Relevant bibliographies by topics / Trait Emotional Intelligence Questionnaire

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Academic literature on the topic 'Trait Emotional Intelligence Questionnaire'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Trait Emotional Intelligence Questionnaire"

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Andrei, Federica, Martin M. Smith, Paola Surcinelli, Bruno Baldaro, and Donald H. Saklofske. "The Trait Emotional Intelligence Questionnaire." Measurement and Evaluation in Counseling and Development 49, no. 1 (January 2016): 34–45. http://dx.doi.org/10.1177/0748175615596786.

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Di Fabio, Annamaria, and Donald Saklofske. "Positive Relational Management for Sustainable Development: Beyond Personality Traits—The Contribution of Emotional Intelligence." Sustainability 11, no. 2 (January 10, 2019): 330. http://dx.doi.org/10.3390/su11020330.

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Positive relationships are of major importance in our personal and working lives for promoting well-being, and fostering healthy and sustainable organizations. The research literature suggests that emotional intelligence is a key factor in promoting and maintaining positive relationships. We examined the association between trait emotional intelligence and positive relational management in Italian workers, controlling for the effects of personality traits. Participants were administered the Big Five Questionnaire (BFQ), the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and the Positive Relational Management Scale (PRMS). Hierarchical regression analyses showed that trait emotional intelligence explained an additional 14–16% of the variance beyond personality traits in relation to positive relational management in workers. These results underscore the relationship between trait emotional intelligence and positive relational management, offering new opportunities for promoting both personal well-being and healthy and sustainable organizations.
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Anjum, Mehmood, Syed Muhammad Zia, and Waheed Ahmed Khan. "Cultural Comparison of Trait Emotional Intelligence among the Provinces of Pakistan (Sindh, Punjab, Khyber Pakhtunkhwa and Balochistan)." Journal of Intercultural Management 7, no. 3 (September 1, 2015): 15–37. http://dx.doi.org/10.1515/joim-2015-0019.

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Abstract The important feature of effective manager is to understand emotions in an effective method. This study looks into cultural variations in trait Emotional Intelligence among the business managers from the provinces of Pakistan i.e. Sindh, Punjab, Khyber Pakhtunkhwa and Balochistan. Comparing rotated component matrixes of these four provinces revealed the four traits emotional intelligence factors, Well-being, Self-control, Emotionality, and Sociability of these provinces. Short-form of Trait emotional intelligence Questionnaire developed by Petrides [2009] has employed to measure the 404 business managers from four provinces in present article. The results revealed evident the cultural differences in trait emotional intelligence scores with the business managers of Sindh scoring consistently higher than other three provinces and the business managers from Balochistan province scores are at lowest. These cross cultural differences may have ramification for global EI trait, well-being, self-control, emotionality and sociability in business manager’s performance, negotiation, conflict management, decision making and organizational development.
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Sordia, Natia, Khatuna Martskvishvili, and Aljoscha Neubauer. "From Creative Potential to Creative Achievements." Swiss Journal of Psychology 78, no. 3-4 (August 2019): 115–23. http://dx.doi.org/10.1024/1421-0185/a000227.

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Abstract. Creative potential realized in creative achievement changes the world and defines progress. Accordingly, the investigation of factors that contribute to the process of achieving creative accomplishments seems essential. The relationship between creativity and personality was a thoroughly studied subject almost from the very beginning of creativity research, yet even today it is still unclear whether emotion-related personality traits – specifically, trait emotional intelligence and emotional creativity – are the driving factors that help individuals with creative potential to gain creative achievements. In this study, 342 participants ( Mage = 21.87, SD = 5.84) took the Alternative Uses and Instances tasks (creative potential); the Inventory of Creative Activities and Achievements (ICAA); the Trait Emotional Intelligence Questionnaire (TEIQue); and the Emotional Creativity Inventory (ECI). Results show that trait emotional intelligence (specifically, the sociability factor) and emotional creativity (namely, the novelty aspect) moderate the relationship between creative potential and creative achievements, while this relationship is mediated by creative activities. The study provides insight into which emotional personality traits can facilitate the path from creative potential to real-life creative achievements.
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WEN, GOH YI, and TAN KOCK WAH. "Trait Emotional Intelligence and Mathematics Achivements among Undergraduates in Higher Learning Instituition of Sarawak." Trends in Undergraduate Research 1, no. 1 (December 17, 2018): e1-8. http://dx.doi.org/10.33736/tur.1188.2018.

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Emotional Intelligence appears to be a significant influencing factor in academic achievements. This study aims to identify the relationship between trait emotional intelligence and mathematics achievements (a relatively sparse research areas of academic achievements) among undergraduates in higher learning institution of Sarawak. 100 respondents from a higher-level institution of Sarawak participated in this study. Trait Emotional Intelligence Questionnaire (TEIQue) is used to measure the trait emotional intelligence of the undergraduates. The result was analysed using descriptive analysis and inferential analysis, namely two-way ANOVA and Pearson’s correlation. Two-way ANOVA was used to test if there is significant difference in demographic attributes (gender and place of residence) towards maths achievements and trait emotional intelligence of the undergraduates. Pearson Correlation was used to test the relationship between trait emotional intelligence and mathematics achievements of the undergraduates. Generally, this study found that there is no significant difference for factors related to demographic attributes (gender and place of residence) against maths achievements and trait emotional intelligence of the undergraduates. Meanwhile, a relationship was found between trait emotional intelligence and mathematics achievements among undergraduates in higher learning institution in Sarawak. The outcome of the study appears to suggest that trait emotional intelligence can help undergraduates to understand themselves more and to control and manage their emotions and feelings and have better relationship with their surroundings. And this could positively impact on their maths achievements.Keywords: trait emotional intelligence, mathematics achivements, undergraduates
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Martskvishvili, Khatuna, and Maia Mestvirishvili. "THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND PERSONALITY DISORDER SYMPTOMATOLOGY." Problems of Psychology in the 21st Century 8, no. 2 (December 25, 2014): 143–51. http://dx.doi.org/10.33225/ppc/14.08.143.

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Disturbances in emotion are associated with the most of the diagnostic criteria of the personality disorders, though the role of emotional intelligence in the diagnosis of personality disorders has been the subject of limited research. The present study was designed to investigate the relationships between trait emotional intelligence (trait EI) and personality disorder symptomatology in an undergraduate student sample. One hundred and twenty university students (28.3% male and 71.7 % female; M of age = 19.23, SD=2.45) were administered with (1) Trait Emotional Intelligence Questionnaire (TEIQue) (Petrides, 2009), along with (2) The Personality Disorder Questionnaire-4 (PDQ-4) (Hyler E. Steven, 1994). A multivariate analysis of variance revealed a significant main effect for group with individuals without any personality disorder symptomatology scoring significantly higher than individuals with some personality accentuations on most TEIQue facets. The results suggest that different components of emotional intelligence contribute to the development of different personality disorder symptomatology, but more research is required to replicate the results with the clinical population. Key words: emotional intelligence, personality disorders.
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Salavera, Carlos, Pablo Usán, Pilar Teruel, and José L. Antoñanzas. "Eudaimonic Well-Being in Adolescents: The Role of Trait Emotional Intelligence and Personality." Sustainability 12, no. 7 (March 31, 2020): 2742. http://dx.doi.org/10.3390/su12072742.

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Eudaimonic well-being is related to activities that lead to self-realization and personal development, goals and growth. Emotional intelligence and personality traits play a role in the perception of emotions, self-esteem and motivation and therefore in well-being. Although previous studies have analyzed the relationship among personality, emotional intelligence and well-being, the relationship between all three constructs and the predictive value of personality and emotional intelligence in the study of eudaimonic well-being in adolescents remains to be analyzed. This study evaluates this relationship and the predictive role of personality and emotional intelligence in eudaimonic well-being in 1031 Spanish secondary school students aged 12 to 17 (49.37% male, average age = 14.91 years). A quantitative field survey was conducted which included the distribution of the eudaimonic well-being questionnaire, the emotional intelligence questionnaire and the personality questionnaire. Descriptive statistics and correlations among eudaimonic well-being, emotional intelligence and personality well-being were calculated using SPSS Statistical Package software. Stepwise multiple regression was used to estimate the predictive value of personality and emotional intelligence in the study of eudaimonic well-being. Finally, a structural equations model was designed with AMOS software. The results show that these constructs are related and that personality and emotional intelligence are important variables for eudaimonic well-being. In addition, activity and anxiety factors (related to personality) and emotionality and well-being factors (related to trait emotional intelligence) have been shown to have predictive value in the study of eudaimonic well-being in adolescents. These results underline the value of personality and emotional intelligence in the study of eudaimonic well-being and present new research perspectives.
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Petrides, Konstantinos V., and Stella Mavroveli. "Theory and Applications of Trait Emotional Intelligence." Psychology: the Journal of the Hellenic Psychological Society 23, no. 1 (October 15, 2020): 24. http://dx.doi.org/10.12681/psy_hps.23016.

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The theory of trait emotional intelligence (trait EI or trait emotional self-efficacy) is summarized with illustrative applications from the domains of clinical, educational, and organizational psychology. Key limitations of the conceptualization of EI as a cognitive ability are also briefly discussed. Trait EI is offered as a preferred alternative and its relationship to other EI-related models utilizing self-report measures, but lacking an underlying theoretical rationale, is explained. The various forms of the Trait Emotional Intelligence Questionnaire (TEIQue) and the children’s sampling domain of the construct are presented. The paper concludes with a discussion of theoretical extensions of trait EI theory.
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Antoñanzas, Jose Luis. "The Relationship of Personality, Emotional Intelligence, and Aggressiveness in Students: A Study Using the Big Five Personality Questionnaire for Children and Adults (BFQ-NA)." European Journal of Investigation in Health, Psychology and Education 11, no. 1 (December 25, 2020): 1–11. http://dx.doi.org/10.3390/ejihpe11010001.

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An analysis of secondary students’ personality traits, along with a description of their emotional intelligence levels and their anger control, could be decisive when educating students to prevent anti-social behavior in academia. Very few studies on personality, emotional intelligence, and aggressive conduct exist in Spain. Some of the studies that do exist, however, only explore the relationship between emotional intelligence, personality, and prosocial behavior in secondary education students. Likewise, there are few studies focusing on personality and aggression control. In this study, using the Big Five personality models as predictors of aggressiveness in subjects and of emotional intelligence, we sought to contribute to the improvement of the education of students on aggressive behavior in education centers. To do this, we conducted a study using the Big Five Personality Questionnaire (BFQ) for Children and Adults (BFQ-NA), the Trait Meta-Mood Scale (TMMS-24) emotional intelligence test, and the State–Trait Anger Expression Inventory (STAXI) anger management test. Our main objective was to analyze the relationship of the BFQ with the variables of emotional intelligence and aggressiveness. This was achieved using a range of bivariate correlation and multiple regression tests. The results showed the correlation and predictive value of emotional intelligence and aggression in the Big Five model of personality. This study coincides with other research linking Big Five questionnaires with emotional intelligence and aggression.
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Doktorová, Dominika, and Ľubica Varečková. "An Investigation into Interrelations Between Trait Emotional Intelligence and Perfectionism in Middle School Aged Children." Postmodern Openings 12, no. 3 (August 10, 2021): 336–49. http://dx.doi.org/10.18662/po/12.3/343.

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This research focuses on the detection of interrelations between perfectionism and trait emotional intelligence in children of middle school age. The Frost multidimensional scale of perfectionism (F-MPS) for the detection of the perfectionism level was used. The global level of trait emotional intelligence was measured with the trait emotional intelligence questionnaire for children (TEIQue-CSF). The research sample consisted of 120 middle school children between 10 to 12 years old. The sample comprised of 80 girls and 40 boys. The results of the research failed to reveal any statistically significant relations between perfectionism and trait emotional intelligence.
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Dissertations / Theses on the topic "Trait Emotional Intelligence Questionnaire"

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Nicklas, Kling, and Julia Sjöblom. "Emotionell Intelligens : En studie baserad på sambandet mellan fastighetsmäklarens arbetsprestation och emotionell intelligens." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36554.

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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
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Hardy, Anneli. "The association between sense of coherence, emotional intelligence and behaviour a salutogenic perspective /." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05272008-150957.

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Gardner, Kathryn Jane. "Ability emotional intelligence, trait emotional intelligence and borderline personality disorder." Thesis, University of Central Lancashire, 2008. http://clok.uclan.ac.uk/21832/.

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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.
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Sinclair, H. E. "Trait emotional intelligence and borderline personality disorder." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/855096/.

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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.
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Thomas, Nicholas Aaron. "Project Manager Trait Emotional Intelligence and Project Success." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4686.

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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.
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Roy, Shelly Rose. "Leading with trait emotional intelligence in the higher education classroom| An exploratory study investigating trait emotional intelligence in higher education faculty members." Thesis, University of Charleston - Beckley, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563237.

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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—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.

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Vuksanovic, Jelena. "The Relationship Between Trait Emotional Intelligence and L2 Motivation." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6775.

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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.
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Andrei, Federica <1985&gt. "Trait emotional intelligence: Evidence from italian adolescents and adults." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amsdottorato.unibo.it/6898/.

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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.
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Dissou, Georgia. "The role of trait emotional intelligence (EI) in the workplace." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006505/.

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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.
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Mavroveli, Stella. "Psychometric validation of trait emotional intelligence in middle and late childhood." Thesis, UCL Institute of Education (IOE), 2008. http://eprints.ioe.ac.uk/19307/.

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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.
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Books on the topic "Trait Emotional Intelligence Questionnaire"

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Shaikh, Arshi. Emotional intelligence: Is it intelligence or a personality trait? Sudbury, Ont: Laurentian University, School of Graduate Studies, 2004.

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Roy, Shelly R. Promoting trait emotional intelligence in leadership and education. Hershey, PA: Information Science Reference, an imprint IGI Global, 2015.

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Dufour, Daniel. Rebondir!: Une approche créative pour surmonter les obstacles. Montréal: Éditions de l'Homme, 2010.

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Pérez-González, Juan-Carlos, Donald H. Saklofske, and Stella Mavroveli, eds. Trait Emotional Intelligence: Foundations, Assessment, and Education. Frontiers Media SA, 2020. http://dx.doi.org/10.3389/978-2-88963-773-7.

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Bharwaney, Geetu. Emotional Resilience. Pearson Education, Limited, 2015.

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Bharwaney, Geetu. Emotional Resilience. Pearson Education, Limited, 2015.

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Motowidlo, Steve, Harrison Kell, Kamalika Ghosh, and Michelle P. Martin. Implicit Trait Policies About Prosocial Professionalism. Edited by Philip M. Podsakoff, Scott B. Mackenzie, and Nathan P. Podsakoff. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190219000.013.14.

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Prosocial elements of organizational citizenship behavior, contextual performance, citizenship performance, extra-role behavior, and organizational spontaneity are driven largely by beliefs about the importance of prosocial behavior for work effectiveness. These beliefs are a person’s prosocial implicit trait policy (ITP). We discuss recent theoretical and empirical work that develops the concept of prosocial ITP and tests hypotheses about relations between (a) prosocial ITPs; (b) their trait antecedents in agreeableness, benevolent values, social vocational interests, and emotional intelligence; and (c) their consequences for prosocial performance. Because prosocial action is especially critical in occupations that involve providing services and help to others, we focus primarily on management and administration, voluntary community service, medical practice, and legal practice. We review studies performed to develop measures of prosocial ITPs and test their relations with basic traits and prosocial performance. We also describe an effort to develop a generic measure of prosocial ITP.
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Book chapters on the topic "Trait Emotional Intelligence Questionnaire"

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Petrides, K. V. "Psychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue)." In Assessing Emotional Intelligence, 85–101. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-88370-0_5.

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Petrides, K. V. "Ability and Trait Emotional Intelligence." In The Wiley-Blackwell Handbook of Individual Differences, 656–78. Oxford, UK: Wiley-Blackwell, 2013. http://dx.doi.org/10.1002/9781444343120.ch25.

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Petrides, K. V., Alexander B. Siegling, and Donald H. Saklofske. "Theory and Measurement of Trait Emotional Intelligence." In The Wiley Handbook of Personality Assessment, 90–103. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119173489.ch7.

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Scalco, Andrea. "Trait Emotional Intelligence: Modelling Individual Emotional Differences in Agent-Based Models." In Advances in Intelligent Systems and Computing, 237–38. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19629-9_30.

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Petrides, K. V., Maria-Jose Sanchez-Ruiz, Alex B. Siegling, Donald H. Saklofske, and Stella Mavroveli. "Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts." In The Springer Series on Human Exceptionality, 49–81. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90633-1_3.

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Salovey, Peter, John D. Mayer, Susan Lee Goldman, Carolyn Turvey, and Tibor P. Palfai. "Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale." In Emotion, disclosure, & health., 125–54. Washington: American Psychological Association, 1995. http://dx.doi.org/10.1037/10182-006.

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Dewaele, Jean-Marc, Pernelle Lorette, and Konstantinos V. Petrides. "Chapter 11. The effects of linguistic proficiency, Trait Emotional Intelligence and in-group advantage on emotion recognition by British and American English L1 users." In Emotion in Discourse, 279–300. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/pbns.302.11dew.

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Garcia, Raul. "Effects of Military Environment on Students' Emotional Intelligence Development." In Advances in Educational Marketing, Administration, and Leadership, 146–63. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6636-7.ch007.

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There are 65 military schools in the United States with many sharing the same goals and objectives, which are to develop and prepare students for leadership roles and for post-secondary academic success. Other than anecdotal claims by their alumni, these schools lack the evidence of how this is achieved. This study aims at providing such evidence by assessing the effects of a school's military environment on the students' development of emotional intelligence (IE) as measured by the Trait Emotional Intelligence Questionnaire-Short-Form. EI has been associated with academic success and higher leadership effectiveness. This exploratory analysis finds a positive correlation between leadership education level and students' EI scores (r= .28, <; .05), and a regression analysis (F(1, 51)= 4.20, p&lt; .05) predicts and EI score increase of 17% for each year of exposure to the school's military environment. This study suggests that the school's military environment inherently fosters social emotional learning, which in turn positively influences the development of the students' EI.
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Siegling, Alexander B., Donald H. Saklofske, and K. V. Petrides. "Measures of Ability and Trait Emotional Intelligence." In Measures of Personality and Social Psychological Constructs, 381–414. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-12-386915-9.00014-0.

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"Tutorial 4 Trait and emotional intelligence theory." In Your Education Leadership Handbook, 78–96. Routledge, 2014. http://dx.doi.org/10.4324/9781315832982-12.

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Conference papers on the topic "Trait Emotional Intelligence Questionnaire"

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Mitevska, Mayiana, and Paulina Tsvetkova. "THE MEDIATING EFFECT OF EMOTIONAL INTELLIGENCE ON THE BIG FIVE PERSONALITY TRAITS AND THE BIG SIX VOCATIONAL INTERESTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact063.

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"A central theme in the present study is the assumption that the influence on the human behavior is mediated by different internal processes in the career choice. Emotional intelligence is defined as a variable which is a cause for the relationship between personality traits and the choice of a certain career. Three causal paths to the dependent variable were tracked – a path to the direct impact of the emotional intelligence on the career choice, a path to the influence of personality traits on the emotional intelligence as well as a path to the impact of personality traits on the career choice via the emotional intelligence. The aim of the study is to show the mediating role of emotional intelligence in the relationship between personality traits and career choice. A total of 100 Bulgarian secondary and university students (42 males and 58 females), aged 17-40 years, were included in the research. The following measures were used for the purpose of the study - Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF), The Big five questionnaire and the Big six method for career choices. The Bulgarian version of the emotional intelligence questionnaire was translated and adapted for Bulgarian sociocultural context by Antonina Kardasheva (Kardasheva, 2012). The Big five questionnaire and the Big six method for career choices were adapted for Bulgarian conditions by S. Karabelyova (Karabelyova, 2015). The results showed that there was a direct positive impact of the emotional intelligence on the relationship between the enterprising type and conscientiousness, the artistic type and neuroticism and a negative impact on the relationship between the conventional type and extraversion. The conclusions derived from the study could be used for further psychological research in the field, as well as for enhancing the knowledge of one’s personality."
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Motah, Mahendrenath. "The Influence of Intelligence and Personality on the Use of Soft Skills in Research Projects among Final Year University Students: A Case Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3232.

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The paper examines the moderating influence of the “Big Five” model of personality, emotional intelligence, and the impact of multiple intelligences, on the use of soft skills among final year students. The present work investigates the variables which affect students in the elaboration of their research projects during their final year of study. 187students reading for their final years were asked to fill out questionnaires comprising questions on the personality traits as proposed in the Big Five model and on Multiple Intelligences. This study provides information about how young students use soft skills in their work, and how multiple intelligences and their personality influence the preparation and presentation of their final year project.
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Veloso, Gabrielle, and Welison Evenston Ty. "THE EFFECTS OF EMOTIONAL WORKING MEMORY TRAINING ON TRAIT ANXIETY." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact080.

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"Trait anxiety is a pervasive tendency to attend to and experience fears and worries to a disproportionate degree, across various situations. This study sought to determine if participants who undergo emotional working memory training will have significantly lower scores on the trait anxiety scales post-intervention. The study also sought to determine if emotional regulation mediated the relationship between working memory training and trait anxiety. Trait anxiety was measured using the form Y2 of the Spielberger State-Trait Anxiety Inventory (STAI-Y2). Emotion regulation was measured using the Emotional Regulation Questionnaire (ERQ). Forty-nine participants underwent 20 days of computerized emotional working memory training called Emotional Dual n-back, which involves viewing a continuous stream of emotional content on a 3x3 grid, and then remembering the location and color of items presented on the grid. The control group consisted of fifty-one participants. Participants of the treatment group had significantly lower trait anxiety compared to controls post-intervention. Mediation analysis determined that working memory training was significantly related to trait anxiety reduction as measured by the STAI-Y2. Emotion regulation was found not to mediate between working memory training and trait anxiety reduction. Results suggest that working memory training may be useful in reducing psychoemotional symptoms of trait anxiety. Moreover, it proposes for future research to further look into the mediating role of emotion regulation via neuroimaging and the development of more comprehensive measures of emotion regulation."
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Kaliska, Lada. "TRAIT EMOTIONAL INTELLIGENCE DEVELOPMENT POSSIBILITIES OF PRIMARY SCHOOL-AGED CHILDREN." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2443.

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Hervika, Lia, Monty P. Satiadarma, and Naomi Soetikno. "The Relationship Between Trait Emotional Intelligence, Emotional Expressiveness, and Hopelessness Among Women Who Experience Domestic Violence." In International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210805.193.

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Sollarova, Eva, and Lada Kaliska. "THE ROLE OF TRAIT EMOTIONAL INTELLIGENCE IN THE PROCESS OF CAREER DECISION-MAKING." In International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact031.

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Khazova, S. A., and N. S. Shipova. "Emotional intelligence as a resource for codependent women." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.965.977.

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The relevance of the study of personal resources is related to the importance of knowledge about the factors that determine a person’s mental health despite living conditions. The research aim was to study the emotional intelligence as a coping resource of codependent women. Sample: 19 women aged 32 to 47 years who are in a close relationship with a chemically dependent person. All women are clients of groups that help relatives of dependent people in Kostroma. Methods: The Mayer — Salovey — Caruso Emotional Intelligence Test 1998 (MSCEIT v. 2.0), adaptation in Russian (Sergienko & Vetrova, 2010); Co-Dependency Assessment Inventory (Weinhold & Weinhold, 2008); Ways of Coping Questionnaire, Folkman & Lazarus, 1988, adaptation in Russian (Kryukova, 2010); Projective technique «Man in the rain» by E. V. Romanova, T. I. Sytko (1992). The results indicate a lower development of emotional intelligence, the ability to understand emotions and consciously manage them, and features of the emotional sphere were found: feelings of insecurity, emotional coldness, impulsiveness and infantile. 47 % of women cope with the situation of dependence of a loved one unconstructively and are prone to excessive self-control, search for social support, and strive to solve the problem in any way. This does not allow you to cope with the dependence of a loved one and with your own codependent state. Regression analysis shows a fairly positive impact on coping behavior of the ability to understand and analyze emotions, use them in solving problems, consciously manage them, and predict their emotional States in the future. On the one hand, distance from the situation is reduced, on the other hand, emotional intelligence creates conditions for confrontation with the dependent behavior of a loved one and for a positive reevaluation of the situation in the context of strengthening one’s own personality. These results allow us to speak about the resource role of emotional intelligence in the situation of codependent relationships.
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Shangarffam, Nasim. "THE EFFECT OF TRAIT EMOTIONAL INTELLIGENCE AND TEACHING CRITICAL THINKING AND AUTONOMY ON EFL LEARNERS’ SPEAKING COMPLEXITY AND ACCURACY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2168.

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Колчанова, Юлия Сергеевна, and Наталья Валерьевна Ротманова. "INTERRELATION OF FEATURES OF FORMATION OF EMOTIONAL INTELLIGENCE OF TEENAGERS AND TYPE OF PARENT-CHILD RELATIONSHIP." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2020). Crossref, 2020. http://dx.doi.org/10.37539/srp290.2020.94.64.011.

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Исследование посвящено различию показателей эмоционального интеллекта старших подростков в семьях с различными типами воспитания. Проведен теоретический анализ концепций структуры эмоционального интеллекта и методик оценки его уровня. Эмпирическая часть выполнена с помощью методик ЭмИн Д.В. Люсина, методики ТЭИ Е.А. Сергеевой и «Поведение родителей и отношение подростков к ним» Е. Шафера. The aim of our work is to study the differences in the indicators of emotional intelligence of older adolescents in families with different predominant types of education. A theoretical analysis of existing concepts of the structure of emotional intelligence and methods for assessing its level is carried out. Emotional intelligence was assessed with the EmIn Questionnaire by Dmitriy Lyusin and the Emotional intelligence test by E. A. Sergeeva. The types of the parents-children relationships were analysed with the method ADOR E. Schaefer.
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Bhatt, Mamta, and Deepti Sharma. "Trait Emotional Intelligence and its relation to Stress during the COVID–19 Pandemic. An empirical study on professional students of Dehradun, India." In The International Conference on Research in Management & Technovation 2020. PTI, 2020. http://dx.doi.org/10.15439/2020km241.

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