Showing papers on "Emotional intelligence published in 2018"
TL;DR: A real-time movie-induced emotion recognition system for identifying an individual's emotional states through the analysis of brain waves from EEG signals with the advantage over the existing state-of-the-art real- time emotion recognition systems in terms of classification accuracy and the ability to recognise similar discrete emotions that are close in the valence-arousal coordinate space.
Abstract: Recognition of a human's continuous emotional states in real time plays an important role in machine emotional intelligence and human-machine interaction. Existing real-time emotion recognition systems use stimuli with low ecological validity (e.g., picture, sound) to elicit emotions and to recognise only valence and arousal. To overcome these limitations, in this paper, we construct a standardised database of 16 emotional film clips that were selected from over one thousand film excerpts. Based on emotional categories that are induced by these film clips, we propose a real-time movie-induced emotion recognition system for identifying an individual's emotional states through the analysis of brain waves. Thirty participants took part in this study and watched 16 standardised film clips that characterise real-life emotional experiences and target seven discrete emotions and neutrality. Our system uses a 2-s window and a 50 percent overlap between two consecutive windows to segment the EEG signals. Emotional states, including not only the valence and arousal dimensions but also similar discrete emotions in the valence-arousal coordinate space, are predicted in each window. Our real-time system achieves an overall accuracy of 92.26 percent in recognising high-arousal and valenced emotions from neutrality and 86.63 percent in recognising positive from negative emotions. Moreover, our system classifies three positive emotions (joy, amusement, tenderness) with an average of 86.43 percent accuracy and four negative emotions (anger, disgust, fear, sadness) with an average of 65.09 percent accuracy. These results demonstrate the advantage over the existing state-of-the-art real-time emotion recognition systems from EEG signals in terms of classification accuracy and the ability to recognise similar discrete emotions that are close in the valence-arousal coordinate space.
218 citations
TL;DR: In this paper, a multilevel meta-analysis examines whether emotional intelligence can be enhanced through training and identifies training effects' determinants, identifying 24 studies containing 28 samples.
Abstract: This multilevel meta-analysis examines whether emotional intelligence (EI) can be enhanced through training and identifies training effects’ determinants. We identified 24 studies containing 28 sam...
177 citations
TL;DR: No support is found for the emotional sensitivity account, as both genders rated the target emotions as similarly intense at both levels of stimulus intensity, and men, however, more strongly perceived non-target emotions to be present than women.
Abstract: Previous meta-analyses and reviews on gender differences in emotion recognition have shown a small to moderate female advantage. However, inconsistent evidence from recent studies has raised questions regarding the implications of different methodologies, stimuli, and samples. In the present research based on a community sample of more than 5000 participants, we tested the emotional sensitivity hypothesis, stating that women are more sensitive to perceive subtle, i.e. low intense or ambiguous, emotion cues. In addition, we included a self-report emotional intelligence test in order to examine any discrepancy between self-perceptions and actual performance for both men and women. We used a wide range of stimuli and models, displaying six different emotions at two different intensity levels. In order to better tap sensitivity for subtle emotion cues, we did not use a forced choice format, but rather intensity measures of different emotions. We found no support for the emotional sensitivity account, as both genders rated the target emotions as similarly intense at both levels of stimulus intensity. Men, however, more strongly perceived non-target emotions to be present than women. In addition, we also found that the lower scores of men in self-reported EI was not related to their actual perception of target emotions, but it was to the perception of non-target emotions.
125 citations
TL;DR: Evidence is provided that mental health promotion programs that focus on resilience and coping skills have positive impacts on the students’ ability to manage daily stressors.
Abstract: Wellbeing and resilience are essential in preventing and reducing the severity of mental health problems. Equipping children with coping skills and protective behavior can help them react positively to change and obstacles in life, allowing greater mental, social and academic success. This systematic review studies the implementation and evaluation of universal, resilience-focused mental health promotion programs based in primary schools. A systematic review of literature used five primary databases: PsycINFO; Web of Science; PubMed; Medline; Embase and The Cochrane Library; and keywords related to (a) health education, health promotion, mental health, mental health promotion, social and emotional wellbeing; (b) school health service, student, schools, whole-school; (c) adolescent, child, school child, pre-adolescent; (d) emotional intelligence, coping behavior, emotional adjustment, resilienc*, problem solving, to identify relevant articles. Articles included featured programs that were universally implemented in a primary school setting and focused on teaching of skills, including coping skills, help-seeking behaviors, stress management, and mindfulness, and were aimed at the overall goal of increasing resilience among students. Of 3087 peer-reviewed articles initially identified, 475 articles were further evaluated with 11 reports on evaluations of 7 school-based mental health promotion programs meeting the inclusion criteria. Evaluation tools used in program evaluation are also reviewed, with successful trends in evaluations discussed. Encouraging results were seen when the program was delivered by teachers within the schools. Length of programing did not seem important to outcomes. Across all 7 programs, few long-term sustained effects were recorded following program completion. This review provides evidence that mental health promotion programs that focus on resilience and coping skills have positive impacts on the students’ ability to manage daily stressors.
115 citations
TL;DR: In this paper, the authors discuss the management of emotions and its impact on individual well-being within the realm of leadership. But little is known about how emotions play a critical role in the leadership process.
Abstract: Research Question(s): Emotions play a critical role in the leadership process. Relatively little is known about the management of emotions and its impact on individual well-being within the realm o...
115 citations
TL;DR: Adolescent victims of cyberbullying with high EI scores reported lower suicidal ideation and higher self-esteem than their less emotionally intelligent counterparts, which suggests that alone, but also in combination, EI may be particularly relevant in leading to increased levels of mental health issues in cyberbullies victims.
Abstract: Cyberbullying has been linked to social, physical and psychological problems for adolescent victims but there has been no analysis of the specific role of emotional intelligence in protecting against the negative symptoms associated with cyberbullying victimization. This study examined the interaction between cyberbullying victimization and emotional intelligence (EI) as predictors of psychological maladjustment (operationalized as high suicidal ideation and low self-esteem) in 1,660 Spanish adolescents. We also investigated whether levels of EI moderated the relationship between cyberbullying victimization and mental health problems. The cyberbullying victimization x EI interaction contributed to variance in suicidal ideation and self-esteem in our sample of adolescent victims. Adolescent victims of cyberbullying with high EI scores reported lower suicidal ideation and higher self-esteem than their less emotionally intelligent counterparts. Thus, our data provide empirical support for theoretical and conceptual work connecting victimization, EI abilities and mental health associated with cyberbullying. This suggests that alone, but also in combination, EI may be particularly relevant in leading to increased levels of mental health issues in cyberbullying victims. Finally, the theoretical implications of our findings on the relationship between these variables and the mental health issues of adolescent victims of cyberbullying are discussed.
109 citations
TL;DR: In this paper, a meta-analysis demonstrates that leaders' emotional intelligence (EI) demonstrates incremental validity and relative weight in predicting subordinates' task performance and organizational citizenship behavior (OCB) after controlling for the Big Five and cognitive ability.
104 citations
TL;DR: This work uncovers the debilitative and facilitative nature of dispositional and situational workplace anxiety by positioning emotional exhaustion, self-regulatory processing, and cognitive interference as distinct contrasting processes underlying the relationship between workplace anxiety and job performance.
Abstract: Researchers have uncovered inconsistent relations between anxiety and performance. Although the prominent view is a "dark side," where anxiety has a negative relation with performance, a "bright side" of anxiety has also been suggested. We reconcile past findings by presenting a comprehensive multilevel, multiprocess model of workplace anxiety called the theory of workplace anxiety (TWA). This model highlights the processes and conditions through which workplace anxiety may lead to debilitative and facilitative job performance and includes 19 theoretical propositions. Drawing on past theories of anxiety, resource depletion, cognitive-motivational processing, and performance, we uncover the debilitative and facilitative nature of dispositional and situational workplace anxiety by positioning emotional exhaustion, self-regulatory processing, and cognitive interference as distinct contrasting processes underlying the relationship between workplace anxiety and job performance. Extending our theoretical model, we pinpoint motivation, ability, and emotional intelligence as critical conditions that shape when workplace anxiety will debilitate and facilitate job performance. We also identify the unique employee, job, and situational characteristics that serve as antecedents of dispositional and situational workplace anxiety. The TWA offers a nuanced perspective on workplace anxiety and serves as a foundation for future work. (PsycINFO Database Record
103 citations
TL;DR: In this paper, the authors examined whether leadership styles mediate the link between the emotional intelligence (EI) of authorized leader and four collaboration satisfaction outcomes perceived by other participants in an integrated team: performance contribution satisfaction, efficiency satisfaction (ES), relationship satisfaction (RS), and interests satisfaction (IS).
99 citations
TL;DR: There is currently insufficient evidence to conclude that emotional intelligence improves nursing students' communication, academic success and retention, but a positive relationship was found between resilience and performance in undergraduate studies including professional experience placements.
96 citations
TL;DR: Evidence is provided that developing emotional intelligence in nurses may positively impact upon certain caring behaviours, and that there may be differences within groups that warrant further investigation.
TL;DR: Potential implications and moderators of technology’s effects on sociability are suggested and call for additional causal research.
Abstract: How does online technology affect sociability? Emerging evidence-much of it inconclusive-suggests a nuanced relationship between use of online technology (the Internet, social media, and virtual reality) and sociability (emotion recognition, empathy, perspective taking, and emotional intelligence). Although online technology can facilitate purely positive behavior (e.g., charitable giving) or purely negative behavior (e.g., cyberbullying), it appears to affect sociability in three ways, depending on whether it allows a deeper understanding of people's thoughts and feelings: (a) It benefits sociability when it complements already-deep offline engagement with others, (b) it impairs sociability when it supplants deeper offline engagement for superficial online engagement, and (c) it enhances sociability when deep offline engagement is otherwise difficult to attain. We suggest potential implications and moderators of technology's effects on sociability and call for additional causal research.
TL;DR: An emotional–cognitive based approach to the process of gaining emotional intelligence is presented and a nine-layer pyramid of emotional intelligence and the gradual development to reach the top of EI is suggested.
Abstract: Emotional Intelligence (EI) has been an important and controversial topic during the last few decades. Its significance and its correlation with many domains of life has made it the subject of expert study. EI is the rudder for feeling, thinking, learning, problem-solving, and decision-making. In this article, we present an emotional–cognitive based approach to the process of gaining emotional intelligence and thus, we suggest a nine-layer pyramid of emotional intelligence and the gradual development to reach the top of EI.
TL;DR: The instruments that are currently available to evaluate social cognition poorly differentiate between individuals with schizophrenia and ASD, and combining behavioral tasks with neurophysiologic assessments may better characterize the differences in social cognition between both disorders.
Abstract: Background: Deficits in social cognition are well-recognized in both schizophrenia and autism spectrum disorders (ASD). However, it is less clear how social cognition deficits differ between both disorders and what distinct mechanisms may underlie such differences. We aimed at reviewing available evidence from studies directly comparing social cognitive performance between individuals with schizophrenia and ASD. Methods: We performed a systematic review of literature up to May 22, 2018 on Pubmed, Web of Science, and Scopus. Search terms included combinations of the keywords "social cognition," "theory of mind," "autism," "Asperger," "psychosis," and "schizophrenia." Two researchers independently selected and extracted data according to PRISMA guidelines. Random-effects meta-analyses were conducted for performance on social cognitive tasks evaluating: (1) emotion perception; (2) theory of mind (ToM); (3) emotional intelligence (managing emotions score of the Mayer-Salovey-Caruso Emotional Intelligence Test); and (4) social skills. Results: We identified 19 eligible studies for meta-analysis including a total of 1,040 patients (558 with schizophrenia and 482 with ASD). Eight studies provided data on facial emotion perception that evidenced a better performance by participants with schizophrenia compared to those with ASD (Hedges' g = 0.43; p = 0.031). No significant differences were found between groups in the Reading the Mind in the Eyes Test (8 studies; Hedges' g = 0.22; p = 0.351), other ToM tasks (9 studies; Hedges' g = -0.03; p = 0.903), emotional intelligence (3 studies; Hedges' g = -0.17; p = 0.490), and social skills (3 studies; Hedges' g = 0.86; p = 0.056). Participants' age was a significant moderator of effect size in emotion perception and RMET analyzes, with larger differences favoring patients with schizophrenia being observed in studies with younger participants. Conclusions: The instruments that are currently available to evaluate social cognition poorly differentiate between individuals with schizophrenia and ASD. Combining behavioral tasks with neurophysiologic assessments may better characterize the differences in social cognition between both disorders.
TL;DR: The findings suggest that interventions aimed at increasing emotional intelligence may help to reduce perceived stress for students in the helping disciplines.
TL;DR: The authors provide insight into artificial emotional intelligence (AEI) and present three major areas of emotion—recognition, generation, and augmentation—needed to reach a new emotionally intelligent epoch of AI.
Abstract: Science fiction often portrays future AI technology as having sophisticated emotional intelligence skills to the degree where technology can develop compassion. But where are we today? The authors provide insight into artificial emotional intelligence (AEI) and present three major areas of emotion—recognition, generation, and augmentation—needed to reach a new emotionally intelligent epoch of AI.
TL;DR: In this paper, the authors show that salesperson emotional intelligence and empathy are key influencers of customer participation, customer citizenship behavior, and commitment to the salesperson, and reveal that the ability to perceive, understand, and regulate emotions affects customer value co-creation behaviors differently.
29 Sep 2018
TL;DR: Goleman and Davidson as discussed by the authors describe how meditation changes the brain, brain and body of a person, and how meditation can be used to improve mental health. But they do not discuss the effects of mindfulness on physical health.
Abstract: A review of the book: Altered Traits: Science Reveals how meditation changes your mind, brain and body. By Daniel Goleman & Richard Davidson. Penquin Random House, LLC, New York, NY,
TL;DR: In this article, a review examines contemporary theoretical perspectives of emotion regulation (ER) and its measurement with a view to resolving the confusion that currently exists around interpersonal ER in a workplace context.
Abstract: Employees need to regulate their own emotions as well as the emotions of others to enhance the quality of interactions with their colleagues. How well this is achieved has important outcomes for both employees and the organizations in which they work. In the field of organizational science, however, differing approaches have emerged regarding the conceptualization and operationalization of emotion regulation (ER) particularly in terms of interpersonal interactions. The present review examines contemporary theoretical perspectives of ER and its measurement with a view to resolving the confusion that currently exists around interpersonal ER in a workplace context. To understand how this field of research has developed so diversely, the authors begin by demonstrating the influence of three major individual-level ER models on interpersonal-level approaches: (1) the ER process model; (2) emotional labor; and (3) emotional intelligence. Moreover, to make sense of the range of interpersonal-level research underpinned by these theories, the authors present a 2×2 categorization, developed by Zaki and Williams (2013), which shows how workplace researchers have variously approached interpersonal ER as an intrinsic vs. extrinsic process, with activation of either response-dependent or response-independent categories. This categorization broadly shows interpersonal ER theory used in work contexts tends to fall into four groupings as: (1) a purely extrinsic process; (2) a differentiation of extrinsic interpersonal from intrinsic individual ER; (3) co-occurring intrinsic and extrinsic interpersonal ER; or (4) interpersonal coregulation. This paper also discusses the measurement of interpersonal ER and concludes by highlighting emerging research directions.
TL;DR: In this paper, the authors examined the effect of emotional intelligence (EI) on frontline employees' creativity and the mediating role of environmental uncertainty (EU) as an explanatory mechanism to understand the EI and creative performance relationship.
TL;DR: The study demonstrated that trait emotional intelligence buffers the effects of negative emotions on burnout, and suggests that emotional intelligence training could be implemented to prevent the adverse effect ofnegative emotions felt at work on job burnout.
Abstract: The study was designed to examine whether trait emotional intelligence would moderate the impact of negative emotions at work on job burnout. A total of 188 female nurses participated in this study and completed measures of trait affectivity, emotional intelligence, anger and sadness at work, and burnout. The results revealed significant and positive relationships between both types of negative emotions and burnout above and beyond demographics and the nurses' trait affectivity. Importantly, the study demonstrated that trait emotional intelligence buffers the effects of negative emotions on burnout. Specifically, anger- and sadness-related emotions predicted greater burnout among nurses with low trait emotional intelligence but not among nurses with high trait emotional intelligence. These results suggest that emotional intelligence training could be implemented to prevent the adverse effect of negative emotions felt at work on job burnout.
TL;DR: The results showed that Burnout Syndrome is significantly and negatively related to all the emotional intelligence factors, self-efficacy, and perceived social support, and the risk of burnout is higher in younger persons and in permanently employed professionals.
Abstract: Studies have found a higher risk of burnout among employees in the healthcare sector. As such, this study focused on Certified Nursing Aides (CNAs) who have shown a high prevalence of burnout and are therefore considered an especially vulnerable group. The objective of this study was to identify the relationships between some organizational, personal, and sociodemographic factors and burnout. The final study sample included 278 working CNAs with a mean age of 40.88 (SD = 9.41). To compile the data, an ad hoc questionnaire was used to collect sociodemographic information. To collect professional and employment information, we used the Brief Emotional Intelligence Inventory for Adults, the Brief Questionnaire on Perceived Social Support, and the General Self-Efficacy Scale. The results showed that Burnout Syndrome is significantly and negatively related to all the emotional intelligence factors, self-efficacy, and perceived social support. The risk of burnout is higher in younger persons and in permanently employed professionals. General self-efficacy and stress management act as protective factors against the likelihood of burnout. This study suggests that organizations should urge coaching and transformational leadership training programs to promote the wellbeing and organizational commitment of workers.
TL;DR: It is indicated that a high level of EI plays an important role in protecting against suicidal behavior, and should thus be integrated into suicide prevention programs.
Abstract: Background: Some meta-analyses have demonstrated the association between emotional intelligence (EI) and different health indicators. With the increase of suicide cases in the world, more and more professionals have been interested in the link between both variables. Aim: To study all the available evidence on the association between EI and suicidal behavior. Method: We systematically reviewed all available literature (in English or Spanish) on the relationship between both variables through the main databases. Results: Twenty-five articles were included. EI and suicidal behavior correlated inversely in almost all the articles that the Emotional Quotient Inventory (EQ-i), The Emotional Intelligence Test (EIT), The Spanish Wong and Law Emotional Intelligence Scale (WLEIS), and The Schutte Emotional Intelligence Scale (EIS/SSEIT), Barchard's Emotional Intelligence Scale, were used, that is, the higher suicidal behavior level the lower the EI score. The same results were found in two out of four investigations that used the Trait Meta-Mood Scale (TMMS-24) between clarity (emotional understanding) and emotional repair (emotional regulation) and suicidal behavior. Two out of three studies that used the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) found that only the Strategic component of EI (emotional understanding and regulation) was a protective factor. Conclusions: The results appear to indicate that a high level of EI plays an important role in protecting against suicidal behavior, and should thus be integrated into suicide prevention programs.
TL;DR: In this paper, the authors examined the relationships between emotional intelligence, trust, and performance through multilevel analysis and found that emotional intelligence relates positively to performance and to trust at different levels of analysis.
TL;DR: A novel model of clinical teachers with social and emotional competency which is emphasized on the importance of clinical teacher's social andotional competence is presented and reviewed a broad body of research to support this model.
Abstract: In this paper, a novel model of clinical teachers with social and emotional competency which is emphasized on the importance of clinical teacher's social and emotional competence is presented. In this model, we supposed that a teacher with social and emotional competence can manage her/his emotions and has the ability to personal development and well-being. Such teacher has the competency of empathy, communication with the patients, teamwork, and collaboration to provide successful patient-centered care and relationship-centered care. He/she will be success in clinical supervision, role modeling, and mentoring by providing appropriate relationship with students. This teacher can influence and build bonds that will be effective for clinical management and leadership. In addition, it will affect the hidden and informal curriculum with the awareness of the context. These factors establish an appropriate learning environment to achieve students' academic, professional, social, and emotional outcomes and create an appropriate health care environment that influences the successful care of patient and patient's satisfaction. We reviewed a broad body of research to support our proposed model and finally proposed agendas for future research.
TL;DR: The findings indicate that N is a major factor that negatively affects EI and it is important to mitigate N using thoughtful training, taking into account students’ personalities, to reduce N.
Abstract: It is known that empathic communication is important for physicians to achieve higher patient satisfaction and health outcomes. Emotional intelligence (EI), empathy and personality in medical students predict students’ individual disposition and their emotional and empathic perceptions. This study aimed to investigate: 1) The association between empathy, EI and personality, and 2) Gender differences in the association between empathy, EI and personality. Participants were 357 1st year medical students from 2008 to 2011 at one medical school in Japan. Students completed self-report questionnaires comprising three validated instruments measuring EI: Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), empathy: Jefferson Scale of Physician Empathy- student version (JSPE) and personality: NEO-Five-Factor Inventory (NEO-FFI), which explores 5 dimensions of personality Neuroticism (N), Extraversion (E), Openness to experience (O), Agreeableness (A), and Conscientiousness (C). Pearson Correlations showed weak association between TEIQue-SF and JSPE. TEIQue-SF and NEO-FFI showed positive correlation for E and C, and strong negative correlation for N and weak positive correlation for A and O. Weak positive correlation between JSPE and the NEO-FFI were observed for E and A. Although effect sizes were small, N, A and empathy were significantly higher in females (unpaired t-test). However, hierarchical multiple-regression analysis when controlling for gender and personality showed no association between EI, empathy and gender. A, TEIQue-SF and N were found to make small contributions in respect of predictions for JSPE. Personality contributed significantly to the prediction of TEIQue-SF. N had the largest independent negative contribution (β = − 0,38). In our study population of 1st year medical students, females had significantly higher N, A and empathy scores than males. Medical students’ N score was strongly negatively associated with EI. Empathy was weakly associated with EI and A. However, when controlling gender and personality in regression analysis, gender did not affect EI and empathy, rather personality is the most important factor. Our findings indicate that N is a major factor that negatively affects EI. It is important to mitigate N using thoughtful training, taking into account students’ personalities, to reduce N. In future studies, we will assess how communication trainings for students might enhance EI.
TL;DR: The results revealed that emotional intelligence functions as a negative predictor of perceived stress through the mediating variable resilience for the American and Basque students, suggesting that university students with better emotional intelligence and resilience present lower perceived stress.
Abstract: Existing literature provides evidence of the connection between emotional intelligence and resilience, both concepts being adversely related to perceived stress. Nevertheless, there is little evidence from cross-cultural and/or cross-country studies of the simultaneous relationship between these psychological variables. The objective of this study was to address this lack of research, examining the associations between emotional intelligence, resilience and perceived stress in a cross-country context. A total sample of 696 undergraduate students from two universities in the United States and the Basque Country (an autonomous community in northern Spain) participated in the study. Structural equation modeling was used to examine the effects of emotional intelligence and resilience that may affect students' perceived stress. The results revealed that emotional intelligence functions as a negative predictor of perceived stress through the mediating variable resilience for the American and Basque students. The findings suggest that university students with better emotional intelligence and resilience present lower perceived stress. Thus, improving emotional intelligence and resilience could prevent students from suffering perceived stress in higher education. Implications and directions for further research are discussed; in particular, it is highlighted that intervention programs that improve both EI and resilience could be helpful in reducing perceived stress.
TL;DR: In this paper, a meta-analysis was conducted to examine the relation between EI and authentic leadership and the moderators that affect this relation, and the results indicated that EI is significantly and positively related to authentic leadership.
Abstract: Authentic leadership is a popular leadership construct that stimulates considerable scholarly interest and has received substantial attention from practitioners. Among different individual difference variables, there has been a growing interest in studying the connection between emotional intelligence (EI) and authentic leadership; nevertheless, most of the existing literature on this relation was atheoretical and the results for this relation were mixed. Thus, the objective of this study is to clarify the relation between EI and authentic leadership. A meta-analysis was conducted to examine the relation between EI and authentic leadership and the moderators that affect this relation. The results of the present study indicated that (1) EI is significantly and positively related to authentic leadership (overall EI: ρ = 0.49; ability EI: ρ = 0.08; self-report EI: ρ = 0.52; mixed EI: ρ = 0.49); (2) self-report EI and mixed EI have larger associations with authentic leadership than ability EI; and (3) the relation between EI and authentic leadership does not differ between male-dominated and female-dominated studies. The present study couches the relation between EI and authentic leadership in theories and identifies important moderators for this relation which explains the heterogeneity in effect sizes for this relation across studies.
TL;DR: In this article, the role of career decision self-efficacy (CDSE) as a potential mediator in the relationship between emotional intelligence and career decision-making difficulties (CDD) was explored.
14 Jul 2018
TL;DR: In this paper, a review of the evidence indicates that research-based applications of trait EI theory in educational settings can yield concrete and lasting advantages for both individuals and schools, with particular emphasis on scales developed for children and adolescents.
Abstract: Trait emotional intelligence (trait EI or trait emotional self-efficacy) is formally defined as a constellation of emotional perceptions assessed through questionnaires and rating scales (Petrides et al. Br J Psychol 98:273–289, 2007). The construct describes our perceptions of our emotional world (e.g., how good we believe we are in terms of understanding, managing, and utilizing our own and other people’s emotions). Although it has been empirically demonstrated that these perceptions affect virtually every area of our life, the present chapter focuses exclusively on their role in education. We begin with a brief overview of trait EI theory and measures that have been salient in education research, with particular emphasis on scales developed for children and adolescents. Subsequently, we summarize the effects of trait EI on academic performance and related variables across primary, secondary, and tertiary education. The review of the evidence indicates that research-based applications of trait EI theory in educational settings can yield concrete and lasting advantages for both individuals and schools.