة المحتملة بين الذكاء الوجداني والسعادة، واستخدمت في تقدير درجة السعادة قائمة أكسفورد للسعادة، تعريب أحمد عبدالخالق، واستخدمت في قياس الذكاء الوجداني مقياسين هما استبانة الذكاء الانفعالي لرشا الديدي، ومقياس الذكاء الوجداني لفاتن موسى استخدمت الدراسة عينة مكونة من 153 طالباً و144 طالبة (ن=297) من جامعة الكويت، متوسط أعمارهم 20,1 (ع=1,60) وأظهرت النتائج ارتباطات إيجابية دالة إحصائياً بين السعادة وجميع درجات الذكاء الوجداني الكلية والفرعية، راوحت بين ,23 و ,64, ( عند مستوى دلالة (,01تشير معادلة الانحدار للتنبؤ بدرجة السعادة من خلال المقاييس الفرعية لمقياسي الذكاء الوجداني إلى أن 6,44% من التباين في درجة السعادة يمكن التنبؤ بها بصورة جوهرية من خلال أربعة مقاييس فرعية هي تنظيم الوجدان، والدافعية الشخصية، والوعي الذاتي ( من استبانة الذكاء الانفعالي) ، والتقدير والتعبير عن الوجدان ( من مقياس الذكاء الوجداني) لم تسفر النتائج عن فروق جوهرية بين الجنسين في مقياسي السعادة والدرجة الكلية لاستبانة الذكاء الانفعالي، لكنها كشفت فروقاً جوهرية بينهما في كل من الدرجة الكلية لمقياس الذكاء الوجداني، وجميع المقاييس الفرعية لها، وفي المقياسين الفرعيين المشاركة الوجدانية ومعالجة العلاقات الخاص باستبانة الذكاء الانفعالي، حيث حازت الإناث متوسطات أعلى في هذه المقاييس من متوسطات نظرائهن الذكورـ وما عدا المقياس الفرعي الدافعية الشخصية ( استبانة الذكاء الوجداني)، كانت جميع درجات المقاييس الكلية والفرعية للذكاء الوجداني مترابطة فيما بينها عند مستوى دلالة ,01 , مما يعزز الصدق التلازمي لكلا المقياسين المصطلحات الأساسية الذكاء الوجداني، السعادة، الوعي بالذات، تنظيم الذات، حفز الذات، المهارات الاجتماعية، الفروق بين الجنسين
... Our first objective was to validate the Self-report Emotional Intelligence Test (SREIT) developed by Schutte et al. (1998) for use in our research context. We did this because previous use of the SREIT in India, the US, and Brazil produced culture-specific results (Pisnar et al., 2022). ...
... We used the SREIT, which was developed and validated by Schutte et al. (1998) and based on the trait EI model by Salovey and Mayer (1990). Schutte et al. (1998, p. 174) describe EI "as a somewhat enduring, trait-like characteristic", highlighting the potential for individuals with low EI scale scores to benefit from "special guidance, training or support" (p. ...
Emotional awareness, emotional regulation, empathy, and resilience are key components of emotional intelligence. Twenty-first-century leaders require such competencies, and prior research establishes a positive impact of emotional intelligence on leadership and well-being. The mechanisms through which leaders develop these competencies remain unclear. Mentoring, a developmental tool linked with well-being, has not been extensively studied for its role in emotional intelligence development. The current study investigates this relationship within the context of vocational education and training in South Africa. The mentoring framework includes individual, peer group, and key performance area mentoring. In previous research on this mentoring framework, leaders perceived emotional well-being as the most important outcome of mentoring and development, constituting another vital factor. Data were collected from a treatment group of leaders who have participated in the mentoring framework and a control group of leaders and lecturers (N = 139). The present study used exploratory and confirmatory factor analysis to validate the Schutte Self-Report Emotional Intelligence Test within this context. In the next step, we employed descriptive analysis to answer which mentoring type was best perceived to support emotional intelligence. Using the Mann–Whitney U test, we tested for significant differences in the identified factors between treatment and control group. Mediated and moderated mediation analyses explored variables such as gender, occupational role, organization, and work sector. Results indicate a six-factor structure of emotional intelligence, with significant differences observed between groups in the factor empathy difficulty. Peer group mentoring emerged as an effective method for emotional intelligence development among leaders. The perceived importance of emotional intelligence for one’s job position, the organization, and the work sector mediated five of the six factors. The moderated mediation analyses showed an indirect effect of gender, where being male was associated with more trustworthy visionary and empathy. The findings underscore the significance of peer mentoring practices and organizational factors in nurturing emotional intelligence, highlighting its value for personal and organizational well-being. Overall, the study sheds light on developing emotional intelligence at all organizational levels to support individual and collective well-being.
... In addition Schutte et al. (1998), Dawda and Hart (2000) found positive link of E.I with the study variable life satisfaction and negative relationship with loneliness. Numerous studies conducted by different authors in organize to elucidate the degree of extrapolative importance of emotional intelligence in person's life satisfaction. ...
... Present research findings supported the findings of previous studies on the link between E.I and life satisfaction among adolescents. Results of study are also consistent with prior researches as Schutte et al. (1998), Dawda and Hart (2000), Martinez-Pons (1997). Connection between emotional intelligence with life satisfaction is reasonable and logically understandable because emotional intelligence is strongly related with psychological, social, emotional and behavioral indicators; which is considered as strongly associated to satisfaction with life of human being. ...
The study investigates relationship among the self-esteem, emotional intelligence (EI) and life satisfaction among adolescents within the framework of positive psychology. Historically, research has often focused on human flaws, neglecting the strengths and positive aspects of psychology. Adolescence is a critical developmental stage marked by profound changes, making it crucial to understand how factors of the study variables during this period. Study sample n=157 from Government schools and colleges in Faisalabad city participated in the study. For measuring the study variables, the Emotional Intelligence Questionnaire Adolescents Short Form, Rosenberg Self-Esteem Scale and Satisfaction with Life Scale used for measuring the study variables, respectively. Statistical analyses revealed a noteworthy positive relationship between the study variables among adolescents. Conversely, self-esteem did not mediate this relationship. These findings contribute to understanding the complex dynamics between emotional intelligence, self-esteem and life satisfaction in adolescents, emphasizing the importance of emotional intelligence for promoting well-being during adolescence. The study suggests implications for future research, including the need for larger and more varied illustrations, longitudinal studies to discover causal relationships and the expansion of interventions to improve emotional intelligence in adolescents for improved well-being. This research contributes to the growing body of existing researches on positive psychology and adolescent development, highlighting the significance of emotional intelligence in fostering life satisfaction.
... The Cronbach's alpha for the current investigation was 0.84. 3. Schutte Self-Report Emotional Intelligence Test: It was developed by Schutte et al. (1998) [25] following review, the number of items in the initial version was reduced from 33 to 41 due to the potential for bias and the lack of inverted questions. There are twenty-one items in the questionnaire, all on five-point Likert scales ranging from strongly disagree (1) to strongly agree (5). ...
... The Cronbach's alpha for the current investigation was 0.84. 3. Schutte Self-Report Emotional Intelligence Test: It was developed by Schutte et al. (1998) [25] following review, the number of items in the initial version was reduced from 33 to 41 due to the potential for bias and the lack of inverted questions. There are twenty-one items in the questionnaire, all on five-point Likert scales ranging from strongly disagree (1) to strongly agree (5). ...
... The second section was the Schutte Self-Reported Emotional Intelligence Test (SSEIT). The SSEIT, developed by Schutte et al. (1998), was used to measure EI. It consists of 33 items on four subscales: perception of emotions, social skills, self-management of emotions, and emotion utilization. ...
... The total scale scores ranged from 33 to 165, with higher scores indicating more EI. The tool is valid and reliable, with a Cronbach's alpha of 0.90 (Ciarrochi et al., 2001;Jonker & Vosloo, 2008;Schutte et al., 1998). The Cronbach alpha for the current study was 0.86. ...
Introduction
Nursing students must be able to detect the standpoints and demands of various sorts of individuals, as well as be competent in taking into account individual emotional reactions, self-confidence, stress management, and social role promotion.
Objective
The purpose of this study was to assess the relationship between emotional intelligence and self-esteem among fourth-year nursing students.
Methods
The study was a cross-sectional study. Data were collected from 225 nursing students through a convenience sampling method in spring 2023 at Arab American University. The instruments of the study included “Schutte Self Report Emotional Intelligence Test” and the “Rosenberg self-esteem scale.”
Results
The analysis indicated that the emotional intelligence mean was 151.3 ± 1.9 (ranging from 33 to 165), which is high. Also, the analysis indicated that the self-esteem of the nursing students was high 24.3 ± 3.5 (ranging from 0 to 30). Furthermore, the analysis showed that there was a moderately positive relationship between nurses’ emotional intelligence and self-esteem.
Conclusion
The emotional intelligence and self-esteem among fourth-year nursing students were high. Also, self-esteem was found to have a moderately positive relationship with emotional intelligence and utilizing emotions.
... Bar-On child and adolescent form was adapted by Karabulut [43] . The Schutte Self Report Emotional Intelligence Test, was created by Schutte et al. in 1998 [44] . The SSEIT is structured off of the EI model by Salovey and Mayer. ...
... Revised Schutte Emotional Intelligence Scale, was originally developed by Schutte et al. [44] , and its first 41-item revised version was made by Austin et al. [45] . The Turkish adaptation study of the revised version was made by Tatar, Tok and Saltukoğlu [46] . ...
Without emotions, people cannot express themselves. In our age, Wisdom Psychology has gained importance as a methodology that reveals the importance of meaning and inquiry skills. It is evident that emotions should be reconsidered from a multidimensional existential perspective. Emotional Wisdom brought about the questioning of some new skills and created the need for a new measurement tool to obtain concrete data. In this study, it was aimed to develop a valid and reliable scale to measure emotional wisdom and to contribute to the related literature by performing its first psychometric analysis. Quantitative methodology was used in this study. The research sample consisted of 1300 volunteer participants from across Turkey. As a result of the validity and reliability studies, a 6-factor scale named Uskudar Emotional Wisdom Scale (USEWS) emerged. The internal consistency reliability coefficient Cronbach Alpha value of the scale, which explained 51.87% of the total variance, was found to be .88. Confirmatory factor analysis of the scale resulted in acceptable goodness-of-fit values. In the criterion validity study, it was found to be related to the Revised Schutte Emotional Intelligence Scale (r=.60). In the first psychometric examinations conducted with effect analyzes, men's emotional wisdom scores were found to be high and of medium effect (d=0.38; >0.2<0.5).
... В других исследованиях эмоциональный интеллект рассматривается как черта личности [Petrides 2010;Petrides et al. 2007]. N. S. Schutte et al. определяют его как констелляцию эмоциональных самоощущений, расположенных на нижних уровнях иерархии личности, измеряемую с помощью опросника эмоционального интеллекта [Schutte et al. 1998]. В других научных исследованиях, заслуживающих упоминания, приводятся такие понятия, как эмоциональная грамотность; личностная грамотность; межличностный интеллект и социально-эмоциональные компетенции [Cooper 1997;Gardner 2011;Steiner, Perry 1997]. ...
... Что касается самоотчетов, то теоретическая концептуализация P. Salovey и J. D. Mayer привела к созданию классического варианта Шкалы мета-настроения трейта-48 (TMMS-48). Позднее N. S. Schutte et al. создали опросник Self Report Iventory (SSRI) [Schutte et al. 1998]. Аналогичным образом C.-S. Wong и K. S. Law в итоге разработали Шкалу эмоционального интеллекта Вонга и Лоу (WLEIS) для оценки эмоционального интеллекта [Wong, Law 2002]. ...
A highly intellectual environment involves intense mental activity, rapid acquisition of new material, creativity, competition, and rivalry. All these aspects may cause a long-time neuropsychic stress. Students of leading technical universities need to be able to overcome such difficult situations. The authors reviewed theoretical approaches to emotional intelligence. They designed a psychological model of scientific and technical elite of modern Russia. The model included emotional-volitional, demand-motivational, value-meaning, socio-psychological, and cognitive-activity components. This paper focuses on the empirical study and confirmation of the emotionalvolitional component in potential engineering, scientific, and technical elite, i.e., junior students of Russia’s leading technical universities. The research revealed some psycho-logical peculiarities in their emotional intelligence and coping-strategies. The sample consisted of first-year engineering and technical students of the National Research Nuclear University MEPHI (n = 111). The psychodiagnostic tools included the coping test developed by R. Lazarus and S. Folkman and adapted by T. L. Kryukova, E. V. Kuftyak, and M. S. Zamyshlyaeva; D. V. Lyusin’s test of emotional intelligence. The data analysis relied on IBM SPSS Statistics V.22.0 and the Kruskal-Wallis H-test method of mathematical statistics. The students proved able to consciously analyze difficult situations, work out solutions, plan and predict the outcomes of their behavior, as well as to resort to past experience and available resources. In general, these overcoming models had a constructive effect on the development of an engineer’s personality. However, the underdevelopment of the emotional sphere and poor expression of feelings affected interpersonal and intragroup relationships. Students of nuclear engineering should develop their emotional sphere and expand the range of coping strategies in stressful situations.
... The component dedicated to emotional intelligence encompassed 33 questions extracted from the Schutte Self-Report Emotional Intelligence Test (SSEIT) (Schutte et al., 1998). ...
This conceptual paper contributes to the academic literature by elucidating the interplay between brand image dimensions, service recovery strategies, customer satisfaction, and word-of-mouth communication and revisiting intentions in the context of private hospitals in Thailand. The findings of this study provide a foundation for future research endeavors by offering insights into the potential moderating role of emotional intelligence in shaping service recovery outcomes. Moreover, the alignment of our results with theoretical frameworks such as Expectancy-Confirmation Theory (ECT) and Social Exchange Theory (SET) suggests avenues for exploring similar phenomena in different industries. Practically, our findings offer actionable implications for private hospitals to enhance customer retention by strategically managing brand image LIFE: International Journal of Health and Life-Sciences ISSN 2454-5872 2 dimensions and incorporating emotional intelligence considerations into service recovery efforts. Future research could delve deeper into the nuanced dynamics of these relationships across diverse cultural and organizational contexts, thereby enriching our understanding and offering practical guidelines for service-oriented businesses globally."
... Schutte Self-Report Inventory (SSRI) [11]: A version adapted into Spanish was used [12]. Emotional intelligence was assessed through four sub-variables: Emotional Perception, Self-Emotional Management, Heteroemotional Management and Emotional Use. ...
Violent behaviour in the secondary education stage is a serious concern that comes from low emotional control. Judo is a sport that requires self-control and high emotional competence to mitigate aggressive behaviours. This research presents the objectives of analysing the correlations of different types of aggressive behaviours before an intervention program with those after said program, as well as study the effect of emotions on aggressive behaviours before and after the intervention program through multigroup structural equation modelling. A quasi-experimental study was planned. It used a pre-test–post-test design in a population of 139 secondary school students (M = 15.76; SD = 1.066). The instruments were an ad hoc questionnaire, the Schutte Self-Report Inventory and the Violent Behaviour at School Scale. The data show that the intervention
decreased the correlations between different types of violent behaviours. The results show an increase in the effect of emotional intelligence on mitigating aggressive attitudes. The promotion and use of contact sports is necessary to prevent the emergence of aggressive behaviours within a
school environment.
... A total score less than 111 was considered low and a score above 137 was a high EI. A score between 111 and 137 was considered an average EI score [13]. The subscales of EI including all 33 items are as follows: Perception of Emotion, Managing Own Emotions, Managing Others' Emotions, and Utilization of Emotion [14]. ...
Background: The success of self-directed learning depends mainly on the readiness of students to adapt it to their learning domain. Medical students must meet certain criteria to become self-directed learners, which are also significant components of emotional intelligence (EI). Clarification is required on whether the students are ready for self-directed learning according to their level of EI as soon as they enter the medical institute.
Materials and methods: The survey was conducted on first-year MBBS students, between 18 and 21 years of age. Demographic data of the participants was collected. EI was assessed by using the Schutte Self-Report Emotional Intelligence Test (SSEIT). Fisher’s 40-item self-directed learning readiness (SDLR) scale was used to assess the readiness for self-directed learning. Pearson’s correlation and regression analysis was carried out to assess the relationship between the two.
Result: Approximately 71% of students had average EI, whereas only 5% had high EI. However, 63% of students were found to have low SDLR, while just 37% of participants had high SDLR. EI and SDLR both were found to be higher in males. Pearson’s correlation “r” between the two parameters shows a strong positive correlation with statistical significance.
Conclusion: Certain training modules need to be incorporated into the medical education program to improve the EI of medical undergraduate students. Such a module might help in improving the readiness for self-directed learning and prepare the medical undergraduates as active lifelong learners, which is the prime goal for an Indian Medical Graduate according to the new Competency-Based Medical Education (CBME) curriculum.
... They evaluate the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), highlighting its strengths and limitations in assessing emotional abilities. Schutte et al. (1998) develop the Schutte Self-Report Emotional Intelligence Scale (SSEIS), addressing the need for a reliable measure of emotional intelligence (EI). Their study underscores the multifaceted nature of EI and its importance in assessing individual differences in emotional abilities. ...
With increasing recognition of the importance of emotional intelligence in the workplace, understanding its impact on employee attitudes and behaviours has become imperative for organisational leaders and human resource practitioners. Through a thorough review of literature, this study explores the theoretical foundations of emotional intelligence and its relevance to employee engagement and satisfaction. Drawing upon empirical research, the present research examines the relationship between emotional intelligence and employee engagement, as well as its influence on employee satisfaction levels. The findings of this study contribute to a deeper understanding of the mechanisms through which emotional intelligence influences employee engagement and satisfaction, providing valuable insights for organisational leaders and HR professionals to leverage emotional intelligence initiatives effectively, thereby promoting employee engagement and employee satisfaction. By synthesising and analysing the findings from various studies, the present research aims to offer actionable recommendations and implications for organisational leaders and HR practitioners to develop and implement effective strategies for promoting emotional intelligence and enhancing employee engagement and satisfaction in the workplace.
... The Schutte Self-Report Emotional Intelligence Test (SSEIT) was used to measure general emotional intelligence (Schutte et al., 1998). It consists of 33 items related to emotional experiences, expression, regulation, and understanding, which are rated on a 5-point Likert scale ("Strongly Disagree" to "Strongly Agree"). ...
... Emotional Intelligence Scale (EIS). The EIS was developed by Scott et al. based on the theory of Salovey and Mayer (1990) [49,50]. The Chinese version of the EIS was translated from the scale by Wang Caikang of South China Normal University, which also verified its structural validity (a = 0.83) [51]. ...
Objective
This study investigates the association between physical exercise and emotion regulation abilities among college students, introducing self-efficacy as a mediating variable to analyze the pathway mechanism through which physical exercise affects emotion regulation abilities.
Methods
A cross-sectional study design was employed, utilizing a stratified random sampling method to survey three colleges in Jiangsu Province, China. Physical Activity Rating Scale, Physical Activity Self-efficacy Scale, and Emotional Intelligence Scale were used to measure the college student population. Regression analysis and mediation tests assessed whether self-efficacy mediates the relationship between physical exercise and college students’ emotion regulation abilities. A total of 5,430 valid questionnaires were collected.
Results
The distribution of college students’ physical activities was 77.0% for low, 13.1% for medium, and 9.3% for high levels. Physical activities were significantly and positively correlated with self-efficacy and emotional management abilities (r = 0.298,0.105;P<0.01), and self-efficacy was significantly and positively correlated with emotional management abilities (r = 0.322, P<0.01). Situational motivation and subjective support under self-efficacy were 0.08 and 0.255, respectively, and the adjusted R² was 0.107. Self-efficacy played a fully mediating role between physical activities and emotional management abilities, with a total effect value of 0.032. The values of the direct and indirect effects were 0.003 and 0.029, accounting for 8.95% and 90.74% of the total effect, respectively.
Conclusion
The physical exercise behavior of college students is primarily characterized by low intensity. Physical exercise among college students can positively predict their ability to regulate emotions. Self-efficacy fully mediates the relationship between physical exercise and emotion regulation ability among college students. College students can indirectly influence their ability to regulate emotions through physical exercise and self-efficacy.
... The mean alpha across samples is .87 (Schutte et al.,1998). ...
This study was conducted to find the relationship of test-anxiety, emotional intelligence and academic performance of public private sector university students. A sample of 388 students,194 male and 194 females was drawn through convenient sampling from the Public and Private universities of Karachi in Pakistan, using a cross sectional design. Test anxiety was assessed through Westside Test Anxiety Scale and emotional intelligence was assessed using The Schutte Emotional Intelligence Scale. Performance of the last two semesters attended by the students was used to assess academic performance and demographic information was gathered through the demographic form. The “Pearson Product Correlation” was calculated to find the relation between test anxiety and emotional intelligence and academic performance. t-test for independent sample was used to obtain the differences in test-anxiety and emotional intelligence and gender in Public and Private sector university students’ academic performance on the respective variables. The results revealed an inverse relationship between test-anxiety and emotional intelligence, academic performance. However, the results showed a positive relation between emotional intelligence and academic performance. Gender differences were found in test anxiety but not in emotional intelligence. The students of both the sectors differed in test anxiety, whereas both the groups did not differ on the scores of emotional intelligences. It is incumbent on educational institutes to provide psychological services to students who find hard to handle exam situation in the same way as financial assistance is provided to those who need it.
... Two hundred eighty nine questionnaires were used for analysis. The instrument to measure employees" emotional intelligence was the MSEIS 1 (Schutte, Malouff, & Hall, 1998), and the Grikson 2 (1983) was used to gather information about employees" job satisfaction. Also, Alen and Mayer's questionnaire (1990) was considered in order to collect employees" commitment data. ...
Emotional Intelligence is one of the most important concepts introduced to psychology and management in the last decade. The purposes of this study were to determine the effect of labor's emotional intelligence on job satisfaction, job performance and commitment in Fars Province industries in Iran. The population from which we drew our sample consisted of employees employed in Fars Province industries in Iran. A total number of three hundred and fifty participants who were selected randomly answered the questionnaires. Two hundred eighty nine questionnaires were used for analysis. The instrument to measure employees" emotional intelligence was the MSEIS 1 (Schutte, Malouff, & Hall, 1998), and the Grikson 2 (1983) was used to gather information about employees" job satisfaction. Also, Alen and Mayer's questionnaire (1990) was considered in order to collect employees" commitment data. The results showed that employees" emotional intelligence was positively correlated with job satisfaction. Then, , there was a significant relationship between the labor's emotional intelligence and their job performance. Also, there was not any relationship between labor's emotional intelligence and their commitment. The results underline the important role of emotional intelligence and its effect on work situations.
... INTE (Schutte et al., 1998;Polish adaptation: Ciechanowicz et al., 2000). The questionnaire measures emotional intelligence understood as the ability to identify, understand and control one's own and other people's emotion as well as the ability to effectively use emotions to manage our own and other people's actions. ...
Background
The purpose of this study was to investigate the moderating role of emotional skills – emotion regulation, emotion under-standing and emotional intelligence – between jealousy in a close relationship and employing mate retention tactics.
Participants and procedure
The study involved a group of 196 Polish nationals (111 women and 85 men) aged between 19 and 62, who were involved in romantic relationships of the following types: dating relationship, cohabitating, engaged or married. The following research tools were used: the Emotion Regulation Questionnaire (ERQ), the Emotion Understanding Test, INTE questionnaire, the Mate Retention Inventory – Short Form (MRI-SF) and the Multidimensional Jealousy Scale.
Results
Emotion suppression was identified as a modifier between jealousy and the use of acts linked to the direct guarding tactic, and between jealousy and acts associated with the public signals of possession tactic. The ability to suppress emotion con-tributes to an increased readiness to employ direct guarding at the time of a high jealousy level.
Conclusions
The results showed that the moderators of the relationship between jealousy and mate retention tactics were emotional suppression and emotion understanding. Emotional functioning is important for the well-being of relationships, especially for dealing with jealousy.
... With stress marauding into our lives and painting them with gloominess, it makes a whole lot of sense to switch over to an emotionally intelligent lifestyle. Emotional intelligence helps an individual to remain in a positive mood even in negative situations, which is a crucial factor in the effective functioning of an individual (Schutte et al., 1998). It also leads to better life satisfaction (Martinez and Manuel, 1998). ...
With the world now treading on the path of high packed innovation and increasing competition, the ingredients required to ensure effective functioning of an individual have also changed. Gone are the days when IQ remained the force to reckon with. Today, the tide has, without any doubt, shifted to EQ-the emerging force in the world of intelligence. Over the last decade, there have been several research studies conducted on emotional intelligence. These studies point out the significance of emotional intelligence in professional effectiveness. Emotional intelligence not only facilitates work performance but also plays a vital role in team related and leadership issues. The benefits of emotional intelligence at the workplace suggest the need to train employees on emotional intelligence, which would benefit both the individual employees and the organizations at large. The present article is an attempt to highlight the importance of emotional intelligence in personal and professional spheres.
... The Schutte Emotional Intelligence Scale (SEIS) was used to measure EI. The original version of SEIS was developed by Schutte et al. (1998) and consisted of 29 items and three aspects, namely (1) appraisal and expression of emotions, (2) regulation of emotions, and (3) utilization of emotions. Silfiasari (2023) translated it into Bahasa Indonesia and has Cronbach's Alpha 0.90. ...
People experience more rapid physical, social, and emotional development in adolescence than in any other developmental stage. The dramatic changes may cause them volatile mental conditions and difficulties in overcoming various behavioral problems summarised as internalizing (IP) and externalizing problems (EP). One of the protective factors is emotional intelligence (EI) because someone with good emotional intelligence can control emotions when angry and adapt to unpleasant situations. This study aimed to determine the role of EI on IP and EP in Indonesian adolescents. This study used a quantitative research design with a simple random sampling technique. The research subjects were adolescents aged 15 to 18 years (N = 300) who attended nine high schools in East Java, consisting of 96 males and 204 females. The research instruments used were the Schutte Emotional Intelligence Scale (SEIS) and the Strength and Difficulties Questionnaire (SDQ). The results showed a significant negative role between emotional intelligence and internalizing problems (R2 =.391; F(1,298) = 191.649; p <.001) and externalizing problems (R2 =.281; F(1.298) = 116.230; p <.001). The higher one's ability to understand, regulate, and use emotions, the lower the manifestation of internal and external problematic behavior. It means that EI is confirmed to predict the IP and EP. The way to advance the capacity of adolescents' emotional intelligence is to try to express emotions and regulate and utilize their feelings. So adolescents do not develop mental health problems.
... The researchers employed the Schutte Self-Report Emotional Intelligence Test (SSEIT) (Schutte et al., 1998) which was utilised by (Austin et al., 2004) to assess the emotional intelligence of university students. It consists of a unidimensional 33-item scale indicating trait emotional intelligence (Pisnar et al., 2022). ...
This study aims was undertaken to study the Role of Emotional Intelligence and Self-Esteem on Social Anxiety among Indian college students. Three different screening tools; The Schutte Self Report Emotional Intelligence Test (SSEIT); Social Interaction Anxiety Scale (SIAS); Rosernberg Self-Esteem Scale (RSES) were used for the assessment. 317 subjects were taken by stratified random sampling from private colleges of Jalandhar, Punjab and the age range is 19 and above. All the measures were employed with each subject. Results revealed that there is a very weak positive correlation (0.024) between Emotional Intelligence and Social Anxiety, which was not statistically significant. Similarly, the analysis found a very weak positive correlation (0.002) between Emotional Intelligence and Self-Esteem, which was not statistically significant. The most significant finding from the analysis was the moderate negative correlation (-0.214) between Social Anxiety and Self-Esteem, which was statistically significant at the 0.01 level. The major findings indicate that while emotional intelligence does not significantly correlate with either social anxiety or self-esteem within your sample, there is a significant negative relationship between social anxiety and self-esteem.
... This study used the "Chinese Schutte self-report Emotional Intelligence Scale" (SSEIS), which was revised by Liu Yanmei [22] on the basis of the Schutte Emotional Intelligence Scale [23], to assess the emotional intelligence of participants. After testing, the scale has demonstrated good reliability and validity. ...
The processing of emotional faces by individuals is an important basis for the perception and understanding of emotions. In accordance with the score of Schutte self-report Emotional Intelligence Scale (SSEIS), students in high and low emotional intelligence groups were screened out. Based on the computer vision technology, four kinds of emotional face pictures, including pleasure, anger, sadness and fear, were randomly presented with the help of the eye tracker, and four interest areas were divided into eyebrows, eyes, nose and mouth. The eye-movement indexes of subjects were recorded, and common characteristics of emotional face processing of college students and differences in gender and emotional intelligence were explored. The results showed that college students had a positive bias to emotional face processing and a certain bias to eye area; the number of fixation points in high emotional intelligence group was more and concentrated, and the processing was more rapid and efficient, while the number of fixation points in low emotional intelligence group was less and scattered, and the processing efficiency was lower; female college students were more detailed in emotional face processing.
... Measurements in this study used the Schutte Self-Report Emotional Intelligence Test (SSEIT), Intrinsic Motivation Inventory (IMI), and General Self-Efficacy Scale (GSE). SSEIT ( Schutte et al., 1998) is a widely used assessment tool designed to measure an individual's level of emotional intelligence. It consists of 33 items that gauge various aspects of emotional intelligence, such as recognizing, understanding, expressing, and regulating emotions. ...
Abstracts are written in Indonesian and English wit Through the Decree of the Minister of Manpower No. 313 of 2015 established the Indonesian National Work Competency Standards (SKKNI) for domestic workers which became the guideline for competency test material for Prospective Indonesian Domestic Migrant Workers (Ministry of Manpower, 2015). Most of those competencies are technical competencies such as Operating Cleaning Equipment, Cleaning Living Rooms and Bedrooms or Cleaning Bathrooms and Toilet Facilities, which are easily observed by the assessor with the naked eye, so we consider it necessary to find out the mental processes behind the technical activities of Prospective Indonesian Domestic Migrant Workers such as how they identify their own strengths and weaknesses, self-motivation and managing emotions that encourage work motivation. The study was non-experimental based on quantitative research and utilized a survey method to collect data. Linear regression method was used to predicts the value of the Intrinsic Motivation, which is the response or outcome Emotional Intelligence being analyzed. The hypothesis of this study is that there is a relationship between emotional intelligence and work motivation which is mediated by self-efficacy. The data collected consisted of 210 Prospective Domestic Migrant Workers. Based on the results of the Pearson correlation coefficient, it can be seen that there is significant relationship between Emotional Intelligence and Intrinsic Motivation (r (208) = 1,0; p < 0,001), partially mediated by Self-Efficacy, which is 28.1%. Thus, all Job Training Institutions for Prospective Indonesian Domestic Migrant Workers must pay more attention to developing emotional intelligence for Prospective Indonesian Domestic Migrant Workers, instead of only focusing on providing technical knowledge related to work, but also psychological provision because it has been proven that technical ability has a positive correlation with emotions in predicting work motivation.
... En ellos, el individuo valora de forma subjetiva el nivel que posee en ciertas habilidades o competencias afectivas. Estos instrumentos permiten al evaluador obtener un índice de las creencias e intereses del evaluado sobre si puede percibir, discriminar y regular sus emociones, así como las del resto (Schutte et al., 1998 3. Reparación Emocional (capacidad para evitar y poder controlar aquellos estados emocionales que desfavorecen al individuo y prolongar aquellos otros que lo benefician). El instrumento presenta una escala de respuesta tipo Likert de 5 puntos, siendo 1 = Totalmente en desacuerdo, hasta 5 = Totalmente de acuerdo. ...
Antecedentes: Actualmente, la profesión militar es ardua y perseverante, llena de sacrificios basados en el deber que demanda la nación. Ello conlleva que sus miembros, en ocasiones, estén sometidos a presiones psicológicas que les podrían ocasionar problemas psicosociales, afectando a sus competencias y/o habilidades, así como a sus relaciones interpersonales. Objetivo General: Analizar los constructos psicológicos de: inteligencia emocional, empatía, resiliencia y autoestima en personal militar perteneciente al Ejército de Tierra español. De este Objetivo General, se desprenden los siguientes Objetivos Específicos: 1) Conocer si existen diferencias de medias entre nivel de inteligencia emocional, empatía, resiliencia y autoestima según: género, consumo de alcohol diario, consumo de tabaco, participación en misiones internacionales, estado civil, escala militar, número de años de servicio militar, nivel de estudios, y tiempo de finalización de la última misión internacional; 2) Explorar la relación entre inteligencia emocional, empatía, resiliencia y autoestima, en relación con la edad, número de hijos/as y número de misiones internacionales realizadas; y 3) Conocer la influencia de la resiliencia sobre la inteligencia emocional, empatía y autoestima, y cómo influye la resiliencia, empatía y autoestima sobre la inteligencia emocional. Método: La muestra estuvo compuesta por N = 739 militares pertenecientes a las tres escalas del ejército (oficiales, suboficiales y militares profesionales de tropa y marinería), de edades comprendidas entre los 18 y 66 años. Los cuestionarios utilizados fueron: a) un cuestionario elaborado ad-hoc para conocer los datos sociodemográficos; y para la medida de los constructos psicológicos: b) el Inventario de Inteligencia Emocional EQ-i-M20; c) el The Interpersonal Reactivity Index para la empatía; d) la Escala de Resiliencia The Resilience Scale; e) la Escala de Autoestima Self-Esteem Scale. Respecto a las técnicas de análisis para las diferentes variables, se llevaron a cabo: estadísticos descriptivos, prueba t de Student, correlación de Pearson, prueba ANOVA, análisis de regresión (logística, lineal simple y lineal múltiple), scatter plot, análisis clúster bietápico y análisis de efectos directos e indirectos. Resultados: Entre los resultados obtenidos, se reportó la correlación significativa entre inteligencia emocional, empatía, resiliencia y autoestima, presentando mayor nivel el personal militar que no consumía alcohol diariamente. La inteligencia emocional estaba explicada por la empatía, resiliencia y autoestima. Los análisis de mediación simple reportaron que la resiliencia mediaba sobre el factor Estado de Ánimo General de la inteligencia emocional y el componente Toma de Perspectiva de la habilidad empática. Conclusión: Los resultados obtenidos permiten postular que los constructos estudiados influyen en la mejora del bienestar en el personal militar del Ejército de Tierra español actual, por lo que es importante que se tengan en cuenta para el diseño de futuros programas de intervención en la institución militar.
... Emotional intelligence was assessed by two tests. Firstly, the Schutte Self Report Emotional Intelligence Test (SSEIT) [20] was used. This is a 33-item self-report instrument where patients are asked to indicate their responses to items reflecting adaptive tendencies towards emotional intelligence according to a 5-point scale, with "1" representing strong agreement and "5" representing strong disagreement. ...
The current study aimed to investigate whether there is a relationship between emotional intelligence (EI), functional capacity, fatigue, cognitive function, and quality of life (QoL) in HD patients and to assess the effect of a 9-month intradialytic exercise training program on EI levels. Seventy-eight dialysis patients (50 M/28 F, 60.6 ± 17.2 years) participated in the cross-sectional study. Afterward, a subgroup of 18 patients (15 M/3 F, 56.7 ± 12.3 years) completed a 9-month supervised intradialytic exercise training program (three times weekly). EI was assessed by the Schutte Self Report Emotional Intelligence Test (SSEIT) and the Wong and Law Emotional Intelligence Scale (WLEIS). Functional capacity was assessed by a battery of tests. Sleep quality, depression levels, and daily sleepiness were assessed via validated questionnaires. All assessments were carried out before and after the intervention. A significant positive correlation was found between the WLEIS scores and the physical component summary of the QoL questionnaire. In contrast, the WLEIS scores were negatively associated with general and physical fatigue. The SSEIT scores were positively associated with cognitive function. After nine months of exercise training, only the group with low WLEIS scores improved their EI score significantly compared to the baseline values (98.7 ± 7.0 vs. 73.0 ± 4.0, p = 0.020), while no changes were observed in the medium or high EI groups. In conclusion, patients with higher levels of EI showed increased quality of life and lower levels of fatigue. Patients with low levels of EI are more likely to benefit from an exercise training program compared to their medium- and high-level counterparts.
When individuals read literary fiction, contemplate philosophical arguments, view art, or listen to music, they experience emotions that vary in both valence and intensity. Engagement with the humanities can enhance individual emotional intelligence (EI) and well-being. This narrative review proposes links between engagement with literary fiction, moral philosophy, visual art, and music with EI and well-being. The work details the mechanisms by which (i) literary fiction increases the ability to perceive emotions, (ii) moral philosophy improves the use of emotions for ethical decision-making, (iii) visual art elevates the ability to understand emotion, and (iv) music enhances the ability to manage emotions. The concluding section presents theoretical implications and practical suggestions for designing interventions that promote EI and flourishing.
The study experimentally investigated the effectiveness of Social Cognitive Training (SCT) and Mindfulness Technique (MT) in enhancing counsellor effectiveness among pre-service counsellors. The pretest-posttest control group experimental design with a 3x3 factorial matrix was used. Two valid and reliable instruments were used to assess counsellor self-effectiveness and emotional intelligence. Data were collected from 111 pre-service counsellors selected from 3 Universities in Nigeria, offering counsellor education programme, who were randomly assigned to experimental and control conditions. Three hypotheses were tested at 0.05 level of significance. Using ANCOVA the two treatment packages were found to be effective in fostering counsellor effectiveness among the participants. Implications of the findings for implementing a dynamic based counsellor education curriculum and programme targeting counsellor effectiveness were discussed.
Academic results across Indian schools, except for those in Rajasthan and Punjab, have shown a decline since 2017, indicating a widening learning gap due to pandemic disruptions. The National Achievement Survey, 2021, based on exams from 1.18 lakh schools in 720 districts, evaluated students' proficiency in environmental science, language, and math. Except for Punjab and Rajasthan, all states and Union Territories scored below the national average reported in the 2017 survey. Despite some improvements in math scores, the overall performance decreased. Kerala, Punjab, and Rajasthan ranked highest, while Telangana, Arunachal Pradesh, and Chhattisgarh ranked lowest in academic performance. Teachers with high emotional intelligence (EI) can focus on the emotional aspects of learning and teaching exchanges (Mortiboys, 2005), which can directly create a positive atmosphere in the classroom to make the course more interesting and enjoyable (Miri and Pishghadam, 2021). Previous research has found a close relationship between teachers' EI and student learning. This research aims to ascertain the degree to which Palakkad district, Kerala teachers' empathy quotient affects their students' academic achievement. The study looked at how parameters like age, gender, educational attainment, years of teaching experience, and COVID-19 influences affected the determination of teaching efficacy. A computerized survey was used to gather information from Palakkad district, Kerala, India's private and public schools. The study's participants included full-time instructors working in schools of Palakkad district, Kerala. 246 school instructors answered the poll. The data were examined using ANOVA, independent sample t-test, and descriptive statistics along with the multiple regression. Necessary suggestions are made.
Background
The capacity to recognize, regulate, and manage both our own and other people’s emotions is known as emotional intelligence (EI). Individual differences in EI are based on a person’s traits and actions, which define their personality. A time of transition should be present so that the students must adjust to their new social and personal duties as well as they meet their scholastic demands.
Aims and Objectives
The study assesses the EI, personality traits, anxiety and to determine the association of EI with personality traits, anxiety in the medical students.
Materials and Methods
A cross-sectional study was conducted on medical students who are pursuing 3 rd –4 th years of Narayana Medical College, Andhra Pradesh. One hundred and fifty participants were taken after obtaining written informed consent. A questionnaire consisting of sociodemographic data, the Schutte EI scale, ten-item personality inventory scale was administered. The means and proportions were calculated. Kruskal–Wallis test was used to test significance. P < 0.05 was considered statistically significant.
Results
The mean age of subjects was 21.54 ± 1.17 years. Seventy-seven (51.3%) were males. 128 (85.3%) had satisfaction with career choice. Seventy-seven (51.3%) of students had high EI and 72 (48.3%) of students had moderate EI. A positive relationship (0.032) is present between EI and personality traits. Mild anxiety symptoms are seen with higher EI.
Conclusion
The study states that personality traits and EI are related to one another. Conscientiousness emerged as the stronger relationship of EI and the students with higher EI have mild anxiety symptoms.
Emotions are socially valued in different ways in different cultures. Low-arousal emotions are valued more in collectivist cultures, whereas high-arousal emotions are valued in Western cultures. In emotion research, basic emotion and dimensional approaches to emotions are used. It is noted that the Indian scholarly tradition has an emotion approach known as the rasa theory. Emotion regulation has been approached from several vantage points, and is treated as a habitual response to emotional experiences and as an ability. Emotion regulation takes place within a cultural context in everyday life, and has become a theme of multidisciplinary interest. It is shown that some measures of emotional intelligence also have components of emotion regulation. This chapter critically examines emotion regulation and the different measures used in research. We provide a perspective for the need to evolve an integrated model of emotion regulation, which blends Western theoretical models with the scheme of emotions enunciated in Bharata’s Natyasastra. The implications of this initiative are indicated.
The workplace is a formal setting in which coordinated action sequences produce outcomes in terms of services and products. Such action sequences largely depend upon the quality of relationships and communication that become central to the effective functioning of an individual and an organization. In this context, emotions play a vital role in determining the way people pay attention, make decisions, communicate, collaborate, and contribute to organizational effectiveness. While emotions are approached from many perspectives, it is generally agreed that they are consistent discrete responses to internal/external stimuli that have relevance. These responses are functional and take negative and positive forms. Emotional responses, when exhibited for a more extended period, become stable dispositions. The yardstick to measure human efficiency has evolved and filtered into a more refined format, which now includes a vital aspect of human behavior: emotional intelligence (EI). Against this backdrop, this chapter examines the theoretical advances in conceptualizing EI and its influence on leadership, motivation, self-efficacy, and personal and professional development. Finally, an assessment of the impact of coaching and training to enhance EI and thus improve efficiency and effectiveness is made and the relationship of EI with culture is delineated.
Emotional intelligence, though captivating, faces challenges due to the lack of a unified definition and measurable aspects. This ambiguity hinders research and development of interventions. This chapter explores these complexities. Current models like Goleman's, emphasizing social skills and self-awareness, and Mayer and Salovey's, focusing on cognitive processes, exemplify the variation. Each model has strengths and weaknesses, highlighting the need for a more cohesive approach. Measuring EI is another hurdle. Self-report measures face social desirability bias, while observer ratings lack objectivity. Performance-based assessments offer promise, but may not generalize to real-world situations. A multi-method approach that combines these methods is recommended. Cultural variations further complicate the picture. Emotional expression and expectations differ significantly, making existing models potentially biased. Culturally sensitive measures and interventions are crucial.
Background: The study of emotions in engineering education (EEE) has
increased in recent years, but this emerging, multidisciplinary body of research
is dispersed and not well consolidated. This paper reports on the first systematic
review of EEE research and scholarship.
Purpose: The review aimed to critically assess how researchers and scholars in
engineering education have conceptualized emotions and how those conceptualizations
have been used to frame and conduct EEE research and scholarship.
Scope/Method: The systematic review followed the procedures of a configurative
meta-synthesis, mapping emotion theories and concepts, research purposes
and methods, and citation patterns in the EEE literature. The review
proceeded through five stages: (i) scoping and database searching; (ii) abstract
screening, full text sifting, and full text review; (iii) pearling; (iv) scoping
review, and (v) in-depth analysis for the meta-synthesis review. Two hundred
and thirteen publications were included in the final analysis.
Results: The results show that the EEE literature has not extensively engaged
with the wide range of conceptualizations of emotion available in the educational,
psychological, and sociological literature. Further, the focus on emotion
often seems to have been unintentional and of secondary importance in
studies whose primary goals were to study other phenomena.
Conclusions: More research adopting intentional, theorized approaches to
emotions will be crucial in further developing the field. To do justice to complex
emotional phenomena in teaching and learning, future EEE research will
also need to engage a broader range of conceptualizations of emotion and
research methods, drawing on diverse disciplinary traditions.
The present descriptive correlational study investigates the relationship between Emotional Intelligence and Academic Achievement among adolescent College Students who are studying in higher secondary and undergraduate colleges of Balasore locality. Schutte Self-report Emotional Intelligence Test was administered to 100 higher secondary and undergraduate students who were selected through purposive sampling technique. Pearson’s Product Moment correlation was applied to measure correlation between Academic Achievement criterion and emotional intelligence. Also t-test was applied to find the gender differences if any. The result of the study revealed that, though there is not any gender difference was observed, but there is a significant relationship between Emotional Intelligence and Academic Achievement was found.
Affective computing improves rapidly, allowing systems to process human emotions. This enables systems such as conversational agents or social robots to show empathy toward users. While there are various established methods to measure the empathy of humans, there is no reliable and validated instrument to quantify the perceived empathy of interactive systems. Thus, we developed the Perceived Empathy of Technology Scale (PETS) to assess and compare how empathic users perceive technology. We followed a standardized multi-phase process of developing and validating scales. In total, we invited 30 experts for item generation, 324 participants for item selection, and 396 additional participants for scale validation. We developed our scale using 22 scenarios with opposing empathy levels, ensuring the scale is universally applicable. This resulted in the PETS, a 10-item, 2-factor scale. The PETS allows designers and researchers to evaluate and compare the perceived empathy of interactive systems rapidly.
This study presents a conceptual model that investigates teaching satisfaction as an outcome variable in mainland China. The model incorporates the mediating mechanism of emotional intelligence and the moderating role of physical activity. The results of a survey of 2500 university teachers from 25 public institutions, which tested teaching satisfaction, demonstrate that job stress is negatively related to teaching satisfaction and indirectly related to emotional intelligence. Physical exercise acts as a moderating factor that alleviates the negative correlation between job stress and emotional intelligence. Overall, our findings indicate that enhancing the frequency of physical exercises can potentially alleviate stress, regulate emotional intelligence, and ultimately contribute to a positive enhancement in teaching satisfaction. These outcomes undeniably hold practical significance for teachers and educational administrators in the realm of higher education.
This study aimed to identify the level of psychological skills of members of the national swimming team in Jordan. The descriptive methodology was used for the study. The psychological skills questionnaires were applied to collect required data, including the Emotional Intelligence Scale, Sport Motivation Scale and Rosenberg Self-Esteem Scale. A purposive sample consisted of (21) male and female swimmers of the Jordanian national team, distributed into (13) males and (8) females. The results indicated average and high levels of psychological skills; emotional intelligence was average level; optimism was the highest, while emotional awareness was the least. Intrinsic and extrinsic motivation and self-esteem were high. Moreover, no significant differences were revealed in psychological skills according to all aspects, nevertheless, the emotional intelligence differed according to swimming type in favor of the free style. Recommendations for paying attention to all swimmers’ psychological aspects in relation to the physical aspect when developing sports training plans and training programs.
Tâm lý học trong giáo dục đang ngày càng nhận được sự quan tâm lớn từ các nhà nghiên cứu. Đã có rất nhiều nghiên cứu được tiến hành để xác định các yếu tố gây ra sự tiêu cực trong tâm lý học đường. Lựa chọn một cách thức tiếp cận khác, nghiên cứu này tiến hành tìm hiểu về sự tác động của những yếu tố nội sinh tích cực đến giá trị hạnh phúc chủ quan của sinh viên. Bên cạnh đó, nghiên cứu cũng xác định sự khác nhau giữa các nhóm ngành học đối với các mối quan hệ trong mô hình nghiên cứu, điều mà chưa có nghiên cứu nào thực hiện trước đây. Kết quả phân tích dữ liệu bằng phương pháp PLS-SEM nhận được từ 624 quan sát đã cho thấy trí thông minh cảm xúc sẽ tác động tích cực đến động lực học tập và hạnh phúc chủ quan. Không những vậy, nó còn hạn chế sự kiệt sức trong học tập. Từ kết quả này, nghiên cứu sẽ đề xuất những giải pháp liên quan cho các sinh viên và các trường đại học.
This study purports to determine the relationship between psycho-social capabilities and the classroom performance of tertiary physical education teachers at Zhejiang Shuren College at Zhejiang Province, China. Based from the findings of the study, the researcher came up with the following conclusions: Majority of the PE teachers are male in their middle age, pursuing their Master’s degree, while mostly are in the field of outdoor sports and have been teaching PE subjects for quite some time.PE teachers seem to have a better status of their health and well-being while maintaining their good physical, mental, and emotional stability.PE teachers seem to be good at handling work demands in relation to all physical, psychological, social or organizational aspects of a job that require continuous physical or psychological effort.PE teachers have relatively the same perceptions of their psycho-social capabilities regardless of their sex, age, field of specialization, educational attainment, and years of service as PE instructors. Most of the PE teachers exhibited satisfactory to outstanding teaching performance, however, a number of them have also shown unsatisfactory performance based on the recent evaluation. Demands at work and health and well-being of PE teachers do not give significant impact to their classroom performance. Work organization and job contents, interpersonal relations and leadership, and work-classroom interface on the other hand can moderately affect teaching performance of PE teachers, while social capital tend to have high influence in their classroom performance.
The purpose of the present study was to revise the Barratt Impulsiveness Scale Version 10 (BIS-10), identify the factor structure of the items among normals, and compare their scores on the revised form (BIS-11) with psychiatric inpatients and prison inmates. The scale was administered to 412 college undergraduates, 248 psychiatric inpatients, and 73 male prison inmates. Exploratory principal components analysis of the items identified six primary factors and three second-order factors. The three second-order factors were labeled Attentional Impulsiveness, Motor Impulsiveness, and Nonplanning Impulsiveness. Two of the three second-order factors identified in the BIS-11 were consistent with those proposed by Barratt (1985), but no cognitive impulsiveness component was identified per se. The results of the present study suggest that the total score of the BIS-11 is an internally consistent measure of impulsiveness and has potential clinical utility for measuring impulsiveness among selected patient and inmate populations.
The authors review the development of the modern paradigm for intelligence assessment and application and consider the differentiation between intelligence-as-maximal performance and intelligence-as-typical performance. They review theories of intelligence, personality, and interest as a means to establish potential overlap. Consideration of intelligence-as-typical performance provides a basis for evaluation of intelligence–personality and intelligence–interest relations. Evaluation of relations among personality constructs, vocational interests, and intellectual abilities provides evidence for communality across the domains of personality of J. L. Holland's (1959) model of vocational interests. The authors provide an extensive meta-analysis of personality–intellectual ability correlations, and a review of interest–intellectual ability associations. They identify 4 trait complexes: social, clerical/conventional, science/math, and intellectual/cultural.
Contrary to unidimensional conceptions of optimism and pessimism, factor analysis of 2 widely used instruments revealed that optimism and pessimism are empirically differentiable, but related, constructs. Moreover, consistent with expectations, optimism and pessimism were differentially linked with fundamental dimensions of mood and personality. Pessimism was principally associated with neuroticism and negative affect. Optimism was primarily associated with extraversion an positive affect. Findings are discussed with reference to current conceptual and measurement models of optimism and pessimism and their relations to broad dimensions of mood and personality. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
577 undergraduates participated in an investigation of the concept of nonverbal emotional expressiveness. Ss were administered a 13-item self-report Affective Communication Test (ACT) and a battery of other tests, including the Marlowe-Crowne Social Desirability Scale, Taylor Manifest Anxiety Scale, Rotter's Internal–External Locus of Control Scale, and Coopersmith Self-Esteem Inventory. Results show the ACT to be a reliable and valid measure of individual differences in expressiveness/charisma, which is (a) a likely element of social influence in face-to-face interaction, (b) a logical extension of past approaches to a basic element of personality (exhibition), and (c) a valuable construct in approaching current problems in nonverbal communication research. (46 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Personality psychologists from a variety of theoretical perspectives have recently concluded that personality traits can be summarized in terms of a 5-factor model. This article describes the NEO Personality Inventory (NEO–PI), a measure of these 5 factors and some of the traits that define them, and its use in clinical practice. Recent studies suggest that NEO–PI scales are reliable and valid in clinical samples as in normal samples. The use of self-report personality measures in clinical samples is discussed, and data from 117 "normal" adult men and women are presented to show links between the NEO–PI scales and psychopathology as measured by D. N. Jackson's (1989) Basic Personality Inventory and L. Morey's (1991) Personality Assessment Inventory. The authors argue that the NEO–PI may be useful to clinicians in understanding the patient, formulating a diagnosis, establishing rapport, developing insight, anticipating the course of therapy, and selecting the optimal form of treatment for the patient. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Using an explicit model of emotion, we developed the Berkeley Expressivity Questionnaire. This measure of emotional expressivity has three facets: impulse strength, negative expressivity, and positive expressivity. After evaluating its factor structure and psychometric properties, we tested propositions derived from an analysis of display rules. As predicted, women were more expressive than men; Asian-Americans less expressive than other ethnic groups; and Democrats more expressive than Republicans. Expressivity also was related to two mood dimensions and to four of the Big Five personality dimensions. The pattern of findings for the subscales showed convergent and discriminant validity. Positive mood, Extraversion, and Agreeableness were most strongly related to the Positive Expressivity subscale. Negative mood, Neuroticism, and somatic complaints were most strongly related to the Impulse Strength and Negative Expressivity subscales.
This article describes a scale measuring dispositional optimism, defined in terms of generalized outcome expectancies. Two preliminary studies assessed the scale's psychometric properties and its relationships with several other instruments. The scale was then used in a longitudinal study of symptom reporting among a group of undergraduates. Specifically, respondents were asked to complete three questionnaires 4 weeks before the end of a semester. Included in the questionnaire battery was the measure of optimism, a measure of private self-consciousness, and a 39-item physical symptom checklist. Subjects completed the same set of questionnaires again on the last day of class. Consistent with predictions, subjects who initially reported being highly optimistic were subsequently less likely to report being bothered by symptoms (even after correcting for initial symptom-report levels) than were subjects who initially reported being less optimistic. This effect tended to be stronger among persons high in private self-consciousness than among those lower in private self-consciousness. Discussion centers on other health related applications of the optimism scale, and the relationships between our theoretical orientation and several related theories.
Based on the tenets of parental investment theory, the authors postulate that there was greater pressure to inhibit potentially maladaptive emotional, social, and sexual responses on prehistoric women than men in some contexts, resulting in enhanced inhibitory abilities in women in some domains. They reviewed studies whose researchers examined gender differences on social, behavioral, and cognitive tasks involving inhibition and found gender differences favoring female humans most consistent for social tasks (e.g., control of emotions), somewhat less pronounced for behavioral tasks (e.g., delay of gratification), and weak and inconsistent for cognitive tasks (e.g., conceptual tempo). This pattern was interrupted as being consistent with the position that gender differences in inhibition are relatively domain specific in nature, with women demonstrating greater abilities on tasks related to reproduction and childrearing, which is consistent with parental investment theory.
The authors review the development of the modern paradigm for intelligence assessment and application and consider the differentiation between intelligence-as-maximal performance and intelligence-as-typical performance. They review theories of intelligence, personality, and interest as a means to establish potential overlap. Consideration of intelligence-as-typical performance provides a basis for evaluation of intelligence-personality and intelligence-interest relations. Evaluation of relations among personality constructs, vocational interests, and intellectual abilities provides evidence for communality across the domains of personality of J. L. Holland's (1959) model of vocational interests. The authors provide an extensive meta-analysis of personality-intellectual ability correlations, and a review of interest-intellectual ability associations. They identify 4 trait complexes: social, clerical/conventional, science/math, and intellectual/cultural.
Turner's syndrome is a sporadic disorder of human females in which all or part of one X chromosome is deleted. Intelligence is usually normal but social adjustment problems are common. Here we report a study of 80 females with Turner's syndrome and a single X chromosome, in 55 of which the X was maternally derived (45,X[m]) and in 25 it was of paternal origin (45,X[p]). Members of the 45,X[p] group were significantly better adjusted, with superior verbal and higher-order executive function skills, which mediate social interactions. Our observations suggest that there is a genetic locus for social cognition, which is imprinted and is not expressed from the maternally derived X chromosome. Neuropsychological and molecular investigations of eight females with partial deletions of the short arm of the X chromosome indicate that the putative imprinted locus escapes X-inactivation, and probably lies on Xq or close to the centromere on Xp. If expressed only from the X chromosome of paternal origin, the existence of this locus could explain why 46,XY males (whose single X chromosome is maternal) are more vulnerable to developmental disorders of language and social cognition, such as autism, than are 46,XX females.
Contrary to unidimensional conceptions of optimism and pessimism, factor analysis of 2 widely used instruments revealed that optimism and pessimism are empirically differentiable, but related, constructs. Moreover, consistent with expectations, optimism and pessimism were differentially linked with fundamental dimensions of mood and personality. Pessimism was principally associated with neuroticism and negative affect. Optimism was primarily associated with extraversion and positive affect. Findings are discussed with reference to current conceptual and measurement models of optimism and pessimism and their relations to broad dimensions of mood and personality.
In recent years, innovative schools have developed courses in what has been termed emotional literacy, emotional intelligence, or emotional competence. This volume evaluates these developments scientifically, pairing the perspectives of psychologists with those of educators who offer valuable commentary on the latest research. It is an authoritative study that describes the scientific basis for our knowledge about emotion as it relates specifically to children, the classroom environment, and emotional literacy. Key topics include: historical perspectives on emotional intelligence neurological bases for emotional development the development of social skills and childhood socialization of emotion. Experts in psychology and education have long viewed thinking and feeling as polar opposites reason on the one hand, and passion on the other. And emotion, often labeled as chaotic, haphazard, and immature, has not traditionally been seen as assisting reason. All that changed in 1990, when Peter Salovey and John D. Mayer coined the term emotional intelligence as a challenge to the belief that intelligence is not based on processing emotion-laden information. Salovey and Mayer defined emotional intelligence as the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use motivated scientists, educators, parents, and many others to consider the ways in which emotions themselves comprise an intelligent system. With this groundbreaking volume, invited contributors present cutting-edge research on emotions and emotional development in a manner useful to educators, psychologists, and anyone interested in the unfolding of emotions during childhood. In recent years, innovative schools have developed courses in “emotional literacy” that making; these classes teach children how to understand and manage their feelings and how to get along with one another. Many such programs have achieved national prominence, and preliminary scientific evaluations have shown promising results. Until recently, however, there has been little contact between educators developing these types of programs and psychologists studying the neurological underpinnings and development of human emotions. This unique book links theory and practice by juxtaposing scientific explanations of emotion with short commentaries from educators who elaborate on how these advances can be put to use in the classroom. Accessible and enlightening, Emotional Development and Emotional Intelligence provides ample evidence about emotional intelligence as well as sound information on the potential efficacy of educational programs based on this idea.
This article presents a framework for emotional intelligence, a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life. We start by reviewing the debate about the adaptive versus maladaptive qualities of emotion. We then explore the literature on intelligence, and especially social intelligence, to examine the place of emotion in traditional intelligence conceptions. A framework for integrating the research on emotion-related skills is then described. Next, we review the components of emotional intelligence. To conclude the review, the role of emotional intelligence in mental health is discussed and avenues for further investigation are suggested.
Emotional intelligence is a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions (Salovey & Mayer, 1990). We discuss (a) whether intelligence is an appropriate metaphor for the construct, and (b) the abilities and mechanisms that may underlie emotional intelligence. © 1993.
L'auteur discute un modele a cinq facteurs de la personnalite qu'il confronte a d'autres systemes de la personnalite et dont les correlats des dimensions sont analyses ainsi que les problemes methodologiques
Advisor: Martin Sharp. Paper (M. Ed.)--Pennsylvania State University, Great Valley, 1995.
Addressing methodological problems in the development of existing scales for measuring alexithymia, this study reports the development of a new self-report scale. The Toronto Alexithymia Scale (TAS) was devised with concern for theoretical congruence with the alexithymia construct, independence of social desirability response bias, and internal consistency. Initially, 41 items were administered to 542 college students. Twenty-six items meeting preestablished psychometric guidelines were retained. Factor analysis yielded four interpretable factors, all consistent with the construct. The scale demonstrated adequate split-half and test-retest reliability, and scores were not significantly associated with age, education, and socioeconomic status. These preliminary results suggest that the TAS may be used as a clinical screening device with psychiatric and general medical patient populations.
The fact that there is a need for assessing depression, whether as an affect, a symptom, or a disorder is obvious by the numerous scales and inventories available and in use today.
The measurement of adult intelligence A self-rating depression scale
- D Wechsler
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Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale
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Executive EQ: Emotional intelligence in leadership and organizations
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Grosset/Putnam.
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Emotional intelligence. Imagination
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& Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185-211.
The measurement of adult intelligence
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Zung, W. K. (1965). A self-rating depression scale. Archives of General Psychiatry, 12, 63-70.
Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale
- Salovey
Factor structure of the Barratt Impulsiveness Scale
- Patton