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Relevant bibliographies by topics / Schutte Self-Report Emotional Intelligence Test (SSREIT)

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Academic literature on the topic 'Schutte Self-Report Emotional Intelligence Test (SSREIT)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Schutte Self-Report Emotional Intelligence Test (SSREIT)"

1

Khanmohammadi, A., A. Homayouni, S. J. Mosavi Amiri, and G. A. Nikpour. "Low Emotional Intelligence as a Predictor of Tendency to Addiction." European Psychiatry 24, S1 (2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70664-9.

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Aim:The study is to clarify role of emotional intelligent in addicted and nonaddicted people.Method:80 addicted and 82 nonaddicted people were randomly selected and Schutte's Self- Report Emotional Intelligence Test (SSREIT) administered on them. Data were analyzed with independent T formula.Results:Results showed significant differences between components of emotional intelligent especially in regulation, expression and assessment of emotions between tow groups.Discussion:Findings indicates that applying of plans in the field of increasing emotional intelligent can help peolple with positive

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Khanmohammadi Otaghsara, A. "Low emotional intelligence as a predictor of tendency to addiction." European Psychiatry 26, S2 (2011): 62. http://dx.doi.org/10.1016/s0924-9338(11)71773-4.

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Introduction & objectivesThe study is to clarify role of emotional intelligent in addicted and nonaddicted people.Method80 addicted and 82 nonaddicted people were randomly selected and Schutte’s Self- Report Emotional Intelligence Test (SSREIT) administered on them. Data were analyzed with independent T formula.ResultsResults showed significant differences between components of emotional intelligent especially in regulation, expression and assessment of emotions between two groups.DiscussionFindings indicates that applying of plans in the field of increasing emotional intelligent can help

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3

Homayouni, A. "Comparisonal investigation of emotional intelligence in addicted and nonaddicted people." European Psychiatry 26, S2 (2011): 53. http://dx.doi.org/10.1016/s0924-9338(11)71764-3.

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Introduction & objectivesEmotional intelligence (E/I) consists of appraisal of emotion in the self and others, regulation of emotion in the self and others and utilization of emotion in solving problems. Subsumed under these branches are functions such as verbal and non verbal appraisal and expression of emotion and using emotions to motivate as part of the utilization of emotions. (Salovey & Mayer's, 1990). Emotional intelligence components are important in psychological functions such as problem-solving, happiness, stress-tolerance, self-actualization and interpersonal relationship.

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Gong, Xiaopeng, and Sharon E. Paulson. "Validation of the Schutte Self-Report Emotional Intelligence Scale With American College Students." Journal of Psychoeducational Assessment 36, no. 2 (2016): 175–81. http://dx.doi.org/10.1177/0734282916669245.

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The current study examined the factor structure of the Schutte Self-Report Emotional Intelligence (SSREI) scale with an American college sample ( n = 404, 322 females, 88.9% Whites). Data were collected through an online survey, and confirmatory factor analyses were conducted to test several proposed factor models from previous studies. The results showed that the Ng et al. two-level factor model fit the current data best. Implications of the study and the usefulness of SSREI scale among American students were discussed.

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Villanueva, José J., and José C. Sánchez. "Trait Emotional Intelligence and Leadership Self-Efficacy: Their Relationship with Collective Efficacy." Spanish Journal of Psychology 10, no. 2 (2007): 349–57. http://dx.doi.org/10.1017/s1138741600006612.

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In this article, a leadership model is presented, with which to investigate the relationship of trait emotional intelligence (trait EI), leadership self-efficacy and leader's task self-efficacy with collective task efficacy and group performance. The sample was made up of 217 undergraduate students, randomly assigned to work teams of 1 leader and 2 followers that were requested to perform a production task. An adapted version of the Schutte Self-Report Inventory (SSRI; Schutte et al., 1998) was used to measure trait EI. Structural equation modeling was used to test the hypothesized relationshi

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Toledo Júnior, Antonio, João Gabriel Menezes Duca, and Marayra Ines França Coury. "Tradução e Adaptação Transcultural da Versão Brasileira do Schutte Self-Report Emotional Intelligence Test." Revista Brasileira de Educação Médica 42, no. 4 (2018): 109–14. http://dx.doi.org/10.1590/1981-52712015v42n4rb20180102.

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RESUMO INTRODUÇÃO Estudos recentes demonstram que a inteligência emocional (IE) pode melhorar a educação médica e a prática profissional. Não existem instrumentos de avaliação da IE validados para o português (Brasil). OBJETIVO Realizar tradução e adaptação transcultural do Schutte Self Report Emotional Intelligence Test (SSEIT) do inglês para o português. MATERIAIS E MÉTODOS A tradução e adaptação transcultural foi realizada em seis etapas: tradução, síntese, tradução reversa, revisão por comitê, pré-teste e confecção da versão final. As traduções do inglês para o português foram realizadas p

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7

Lane, Andrew M., Richard C. Thelwell, James Lowther, and Tracey J. Devonport. "Emotional intelligence and psychological skills use among athletes." Social Behavior and Personality: an international journal 37, no. 2 (2009): 195–201. http://dx.doi.org/10.2224/sbp.2009.37.2.195.

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Relationships between self-report trait emotional intelligence and psychological skills were investigated. Male athletes (54) completed the Emotional Intelligence Scale (EIS; Schutte et al., 1998) and the Test of Performance Strategies (TOPS; Thomas, Murphy, & Hardy, 1999). Canonical correlation results suggested psychological skills used in both competition and in practice relate to perceptions of emotional intelligence (Practice: Canonical R = .69, p < .001; Competition: Canonical R = .67, p < .01). Specifically, self-talk, imagery, and activation in both practice and competition w

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Grant, Anthony M., and Michael J. Cavanagh. "THE GOAL-FOCUSED COACHING SKILLS QUESTIONNAIRE: PRELIMINARY FINDINGS." Social Behavior and Personality: an international journal 35, no. 6 (2007): 751–60. http://dx.doi.org/10.2224/sbp.2007.35.6.751.

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Goal-focused coaching is increasingly being used to help people set and reach personal and workplace goals. However, coaches' coaching skills are rarely measured. This exploratory study reports preliminary findings on the initial development and validation of a self-report measure, the Goal-focused Coaching Skills Questionnaire (GCSQ). Some participants also completed the Schutte Emotional Intelligence Scale (Schutte et al., 1998) and the Insight subscale of the Self-reflection and Insight Scale ([SRIS-IN], Grant, Franklin, & Langford, 2002). Convergent, face validity and test-retest relia

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Belias, Dimitrios, ATHANASIOS KOUSTELIOS, Maria Koutiva, and Eleni Zournatzi. "Occupational Stress and Emotional Intelligence among Greek Bank Employees." International Journal of Human Resource Studies 3, no. 4 (2013): 79. http://dx.doi.org/10.5296/ijhrs.v3i4.4372.

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The purpose of the present study was to investigate the occupational stress experienced by bank employees in Greece and its connection with emotional intelligence and demographic factors. More specifically, the feeling of occupational stress and the level of emotional intelligence among Greek bank employees are investigated both separately and in correlation. In addition, it is investigated how demographic characteristics are likely to affect the feeling of occupational stress and the level of emotional intelligence of employees in bank institutions in Greece. In addition, the study investigat

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Biswas, Sangita, and Dr Surekha Invalli. "A Snooping on the Factor Structure of Schutte Self-Report Emotional Intelligence Test among the Engineering Students." International Journal of Trend in Scientific Research and Development Volume-2, Issue-1 (2017): 1433–42. http://dx.doi.org/10.31142/ijtsrd8268.

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