Showing papers on "Emotional intelligence published in 2007"
01 Jan 2007
2,999 citations
TL;DR: The results showed that trait EI is a compound personality construct located at the lower levels of the two taxonomies, and the discussion addresses common questions about the operationalization of emotional intelligence as a personality trait.
Abstract: The construct of trait emotional intelligence (trait EI or trait emotional self-efficacy) provides a comprehensive operationalization of emotion-related self-perceptions and dispositions. In the first part of the present study (N=274, 92 males), we performed two joint factor analyses to determine the location of trait EI in Eysenckian and Big Five factor space. The results showed that trait EI is a compound personality construct located at the lower levels of the two taxonomies. In the second part of the study, we performed six two-step hierarchical regressions to investigate the incremental validity of trait EI in predicting, over and above the Giant Three and Big Five personality dimensions, six distinct criteria (life satisfaction, rumination, two adaptive and two maladaptive coping styles). Trait EI incrementally predicted four criteria over the Giant Three and five criteria over the Big Five. The discussion addresses common questions about the operationalization of emotional intelligence as a personality trait.
1,152 citations
TL;DR: After exposure to PATHS, intervention children had higher emotion knowledge skills and were rated by parents and teachers as more socially competent compared to peers, and teachers rated intervention children as less socially withdrawn at the end of the school year compared to controls.
Abstract: This paper reports the results from a randomized clinical trial evaluating an adaptation of the Promoting Alternative Thinking Strategies curriculum (PATHS) for preschool-age children in Head Start. PATHS is a universal, teacher-taught social-emotional curriculum that is designed to improve children’s social competence and reduce problem behavior. Twenty classrooms in two Pennsylvania communities participated in the study. Teachers in the 10 intervention classrooms implemented weekly lessons and extension activities across a 9-month period. Child assessments and teacher and parent reports of child behavior assessments were collected at the beginning and end of the school year. Analysis of covariance was used to control for baseline differences between the groups and pretest scores on each of the outcome measures. The results suggest that after exposure to PATHS, intervention children had higher emotion knowledge skills and were rated by parents and teachers as more socially competent compared to peers. Further, teachers rated intervention children as less socially withdrawn at the end of the school year compared to controls. Editors’ Strategic Implications:n Findings from this and other randomized clinical trials confirm that the Preschool PATHS program is clearly a promising practice for improving children’s social and emotional competence. Head Start and school programs will find these multi-informant data to be of interest as they consider a curriculum to help prepare children for school entry.
835 citations
TL;DR: In this article, a meta-analysis of 44 effect sizes based on the responses of 7898 participants found that higher emotional intelligence was associated with better health, with a weighted average association of r =.29 with mental health, r = 1.31 with psychosomatic health, and r = 0.22 with physical health.
734 citations
TL;DR: In this paper, a comprehensive investigation of the criterion and incremental validity of trait emotional intelligence (trait EI or trait emotional self-efficacy) is presented, which is defined as a constellation of emotion-related self-perceptions and dispositions located at the lower levels of personality hierarchies.
Abstract: This paper presents a comprehensive investigation of the criterion and incremental validity of trait emotional intelligence (trait EI or trait emotional self-efficacy), which is defined as a constellation of emotion-related self-perceptions and dispositions located at the lower levels of personality hierarchies (Petrides & Furnham, 2001). In Studies 1 and 2 (N � /166 and 354, respectively) trait EI is shown to be related to measures of rumination, life satisfaction, depression, dysfunctional attitudes, and coping. Most relationships remained statistically significant even after controlling for Big Five variance. In Study 3 (N � /212) trait EI is shown to be related to depression and nine distinct personality disorders. Most relationships remained significant, even after controlling for positive and negative affectivity (mood). It is concluded that trait EI has a role to play in personality, clinical, and social psychology, often with effects that are incremental over the basic dimensions of personality and mood.
438 citations
TL;DR: Hierarchical regression analyses indicated that gender and autonomy were significant moderators of the relationships between emotional labor strategies and the personal outcomes of emotional exhaustion, affective well-being, and job satisfaction.
Abstract: This survey study of 176 participants from eight customer service organizations investigated how individual factors moderate the impact of emotional labor strategies on employee well-being. Hierarchical regression analyses indicated that gender and autonomy were significant moderators of the relationships between emotional labor strategies and the personal outcomes of emotional exhaustion, affective well-being, and job satisfaction. Females were more likely to experience negative consequences when engaging in surface acting. Autonomy served to alleviate negative outcomes for individuals who used emotional labor strategies often. Contrary to our hypotheses, emotional intelligence did not moderate the relationship between the emotional labor strategies and personal outcomes. Results demonstrated how the emotional labor process can influence employee well-being.
406 citations
TL;DR: Encouraging preliminary findings in favor of the use of the TEIQue are found, which had incremental validity to predict emotional reactivity over and above social desirability, alexithymia, and the Five-factor model of personality.
Abstract: In this research, we investigated the psychometrical properties of the Trait Emotional Intelligence Questionnaire (TEIQue, Petrides & Furnham, 2003) in a French-speaking population. In summary, we found that (a) TEIQue scores were globally normally distributed and reliable; (b) the United Kingdom four-factor structure (well-being, self-control, emotionality, sociability) replicated in our data; (c) TEIQue scores were dependent on gender but relatively independent of age; (d) there was preliminary evidence of convergent/discriminant validity, with TEIQue scores being independent of nonverbal reasoning (Raven's [1976] matrices) but positively related to some personality dimensions (optimism, agreeableness, openness, conscientiousness) as well as inversely related to others (alexithymia, neuroticism); (e) there was also preliminary evidence of criterion validity, with TEIQue scores predicting depression, anxiety, and social support as well as future state affectivity and emotional reactivity in neutral and stressful situations; (f) TEIQue scores were susceptible to socially desirable responding; however, (g) TEIQue scores had incremental validity to predict emotional reactivity over and above social desirability, alexithymia, and the Five-factor model of personality. Such results constitute encouraging preliminary findings in favor of the use of the TEIQue.
368 citations
TL;DR: In this article, the authors focused on a widespread occupational stressor: emotional labour (EL), which refers to the act of managing emotions and emotional expressions in order to be consistent with organizational "display rules", defined as the organizationally required emotions during interpersonal service transactions, and found that high trait El individuals experience lower levels of burnout and somatic complaints, and this effect was mediated by the choice of emotional labour strategies.
367 citations
TL;DR: In this article, the authors investigated the relationship between trait EI and four distinct socioemotional criteria on a sample of Dutch adolescents (N = 282; 136 girls, 146 boys; mean age = 13.75 years).
Abstract: The trait emotional intelligence (trait EI or trait emotional self-efficacy) framework provides comprehensive coverage of emotion-related self-perceptions and dispositions. In this study, we investigated the relationship between trait EI and four distinct socioemotional criteria on a sample of Dutch adolescents (N = 282; 136 girls, 146 boys; mean age = 13.75 years). As hypothesized, trait EI was positively associated with adaptive coping styles and negatively associated with depressive thoughts and frequency of somatic complaints. It was also negatively associated with maladaptive coping styles, in boys only. Adolescents with high trait EI scores received more nominations from their classmates for being co-operative and girls gave significantly more nominations to classmates with high trait EI scores for having leadership qualities. The discussion focusses on the operationalization of trait emotional self-efficacy in adolescents.
358 citations
TL;DR: In this paper, the authors examined the associations of Machiavellianism with self-report and performance emotional intelligence (EI) and with personality and found that high Machs endorse emotionally-manipulative behaviour, although the extent to which they are successful in this behaviour, given the negative Mach/EI association, remains to be established.
339 citations
TL;DR: This research aims to improve the automatic perception of vocal emotion in two ways: compare two emotional speech data sources: natural, spontaneous emotional speech and acted or portrayed emotional speech, and look at two classification methods which have not been applied: stacked generalisation and unweighted vote.
TL;DR: This paper presents the effort in creating an authentic facial expression database based on spontaneous emotions derived from the environment, and test and compare a wide range of classifiers from the machine learning literature that can be used for facial expression classification.
TL;DR: Examination of the role of perceived emotional intelligence measured by the Trait Meta-Mood Scale in the use of stress-coping strategies, in the quantity and quality of social support and in the mental health of nursing students indicated positive correlations between clarity and social support, socialSupport and repair, and socialsupport and mental health.
Abstract: Studies conducted with nurses or nursing students have shown that emotional intelligence is a skill that minimizes the negative stress consequences. The present work examines the role of perceived emotional intelligence (PEI) measured by the Trait Meta-Mood Scale, in the use of stress-coping strategies, in the quantity and quality of social support and in the mental health of nursing students. The results indicated positive correlations between clarity and social support, social support and repair, and social support and mental health. Hierarchy regression analysis pointed out that clarity and emotional repair are predictors of social support, and emotional repair is the main predictor of mental health. These results show the importance of PEI in stress coping within the nursing framework.
TL;DR: In this article, the authors examined the relationship between personality, coping, health locus of control, emotional intelligence (EI) and health behaviours in a group of 364 Canadian students.
TL;DR: In this article, it is shown how a teacher's emotional knowledge about teaching and learning is an inextricable part of the ecosystem of teacher knowledge; this is called emotional ecology.
01 Mar 2007
TL;DR: The developmental progression of emotional competence from preschool age through middle childhood, and its relation to social competence, mental health, and academic success is discussed in this paper, where the authors provide evidence for its relation with social competence.
Abstract: This review details the developmental progression of emotional competence from preschool age through middle childhood, and provides extant evidence for its relation to social competence, mental health, and academic success Intra- and interpersonal contributors to emotional competence are then detailed Within interpersonal contributors, the relational context in which socialization takes place - whether parent-child, teacher-child, peer group, or friendship dyad - is first considered Finally, extant information is detailed on the modeling, contingency, and teaching mechanisms of socialization of emotions within these relationships The review ends with a discussion of hoped-for continued advances in research and applications of this vital set of abilities KEYWORDS: emotional competence, social competence, relationships, early childhood, middle childhood Children's need to master emotional and social developmental tasks, in order to succeed in school, has been highlighted recently by both researchers and policy analysts (Huffman, Mehlinger, & Kerivan, 2000) In this article I seek to elucidate the key elements of emotional competence, it relation to social and academic success, and the ways in which adults and peers contribute to its development, from theoretical, research, and applied perspectives To begin, I offer a preliminary definition of emotional competence: "Emotional competence" includes expressing emotions that are, or are not, experienced, regulating emotions in ways that are age and socially appropriate, and decoding these processes in self and others (Halberstadt, Denham, & Dunsmore, 2001) Importantly, these skills and attributes play a central role in the development of pathways to mental health and risk, as well as social and academic success, from foundations laid during preschool and gradeschool To understand these connections, one need only consider the key social developmental tasks of each age period One of preschool-aged children's most important developmental tasks is achieving sustained positive engagement with peers, while managing emotional arousal within interaction and beginning to meet the social expectations by persons other than one's parents (eg, teachers' evaluations, peer status; Gottman & Mettetal, 1986; Parker & Gottman, 1989) Arguments must be resolved so that play can continue; enjoying one another's company greases the cogs of sustained interaction The processes inherent in succeeding at these social tasks call repeatedly for skills of emotional competence Coordination of play is the preschool child's overriding goal Serving this goal are social processes of common-ground activity, conflict management, creation of a "me too" climate, shared fantasy, and amity (ie, achieving good will and harmony) The components of emotional competence help to ensure that such effective, successful social interactions are built upon specific skills such as listening, cooperating, appropriate help seeking, joining another child or small group, and negotiating Young children must learn to avoid the disorganization of a tantrum, to think reflectively, rather than perseveratively, about a distressing situation, so emotion regulation is especially important The young child who succeeds at these central developmental tasks is in a good position to continue thriving in a social world: Successful, independent interaction with agemates is a crucial predictor of later mental health and well-being, beginning during preschool, continuing during the grade school years when peer reputations solidify, and thereafter (Denham & Holt, 1993; Robins & Rutter, 1990) The goals, social processes, and emotional tasks central to social competence change radically from preschool to gradeschool (Gottman & Mettetal, 1986; Parker & Gottman, 1989); in fact, the very nature of adaptive social functioning changes as the child develops (Zeman & Shipman, 1996) …
TL;DR: Higher trait EI scores were associated with significantly lower reactivity to stress at both psychological and biological levels, and had incremental validity to predict stress reactivity over and above social desirability, alexithymia and the five-factor model of personality.
TL;DR: In this article, the authors discuss the role of emotional intelligence in both the academic success of students and their emotional adjustment in school and discuss the following key questions relating to this important debate.
Abstract: In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional “rationalist” views of education. Furthermore, research findings in this area have been inconsistent at best. In this article we discuss the following key questions relating to this important debate. What do we mean by emotional “intelligence”? What impact would improved emotional intelligence have on learners’ emotional health and well‐being, academic achievement, and other adaptive outcomes? Can emotional intelligence be taught? It is felt that these are the key issues for consideration in developing policy, practice, and further research in this area.
Book•
01 Mar 2007
TL;DR: In this paper, Goleman, the literary catalyst for worldwide interest in emotional intelligence, sets the stage for this groundbreaking book in his foreword explaining its landmark importance, and the best known researchers, professors and practitioners worldwide team up in this work to recognize and reflect the rapidly growing global interest in scientifically-based applications of emotional intelligence in education, to show readers the diverse applications of EI, and to guide them in applying what is known about this topic.
Abstract: Daniel Goleman, the literary catalyst for worldwide interest in emotional intelligence, sets the stage for this groundbreaking book in his foreword explaining its landmark importance. People can be educated to be more emotionally intelligent, and this particular type of education takes place through a specific type of parenting at home, formal education at school, and training and coaching at work. As a result of this education, extensively described in this comprehensive book, people's lives can be improved; they can become more effective, productive and content in what they do. Some of the best known researchers, professors and practitioners worldwide team up in this work to recognize and reflect the rapidly growing global interest in scientifically-based applications of emotional intelligence in education, to show readers the diverse applications of EI, and to guide them in applying what is known about this topic. The breadth of coverage, array of experts, international scope and clear, practical tone of this book will appeal to parents, educators, psychologists, counselors, trainers, and corporate coaches, mental health and human resource practitioners and healthcare providers. Parents and educators need to perform their caregiving roles and teach with emotional intelligence if children are to develop the skills and discernment needed to cope with the complexities of an increasingly globalized world. Workplaces that apply emotional intelligence are more pleasant places in which to work, provide a more fulfilling experience for employees and are, in the end, more productive organizations. Emotional intelligence can be developed by most individuals to increase performance in many areas of life. And a growing body of evidence indicates EI skills may improve physical health, as well as mental health. This book will become a benchmark for future researchers and practitioners.
TL;DR: There are reports of declines in empathy in US medical students, but no comparative information is available for UK students.
Abstract: Context There is considerable interest in the attributes other than cognitive ability that medical students need in order to be professionally successful, with a particular focus on empathy and emotional intelligence (EI). Selection considerations have also motivated interest in such attributes as predictors of academic success. There are reports of declines in empathy in US medical students, but no comparative information is available for UK students.
Objectives This study aimed to compare empathy levels in medical students in Years 2, 3 (pre-clinical) and 5 (clinical), to examine gender differences in empathy and EI, and to investigate whether EI and empathy are related to academic success.
Methods Questionnaires assessing EI and empathy were completed by students. Previous empathy scores for the Year 2 cohort were also available. Empathy trends were examined using anova; trends for the Year 2 group for whom Year 1 scores were available were examined using repeated-measures anova. Associations of EI and empathy with academic success were examined using Pearson correlation.
Results A significant gender × cohort effect was found, with male empathy scores increasing between Years 1 and 2, whilst female scores declined. Peer ratings in Year 2 problem-based learning (PBL) groups were positively correlated with EI.
Conclusions Trends in levels of empathy differed by gender. The reasons for this require further investigation, particularly in relation to course content. Associations between academic performance and EI were sparse, and there were none between academic performance and empathy, but the effects of EI (and other characteristics) on PBL group functioning represent a promising area for future study.
TL;DR: In this article, the authors examined the relationship between perceived emotional intelligence (PEI) (measured by Trait-Meta Mood Scale, TMMS), dispositional optimism/pessimism and psychological adjustment (perceived stress and life satisfaction) in a sample of 498 adolescents.
TL;DR: A literature review of previous research on emotional intelligence revealed that the epistemological tradition of natural science is the most frequently used and that, therefore, few articles related to humanistic sciences or philosophical perspectives were found.
Abstract: Aims and objectives. The aim of this literature review was to evaluate and discuss previous research on emotional intelligence with specific focus on empirical and epistemological perspectives.
Background. The concept of emotional intelligence is derived from extensive research and theory about thoughts, feelings and abilities that, prior to 1990, were considered to be unrelated phenomena. Today, emotional intelligence attracts growing interest worldwide, contributing to critical reflection as well as to various educational, health and occupational outcomes.
Method. Systematic review.
Findings. The findings revealed that the epistemological tradition of natural science is the most frequently used and that, therefore, few articles related to humanistic sciences or philosophical perspectives were found. There is no agreement as to whether emotional intelligence is an individual ability, non-cognitive skill, capability or competence. One important finding is that, regardless of the theoretical framework used, researchers agree that emotional intelligence embraces emotional awareness in relation to self and others, professional efficiency and emotional management. There have been some interesting theoretical frameworks that relate emotional intelligence to stress and mental health within different contexts. Emotional learning and maturation processes, i.e. personal growth and development in the area of emotional intelligence, are central to professional competence.
Conclusions. There is no doubt that the research on emotional intelligence is scarce and still at the developmental stage. Clinical questions pertaining to the nursing profession should be developed with focus on personal qualities of relevance to nursing practice. Different approaches are needed in order to further expand the theoretical, empirical and philosophical foundation of this important and enigmatic concept.
Relevance to clinical practice. Emotional intelligence may have implications for health promotion and quality of working life within nursing. Emotional intelligence seems to lead to more positive attitudes, greater adaptability, improved relationships and increased orientation towards positive values.
TL;DR: Adding emotional intelligence to your toolkit of success skills might be the most important thing you can do for your career.
Abstract: Adding emotional intelligence to your toolkit of success skills might be the most important thing you can do for your career. Emotional intelligence, or EQ, matters more than intellect alone, and it has practical value in the workplace. “Emotional intelligence is the skill of understanding and managing your emotions and also understanding the emotions of those around you,” says executive coach, consultant and speaker Irene Becker, who works with clients worldwide. “High emotional intelligence is reflected in self awareness, self management, motivation, empathy and social/communication skills.” In “Working with Emotional Intelligence,” author Daniel Goleman, Ph.D., CEO of Emotional Intelligence Services, calls EQ “a different way of being smart.”
TL;DR: In this article, the authors studied the relationship between six dimensions of leaders' emotional intelligence and two dimensions of employee creativity and found that emotionally intelligent leaders behave in ways that stimulate the creativity of their teams.
Abstract: This research studies the relationship between six dimensions of leaders’ emotional intelligence and two dimensions of employee creativity. A sample of 138 managers from 66 organizations reported on their own emotional intelligence and the creativity of their teams. Our results point out two main findings: (a) leaders’ emotional intelligence explains significant variance of both creativity dimensions; (b) emotional intelligence dimensions with higher predictive power are self-control against criticism and empathy. The findings suggest that emotionally intelligent leaders behave in ways that stimulate the creativity of their teams.
TL;DR: The authors examined the direct and moderated effects of an ability-based measure of emotional intelligence (MSCEIT© V2.0) on individual performance in a sample of business undergraduates.
Abstract: We examined the direct and moderated effects of an ability-based measure of emotional intelligence (MSCEIT© V2.0) on individual performance in a sample of business undergraduates. Controlling for general mental ability and personality, emotional intelligence explained unique incremental variance in performance ratings on only one of two measures of interpersonal effectiveness (public speaking effectiveness). However, the interaction of emotional intelligence with conscientiousness explained unique incremental variance both in public speaking and group behavior effectiveness, as well as academic performance (cumulative GPA). We conclude that the effects of emotional intelligence on performance are more indirect than direct in nature. Individuals must not only have emotional intelligence, but also must be motivated to use it. Copyright © 2006 John Wiley & Sons, Ltd.
TL;DR: It was hypothesized that EC, but not EI, would correlate with behavioral creativity, while ability measures of EC only correlated with self-reported artistic activity, and EI was uncorrelated with creative behavior.
Abstract: Three studies examined the relationship between emotional intelligence (EI) and emotional creativity (EC) and whether each construct was predictive of creative behavior. It was hypothesized that the relationship between EI and EC corresponds to the relationship between cognitive intelligence and creative ability. Therefore, EI and EC were expected to be two distinct sets of abilities. Intercorrelations and confirmatory factor analyses supported the hypothesis. Furthermore, it was hypothesized that EC, but not EI, would correlate with behavioral creativity. Self-report measures of EC significantly correlated with laboratory and self-reported creativity measures in both studies, while ability measures of EC only correlated with self-reported artistic activity. EI was uncorrelated with creative behavior.
TL;DR: In this article, the benefits of EI to project management were investigated in terms of the style of leadership of project managers and engineers (PMEs), and client representatives, and the results showed that EI affected leadership behavior of the project leader.
Abstract: Human factors are of paramount importance to the success of projects. Although a lot of studies have been carried out on human factors in project management, not much research has been done on emotional intelligence (EI). Studies have shown that EI is beneficial to both the individual and the organization. The benefits of EI to project management were investigated in terms of the style of leadership. The study was conducted in Thailand by interviewing project managers and engineers (PMEs); and client representatives. The results showed that EI affected leadership behavior of the project leader. PMEs with higher EI tend to use open communication and proactive leadership styles. It is also found that EI generates delegating, open communication, and proactive behavior, which can bring positive outcomes to the organization.
01 Jan 2007
TL;DR: The Collaborative for Academic, Social, and Emotional Learning (CASEL) as mentioned in this paper is an organization that provides leadership for researchers, educators, and policy makers to advance the science and practice of school-based social and emotional learning programs.
Abstract: Successful schools ensure that all students master basic skills such as reading and math and have strong backgrounds in other subject areas, including science, history, and foreign language. Recently, however, educators and parents have begun to support a broader educational agenda – one that enhances teachers’ and students’ social and emotional skills. Research indicates that social and emotional skills are associated with success in many areas of life, including effective teaching, student learning, quality relationships, and academic performance. Moreover, a recent meta-analysis of over 300 studies showed that programs designed to enhance social and emotional learning significantly improve students’ social and emotional competencies as well as academic performance. Incorporating social and emotional learning programs into school districts can be challenging, as programs must address a variety of topics in order to be successful. One organization, the Collaborative for Academic, Social, and Emotional Learning (CASEL), provides leadership for researchers, educators, and policy makers to advance the science and practice of school-based social and emotional learning programs. According to CASEL, initiatives to integrate programs into schools should include training on social and emotional skills for both teachers and students, and should receive backing from all levels of the district, including the superintendent, school principals, and teachers. Additionally, programs should be field-tested, evidence-based, and founded on sound
Journal Article•
TL;DR: The authors found a relationship between levels of emotional intelligence in teachers, their self efficacy beliefs and teacher effectiveness, and found that neither gender nor age moderated this relationship, but length of teaching experience and current status added significant direct effects on predicting teacher self efficacy.
Abstract: Practicing teachers and principals in selected Government schools in Victoria provided data on their levels of emotional intelligence and teacher efficacy beliefs. The data supported the theoretical expectation of a linkage between emotional intelligence and teacher self efficacy. Regression analyses showed that neither gender nor age moderated this relationship. However length of teaching experience and current status add significant direct effects on predicting teacher self efficacy but did not moderate the relationship between emotional intelligence and teacher self efficacy. These findings are significant as this now demonstrates a relationship between levels of emotional intelligence in teachers, their self efficacy beliefs and teacher effectiveness.
TL;DR: In this paper, the authors examined the relationship between trait emotional intelligence (trait EI or trait emotional self-efficacy) and decision-related affect and found that trait EI was positively associated with affective overprediction.