Showing papers on "Emotional intelligence published in 2021"
TL;DR: The protective role of trait emotional intelligence during the COVID-19 pandemic outbreak was mainly associated with experiencing negative emotions less intensely, but not less frequently, while negatively with baseline negative affect and negative intensity.
85 citations
10 May 2021
TL;DR: In this article, the authors explored the direct relationship between the emotional intelligence of top management and the quality of strategic decisions they take for their companies and further examined the mediating role of open innovation in the context of intelligent information systems that can impact the way top managers take decisions.
Abstract: Purpose—The purpose of this research is to explore the direct relationship between the emotional intelligence of top management and the quality of strategic decisions they take for their companies. This relationship is further examined by the mediating role of open innovation in the context of intelligent information systems that can impact the way top managers take decisions. This research adopted a survey design as cross-sectional data were taken through questionnaires from top management of the UAE national banks. A final sample size of 213 questionnaires completed by managers was obtained and analyzed. As predicted, there was a strong, positive relationship between managers’ emotional intelligence and the quality of their strategic decisions. Open innovation has revolutionized the way top managers of banks take decisions that are later transformed into policies. Decision-makers are required to possess the skill of decision-making by being vigilant of their surroundings. Hence, they have emotional intelligence and intelligent information systems (IIS) only enhances the trait. IIS is the glorified version of open innovation that further contributes to the decision-making process and the quality of decisions. This research is one of a kind as no one has explored these dimensions of emotional intelligence in the UAE.
72 citations
TL;DR: This article conducted correlation and regression analyses and revealed similar patterns: Trait emotional intelligence and classroom environment significantly predicted FLE and FLA separately as well as jointly, and FLE was more predicted by classroom environment and less by trait emotional intelligence, while FLA was more predictive by personality traits than classroom environment.
60 citations
TL;DR: Examination of the relationships of personality traits and trait emotional intelligence (EI) with compassion and self-compassion in samples of Italian workers revealed that trait EI explained variance beyond that accounted for by personality traits in relation to both compassion andSelf-Compassion.
55 citations
TL;DR: During a mindfulness training intervention, individual resilience tends to increase, and rate of increase grows gradually; there are also significant individual differences in the initial level and development speed; individual emotional intelligence can promote the growth of resilience.
45 citations
TL;DR: In this article, a quantitative study was conducted to explore the relationship between work attitudes, organizational commitment and emotional intelligence among vocational college teachers in Malaysia, and the results of the analysis show that there is a significant positive relationship between the attitudes of teachers and organizational commitment.
Abstract: Emotional intelligence plays an important role in motivating a person to commit to a job. A person’s attitude while carrying out work makes emotional intelligence directed towards good productivity in the organization. This situation is also a major issue among vocational college teachers in Malaysia. There are issues where these teachers are unable to give a firm commitment to their organization due to their work attitude and emotional intelligence. This quantitative study was conducted to explore the relationship between work attitudes, organizational commitment and emotional intelligence among vocational college teachers in Malaysia. This study involved 263 respondents consisting of vocational college teachers throughout Malaysia. Analysis with Structural Equation Modelling (SEM) approach using Analysis of Moment Structures (AMOS) software was conducted. The results of the analysis show that, there is a significant positive relationship between work attitudes, organizational commitment and emotional intelligence. Therefore, this study can be used as a guide to stakeholders in managing vocational colleges, teachers and organizations properly.
45 citations
TL;DR: For decades, the Big 5 model of personality has dominated as one of the most popular and widely used models of personality as discussed by the authors, and the position of other personality variables not (or not fully) encompassed by this model, to see what lies beyond the Big Five.
44 citations
TL;DR: In this article, a new retention model was proposed based on the interaction between creativity, emotional intelligence and learner autonomy, and three hypotheses have been developed and tested using Smart Partial Least Square (SPLS) method.
Abstract: This paper aims to introduce a new retention model suitable for academic setting that is based on the interaction between creativity, emotional intelligence and learner autonomy.,This paper uses quantitative research methods, especially survey, to justify the hypotheses testing and the components of new retention model. Based on the proposed model, three hypotheses have developed and tested using Smart Partial Least Square (SPLS) method. This paper also uses the qualitative data including documents, archival records and website analysis.,The findings denote that creativity, emotional intelligence and learner autonomy positively affect students' retention. The findings also indicate that there is a strong relationship between emotional intelligence and learner autonomy. It assumes that the study indicators might lead to students' retention and that autonomous learners persevere toward academic goals.,The paper concludes with discussion of limitations of the study, suggestions for future research, and how administrators of nontraditional programs can benefit from this study. This study has important implications for higher education decision makers and university leaders alike.,The proposed students' retention model symbolizes the interplay between the cognitive and affective domains of creativity and emotional intelligence, which can contribute to learner autonomy intentions, changes in persistence and formulation of new beliefs in higher education.
42 citations
TL;DR: Managers should pay attention to the negative emotional problems of front-line nurses, improve their EI level and promote mental health and the progress of epidemic prevention.
Abstract: Aims and objectives The purpose of this study was to understand the emotional intelligence level (EI) and negative emotional status of the front-line nurses in the epidemic situation and to further explore the relationship between them. Background During the COVID-19 epidemic, under the influence of multiple factors, nurses were vulnerable to negative emotions. While previous studies have explored, the role of emotional intelligence in negative emotions, the relationship between the two has not been sufficiently discussed in the context of COVID-19. Design The study carried out a cross-sectional survey. The STROBE was selected as the checklist in this study. Methods 202 nurses from Wuhan makeshift hospital participated in the questionnaire survey. Data collection tools included a general data questionnaire designed by the researchers, Chinese version of EI scale (WLEIS-C) and Chinese version of Depression Anxiety Stress Scale (DASS-21). Descriptive statistics, single factor analysis and correlation analysis were used to analyse the data. Results The emotional intelligence of the front-line nurses was in the upper middle range. Among the negative emotions, anxiety was the most prominent symptom. Conclusions Managers should pay attention to the negative emotional problems of front-line nurses, improve their EI level and promote mental health and the progress of epidemic prevention. Relevance to clinical practice Improving the level of emotional intelligence can reduce the frequency and intensity of negative emotions. In clinical work, emotional intelligence can be used as a skill to carry out relevant training, which is conducive to playing a positive role in future emergencies.
38 citations
TL;DR: In this article, the authors discuss several key aspects of multimodal emotion recognition (MER) and present a tutorial on how to recognize, interpret, process, and simulate emotions.
Abstract: Humans are emotional creatures. Multiple modalities are often involved when we express emotions, whether we do so explicitly (such as through facial expression and speech) or implicitly (e.g., via text or images). Enabling machines to have emotional intelligence, i.e., recognizing, interpreting, processing, and simulating emotions, is becoming increasingly important. In this tutorial, we discuss several key aspects of multimodal emotion recognition (MER).
34 citations
TL;DR: In this paper, the authors investigated whether career decision self-efficacy (CDSE) could mediate the relationships of career adaptability with emotional intelligence and with self-esteem among individuals.
Abstract: This study was undertaken to investigate whether career decision self-efficacy (CDSE) could mediate the relationships of career adaptability with emotional intelligence and with self-esteem among u...
TL;DR: In this article, the authors present a review and critical reproduction of information and conclusions that have been extracted from the international bibliography regarding the issue in question and evaluate and present the significance of the activities of virtual reality and of augmented reality that contribute to the development of emotional intelligence skills.
Abstract: The development and the cultivation of emotional intelligence and of the skills it can offer to the individual are the main elements and pursuits of contemporary research. The enhancement of self-control, the reinforcement of self-criticism and self-awareness and the cultivation of the constant self-development are the most central objectives of all the people and of the scientists since they are the cornerstone for euphoria. The aim of the present study is the review and the critical reproduction of information and conclusions that have been extracted from the international bibliography regarding the issue in question. More specifically, there will be an effort to evaluate and present the significance of the activities of virtual reality and of augmented reality that contribute to the development of emotional intelligence skills. Along the same lines, there will be an important review of the articles that refer to the exploitation of such digital tools, to achieve the same results for the people suffering from autism as well. Besides, the care for all the members of the society with no exceptions, and certainly of those members that suffer from mental retardation, should be of upmost importance. The present article focuses on the role that those tools play for the amplification of the skills in the sphere of emotional intelligence not only as far as the duration of the research is concerned.
TL;DR: The authors found that emotional expressions influence observers' affective reactions, inferential processes, and behaviors across various domains, including close relationships, group decision making, customer service, negotiation, and leadership.
Abstract: We review the burgeoning literature on the social effects of emotions, documenting the impact of emotional expressions on observers' affect, cognition, and behavior. We find convergent evidence that emotional expressions influence observers' affective reactions, inferential processes, and behaviors across various domains, including close relationships, group decision making, customer service, negotiation, and leadership. Affective reactions and inferential processes mediate the effects of emotional expressions on observers' behaviors, and the relative potency of these mediators depends on the observers' information processing and the perceived appropriateness of the emotional expressions. The social effects of emotions are similar across expressive modalities (face, voice, body, text, symbols). We discuss the findings in relation to emotional contagion, emotional intelligence, emotion regulation, emotions as social information (EASI) theory, and the functionality of emotions in engendering social influence. Finally, we identify gaps in our current understanding of the topic and call for interdisciplinary collaboration and methodological diversification. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
TL;DR: In this paper, the authors show how emotional intelligence, which is an essential dimension in the development and management of emotional competences required to build sustainable societies, plays a key role in optimising student's academic performance in the classroom through compassion and academic commitment.
Abstract: Education must guide students’ emotional development, not only to improve their skills and help them achieve their maximum performance, but to establish the foundations of a more cooperative and compassionate society Achieving the Sustainable Development Goals, therefore, implies focusing on emotional aspects as well as financial, social, environmental, and scientific objectives In this line, the goal of this study is to show how emotional intelligence, which is an essential dimension in the development and management of emotional competences required to build sustainable societies, plays a key role in optimising student’s academic performance in the classroom through compassion and academic commitment The research model was tested with a questionnaire addressed to 550 students from four higher education institutions and one secondary school The results of a structural equation analysis confirmed the study hypotheses Emotional intelligence was shown to be positively related to compassion and higher levels of commitment, which, consequently, led to better academic performance This finding will encourage interest in developing emotional intelligence, not only for its long-term value in training healthy citizens, but also for its short-term results in the classroom
TL;DR: In this article, the authors explored how emotional intelligence can, directly and indirectly, influence academic performance, with academic social networking sites (ASNS) as a mediator, and concluded that emotional intelligence contributes directly to increased academic performance.
Abstract: Background During the COVID-19 pandemic, there has been an increase in the use of digital platforms for educational purposes, and increased use of smartphones and social media has affected the academic performance of students. In this study, we explored how emotional intelligence can, directly and indirectly, influence academic performance, with academic social networking sites (ASNS) as a mediator. Methods A survey questionnaire comprising 42 items was used to collect data on emotional intelligence, ASNS, and academic performance. In total, 305 undergraduate university students participated in the study. Partial least squares structural equation modeling (SmartPLS-SEM 3.2.2) was used to measure the effects of emotional intelligence and ASNS. Results Two dimensions of emotional intelligence, namely, self-regulation and self-awareness, showed significant positive effects on academic performance. Similarly, emotional intelligence and subscales of self-regulation, self-awareness and social skills showed a positive effect on ASNS. Likewise, ASNS showed a significant positive effect on academic performance. Looking at indirect influence, three dimensions of emotional intelligence, including self-regulation, self-awareness, and social skills, exerted a significant positive indirect influence on academic performance. Thus, outcomes of this study indicate that ASNS worked as a mediator between emotional intelligence and academic performance. Conclusion Emotional intelligence contributes directly and indirectly to increased academic performance. Together with emotional intelligence, ASNS played a positive and significant role in nurturing academic performance during the COVID-19 pandemic.
TL;DR: In this article, a meta-analysis provides a synthesis of 70 studies on the relationship between cultural intelligence (CQ) and six work-related outcomes, and empirically explore the joint effects of two and three sets of CQ dimensions on workrelated outcomes.
TL;DR: In this paper, the authors examined the correlation between burnout levels, trait emotional intelligence and socio-emotional competencies (Autonomy, Regulation, Prosocial Behaviour and Empathy).
Abstract: The aim of this research is to recognize the burnout levels in a group of high school teachers that exercised their profession during the COVID-19 pandemic, looking forward to examining the correlation between burnout levels, trait emotional intelligence and socioemotional competencies (Autonomy, Regulation, Prosocial Behaviour and Empathy). The study counted with a sample of 430 high school teachers from multiple regions of Spain. The participants’ age was between 25 and 60, and the gender distribution was 53.72% for men and 46.28% for women. We used the Spanish version of the Maslach Burnout Inventory (MBI), the Trait Meta-Mood Scale (TMMS-24) and the Socioemotional Competences Scale (SCS). The main results indicated that teachers showed high levels of burnout dimensions, with women being the most affected, reaching higher levels in comparison to men. It was also observed that the older and more experienced professionals showed lower levels of burnout. Finally, statistically significant negative relations were found between emotional intelligence and burnout levels, as well as their association with the teacher’s socioemotional competencies. The analysis argues the possible consequences of stress during the pandemic and, correspondingly, the need for promoting protective approaches that embrace emotional intelligence and socioemotional competencies.
TL;DR: In this paper, the authors adopt the approach to assess whether individuals who show high levels of "emotional intelligence" (EQ) are less likely to fall for fake news items, are individuals who are better able to disregard the emotionally charged content of such items, better equipped to assess the veracity of the information.
Abstract: The proliferation of fake news on social media is now a matter of considerable public and governmental concern. In 2016, the UK EU referendum and the US Presidential election were both marked by social media misinformation campaigns, which have subsequently reduced trust in democratic processes. More recently, during the COVID-19 pandemic, the acceptance of fake news has been shown to pose a threat to public health. Research on how to combat the false acceptance of fake news is still in its infancy. However, recent studies have started to focus on the psychological factors which might make some individuals less likely to fall for fake news. Here, we adopt that approach to assess whether individuals who show high levels of 'emotional intelligence' (EQ) are less likely to fall for fake news items. That is, are individuals who are better able to disregard the emotionally charged content of such items, better equipped to assess the veracity of the information. Using a sample of UK participants, an established measure of EQ and a novel fake news detection task, we report a significant positive relationship between individual differences in emotional intelligence and fake news detection ability. We also report a similar effect for higher levels of educational attainment, and we report some exploratory qualitative fake news judgement data. Our findings are discussed in terms of their applicability to practical short term (i.e. current Facebook user data) and medium term (i.e. emotional intelligence training) interventions which could enhance fake news detection.
TL;DR: In this article, the authors explored the impact of Covid-19 on learners' classroom emotions and analyzed possible links to their trait emotional intelligence (TEI) and learner autonomy.
Abstract: Due to the spread of Covid-19, universities had to move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners’ classroom emotions and analyses possible links to their trait emotional intelligence (TEI) and learner autonomy. Statistical analyses of data gathered with a web survey revealed that students rated their ‘in-person’ classes as significantly more enjoyable and also more anxiety-provoking. Overall, levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) were positively correlated between both contexts. The moderate negative correlation between FLE and FLCA in ‘in-person’ classes disappeared in emergency remotely taught classes. TEI and learner autonomy were positively correlated, and both were positively linked to FLE and negatively to FLCA in both contexts. This means that more autonomous, emotionally intelligent students tend to be able to enjoy the FL class more – even more so under particularly challenging circumstances. Overall, it seems that learners not being physically present in classrooms weakens all emotions, and breaks the relationship between them. One possible explanation is that disembodied classes have less emotional resonance.
TL;DR: This article found that learners’ level of emotional intelligence and academic buoyancy are associated with components of behavioral and emotional engagement, and that emotional intelligence was associated with higher academic buoyance.
Abstract: Available evidence suggests that learners’ level of emotional intelligence and academic buoyancy are associated with components of behavioural and emotional engagement. Recent work has provided pre...
TL;DR: In this paper, the authors assessed the effect of emotional intelligence on work performance and counterproductive work behaviors in a multi-occupational sample of 1048 professionals (60.7% women).
TL;DR: In this paper, the authors evaluate the impact of an educational program that aims to build social cohesion in ethnically mixed schools by developing perspective-taking ability in children, and find that the program significantly improves prosocial behavior, measured by incentivized tasks.
Abstract: We evaluate the impact of an educational program that aims to build social cohesion in ethnically mixed schools by developing perspective-taking ability in children. The program is implemented in Turkish elementary schools affected by a large influx of Syrian refugee children. We measure a comprehensive set of outcomes that characterize a cohesive school environment, including peer violence incidents, the prevalence of inter-ethnic social ties, and prosocial behavior. Using randomized variation in program implementation, we find that the program significantly lowers peer violence and victimization on school grounds. The program also reduces the likelihood of social exclusion and increases inter-ethnic social ties in the classroom. We find that the program significantly improves prosocial behavior, measured by incentivized tasks: treated students exhibit significantly higher trust, reciprocity, and altruism toward each other as well as toward anonymous out-school peers. We show that this enhanced prosociality is welfare improving from the ex-post payoff perspective. We investigate multiple channels that could explain the results, including ethnic bias, impulsivity, empathetic concern, emotional intelligence, behavioral norms, and perspective-taking. Children’s increased effort to take others’ perspectives emerges as the most robust mechanism to explain our results.
TL;DR: In this article, the authors explored the interrelations of psychological distress, emotional intelligence, personality traits, academic stress, and burnout among medical students, and found that burnout levels significantly increased with the rise of the psychological distress and academic stress.
Abstract: Stress and burnout commonly threaten the mental health of medical students in Malaysia and elsewhere. This study aimed to explore the interrelations of psychological distress, emotional intelligence, personality traits, academic stress, and burnout among medical students. A cross-sectional study was conducted with 241 medical students. Validated questionnaires were administered to measure burnout, psychological distress, emotional intelligence, personality traits, and academic stress, respectively. A structural equation modelling analysis was performed by AMOS. The results suggested a structural model with good fit indices, in which psychological distress and academic stress were noted to have direct and indirect effects on burnout. The burnout levels significantly increased with the rise of psychological distress and academic stress. Neuroticism was only found to have significant indirect effects on burnout, whereby burnout increased when neuroticism increased. Emotional intelligence had a significant direct effect on lowering burnout with the incremental increase of emotional intelligence, but it was significantly reduced by psychological distress and neuroticism. This study showed significant effects that psychological distress, emotional intelligence, academic stress, and neuroticism have on burnout. Academic stress and neuroticism significantly increased psychological distress, leading to an increased burnout level, while emotional intelligence had a significant direct effect on reducing burnout; however, this relationship was compromised by psychological distress and neuroticism, leading to increased burnout. Several practical recommendations for medical educators, medical students, and medical schools are discussed.
TL;DR: In this article, an integrative review aims to render a systematic account of the role that teachers' psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of teacher effectiveness, teachers' well-being, retention, and positive interpersonal relations with multiple stakeholders (e.g., students, parents, principals, colleagues).
Abstract: This integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of teacher effectiveness, teachers’ well-being, retention, and positive interpersonal relations with multiple stakeholders (e.g., students, parents, principals, colleagues). We first summarize and evaluate the available evidence on relations between psychological characteristics and these outcomes derived in existing research syntheses (meta-analyses, systematic reviews). We then discuss implications of the findings regarding the eight identified psychological characteristics—self-efficacy, causal attributions, expectations, personality, enthusiasm, emotional intelligence, emotional labor, and mindfulness—for research and educational practice. In terms of practical recommendations, we focus on teacher selection and the design of future professional development activities as areas that particularly profit from a profound understanding of the relative importance of different psychological teacher characteristics in facilitating adaptive outcomes.
TL;DR: A systematic review synthesizes the recent literature (2010-2020) on hospitality employees' emotions, affect and moods as discussed by the authors, focusing on the dynamic nature of emotions and how they are measured.
Abstract: This systematic review synthesizes the recent literature (2010–2020) on hospitality employees’ emotions, affect and moods. This study has three objectives: to clarify the definitions of emotions, affect and moods; to explain how theories are integrated into understanding hospitality employees’ emotions, affect and moods; and to assess how emotions, affect and moods are measured.,Using seven major databases, the authors selected 61 peer-reviewed academic journal articles published in hospitality outlets for review. We based our study on five stages of conducting a systematic review: scoping, planning, identification, screening and eligibility.,Affect is an umbrella term encompassing moods and emotions. Emotions are distinct from emotion-laden constructs, such as emotional labor and emotional intelligence. Theories on conservation of resources, emotional labor and social exchange have been most frequently used to understand hospitality employees’ emotions. However, they overlooked the dynamic nature of emotions when using these theories. Hospitality researchers often used a subset of the positive and negative affect scale and did not discuss back-translation.,Hospitality employees’ emotions lead to far-reaching consequences in attitudes, intentions and behaviors in work and non-work domains. Effective practices (e.g. creating a supportive climate) that help evoke positive employee emotions and reduce negative employee emotions are thus desirable.,Our findings crystallize the understanding of emotions, affect and moods of hospitality employees. We further provide a roadmap for future research on hospitality employees’ emotions. Data triangulation, cross-cultural research and mixed emotions are novel opportunities for future research.
TL;DR: In this article, the authors investigated the association between work-family conflict, emotional intelligence, and self-efficacy among medical practitioners during COVID-19 in Pakistan and found that those with more family-to-work conflict had less EI and GSE.
Abstract: Purpose In Pakistan, medical professionals face multiple challenges comprising long, fixed working hours and workload overburdening, which leads to emotional fatigue. These conflicts in work-life scenarios, brought about by high work demands causing emotional exhaustion, can create a state of distress among the medical professionals. The present study investigates the association between work-family conflict (WFC), emotional intelligence (EI), and self-efficacy (SE) among medical practitioners during COVID-19 in Pakistan. Patients and methods The study sample included 140 medical professionals from Rawalpindi and Islamabad. Cross-section correlational research design was used, and information was gathered employing online surveys through a purposive sampling technique. The scales utilized were the WFC, EI, and SE Scale. Results The current study hypothesized a significant relationship between work-family conflict, general self-efficacy (GSE) and emotional intelligence among medical practitioners during COVID-19 in Pakistan. The results showed that those with more family-to-work conflict had less EI and GSE. Furthermore, findings uncovered that there is a significant positive relationship between EI and GSE. Conclusion The findings propose that it is important for medical professionals to have a high level of EI and GSE to navigate through the WFC more healthily. In future, awareness seminars could be arranged related to EI and its significance to stimulate the psychological well-being of medical professionals. Future studies could also consider other healthcare workers, including nurses and internees doing house jobs and other medical staff, as they are also exposed to several stresses due to the workload and family demands.
TL;DR: In this article, the authors examined how interpersonal conflict at work might enhance employees' propensity to engage in counterproductive work behavior (CWB), as well as how this relationship might be attenuated by emotional intelligence.
Abstract: Purpose-This paper aims to examine how interpersonal conflict at work might enhance employees' propensity to engage in counterproductive work behavior (CWB), as well as how this relationship might be attenuated by emotional intelligence. It also considers how the attenuating role of emotional intelligence might depend on employees' gender. Design/methodology/approach-Survey data were collected from 193 employees working in different organizations in Pakistan. Findings-Interpersonal conflict relates positively to CWB, but this relationship is weaker at higher levels of emotional intelligence. The negative buffering role of emotional intelligence is particularly strong among women as compared to men. Practical implications-Given that individuals high in emotional intelligence are better at regulating their negative emotions, emotional intelligence training may be a powerful tool for reducing the hostility elicited among organizational members in response to interpersonal conflict and, consequently, their engagement in CWB. Originality/value-This study uncovered the emotional mechanism that underlies the interpersonal conflict-CWB relationship by gender and makes suggestions to managers on minimizing the harmful effects of interpersonal conflict.
TL;DR: There was no significant difference between the mean scores of quality of life and emotional intelligence in diabetic and non-diabetic individuals, but, the emotional intelligence has an effect on thequality of life of the elderly people.
Abstract: BackgroundCoordination of various physical and mental aspects of individuals, including the ability to control difficult conditions and situations has an effect in the prevention and development of...
TL;DR: This study explored the mediation role of emotional intelligence, positive affect, and negative affect in the influence of childhood maltreatment on life satisfaction by using the Childhood Trauma Questionnaire, the Wong Law Emotional Intelligence Scale, and the Positive Affect and Negative Affect Scale validly.
Abstract: This study explored the mediation role of emotional intelligence, positive affect, and negative affect in the influence of childhood maltreatment on life satisfaction. A total of 811 participants completed the Childhood Trauma Questionnaire, the Wong Law Emotional Intelligence Scale, the Positive Affect and Negative Affect Scale, and the Satisfaction with Life Scale validly. Results revealed that emotional intelligence, positive affect and negative affect are mediators between childhood maltreatment and life satisfaction. In addition, childhood maltreatment influenced life satisfaction through the sequential intermediary of "emotional intelligence-positive affect" and "emotional intelligence-negative affect". Theoretical and practical implications are discussed.
TL;DR: Based on the cascading model of EI that proposes that emotion regulation is indirectly influenced by emotion perception, the authors compared two training approaches and examined whether including basic attributes of emotion perception in basic abi...
Abstract: Based on the cascading model of EI that proposes that emotion regulation is indirectly influenced by emotion perception, we compared two training approaches. We examined whether including basic abi...