Academic literature on the topic 'Trait Emotional Intelligence Questionnaire'

Title:  Emotional Intelligence - A study based on the relationship between real estate agents and emotional intelligence Level: Final assignment for Bachelor Degrees in Business Administration  Authors: Julia Sjöblom and Nicklas Kling Supervisor: Jonas Kågström Date: 2021 June    Aim: The purpose of the study is to investigate if and how emotional intelligence affects the real estate agent's work performance. Method: The study used a quantitative research method done with “"Trait Emotional Intelligence Questionnaire" short form” designed as an survey and this was sent out to real estate agents that are based in Sweden.  Result and conclusion: The results of the study show that there exists correlations between Trait EI and real estate brokers work performances. There are correlations between subcategories sociability, self-control, emotionality but there is no correlation to wellbeing on the subscale level. This means that real estate agents who are skilled in social contexts, has easy to interact with other people and are good listeners are more likely to perform better at work. Contribution of the thesis: This study contributes to business economics research by examining how emotional intelligence affects real estate agents' sales performance. Suggestions for future research: Based on the results this study, it would be interesting for further research to investigate the subcategory sociability. Another suggestion is to use Trait Emotional Intelligence Questionnaire measuring instrument in the same industry as this study to find similarities or differences with our results. Finally, further research is proposed regarding the possibility of developing the levels of emotional intelligence to see how this would affect work performance as a real estate agent. Keywords: Emotionell intelligens, Trait emotionell intelligens, Work performance, "Trait Emotional Intelligence Questionnaire", Real estate agent

This thesis explored convergent, discriminant, concurrent and incremental validity of four Emotional Intelligence (EI) measures examined were one ability EI measure (Mayer-Salovey-Caruso Emotional Intelligence Test [MSCEIT]); and three self-report/trait EI measures (Schutte Emotional Intelligence Scale [SEIS], Multidimensional Emotional Intelligence Assessment [MEIA] and Trait Emotional Intelligence Questionnaire [TEIQue]). Participants (N = 307) were drawn predominantly from community and student populations. The MSCEIT showed reasonably good validity, although there were only small amounts of incremental validity in predicting psychologica flunctioning of the trait EI measures the SEIS and MEIA performed similarly well, although the former was more distinctive from personality. The TEIQue produced mixed findings: the factors tructurew as inconsistent with the theoreticals tructure (preliminarya nalyses) but incremental validity was favourable. Placed within a theoretical context, results confin-n the distinctiveness of ability andt rait El. In addition, the trait EI measures appear to be assessing the same latent variable, although some small subscale level correlations question this conclusion. Findings also question whether a ll components of ability EI are assessing a type of intelligence, but suggest that trait EI has utility as a personality measure beyond the Big Five. Based on Study 1, the MSCEIT and SEIS were selected for use in more explanatory research. Study 2 (N = 523) examined the role of ability and trait EI in Borderline Personality Disorder (BPD), a disorder that may be attributable to emotion dysregulation. Consistent with this, poor emotion regulation (ability and trait EI) was especially characteristic of non-clinical BPD adults, as were poor emotional understanding and trait emotion perception. Strong evidence was lacking for a differential role of ability El in the disparate BPD feature/criteria, whilst trait EI was most related to 'affective and self dysregulation'. Findings also suggest that low trait emotion regulation is a possible contributing factor to BPD and eating disorder. These findings extend past work regarding the emotional skills and traits of non-clinical persons with BPD features. The greater role of ability and trait emotion manage menitn BPD is consistent with Linehan's (1993a, 1993b) emotion dysregulation theory of the disorder.

Part 1: The Literature Review explores the association between Trait Emotional Intelligence (TEl) and emotion regulation (ER). Twenty-four studies met the review's inclusion criteria and their contributions to the TEl and ER literature are discussed. The studies suggest that high TEl is linked with a greater sensitivity to emotional information and enhanced ER ability. The review concludes that TEl may be an interesting and important concept for further investigation, especially in populations with ER difficulties. Part 2: The Empirical Paper explores the associations between TEl, ER difficulties, and mindfulness ability in those with and without a diagnosis of Borderline Personality Disorder (BPD). TEl, ER difficulty, and mindfulness scores were found to be correlated for the entire sample. Individuals with a diagnosis of BPD reported statistically significantly lower TEl, greater difficulties in ER and reduced mindfulness skills compared to the Non-Clinical sample. The research and clinical implications of the study, along with its limitations, are discussed. Part 3: The Critical Appraisal reflects on the personal motivations for the research. In addition, process issues which arose from the research are discussed. Finally, in reference to the clinical implications of the study, further areas for investigation are considered and recommendations made.

Project success is a measure of both project manager efficacy and stakeholder satisfaction. One of the primary measures of success for construction projects is meeting cost targets and yet recent data indicates up to 9 out of 10 construction projects fail to meet this target. Unsuccessful construction projects can have ramifications that affect project teams, internal stakeholders, customers and the local community. The purpose of this correlational study was to examine the relationship between project managers' well-being, self-control, emotionality, and sociability and project success using Petrides and Furnham's theoretical framework of trait emotional intelligence. Using the Trait Emotional Intelligence Questionnaire short form self-assessment instrument, data were collected from a sample of 104 construction project managers in the United States who had executed a project in the last 5 years. Data analysis revealed both the combination of the four predictor variables, and the self-control variable taken individually, resulted in a statistically significant relationship to project success at the p < .05 level with each having a p value of .001. Hiring managers and organizational leadership can use this information to guide hiring processes and training programs to help improve success rates in the construction industry. Improved project success could result in positive social change through the stabilization of the job market and improved partnerships between construction organizations, local governments, and the community.

<p> According to Mortiboys (2012) and Powell and Kusuma-Powell (2010) effective college professors have high levels of trait emotional intelligence (trait EI). Consequently, this dissertation performed a one-way Analysis of Variance (ANOVA) in order to determine the existence of a relationship between the trait EI skill levels of those faculty members who received awards for teaching excellence&mdash;award-winning professors (AWPs) and their non award-winning counterparts by comparing the scores of these two professor populations on the Trait Emotional Intelligence Questionnaire (TEIQue). The results of this ANOVA did not demonstrate any statistically significant relationship; however, when demographic variables, particularly gender, educational level, and institution entered the calculations, statistically significant relationships emerged. Finally, this dissertation also conducted semi-structured qualitative interviews with AWPs. A thematic analysis of these qualitative interviews demonstrated that AWPs practice trait EI skills when teaching in a variety of different ways, that different experiences enabled these individuals to learn trait EI skills and techniques, and that these AWPs are able to achieve a variety of results through their use of trait EI in the college classroom. </p>

Motivation is considered an important factor in initiating and sustaining the second language (L2) process. Since learning an L2 can be seen as a lengthy process, one that needs sustained motivation over a long period of time, learners need to be able to successfully deal with their and others’ emotions in order to generate and sustain their motivation for learning. The role of learners’ emotions and trait emotional self-efficacy, or trait emotional intelligence (EI), in L2 motivation and language learning has been a relatively unexplored area. To fill this gap, the current study posed three research questions that addressed the relationship between L2 motivation and trait EI, which is based on the trait EI theory (Petrides, 2001) and deals with emotion-related self-perceptions, such as emotion control, emotion expression, empathy, and emotion perception (Petrides, 2001). As Dörnyei (2009) proposed the L2 Motivational Self System (L2MSS) in response to the need to further develop the socio-educational model, the current study further tests the validation of a modified version of the L2MSS by investigating intermediate and advanced international English language learners from diverse backgrounds. Using a quantitative approach, this study examined (a) the relationship between the possible selves (the ideal/ought-to/anti-ought-to) and trait emotional intelligence, including the four broader factors: sociability, emotionality, well-being, self-control; and (b) to what extent can the four factors predict the three different selves, and (c) the relationship between L2 learning experience, possible selves, and trait EI. A total of 143 international ESL students enrolled in an English Language Program in the United States participated in the study. A possible selves questionnaire, L2 learning experience questionnaire, and trait emotional intelligence questionnaire (TEIQue SF) were administered. The underlying factors from the exploratory factor analysis performed on the possible selves questionnaire responses were ‘the ideal L2 self’, ‘the ought-to L2 self’, and ‘the anti-ought-to L2 self.’ The correlation analysis showed significant correlations between (a) trait EI and ideal/ought-to L2 self; (b) ideal L2 self and emotionality/sociability/well-being; (c) ought-to L2 self and emotionality/sociability/well-being; (d) anti-ought-to L2 self and emotionality; (e) L2 learning experience and trait EI; (f) the L2 learning experience and the ideal/anti-ought-to L2 self; (g) L2 learning experience and emotionality/sociability/well-being. A four predictor standard multiple regression model revealed that the trait EI sociability factor was the only significant predictor of the ideal L2 self. On the other hand, the trait EI emotionality factor was the only significant predictor of both the ought-to and anti-ought-to L2 selves. This study illustrates that there are important associations between L2 motivation and constructs of positive psychology, especially emotional intelligence, and that positive psychology might stimulate future L2 motivation research. Lastly, this study offers a number of implications for use of positive psychology in the SLA classroom.

Emotional intelligence (EI) represents an attribute of contemporary attractiveness for the scientific psychology community. Of particular interest for the present thesis are the conundrum related to the representation of this construct conceptualized as a trait (i.e., trait EI), which are in turn reflected in the current lack of agreement upon its constituent elements, posing significant challenges to research and clinical progress. Trait EI is defined as an umbrella personality-alike construct reflecting emotion-related dispositions and self-perceptions. The Trait Emotional Intelligence Questionnaire (TEIQue) was chosen as main measure, given its strong theoretical and psychometrical basis, including superior predictive validity when compared to other trait EI measures. Studies 1 and 2 aimed at validating the Italian 153-items forms of the TEIQue devoted to adolescents and adults. Analyses were done to investigate the structure of the questionnaire, its internal consistencies and gender differences at the facets, factor, and global level of both versions. Despite some low reliabilities, results from Studies 1 and 2 confirm the four-factor structure of the TEIQue. Study 3 investigated the utility of trait EI in a sample of adolescents over internalizing conditions (i.e., symptoms of anxiety and depression) and academic performance (grades at math and Italian language/literacy). Beyond trait EI, concurrent effects of demographic variables, higher order personality dimensions and non-verbal cognitive ability were controlled for. Study 4a and Study 4b addressed analogue research questions, through a meta-analysis and new data in on adults. In the latter case, effects of demographics, emotion regulation strategies, and the Big Five were controlled. Overall, these studies showed the incremental utility of the TEIQue in different domains beyond relevant predictors. Analyses performed at the level of the four-TEIQue factors consistently indicated that its predictive effects were mainly due to the factor Well-Being. Findings are discussed with reference to potential implication for theory and practice.

This thesis applies the concept of trait El within the context of a theoretical framework of emotions (covering e.g. behaviour, personality and decisions) by analysing its relationship with employees' job-related feelings (Job Satisfaction, Organisational Commitment and Emotional Motivation), emotion-related behaviour (Decision-Making, Counterproductivity in work behaviour), and emotion-related personality traits (e.g. Competitiveness, Perfectionist, Socialised Leadership Traits). With regard to the definition of trait El, Petrides and Furnham (2001) have proposed that individuals differ in the extent to which they attend to, process and utilise affectladen information. Its investigation should therefore be primarily conducted within a personality framework, measured using self-report questionnaires. The data used in this thesis were gathered from questionnaires and 3600 feedback assessments distributed in various sectors in the UK and Ireland, and analysed using correlation and regression techniques. Chapter 3 (Study I and 2) and 5 (Study 5) confirmed that trait El's investigation should be primarily conducted within a personality framework, since strong relationships were found between trait El and emotion-related personality traits. The findings of Chapter 4 (Study 3) and Chapter 5 (Study 5) revealed that trait El is positively related to employees' job-related feelings (e.g. Job Satisfaction, Organisational Commitment and Emotional Motivation). From the perspective of emotion-related behaviour, Chapter 4 (Study 4) showed that a person with low trait El is more likely to exhibit deviant behaviour, such as absence and aggressiveness. Chapter 6 (Study 6) showed that positive emotionality such as well-being and emotional awareness clearly influences decision making. Overall comparisons between high and low trait El scorers were also investigated and the results were in line with the theoretical framework of emotions, in terms of negative vs. positive emotionality. In the present thesis, trait El seems to be broadly consistent with the neuropsychological theories where emotions, dispositions and feelings are presented as biological brain functions, linked to behaviour, personality and decisions.

Trait emotional intelligence (trait EI or trait emotional self-efficacy) is a constellation of emotion-related self-perceptions and dispositions located at the lower levels of personality hierarchies (see Petrides & Furnharn, 2000,2003; Petrides, Furnham, & Mavroveli, 2007). Trait EI provides comprehensive coverage of the affective aspects of personality and has been validated in several studies with adults and, less often, with adolescent samples. Research with children within the domain has been generally neglected. Therefore, the main goal of the thesis was the psychometric validation of trait EI in middle and late childhood where research was lacking. This venture included both the development of an age-appropriate conceptual definition and a measure of trait EI. The initial operationalisation of the construct was based on data generated through a qualitative method, which aimed at identifying and defining salient facets of children's affective personality. The preliminary pool of facets in children's trait EI sampling domain included 11 theoretical constructs, which were subsequently reduced to 9 constructs based on correlational methods (see Robinson, Shaver, & Wrightsman, 1991). The Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF) was developed to measure trait EI in children. The structure of the measure mirrored the conceptual definition of trait EI and provided comprehensive coverage of children's trait EI sampling domain. The psychometric properties of the TEIQue-CF were examined in a string of seven studies, which provided sufficient evidence for the measure's internal consistency, temporal stability, and construct validity. Specifically, internal consistency indices varied from 73 to 84, and the evidence for construct validity was consistent with the theoretical postulates of trait EI and related research with adults and adolescents. Overall, the empirical findings showed low to zero correlations between trait EI and indices of cognitive ability, such as verbal and nonverbal IQ, reading and spelling scores, and SAT scores on English, math, and science. Additionally, trait EI scores differentiated between a) pupils with unauthorised absences or exclusions from school and their well-adjusted peers and b) pupils with special educational needs and those without such needs. Higher trait EI scores were also positively related to teacher- and peer-rated positive (prosocial) behaviour, negatively related to negative (antisocial) behaviour, and predicted emotion perception accuracy. The data from all seven studies showed that the TEIQue-CF has sound psychometric properties and is a potentially useful trait EI tool. On the whole, our findings provided support for the validity of trait EI and for its saliency in predicting and explaining important psychological, socioemotional, and behavioural criteria in middle and late childhood.