Journal articles: 'MSCEIT'

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Iliescu, Dragos, Alexandra Ilie, Dan Ispas, and Andrei Ion. "Examining the Psychometric Properties of the Mayer-Salovey- Caruso Emotional Intelligence Test." European Journal of Psychological Assessment 29, no. 2 (May 1, 2013): 121–28. http://dx.doi.org/10.1027/1015-5759/a000132.

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Based on four samples and more than 2,000 participants, the authors examined the structural equivalence, discriminant validity as well as criterion and incremental validity of the Romanian version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), an ability-based measure of emotional intelligence. Results suggest that the Romanian version of the MSCEIT has a very good structural equivalence and good discriminant validity compared with measures of cognitive ability, personality (Big Five), and empathy. Also, the Romanian MSCEIT has incremental validity over personality when predicting job performance. Based on these results, the authors encourage usage of the MSCEIT as a sound measure of emotional intelligence.

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Cliffe, Joanne. "Emotional intelligence testing for headteachers: globalization or lost in translation." Journal of Professional Capital and Community 3, no. 3 (July 9, 2018): 223–40. http://dx.doi.org/10.1108/jpcc-12-2017-0033.

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Purpose The emotional labor of headteachers and teachers is complex. The purpose of this paper is to explore the relevance of the use of the Mayer-Salovey-Caruso Emotional Intelligence test (MSCEIT) (Mayer, Caruso & Salovey, 2000) when assessing the emotional intelligence of headteachers as part of an investigation which aimed to reveal the ways in which female secondary school leaders were emotionally intelligent and whether it was possible to test for emotional intelligence. Design/methodology/approach Seven female headteachers’ MSCEIT reports are investigated. Semi-structured interviews were held pre- and post-test to explore the headteachers’ emotional labor. In addition, teachers serving under the headteachers were interviewed. Findings The accuracy of the MSCEIT is questioned, rather than taking the results at face value, attention is given to its content, language and cultural differences. The MSCEIT originates from the USA and is used globally. The findings of this investigation suggest it is possible the MSCEIT represents a deficit model due to the test takers’ interpretation of nuanced language. The findings show a disparity in relation to MSCEIT scores and self-reported emotional responses. Research limitations/implications Although the sample size is small and therefore cannot claim generalization from the findings, the use of emotional intelligence tests should be used with caution. Emotional responses are best understood through life experience as the headteachers attach retrospective meaning to their leadership actions. Originality/value Headteachers’ work is multifaceted because emotion is integral to the processes of teaching and learning. The emotional labor of headteachers and teachers impacts and has relevance to their roles as educational landscapes continue to shift.

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Brannick, Michael T., Monika M. Wahi, and Steven B. Goldin. "Psychometrics of Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) Scores." Psychological Reports 109, no. 1 (August 2011): 327–37. http://dx.doi.org/10.2466/03.04.pr0.109.4.327-337.

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A sample of 183 medical students completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT V2.0). Scores on the test were examined for evidence of reliability and factorial validity. Although Cronbach's alpha for the total scores was adequate (.79), many of the scales had low internal consistency (scale alphas ranged from .34 to .77; median = .48). Previous factor analyses of the MSCEIT are critiqued and the rationale for the current analysis is presented. Both confirmatory and exploratory factor analyses of the MSCEIT item parcels are reported. Pictures and faces items formed separate factors rather than loading on a Perception factor. Emotional Management appeared as a factor, but items from Blends and Facilitation failed to load consistently on any factor, rendering factors for Emotional Understanding and Emotional Facilitation problematic.

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Martins, Fernanda de Marzio Pestana, Keila Pereira Leite, Alisson Paulino Trevizol, Julio Ricardo de Souza Noto, and Elisa Brietzke. "Emotional intelligence and schizophrenia spectrum disorders: a critical review." Trends in Psychiatry and Psychotherapy 41, no. 1 (March 2019): 94–102. http://dx.doi.org/10.1590/2237-6089-2018-0001.

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Abstract Introduction Emotional intelligence (EI) is a theoretical construct postulated by Mayer and Salovey to designate the ability to perceive, understand, use and manage emotions. The study of EI in schizophrenia offers new insights into the disorder’s cognitive and functional impacts. Objectives To comprehensively review studies analyzing EI impairment in schizophrenia spectrum disorders using standardized instruments. Methods Searches were run on MEDLINE/PubMed, Google Scholar, Cochrane, LILACS, Embase, ClinicalTrials.gov and SciELO databases. The only validated instrument used was the Multifactor Emotional Intelligence Scale (MSCEIT). Articles that used all branches of the MSCEIT to assess EI in schizophrenia spectrum disorders and healthy controls were included in the review. Results We found 30 articles on this topic. The studies analyzed showed a significant impairment of MSCEIT total score in patients with schizophrenia spectrum disorders when compared to healthy controls. In relation to the MSCEIT branches, understanding of emotions and management of emotions are the most impaired branches. Conclusion Since most studies are cross-sectional, it is not possible to establish a cause and effect relationship between EI deficits and schizophrenia spectrum disorders. Therefore, longitudinal studies are needed to establish a clearer relationship between these variables. By so doing, we may be able to intervene for prevention and management of these disorders, aiming at better quality of life for patients.

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Hellemann, G. S., M. F. Green, R. S. Kern, G. Sitarenios, and K. H. Nuechterlein. "Developing an international scoring system for a consensus-based social cognition measure: MSCEIT-managing emotions." Psychological Medicine 47, no. 14 (April 26, 2017): 2494–501. http://dx.doi.org/10.1017/s0033291717001052.

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BackgroundMeasures of social cognition are increasingly being applied to psychopathology, including studies of schizophrenia and other psychotic disorders. Tests of social cognition present unique challenges for international adaptations. The Mayer–Salovey–Caruso Emotional Intelligence Test, Managing Emotions Branch (MSCEIT-ME) is a commonly-used social cognition test that involves the evaluation of social scenarios presented in vignettes.MethodThis paper presents evaluations of translations of this test in six different languages based on representative samples from the relevant countries. The goal was to identify items from the MSCEIT-ME that show different response patterns across countries using indices of discrepancy and content validity criteria. An international version of the MSCEIT-ME scoring was developed that excludes items that showed undesirable properties across countries.ResultsWe then confirmed that this new version had better performance (i.e. less discrepancy across regions) in international samples than the version based on the original norms. Additionally, it provides scores that are comparable to ratings based on local norms.ConclusionsThis paper shows that it is possible to adapt complex social cognitive tasks so they can provide valid data across different cultural contexts.

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Aparicio, A., E. M. Sánchez-Morla, J. L. Santos, and J. Mateo. "Emotion processing and social functioning in euthymic bipolar disorder." European Psychiatry 33, S1 (March 2016): S125—S126. http://dx.doi.org/10.1016/j.eurpsy.2016.01.169.

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IntroductionA large number of studies have found that patients with bipolar disorders have a poor performance in tasks assessing social cognition.Objectives and aimsThe present study aimed to investigate whether euthymic bipolar patients (EBP) have a dysfunction in emotion processing when compared to controls. An additional objective was to determine whether there is association between emotion processing and psychosocial functioning.MethodsA sample of 53 EBP and 53 healthy controls matched for age, gender, education level and premorbid intelligence were studied. All subjects were assessed using the MATRICS Consensus Cognitive Battery (MCCB) and two additional executive function measures: the Trail Making Test–Part B and the Stroop Test. Emotion processing was examined using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Psychosocial functioning was assessed using the Global Assessment of Functioning (GAF) scale and the Functional Assessment Short Test (FAST).ResultsFor the MSCEIT, EBP obtained lower total scores (P = 0.001), experiential area scores (P = 0.012), strategic area scores (P = 0.000), perceiving emotions branch scores (P = 0.008), understanding emotions branch scores (P = 0.014) and managing emotions branch scores (P = 0.000) than controls. There were no significant differences between groups for the using emotions branch (P = 0.113). In addition, partial correlations controlling for sub-clinical psychopathology in EBP showed the existence of a significant correlation of MSCEIT total score and MSCEIT strategic area score with FAST total score.ConclusionsEBP exhibit deficits in several areas of emotion processing. Performance in emotion processing tasks is associated with social functioning in these patients.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Mayer, John D., Peter Salovey, David R. Caruso, and Gill Sitarenios. "Measuring emotional intelligence with the MSCEIT V2.0." Emotion 3, no. 1 (2003): 97–105. http://dx.doi.org/10.1037/1528-3542.3.1.97.

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Navarro-Bravo, Beatriz, José M. Latorre, Ana Jiménez, Rosario Cabello, and Pablo Fernández-Berrocal. "Ability emotional intelligence in young people and older adults with and without depressive symptoms, considering gender and educational level." PeerJ 7 (April 19, 2019): e6595. http://dx.doi.org/10.7717/peerj.6595.

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Background There is little research on differences in Emotional Intelligence (EI) ability at different stages of adult development. The few published studies tend not to use older adult samples. Previous studies on EI ability and age have shown contradictory results. Our main objective was to evaluate results in EI ability across different stages of adult development, taking into account gender, depressive symptoms, and educational level. Methods We interviewed 166 participants (108 women), 66 of whom were aged 18–30 years, 53 aged 31–60 years, and 40 aged 61–76 years. All were either working or enrolled in colleges at the time of the study. The assessment tools used were the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), a test that assesses performance-based EI, and the Centre for Epidemiologic Studies-Depression (CES-D) scale, a tool to evaluate depressive symptoms. Results Young people, women, and participants with a higher educational level achieved higher scores on the MSCEIT. Additionally, depressive symptomatology was only partially associated with the MSCEIT (i.e., with the using emotions branch). However, a subsequent joint analysis of the independent effects of variables age, gender, educational level, and depressive symptomatology and their interactions on MSCEIT total suggests that only educational level and depressive symptomatology were associated with EI ability, with the direct relationship between age and gender with MSCEIT disappearing. Additionally, our study indicated an interaction effect between age and depressive symptoms, showing that participants in age cohorts 18–30 and 31–60 and without depressive symptoms have a higher EI ability. Discussion Our study suggests that the direct effects of age and gender on EI ability across adult development, using a wide age range, can change or disappear when effects of educational level and depressive symptomatology, and their interactions, are controlled for. Our results also suggest that EI ability is a protective factor against depression in some age cohorts. This novel aspect of our study does not appear in the previous literature. However, prospective studies are needed to verify these findings and examine whether other psychological variables could determine the relations between age, gender and EI ability across adult development.

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Gutiérrez Moret, Margarita, and Raquel Ibáñez Martínez. "LAS DIFERENCIAS EN INTELIGENCIA EMOCIONAL EN FUTUROS DOCENTES A PARTIR DE SU ESPECIALIDAD." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (October 22, 2017): 337. http://dx.doi.org/10.17060/ijodaep.2017.n1.v2.946.

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Abstract.THE DIFFERENCES IN EMOTIONAL INTELLIGENCE IN FUTURE TEACHERS FROM THEIR SPECIALTYIn the past few years, skills related to emotional intelligence (EI) have acquired special relevance in the educational domain. This study assesses EI in a sample of 155 students of 5 different specialities of a Master’s degree in Teacher Training for Secondary Education. Data collection was conducted through the administration of the Trait Meta Mood Scale-24 (TMMS-24) and the Mayer, Salovey& Caruso Emotional Intelligence Test (MSCEIT). Results show adequate levels of EI, especially in the strategic area, as well as some speciality-based differences among students. There is a need to develop specific training geared towards the development of emotional skills in the Master’s in Secondary Education capacitation programmes according to the trainee’s background.Keywords. Emotional Intelligence, Secondary Education, MSCEIT, TMMS-24Resumen.En los últimos años, las habilidades relacionadas con la inteligencia emocional (IE) han adquirido especial relevancia en el ámbito educativo. Este estudio evalúa la IE en una muestra de 155 estudiantes de 5 especialidades diferentes del Master Oficial de Profesorado de Enseñanza Secundaria. La recogida de datos se llevó a cabo a través de la administración de la prueba de IE percibida TMMS-24 y la prueba de Inteligencia Emocional Mayer, Salovey y Caruso (MSCEIT). Los resultados muestran niveles adecuados de IE, especialmente en el área estratégica, así como algunas diferencias basadas en la especialidad entre los estudiantes. Existe la necesidad de desarrollar una formación específica orientada al desarrollo de habilidades emocionales en los planes de formación dirigidos al alumnado que cursa el Master Oficial de Profesorado de Enseñanza Secundaria, conforme a los datos obtenidos.Palabras claves. Inteligencia Emocional, Educación Secundaria, MSCEIT, TMMS-24

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Altaras-Dimitrijevic, Ana, and Zorana Jolic-Marjanovic. "The Mayer-Salovey-Caruso emotional intelligence test: Psychometric properties of the Serbian version." Psihologija 43, no. 4 (2010): 411–26. http://dx.doi.org/10.2298/psi1004411a.

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The field of emotional intelligence (EI) research has yielded two rather distinct ways of conceptualizing and measuring the construct, which also differ greatly in terms of their scientific value: mixed models of EI, although commercially successful, prove inadequate when subject to scientific scrutiny; by contrast, the Mayer and Salovey ability model of EI meets most of the proposed criteria for establishing a scientifically meaningful EI construct. Its current operationalization, the MSCEIT, has thus far been found to exhibit good reliability, as well as convergent-dicriminant and structural validity. The present study examined the psychometric properties of the Serbian version of the test in a sample of 250 high school graduates. Our results show that the reliabilities of Serbian MSCEIT scores are equivalent to those reported for the American standardization sample; more specifically, reliability coefficients are high for the two Area scores and the Total score (r? .86). The Total EI score shows low to moderate correlations with standard measures of academic intelligence (r=.244 - .429; p<.01), and very low correlations with the Big Five personality traits (r<.25) - a pattern that is regarded optimal in establishing convergent-discriminant validity. The factor structure of the Serbian MSCEIT closely corresponds to that of the original test: the theoretically proposed 1-, 2- and 4-factor solutions all prove empirically sustainable; however, in the 2- and 4-factor solutions, the structure of certain EI branches diverges from that which is theoretically expected and incorporated in the scoring system. The obtained data certainly recommend the Serbian MSCEIT for standardization and practical use, in which case they should be supplemented with data regarding the test?s predictive validity. On a more basic level, our results suggest the possibility of assessing a scientifically meaningful EI construct, defined as the ability to reason with ?emotional? information.

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Frajo-Apor, Beatrice, Georg Kemmler, Silvia Pardeller, Markus Huber, Christian Macina, Anna-Sophia Welte, and Alex Hofer. "Is Emotional Intelligence Impaired in Unaffected Siblings of Patients with Schizophrenia?" Journal of the International Neuropsychological Society 23, no. 7 (June 13, 2017): 577–83. http://dx.doi.org/10.1017/s135561771700042x.

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AbstractObjectives:Social cognitive deficits have been discussed to be endophenotypes for schizophrenia and other serious mental illnesses. The current study aimed to assess emotional intelligence (EI) in unaffected siblings of schizophrenia patients to investigate its potential role as endophenotype for schizophrenia.Methods:EI was measured in 56 schizophrenia patients, 57 unaffected siblings, and 127 healthy control subjects by using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). In addition, non-social cognition was assessed with the Brief Assessment of Cognition in Schizophrenia (BACS). Linear mixed models with compound symmetric correlation structure were used for of the three groups with respect to EI and non-social cognition.Results:Schizophrenia patients showed significantly lower overall EI and performed significantly worse in three out of four MSCEIT branches compared to unaffected siblings and control subjects, whereas the two latter groups had comparable EI levels. Similar performance patterns (patients<unaffected siblings=control subjects) were found with respect to non-social cognition. Solely in the “Tower of London” test, siblings achieved significantly lower task scores compared to control subjects.Conclusions:Based on our results, EI as measured with the MSCEIT does not seem to represent a marker of risk for schizophrenia. Further investigations should concentrate on other EI measures to reassess this finding. (JINS, 2017,23, 577–583)

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Sergienko, E. A., E. A. Khlevnaya, I. I. Vetrova, and A. A. Nikitina. "The test of emotional intelligence — a russian-speaking method." Social Psychology and Society 10, no. 3 (2019): 177–92. http://dx.doi.org/10.17759/sps.2019100311.

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The paper describes the work on the adaptation of the MSCEIT v.2.0 methodology and the development of other methods within the framework of the model of emotional intelligence as ability that diminish sociocultural differences and specificity of stimuli when used in samples other than American ones. The article refers to the procedure for development and standardization of a new reliable psychodiagnostic Russian-speaking method for measurement of the level of development of emotional intelligence of a person. The TEI-method is based on the model of emotional intelligence as an ability by J. Mayer, P. Salovey and D. Caruso and the psychoevolutionary theory of emotions by R. Plutchik. According to the ability model, EI is defined as the ability to process information contained in emotions. In the process of creating a new methodology for measuring emotional intelligence — the TEI-method — the shortcomings of the standardization process of the Russian version of MSCEIT v.2.0 were identified, most of which were culturally specific. These shortcomings were taken into account. 1007 people aged 20 to 72 years (487 men and 520 women, average age 35.9 years) took part in the psychometric testing of the TEI-method. The differences of the TEI and the MSCEIT v.2.0 are described. The TEI-method demonstrates a satisfactory level of basic psychometric indicators of validity and reliability.

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Dantas, Marilda Aparecida, and Ana Paula Porto Noronha. "Inteligência emocional: validade discriminante entre MSCEIT e 16 PF." Paidéia (Ribeirão Preto) 16, no. 33 (April 2006): 59–70. http://dx.doi.org/10.1590/s0103-863x2006000100009.

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O objetivo do presente estudo foi investigar evidências de validade discriminante do Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT), comparando-o com os 16 Fatores de Personalidade. O construto de inteligência emocional tem sido definido como a capacidade de perceber, entender e usar precisamente as emoções em si e em relação aos outros, bem como gerenciá-las para facilitar os processos cognitivos e promover o crescimento pessoal e intelectual. Participaram 270 universitários de diferentes cursos -Psicologia, Educação Física, Matemática e Biologia, sendo utilizados o MSCEIT e o 16 PF em aplicação coletiva. Os resultados indicaram correlações significativas baixas positivas e negativas entre IE e personalidade, tais como; Extroversão (r = 0,125*), Brandura (r = 0,253**), Rigidez de Pensamento (r = -0,193**). A análise dos resultados indica que não houve equivalência entre construtos de inteligência emocional e personalidade, embora algumas dimensões deste último possam contribuir para um adequado desempenho em IE.

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Climie, Emma A., Donald H. Saklofske, Sarah M. Mastoras, and Vicki L. Schwean. "Trait and Ability Emotional Intelligence in Children With ADHD." Journal of Attention Disorders 23, no. 13 (April 3, 2017): 1667–74. http://dx.doi.org/10.1177/1087054717702216.

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Objective: The purpose of this study was to examine trait and ability emotional intelligence (EI) in children with ADHD. Method: Forty-one children with ADHD (9-11 years) completed two measures of EI—the Bar-On Emotional Quotient Inventory: Youth Version–short form (EQi:YV-Brief) and the Mayer–Salovey–Caruso Emotional Intelligence Test, Youth Research Version (MSCEIT-YRV). Results: Children with ADHD did not differ on total EI scores from the normative data on either the ability or trait EI measures. However, they scored above the group norms on the MSCEIT-YRV subscale of Managing Emotions and lower on Understanding Emotions. On the EQi:YV-Brief, children with ADHD reported significantly lower Interpersonal and Adaptability EI. Conclusion: Children with ADHD are relatively similar to children without ADHD when examining EI scores. However, there is some variability in the EI measures which should be considered when creating intervention programs.

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Mayer, John D., Peter Salovey, and David R. Caruso. "The Validity of the MSCEIT: Additional Analyses and Evidence." Emotion Review 4, no. 4 (September 26, 2012): 403–8. http://dx.doi.org/10.1177/1754073912445815.

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Martyniak, Marzena, and John Pellitteri. "The Effects of Short-Term Emotional Intelligence Training on Preschool Teachers in Poland." Psihologijske teme 29, no. 1 (2020): 85–94. http://dx.doi.org/10.31820/pt.29.1.5.

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The development of emotional intelligence (EI) in preschool teachers is important because of the influence on classroom environment, student engagement and child development. This cluster sample experimental study included teachers (all female) in public and private nursey and preschools in Warsaw, Poland. The treatment group (N = 60) interventions included three monthly workshop training in EI that was supported by daily exercises for four weeks following the training in contrast to the control group (N = 44) that did not receive any intervention. Pretest-posttest comparisons as measured by the Polish Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) indicated treatment group increases in three of the four EI abilities (facilitation, knowledge and regulation) as well as the MSCEIT Strategic area. In posttest comparisons the treatment group was significantly higher than controls on the facilitation and regulation abilities and the strategic area. Results suggest that targeted interventions for teachers can improve EI abilities with short term training and hold promise for improved teacher development.

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Nguyen, Nhu Ngoc, Phong Tuan Nham, and Yoshi Takahashi. "Relationship between Ability-Based Emotional Intelligence, Cognitive Intelligence, and Job Performance." Sustainability 11, no. 8 (April 17, 2019): 2299. http://dx.doi.org/10.3390/su11082299.

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Based on previous findings, which found that the three facets of ability-based emotional intelligence (EI) have varying effects on job performance, this study investigates the relationship between emotional intelligence, cognitive intelligence (CI), and job performance. The use of a cascade model suggests a progressive pattern, starting from emotion perception, followed by emotional understanding and emotion regulation, with downstream effects on job performance. Considering the advantages and disadvantages of both measurements, we employed the performance-based ability measurement, the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) and the self-reporting ability EI measurement, Wong Law Emotional Intelligence Scale (WLEIS). Our findings supported the cascade model, but in the case of WLEIS measures, both self-emotion appraisal and others’ emotion appraisal precede emotion regulation, leading to a positive effect on job performance. Moreover, CI moderated the relationship between EI and job performance, such that a decline in CI rendered the relationship more positive. The MSCEIT and WLEIS showed similar results, thus supporting the cascading model and moderating effects.

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Frajo-Apor, B., G. Kemmler, S. Pardeller, T. Plass, M. Mühlbacher, A. S. Welte, W. W. Fleischhacker, and A. Hofer. "Emotional intelligence and non-social cognition in schizophrenia and bipolar I disorder." Psychological Medicine 47, no. 1 (September 19, 2016): 35–42. http://dx.doi.org/10.1017/s0033291716002324.

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BackgroundThe different patterns of Emotional Intelligence (EI) deficits in schizophrenia and bipolar I disorder are are not yet well understood. This study compares EI levels among these groups and highlights the potential impact of non-social cognition on EI.MethodFifty-eight schizophrenia and 60 bipolar outpatients were investigated using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Brief Assessment of Cognition in Schizophrenia (BACS). Analyses of covariance were performed with adjustment for the BACS composite score.ResultsCompared to bipolar subjects, schizophrenia patients showed significantly lower levels in both EI and non-social cognition. After adjustment for the BACS composite score, the difference in EI was lost. The mediation analysis revealed that differences between schizophrenia and bipolar patients in strategic EI are almost fully attributable to the mediating effect of non-social cognition.ConclusionsOur findings suggest that in both schizophrenia and bipolar patients EI is strongly influenced by non-social cognitive functioning. This has to be taken into account when interpreting MSCEIT data in comparative studies in serious mental illness and emphasizes the importance of cognitive remediation.

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Killgore, William D. S., Lily A. Sonis, Isabelle M. Rosso, and Scott L. Rauch. "Emotional Intelligence Partially Mediates the Association between Anxiety Sensitivity and Anxiety Symptoms1,2." Psychological Reports 118, no. 1 (February 2016): 23–40. http://dx.doi.org/10.1177/0033294115625563.

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Anxiety Sensitivity (AS), the propensity to fear the somatic, mental, and social consequences of anxiety, is associated with an elevated risk of developing anxiety disorders. It was hypothesized that Emotional Intelligence (EI) might serve as a mediating variable between AS and anxiety symptom expression. Sixty-one healthy adults (30 men, 31 women; M age = 30.4 yr., SD = 8.0), recruited through posted advertisements, completed the Anxiety Sensitivity Index (ASI) and the ANX subscale of the Personality Assessment Inventory (PAI), as well as three assessments of EI, including two indices of the Ability model of EI (MSCEIT; SREIS), and one index of the Trait model of EI (i.e., Bar-On EQ–i). Partial mediation between AS and ANX was found for the EQ–i but not for the MSCEIT or SREIS, as determined by the bootstrap method of mediation analysis. The association between AS and anxiety symptoms was partly explained through its effects on the intervening variable of Trait EI, and points to the possibility that interventions improving Trait EI may be useful in reducing the expression of anxiety symptoms in people with high AS.

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Yadav, Manisha, Srikanta Kumar Panda, and Nishi Arora. "INTERRELATIONSHIP BETWEEN SATTVA SARATA AND EMOTIONAL INTELLIGENCE - AN OBSERVATIONAL STUDY." International Ayurvedic Medical Journal 04, no. 04 (June 2, 2020): 2303–8. http://dx.doi.org/10.46607/iamjp040462020.

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In Ayurveda, the “Sara” word is used for the Vishuddhatara Dhatu (Tissue excellence). Sara is essence of Dhatu which provides strength and stability to the body. Determination of Sara of a person gives a clue of one’s structural and metabolic characteristic as well as physical and mental disposition, which help to check out the line of treatment of a person and prescribing a favorable regimen and diet. Sattva Sara is the most purified form of Sattva. The present study aims at assessing Sattva Sarata and Emotional Intelligence. The participants of the study were included 60 subjects between age group of 16 to 30 years. A proforma, spe-cially designed on the basis of characteristics features describe in Brihattrayee for assess the Sattva Sarata. Emotional Intelligence was assessed by Mayer Salovey Caruso Emotional intelligence Test (MSCEIT). MSCEIT is based on a series of Emotion based problem solving items. Finding of the study revealed that the association in Sattva Sarata and Emotional Intelligence was statistically significant at (P value <0.05). Keywords: Sara, Sattva Sara, Emotional Intelligence

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Escobar-Torres, Jorge G., Oscar Octavio Acosta-López, Dayana Luna-Reyes, Santos Noé Herrera-Mijangos, Gerardo Hurtado-Arriaga, and Flor de María Gil-Bernal. "Evaluación de la inteligencia emocional en cuidadoras de guardería infantil." Educación y Salud Boletín Científico Instituto de Ciencias de la Salud Universidad Autónoma del Estado de Hidalgo 9, no. 18 (June 5, 2021): 20–27. http://dx.doi.org/10.29057/icsa.v9i18.6602.

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La inteligencia emocional es un tema de gran importancia que ofrece grandes ventajas y habilidades en la vida de las personas, sin embargo, muy pocas veces es considerado y empleado en las instituciones, especialmente en las guarderías donde las niñas y niños están en desarrollo y son semejantes a esponjas que se encuentran absorbiendo todo. Por tal motivo, esta investigación hace una evaluación de la inteligencia emocional a 12 cuidadoras de una guardería perteneciente al Instituto Mexicano del Seguro Social por medio del Test de Inteligencia Emocional Mayer-Salovey-Caruso (MSCEIT) para conocer sus niveles y adaptar una intervención que se ajuste a sus necesidades. Dicha intervención trabaja las áreas de la inteligencia emocional (percepción, facilitación, comprensión y manejo), autoestima, habilidades sociales y asertividad. Los resultados muestran que un total de 8 cuidadoras (67%) en su calificación total (CIE) obtuvieron puntuaciones menores a 90 en la escala del MSCEIT, lo que corresponde a nivel de inteligencia emocional denominado como “Aspecto a desarrollar”, lo que significa que más de la mitad de las cuidadoras de guardería necesitan mejorar en el área de inteligencia emocional.

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Keele, Sophie M., and Richard C. Bell. "Consensus scoring, correct responses and reliability of the MSCEIT V2." Personality and Individual Differences 47, no. 7 (November 2009): 740–47. http://dx.doi.org/10.1016/j.paid.2009.06.013.

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Rivers, Susan E., Marc A. Brackett, Maria R. Reyes, John D. Mayer, David R. Caruso, and Peter Salovey. "Measuring Emotional Intelligence in Early Adolescence With the MSCEIT-YV." Journal of Psychoeducational Assessment 30, no. 4 (August 2012): 344–66. http://dx.doi.org/10.1177/0734282912449443.

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Føllesdal, Hallvard, and Knut A. Hagtvet. "Emotional intelligence: The MSCEIT from the perspective of generalizability theory." Intelligence 37, no. 1 (January 2009): 94–105. http://dx.doi.org/10.1016/j.intell.2008.08.005.

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Gardner, Kathryn Jane, and Pamela Qualter. "Factor structure, measurement invariance and structural invariance of the MSCEIT V2.0." Personality and Individual Differences 51, no. 4 (September 2011): 492–96. http://dx.doi.org/10.1016/j.paid.2011.05.004.

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Vrublevschi, Alexandru. "Autopercepții ale inteligenței generale și emoționale și relația cu claritatea de sine." Studia Doctoralia 8, no. 1-2 (November 22, 2018): 22–44. http://dx.doi.org/10.47040/sd/sdpsych.v8i1-2.72.

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This article examines the role of self-concept clarity within the self-assessment of both general intelligence and emotional intelligence and the relation between the results of said tests and the self-concept clarity of participants. The objectives of this study are as follows: (1) the preliminary adaptation of the self-concept clarity scale for use with the Romanian population, (2) the reproduction of previous results concerning the correlations between the self-assessments of participants and the results obtained after psychometric testing on a Romanian sample, (3) research into the existence of a negative correlation between self-concept clarity levels and the errors of participants’ self-assessments and (4) the exploration of the relationship between self-concept clarity and the tests used in this study. The sample used in the study was composed of 157 participants that were assessed online with the self-concept clarity scale, were asked to self-assess their general and emotional intelligence levels and then took the GAMA (general intelligence), MSCEIT and EQ-i (emotional intelligence) tests. The results of the study indicate a significant relation between self-concept clarity and the GAMA, MSCEIT and EQ-i test results and encourage further research into the role of self-concept clarity in the self-assessment process.

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Vrublevschi, Alexandru. "Autopercepții ale inteligenței generale și emoționale și relația cu claritatea de sine." Studia Doctoralia 8, no. 1-2 (November 22, 2017): 22–44. http://dx.doi.org/10.47040/sd0000049.

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This article examines the role of self-concept clarity within the self-assessment of both general intelligence and emotional intelligence and the relation between the results of said tests and the self-concept clarity of participants. The objectives of this study are as follows: (1) the preliminary adaptation of the self-concept clarity scale for use with the Romanian population, (2) the reproduction of previous results concerning the correlations between the self-assessments of participants and the results obtained after psychometric testing on a Romanian sample, (3) research into the existence of a negative correlation between self-concept clarity levels and the errors of participants’ self-assessments and (4) the exploration of the relationship between self-concept clarity and the tests used in this study. The sample used in the study was composed of 157 participants that were assessed online with the self-concept clarity scale, were asked to self-assess their general and emotional intelligence levels and then took the GAMA (general intelligence), MSCEIT and EQ-i (emotional intelligence) tests. The results of the study indicate a significant relation between self-concept clarity and the GAMA, MSCEIT and EQ-i test results and encourage further research into the role of self-concept clarity in the self-assessment process.

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Dawson, Sara, Lisa Kettler, Cassandra Burton, and Cherrie Galletly. "Do People with Schizophrenia Lack Emotional Intelligence?" Schizophrenia Research and Treatment 2012 (2012): 1–8. http://dx.doi.org/10.1155/2012/495174.

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Social cognition is a domain of cognitive function that includes the ability to understand and manage social interactions. Emotional intelligence (EI) has been identified as a component of social cognition and is defined as the ability to identify, use, understand, and manage emotions. Neurocognitive impairments are known to be associated with poorer social function in people with schizophrenia, but less is known about the relationships between EI, neurocognition, and social function. The current study assessed EI using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) in 20 people with schizophrenia and 20 controls. The schizophrenia group had significantly lower scores on all measures of EI and demonstrated poorer neurocognition and social functioning than controls. The difference between schizophrenia and control groups was greatest for the Understanding Emotions Branch of the MSCEIT. The neurocognition score and total EI score accounted for 18.3% of the variance in social function in the control group and 9.1% of the variance in social function in the schizophrenia group. Our results suggest that a total EI score is not a useful predictor of overall social function and it may be more clinically useful to develop an individual profile of social cognitive abilities, including EI, to form a remediation program.

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Reyes Páez, Jaime Andrés. "Teaching versus training emotional intelligence." Virtu@lmente 4, no. 2 (September 21, 2017): 56–65. http://dx.doi.org/10.21158/2357514x.v4.n2.2016.1795.

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This article presents a review of the concept of emotional intelligence, its short history and its definitions. It explores the strengths of the MSCEIT test and highlights some of its weaknesses. The text provides arguments for adopting training as a way to improve emotional intelligence. This perspective is important for leaders and managers of human resources who want to improve their own emotional intelligence and the performance of their teams on this front.

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Gignac, Gilles E. "Evaluating the MSCEIT V2.0 via CFA: Comment on Mayer et al. (2003)." Emotion 5, no. 2 (2005): 233–35. http://dx.doi.org/10.1037/1528-3542.5.2.233.

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Eack, S. M., M. F. Pogue-Geile, D. P. Greenwald, S. S. Hogarty, and M. S. Keshavan. "Mechanisms of functional improvement in a 2-year trial of cognitive enhancement therapy for early schizophrenia." Psychological Medicine 41, no. 6 (September 22, 2010): 1253–61. http://dx.doi.org/10.1017/s0033291710001765.

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BackgroundCognitive rehabilitation has emerged as an effective treatment for addressing cognitive impairments and functional disability in schizophrenia; however, the degree to which changes in various social and non-social cognitive processes translate into improved functioning during treatment remains unclear. This research sought to identify the neurocognitive and social-cognitive mechanisms of functional improvement during a 2-year trial of cognitive enhancement therapy (CET) for early-course schizophrenia.MethodPatients in the early course of schizophrenia were randomly assigned to CET (n=31) or an enriched supportive therapy control (n=27) and treated for up to 2 years. A comprehensive neurocognitive assessment battery and the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) were completed annually, along with measures of functioning. Mediator analyses using mixed-effects growth models were conducted to examine the effects of neurocognitive and social-cognitive improvement on functional change.ResultsImprovements over 2 years in neurocognition and the emotion management branch of the MSCEIT were found to be significantly related to improved functional outcome in early-course schizophrenia patients. Neurocognitive improvement, primarily in executive functioning, and social-cognitive change in emotion management also mediated the robust effects of CET on functioning.ConclusionsImprovements in neurocognition and social cognition that result from cognitive rehabilitation are both significant mediators of functional improvement in early-course schizophrenia. Cognitive rehabilitation programs for schizophrenia may need to target deficits in both social and non-social cognition to achieve an optimal functional response.

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Perepelkina, Olga, Maria Boboleva, Galina Arina, and Valentina Nikolaeva. "Higher Emotional Intelligence Is Associated With a Stronger Rubber Hand Illusion." Multisensory Research 30, no. 7-8 (2017): 615–37. http://dx.doi.org/10.1163/22134808-00002577.

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The aim of the study was to investigate how emotion information processing factors, such as alexithymia and emotional intelligence, modulate body ownership and influence multisensory integration during the ‘rubber hand illusion’ (RHI) task. It was previously shown that alexithymia correlates with RHI, and we suggested that emotional intelligence should also be a top-down factor of body ownership, since it was not shown in previous experiments. We elaborated the study of Grynberg and Pollatos [Front. Hum. Neurosci.9(2015) 357] with an additional measure of emotional intelligence, and propose an explanation for the interrelation of emotion and body ownership processing. Eighty subjects took part in the RHI experiment and completed the Toronto Alexithymia Scale and the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT). Only MSCEIT was detected to be a significant predictor of the subjective measure of the RHI. There were no significant correlations between alexithymia scores and the test statements of the RHI or the proprioceptive drift, thus we did not replicate the results of Grynberg and Pollatos. However, alexithymia correlated with the control statements of subjective reports of the illusion, which might be explained as a disruption of the ability to discriminate and describe bodily experience. Therefore, (1) alexithymia seems to be connected with difficulties in conscious or verbal processing of body-related information, and (2) higher emotional intelligence might improve multisensory integration of body-related signals and reflect better predictive models of self-processing.

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Chapela, E., M. Félix-Alcántara, J. Quintero, I. Morales, J. Gómez-Arnau, and J. Correas. "The emotional intelligence in severe mental disorders: A comparative study in schizophrenia and bipolar disorder." European Psychiatry 33, S1 (March 2016): S330—S331. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1146.

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IntroductionSevere mental disorders have deficits in different aspects of social cognition, which seem to be more pronounced in patients with schizophrenia compared to those with bipolar disorder. Emotional intelligence, defined as the ability to process, understand and manage emotions, is one of the main components of the sociocognition. Both in schizophrenia and bipolar disorder have been described changes in emotional intelligence, but only few studies compare both disorders.ObjectivesThe objective of this research is to increase knowledge about the differences between schizophrenia and bipolar disorder.AimsTo compare emotional intelligence in patients with schizophrenia versus bipolar patients.MethodsSeventy-five adult patients with schizophrenia and bipolar disorder were evaluate.The assessment protocol consisted of a questionnaire on socio-demographic and clinical-care data, and a battery of assessment scales (BPRS, PANSS, SCID-I-RV, YMRS, HDRS, CGI-S, EEAG, MSCEIT). Among the assessment tools of emotional intelligence, we select MSCEIT as the most validated.Statistical analysis was performed using SPSS 23 version. After the descriptive analysis of the data, we compare the results of the scales.ResultsBoth disorders show a deterioration of emotional intelligence compared to the general population. There were no statistically significant differences in the comparison of emotional intelligence between schizophrenia and bipolar disorder.ConclusionSchizophrenia and bipolar disorder have deficits in emotional intelligence, while it is difficult to show differences between them. These changes in emotional intelligence are part of a set of cognitive, social and non-social skills, which are altered in these severe mental disorders.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Martínez, L., A. Mané, R. Cortizo, I. Cáceres, D. Treen, L. Galindo, P. Salgado, and D. Berge. "Insight and Social Cognition in First Episode of Psychosis." European Psychiatry 41, S1 (April 2017): S272. http://dx.doi.org/10.1016/j.eurpsy.2017.02.102.

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IntroductionImpairment of insight in psychotic disorder is associated with adverse impact in treatment compliance, outcome and social functioning although its underlying mechanisms are still unknown. Social cognition and more specifically Theory of mind have been proposed to be correlated to insight. However, the relationship between both factors is still not well defined.AimsTo study the association between social cognition and insight into mental illness in individuals with early psychosis included in the first episode of psychosis program of Hospital del Mar.MethodsFrom the 94 patients included in the first psychotic episode program between January 2011 and January 2016, thirty-eight patients were evaluated six months after the episode. The three initial items of SUMD (Scale Unawareness of Mental Disorder) were used to measure insight and MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test) was used to assess social cognition. Linear correlation analysis by Pearson correlation was conducted.ResultsInsight results of SUMD six months after the first episode of psychosis were significantly associated with several subsections of MSCEIT, such as experiential area total punctuation (r = –0.574; P = 0.025), emotional facilitation section (r = –0.633; P = 0.011) and the facial emotion perception task (r = –0.572; P = 0.026).ConclusionsResults suggest an association between insight and emotional perception and facilitation performance in first episode patients, which may suggest a role of social cognition in psychosis insight impairment. Further research to better define the participation of social cognition in insight into psychosis alteration is mandatory to understand the etiology of insight, define treatment targets and consequently improve the disorder prognosis.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Benito, G., C. Luzón, J. Arillaga, A. Fernández-Liria, and G. Lahera. "Developing a test to assess social cognition based on a real interaction." European Psychiatry 41, S1 (April 2017): S355—S356. http://dx.doi.org/10.1016/j.eurpsy.2017.02.341.

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IntroductionSocial cognition enables the processing of social information and is needed to adapt one's behaviour to the perceived social scene. Its assessment is a very controversial issue, tests currently available often use unhelpful stimuli from the ecological point of view.AimsTo develop a test based on genuine social stimuli–not on their representations–and to do so, a controlled social situation is created in which participants can be evaluated on their abilities to perceive and process such information.MethodA script was prepared, consisting of several interactions which are staged before the participants by two members of the research team. The sample comprises 50 subjects, being on average 22 years old (56% women), who took this test, the MSCEIT and the MASC.ResultsThe application showed no incidence, no one detected that it was a previously prepared situation and they were not upset when this fact was revealed. A final selection of 18 items obtained a reliability of 0.701. Multidimensional scaling, partly showed the subdomains taken into account. The correlation matrix confirms the validity of the instrument. (r = 0,465 alpha < 0,001 with MASC. r = 0,106 alpha > 0,05 with MSCEIT).ConclusionsThe instrument is applicable and tolerated by participants being evaluated with it. It is feasible to use it as a test to assess social cognition It is mid-high reliability allows its use for research purposes. The correlation matrix confirmed validity, showing a significant and moderate connection with MASC and no association with any of the scales of MSCEIT.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Frajo-Apor, Beatrice, Silvia Pardeller, Georg Kemmler, Moritz Mühlbacher, Anna-Sophia Welte, Christine Hörtnagl, Birgit Derntl, and Alex Hofer. "The relationship between emotional intelligence and quality of life in schizophrenia and bipolar I disorder." Quality of Life Research 30, no. 9 (May 5, 2021): 2475–85. http://dx.doi.org/10.1007/s11136-021-02843-z.

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Abstract Purpose Social cognitive skills, both psychosocial functioning and well-being of patients with schizophrenia (SZ) or bipolar disorder (BD), have consistently been shown to be interrelated. While previous research mainly focused on emotion perception, the present study investigates the impact of the other subdomains of emotion processing on a subjective Quality of Life (QoL) estimate and objective QoL indicators. We hypothesized that patients with better performance in the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) report better QoL; and assumed that SZ and BD patients report comparable subjective QoL, whereas BD patients show higher levels of objective QoL. Methods Patients diagnosed with either SZ (n = 63) or BD (n = 60), as well as 80 healthy controls, were included into a cross-sectional study. Emotional Intelligence (EI) and QoL were assessed using the MSCEIT and the German version of the Lancashire Quality of Life Profile. Results The two patient groups were comparable with regard to overall EI, as well as subjective and objective QoL, but indicated significantly lower levels of EI and QoL than healthy controls. Whereas EI was not associated with both patient groups’ subjective QoL, a significant correlation of EI with objective QoL was only observed in SZ. However, overall effect sizes were small. Conclusion Our findings point to a difference in the interrelation between EI and QoL in patients suffering from SZ and BD, and suggest that they may have different needs to achieve recovery. It will be critical to develop training programs targeting EI in SZ, and to examine their impact on objective QoL in these patients.

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Cobêro, Cláudia, Ricardo Primi, and Monalisa Muniz. "Inteligência emocional e desempenho no trabalho: um estudo com MSCEIT, BPR-5 e 16PF." Paidéia (Ribeirão Preto) 16, no. 35 (December 2006): 337–48. http://dx.doi.org/10.1590/s0103-863x2006000300005.

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O presente trabalho teve como objetivo investigar a validade de uma medida de inteligência emocional correlacionando-a com medidas de inteligência, personalidade e desempenho profissional. Participaram do estudo 119 sujeitos, com idade entre 17 e 64 anos, de ambos os sexos e que trabalham em empresas situadas em municípios do interior do estado de São Paulo. Os instrumentos utilizados foram: Versão em Português do Mayer-Salovey-Caruso-Emotional Intelligence Test (MSCEIT), o Questionário Dezesseis Fatores da Personalidade (16PF), Bateria de Provas de Raciocínio (BPR-5), Avaliação de Desempenho respondido por duas pessoas (um supervisor e um colega). Os resultados apontam baixa correlação entre inteligência emocional e personalidade, bem como com inteligência. Indicam também que a faceta regulação das emoções se correlaciona com o desempenho profissional e apresenta validade incremental em relação à inteligência. Em suma conclui-se que a inteligência emocional constitui um tipo diferenciado de inteligência útil na avaliação psicológica no contexto organizacional.

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Rossen, Eric, John H. Kranzler, and James Algina. "Confirmatory factor analysis of the Mayer–Salovey–Caruso Emotional Intelligence Test V 2.0 (MSCEIT)." Personality and Individual Differences 44, no. 5 (April 2008): 1258–69. http://dx.doi.org/10.1016/j.paid.2007.11.020.

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MacCann, Carolyn, Gerald Matthews, and Richard D. Roberts. "Casting the First Stone of Validity Standards: A Less Critical Perspective of the MSCEIT." Emotion Review 4, no. 4 (September 26, 2012): 409–10. http://dx.doi.org/10.1177/1754073912445817.

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Legree, Peter J., Joseph Psotka, Jordan Robbins, Richard D. Roberts, Dan J. Putka, and Heather M. Mullins. "Profile Similarity Metrics as an Alternate Framework to Score Rating-Based Tests: MSCEIT Reanalyses." Intelligence 47 (November 2014): 159–74. http://dx.doi.org/10.1016/j.intell.2014.09.005.

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Blickle, Gerhard, Tassilo Momm, Yongmei Liu, Alexander Witzki, and Ricarda Steinmayr. "Construct Validation of the Test of Emotional Intelligence (TEMINT)." European Journal of Psychological Assessment 27, no. 4 (January 1, 2011): 282–89. http://dx.doi.org/10.1027/1015-5759/a000075.

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This research seeks to further validate the Test of Emotional Intelligence (TEMINT), an ability-based measure of emotional reasoning skills that has accrued an impressive record of validating evidence. With a sample of 192 university students, Study 1 showed that TEMINT was associated most closely with the “understanding emotion” branch of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT – Mayer, Salovey, & Caruso, 2002 ). Study 2 was a longitudinal study with 71 employees over 2 years. TEMINT moderated both the getting-ahead motive – income relationship, and the getting-ahead motive – perceived marketability relationship, giving empirical support to the social facilitator role of emotional reasoning skills. Implications and limitations are discussed.

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Iliescu, Dragoș, and Alexandra Ilie. "Relația stresului ocupațional cu inteligența emoționalã. O investigație centratã pe douã instrumente de evaluare a inteligenței emoționale." Psihologia Resurselor Umane 9, no. 1 (January 24, 2020): 15–29. http://dx.doi.org/10.24837/pru.v9i1.390.

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Based on 2 samples of employees in the financial and banking sector, the authors examine the convergenceof two measures of Emotional Intelligence, namely the Mayer-Salovey-Caruso Emotional Intelligence Test(MSCEIT), and the Emotional Quotient Inventory (EQ-i) which are the products of different approaches to thefocal concept. Furthermore, the authors examine the relationship of both these measures with occupational stress,with specific stressfull events and with coping mechanisms. The study finds only a low convergence of the twomeasures, as well as average correlations with occupational stress and low correlations with individual copingstrategies. Emotional Intelligence measured as an ability has a higher affinity with these processes than EmotionalIntelligence measured as personality

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Pulido Acosta, Federico, and Francisco Herrera Clavero. "Validación inicial de un instrumento en construcción para evaluar la Inteligencia Emocional, como conjunto de habilidades, en una muestra de alumnos de Educación Secundaria." Revista Electrónica Interuniversitaria de Formación del Profesorado 20, no. 1 (January 16, 2017): 35. http://dx.doi.org/10.6018/reifop/20.1.250421.

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<p class="AbstractText">El objetivo fue elaborar un cuestionario para evaluar la Inteligencia Emocional (IE), utilizando como referencia el MSCEIT (Mayer Salovey y Caruso, 2009) y destinado a una muestra adolescente. Se contó con una muestra de 557 participantes. El 54.2% fueron chicas, el 45.8% varones, el 64.5% musulmanes, el 35.5% cristianos. Se emplearon un test elaborado para la evaluación de la IE, junto con una adaptación propia de la EHS (Gismero, 2000). Los resultados reflejan niveles de fiabilidad aceptables y las dimensiones esperadas, apareciendo intercorrelaciones positivas entre los totales y las dimensiones que los conforman. Las correlaciones fueron también positivas y significativas. </p>

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LaFollette, K., B. C. Satterfield, S. Esbit, M. Lazar, M. A. Grandner, and W. D. Killgore. "0316 Emotion Regulation During Sleep Deprivation and Repeated Physiological Stress: Implications for Motor Skill Learning and Production." Sleep 43, Supplement_1 (April 2020): A119. http://dx.doi.org/10.1093/sleep/zsaa056.313.

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Abstract Introduction The ability to perform learned motor procedures under stress is a critical skill for many high-risk occupations. Explicit motor skills require top-down cognitive control, which both sleep loss and stress have been found to produce significant degradations, whereas implicit skills rely less on cognitive control and are more resilient to physiological stress. We investigated whether differences in emotion regulation attenuated the effects of sleep deprivation (SD) and acute stress on discrete motor learning. Methods 45 adults (21 F; 22 ± 3.4 years) participated in 28-hours of in-lab SD. Participants completed repeated batteries that included the Maastricht Acute Stress Test (MAST) Karolinska Sleepiness Scale (KSS), Psychomotor Vigilance Test (PVT), and Discrete Sequence Production Task (DSP). Stress response was quantified by salivary cortisol. We quantified DSP motor performance by total accurate sequences, and average movement time on accurate trials. Ability emotional intelligence (EI) was measured with the MSCEIT, while trait EI was measured with the Bar-On EQI. The CD-RISC was included as a measure of resilience. Results Using linear mixed effects models of motor performance indices, we found subjective, trait-based emotional intelligence (EQI) to be associated with worse motor performance over time, and objective, ability-based emotional intelligence (MSCEIT) to be associated with greater movement speed. We further found that greater psychological resilience (CD-RISC) but not emotional intelligence was predictive of stronger and less variable chunking structures during SD. Conclusion Emotional intelligence can influence motor learning under stressful SD, whereas psychological resilience can safeguard learning. Future work should further investigate how trait and ability metrics of EI have opposing effects on responses to stress under SD. Work in this direction could serve to identify difference factors that bolster motor skill production in operational environments where stress and SD are unavoidable. Support US Army Medical Research and Development Command: W81XWH-17-C-0088

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Primi, Ricardo, José Maurício Haas Bueno, and Monalisa Muniz. "Inteligência emocional: validade convergente e discriminante do MSCEIT com a BPR-5 e o 16PF." Psicologia: Ciência e Profissão 26, no. 1 (2006): 26–45. http://dx.doi.org/10.1590/s1414-98932006000100004.

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A preocupação com a delimitação do construto inteligência emocional foi a principal razão da realização deste trabalho, cujo objetivo foi investigar a validade convergente-discriminante de uma medida de inteligência emocional (MSCEIT), com medidas de personalidade (16PF) e inteligência (BPR-5). A coleta de dados envolveu 107 sujeitos de ambos os sexos, com idades de 17 a 60 anos (M=29,8; DP=9,9), funcionários de empresas de diversos segmentos do interior do Estado de São Paulo. Uma análise fatorial exploratória possibilitou a extração de seis fatores ortogonais (rotação varimax) que foram interpretados como relacionados à inteligência, ao neuroticismo, à área estratégica da inteligência emocional, à extroversão, à área experiencial da inteligência emocional e a uma tendência ativo-agressiva. A análise dos dados permitiu concluir que as medidas de inteligência emocional se apresentaram como um construto distinto das medidas tradicionais de inteligência e personalidade, que se referem à capacidade específica de processamento cognitivo com informações emocionais engastadas.

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Bueno, José Maurício Haas, Priscilla Rodrigues Santana, Juliana Zerbini, and Thales Barbosa Ramalho. "Inteligência emocional em estudantes universitários." Psicologia: Teoria e Pesquisa 22, no. 3 (December 2006): 305–16. http://dx.doi.org/10.1590/s0102-37722006000300007.

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O propósito deste estudo foi investigar as propriedades psicométricas de um instrumento para avaliação da inteligência emocional traduzido do inglês para o português (MSCEIT), no contexto cultural brasileiro. O instrumento foi aplicado a 334 participantes da pesquisa, de ambos os sexos (58,1% de mulheres e 41,9% de homens), universitários dos cursos de Psicologia (42,8%), Comunicação e Artes (39,5%) e Engenharia Civil (17,7%), com média de idade de 20,5 anos (DP=3,3). Os resultados indicaram boa consistência interna em todas as escalas do instrumento, com coeficientes alfa variando de 0,636 a 0,918. Também foram encontradas diferenças significativas entre gêneros em favor das mulheres, e entre cursos, em favor da Psicologia. Concluiu-se que o instrumento apresenta boas propriedades psicométricas para ser utilizado com população equivalente à deste estudo.

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DeTore, Nicole R., Kim T. Mueser, and Susan R. McGurk. "What does the Managing Emotions branch of the MSCEIT add to the MATRICS consensus cognitive battery?" Schizophrenia Research 197 (July 2018): 414–20. http://dx.doi.org/10.1016/j.schres.2018.02.018.

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Fiori, Marina, Jean-Philippe Antonietti, Moira Mikolajczak, Olivier Luminet, Michel Hansenne, and Jérôme Rossier. "What Is the Ability Emotional Intelligence Test (MSCEIT) Good for? An Evaluation Using Item Response Theory." PLoS ONE 9, no. 6 (June 5, 2014): e98827. http://dx.doi.org/10.1371/journal.pone.0098827.

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Roberts, Richard D., Ralf Schulze, Kristin O'Brien, Carolyn MacCann, John Reid, and Andy Maul. "Exploring the validity of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) with established emotions measures." Emotion 6, no. 4 (2006): 663–69. http://dx.doi.org/10.1037/1528-3542.6.4.663.

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Curci, Antonietta, Tiziana Lanciano, Emanuela Soleti, Vanda Lucia Zammuner, and Peter Salovey. "Construct Validity of the Italian Version of the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) v2.0." Journal of Personality Assessment 95, no. 5 (September 2013): 486–94. http://dx.doi.org/10.1080/00223891.2013.778272.

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Journal articles on the topic 'MSCEIT'

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