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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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Kornilova, Tatiana, Mariia Shestova, and Sergey Kornilov. "Emotional Intelligence, Big Five Traits and Emotional Creativity in latent personality profiles." Vestnik of Saint Petersburg University. Psychology 11, no. 2 (2021): 123–36. http://dx.doi.org/10.21638/spbu16.2021.201.
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Studies in the last decade that examined the relationship among the traits that form a personality profile, identified both the relationship between emotional intelligence and the Big Five traits or focused on arbitrarily identified mediators and moderators in the system of measured traits. However, our current understanding of the associations between Big Five traits and emotional creativity (a trait related to emotional intelligence) is lacking. Thus, the objective of the study was to identify latent profiles which represented homogenous subgroups of individuals based on measured personality traits; and to compare the results from a variablecentered approach and the person-centered approach (latent profile or class analysis). Design: a total of 527 students participated in the study (395 women and 135 men, Min 17, Max 43, M=19.2, SD=2.9), 402 were administered the complete assessment battery. The latter included 1) the Ten Item Personality Measure (TIPI), 2) the Trait Emotional Intelligent Questionnaire (TEIQ), 3) and the Emotional Creativity Inventory (ECI). The study shows that the traits of the Big Five as expected were positively associated with all the subscales of emotional intelligence. The analysis of latent profiles identified 4 distinct classes that do not appear when correlation analysis was used in a variable-centered analysis. Specifically, it was the properties of emotional intelligence that were the main group of discriminating variables when establishing personal profiles. Among the Big Five traits, Emotional Stability and, among the all emotional creativity components, Efficiency were the strongest discriminating factors; the maximum contribution to the identification of personal profiles was made by the traits of emotional intelligence.
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Metaxas, Melinda J. "Are the Most Effective Approaches towards Helping Students with Emotional Behavioural Disorders (EBDs) Predisposed and Trait Based?" Psychiatry International 2, no. 1 (March 21, 2021): 85–107. http://dx.doi.org/10.3390/psychiatryint2010007.
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Trait emotional intelligence (EI) may prove to be most valuable as an approach for dealing with others’ behaviours/emotions via its related psychological processes. Personality trait theory posits that an individual’s level of EI affects their cognitive-affective-behavioural reaction towards students with emotional behavioural disorders (EBDs) and influences the level of difficult behaviour. EI would be an essential element in fostering supportive interactions with students as a way of preventing and/or managing disruptive behaviours. The author explores which individuals are more predisposed to discriminate against EBD students using an attribution model framework and identifies the most effective and supportive EI traits. Two hundred and sixty-one teachers from 51 Victorian schools completed self-report questionnaires, including the Trait Emotional Intelligence Questionnaire. A quantitative survey methodology used vignettes (depicting a student with either mild or severe EBD symptoms), with 50/50 surveys randomly distributed. Teacher EI predicted the behaviour towards students with EBDs, whilst bypassing or biasing conscious thought processing. Combinations of EI traits were identified that produced the most desirable outcomes, demonstrating EI’s propensity to direct reactions towards a more effective or dysfunctional helping approach. The findings suggest that the most effective approaches towards helping EBD students are the innate dispositional reactions that establish the necessary psychological foundations for any successful interaction or outcome. The development of an assessment tool (Assessment Screen for Emotionally Intelligent Teachers (ASET)) lays a sound foundation for profiling teachers with these ideal qualities.
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McKenna, Jacqueline, Jo Anne Webb, and Ashley Weinberg. "A UK-wide analysis of trait emotional intelligence in occupational therapists." International Journal of Therapy and Rehabilitation 27, no. 7 (July 2, 2020): 1–13. http://dx.doi.org/10.12968/ijtr.2017.0142.
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Background/aims Emotional intelligence enables recognition, understanding and management of emotions of self and others, supporting development of communication, relationship building and engagement skills. The application of emotional intelligence supports technical and non-technical competence, facilitating confidence, leadership and capability in the workplace. This study profiles trait emotional intelligence in a sample of UK occupational therapists and explores its relationships with a range of demographic and self-rated job satisfaction variables. Methods A UK-wide online survey of occupational therapists was carried out, which included the Trait Emotional Intelligence Questionnaire (Short Form). A total of 808 participants responded. Three main analyses investigated differences between the occupational sample and wider population, the subgroups (gender and work role), as well as the relationships between emotional intelligence and demographic and job satisfaction variables. Results Analyses highlighted that occupational therapists scored higher than the population norms for global emotional intelligence and on each of the four subfactors. Within the study sample, a significant gender difference was observed for emotionality (lower among men); self-control was significantly correlated with age and years since qualification. Increased satisfaction in the job scores were consistently and strongly associated with emotional intelligence scores. Salary band was positively associated with emotional intelligence. Conclusions: The findings consider the potential impact of emotional intelligence levels on performance and leadership, vital in today's climate of emerging practice and less traditional roles for occupational therapists. This study has shown that occupational therapists scored higher than the population norms for Global emotional intelligence and on each of the four emotional intelligence subfactors. Emotional intelligence abilities are associated with perceived competence of the occupational therapist, with implications for job satisfaction and wellbeing. Understanding and using the emotions of self and others to inform thinking and behaviour undoubtedly influences practitioner effectiveness. Future research is required to extrapolate the influence of Trait Emotional Intelligence upon professional abilities, increasing understanding of emotional intelligence and its impact upon effective occupational therapy practice.
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Sanchez-Gomez, Martin, and Edgar Breso. "The Mobile Emotional Intelligence Test (MEIT): An Ability Test to Assess Emotional Intelligence at Work." Sustainability 11, no. 3 (February 5, 2019): 827. http://dx.doi.org/10.3390/su11030827.
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The present study analyzes the Mobile Emotional Intelligence Test (MEIT), a new ability-test to assess emotional intelligence (EI) in a digital way. Taking into account the importance of emotional competencies in the study of employees’ wellbeing and performance, the instrument tested is based on the most supported ability model (Four-branch Mayer and Salovey Model), and it evaluates emotional capacity through nine different emotional tasks. A total of 1549 participants (841 women and 708 men) with an average age of 27.77 (SD = 8.75) fulfilled the MEIT, consisting of 42 items. The score on the test is based on expert judgments: professional psychologists and emotional intelligence specialists. In addition to the MEIT test, a series of questionnaires was used to assess relevant constructs which research has shown to be related to EI (general intelligence, personality traits, and life satisfaction); besides, another measure of emotional intelligence trait (TMMS-24) was included. The results showed that the MEIT is a reliable and valid test that is useful for both scientific research and individual assessment. Statistical analysis provides evidence of the reliability and validity of the three-factor structure of the questionnaire. Moreover, internal consistency measures were high. In line with previous studies, MEIT maintains the expected relationships with the rest of the constructs studied. Finally, the limitations of the present study and the need for future research on emotional intelligence assessment are discussed.
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Di Fabio, Annamaria, Donald H. Saklofske, and Paul F. Tremblay. "Psychometric properties of the Italian trait emotional intelligence questionnaire (I-TEIQue)." Personality and Individual Differences 96 (July 2016): 198–201. http://dx.doi.org/10.1016/j.paid.2016.03.009.
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Ulutas, Ilkay. "Psicometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQe) in Turkish." Current Psychology 38, no. 3 (July 29, 2017): 775–81. http://dx.doi.org/10.1007/s12144-017-9647-z.
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IBRAHIM, IFFAH ADLINA, and TAN KOCK WAH. "The Academic Self-Efficacy Among Undergraduates: The Role of Gender, CGPA and Trait Emotional Intelligence." Trends in Undergraduate Research 3, no. 1 (June 29, 2020): e7-12. http://dx.doi.org/10.33736/tur.1890.2020.
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Academic self-efficacy is important for students which will help them to perform better in studies. This study aims to explore the level of academic self-efficacy among UNIMAS undergraduates based on gender, CGPA and trait emotional intelligence. The samples of study involved are 50 male and 50 female participants which consists of final year students from Faculty of Cognitive Sciences and Human Development. The academic self-efficacy of the students is measured using the questionnaire adopted from a study by Sachitra and Bandara (2017) and The Short Form (TEIQue-SF) Trait Emotional Intelligence Questionnaire is used to measure the trait emotional intelligence of the undergraduates. The result was analyzed using descriptive analysis and inferential analysis; independent samples t-test, One-Way ANOVA and Pearson’s correlation. The results of the study have shown that female students have higher academic self-efficacy compared to male students. In addition, students who obtain a higher CGPA also have higher self-efficacy. There was also a small positive correlation between trait emotional intelligence and academic self-efficacy.
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Nateri, Rachele, Claudio Robazza, Asko Tolvanen, Laura Bortoli, Antonis Hatzigeorgiadis, and Montse C. Ruiz. "Emotional Intelligence and Psychobiosocial States: Mediating Effects of Intra-Team Communication and Role Ambiguity." Sustainability 12, no. 21 (October 30, 2020): 9019. http://dx.doi.org/10.3390/su12219019.
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Emotional intelligence is an important variable related to the interaction and functioning of sports teams. The present study examined the relationship between players’ trait emotional intelligence and functional and dysfunctional psychobiosocial states. In particular, we examined the mediating effects of intra-team communication efficacy and role ambiguity in this relationship. The participants were 291 (174 men and 117 women) Italian players involved in various team sports (i.e., futsal, soccer, volleyball, handball, and rugby). They completed a multi-section questionnaire assessing the study variables during the early/middle part of their competitive seasons. Structural equation modeling (SEM) showed trait emotional intelligence to positively predict functional psychobiosocial states and negatively predict dysfunctional psychobiosocial states. Effective intra-team communication mediated the relationship between emotional intelligence and functional states, while role ambiguity was a mediator of the relationship between trait emotional intelligence and dysfunctional states. Overall, the results highlight the importance of examining trait emotional intelligence as an antecedent of players’ psychobiosocial states in applied sport contexts both in terms of team functioning and individual optimal sport experience.
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Jafri, Md Hassan. "Moderating Role of Job Autonomy and Supervisor Support in Trait Emotional Intelligence and Employee Creativity Relationship." Vision: The Journal of Business Perspective 22, no. 3 (July 16, 2018): 253–63. http://dx.doi.org/10.1177/0972262918785960.
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This study examined the relationship between trait-based emotional intelligence and employee creativity. Drawing from the trait activation theory (TAT), the current study also examined job autonomy and supervisor support as interactive effects on emotional intelligence—employee creativity relationship. The study was conducted on 233 employees working at different positions, in two financial sector organizations. Using random sampling approach, data were taken on standard questionnaire from employees of the organizations of the study. Correlations and regression analyses revealed that the trait-based emotional intelligence has positive and significant influence on employee creativity. Moderated regression analysis showed that both job autonomy and supervisor support strengthened the emotional intelligence—employee creativity relationship. The implications of the study have been explicated in the research.
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Di Fabio, Annamaria, and Donald Saklofske. "The Contributions of Personality Traits and Emotional Intelligence to Intrapreneurial Self-Capital: Key Resources for Sustainability and Sustainable Development." Sustainability 11, no. 5 (February 26, 2019): 1240. http://dx.doi.org/10.3390/su11051240.
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In the innovative research area of the psychology of sustainability and sustainable development, Intrapreneurial Self-Capital (ISC) constitutes a promising core of resources to face the challenges of the 21st century. This article presents two studies supporting the contribution of trait emotional intelligence to ISC beyond that explained by the three most quoted personality trait models. The Intrapreneurial Self-Capital Scale (ISCS), Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF), Big Five Questionnaire (BFQ), Mini International Personality Item Pool Scale (Mini-IPIP), HEXACO-60, and Eysenck Personality Questionnaire Revised Short Form (EPQ-RS) were administered to 210 first and second year university students (Study 1) and 206 university students in the last three years of undergraduate university studies (Study 2). Hierarchical regression analyses demonstrated that Emotional Intelligence (EI) explained additional variance in ISC beyond that accounted for each of the three personality trait models for both samples. These results should encourage future research within a positive primary prevention perspective in the framework of the psychology of sustainability and sustainable development.
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Fares Aljaser, Loulwah Motlaq. "Maladaptive Perfectionism and Psychological Distress: The Mediating Role of Trait Emotional Intelligence." International Journal of Business and Management 13, no. 6 (May 16, 2018): 174. http://dx.doi.org/10.5539/ijbm.v13n6p174.
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The study aimed to reveal levels of psychological distress and maladaptive perfectionism at the students of secondary stages in Kuwait schools, and to determine the relationship between those two factors under the effect of trait emotional intelligence. The study sample was composed of (255) students from six schools located in different areas in Kuwait city. A self- administered questionnaire was used as the study instrument for collecting data. It was found that both psychological distress and maladaptive perfectionism were found at medium level, whereas trait emotional intelligence was found at the high level, Moreover it was found that trait emotional intelligence as a mediator affects the psychological distress- maladaptive perfectionism relationship.
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Snowden, Austyn, Roger Watson, Rosie Stenhouse, and Claire Hale. "Emotional Intelligence and Nurse Recruitment: Rasch and confirmatory factor analysis of the trait emotional intelligence questionnaire short form." Journal of Advanced Nursing 71, no. 12 (August 12, 2015): 2936–49. http://dx.doi.org/10.1111/jan.12746.
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Andrei, Federica, and K. V. Petrides. "Trait emotional intelligence and somatic complaints with reference to positive and negative mood." Psihologija 46, no. 1 (2013): 5–15. http://dx.doi.org/10.2298/psi1301005a.
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This study examined the relationship between trait emotional intelligence (trait EI) and somatic complaints after controlling for positive and negative affect (PA and NA). 362 volunteers (222 males) completed the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), the Somatic Complaint List (SCL), and the Positive Affect and Negative Affect Scales (PANAS). Results showed that high trait EI is positively correlated to PA and negatively correlated to NA and somatic complaints, but that it can predict somatic complaints over and above PA and NA. These findings highlight the protective role of trait EI in mental and physical health.
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Prajapati, Vrinda, Rajlakshmi Guha, and Aurobinda Routray. "Multimodal prediction of trait emotional intelligence–Through affective changes measured using non-contact based physiological measures." PLOS ONE 16, no. 7 (July 9, 2021): e0254335. http://dx.doi.org/10.1371/journal.pone.0254335.
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Inability to efficiently deal with emotionally laden situations, often leads to poor interpersonal interactions. This adversely affects the individual’s psychological functioning. A higher trait emotional intelligence (EI) is not only associated with psychological wellbeing, educational attainment, and job-related success, but also with willingness to seek professional and non-professional help for personal-emotional problems, depression and suicidal ideation. Thus, it is important to identify low (EI) individuals who are more prone to mental health problems than their high EI counterparts, and give them the appropriate EI training, which will aid in preventing the onset of various mood related disorders. Since people may be unaware of their level of EI/emotional skills or may tend to fake responses in self-report questionnaires in high stake situations, a system that assesses EI using physiological measures can prove affective. We present a multimodal method for detecting the level of trait Emotional intelligence using non-contact based autonomic sensors. To our knowledge, this is the first work to predict emotional intelligence level from physiological/autonomic (cardiac and respiratory) response patterns to emotions. Trait EI of 50 users was measured using Schutte Self Report Emotional Intelligence Test (SSEIT) along with their cardiovascular and respiratory data, which was recorded using FMCW radar sensor both at baseline and while viewing affective movie clips. We first examine relationships between users’ Trait EI scores and autonomic response and reactivity to the clips. Our analysis suggests a significant relationship between EI and autonomic response and reactivity. We finally attempt binary EI level detection using linear SVM. We also attempt to classify each sub factor of EI, namely–perception of emotion, managing own emotions, managing other’s emotions, and utilization of emotions. The proposed method achieves an EI classification accuracy of 84%, while accuracies ranging from 58 to 76% is achieved for recognition of the sub factors. This is the first step towards identifying EI of an individual purely through physiological responses. Limitation and future directions are discussed.
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Seyyedyan, Marzieh, Tavakol Moosazadeh, and Mohammad Narimani Mostaali Begloo. "Comparison of personality trait and emotional intelligence between the women who experienced domestic violence and control group." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 212–23. http://dx.doi.org/10.15503/jecs2021.1.212.223.
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Aim. The aim of this research is comparing the role of personality traits and emotional intelligence between women who experienced domestic violence and a control group. Methods. The statistical population of the study includes all women (700 participants) referred to the judicial authorities of Ardabil province in 2019.The research sample included 30 women who experienced domestic violence and 30 women as control group (not experienced domestic violence) who were selected by available sampling method. To measure emotional intelligence and personality traits, the Bar-on Emotional Intelligence Questionnaire and NEO Questionnaire was used. The questionnaires briefly describe and evaluate the two complex concepts of emotional intelligence and current emotional health. Data analysis was performed using SPSS statistical software and MANOVA. The main variables of the research were neuroticism, extroversion, openness, agreeableness, extra-individual skills, conscientiousness, interpersonal skills, adaptability, stress control and public mood. Results. The findings of the research have shown that among the characteristics of the five major personality factors (NEO), only the neuroticism component was more prevalent among women who experienced domestic violence, and the rest of the personality traits (extroversion, agreeableness, conscientiousness, and openness to new experiences) among control group were higher (P<0.05). Also, all components of emotional intelligence (extra-individual skills, intrapersonal skills, adaptability, stress control, and public mood) were higher among control group than those of women who experienced domestic violence (P<0.05). Conlusion. As a result, it can be acknowledged that personality traits and emotional intelligence abilities are among the main factors related to domestic violence and are very important in preventing this violence.
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Peachey, Andrew A., Jeanne Wenos, and Stephanie Baller. "Trait Emotional Intelligence Related to Bullying in Elementary School Children and to Victimization in Boys." OTJR: Occupation, Participation and Health 37, no. 4 (July 21, 2017): 178–87. http://dx.doi.org/10.1177/1539449217715859.
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While Healthy People 2020 calls for a reduction of bullying among high school students as a public health priority, earlier intervention supported by Occupational Therapists may be warranted. The current study investigated the prevalence of bullying behaviors within an elementary school, compared the experiences of victims with those of perpetrators, and determined when and for whom Trait Emotional Intelligence is a predictor of bullying and victimization. Elementary school children ( n = 235) in Grades 3 to 5 completed the Forms of Bullying Scale–Victim, the Forms of Bullying Scale–Perpetrator, and the Trait Emotional Intelligence Questionnaire–Child Short Form. The prevalence of bully-only perpetration was 3.0%, of victimization-only was 48.5%, and of bully-victimization was 10.4%. Trait Emotional Intelligence was negatively associated with bullying. Trait Emotional Intelligence was negatively associated with victimization in boys, but not girls. The findings are discussed within the need to provide instruction and services to students at an early age.
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Di Fabio, Annamaria, Letizia Palazzeschi, Ornella Bucci, Andrea Guazzini, Chiara Burgassi, and Eleonora Pesce. "Personality Traits and Positive Resources of Workers for Sustainable Development: Is Emotional Intelligence a Mediator for Optimism and Hope?" Sustainability 10, no. 10 (September 25, 2018): 3422. http://dx.doi.org/10.3390/su10103422.
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The 21st century is characterized by unpredictable and changing environments that require individuals and organizations to adapt to these challenges and prepare for continuous transitions in the work environment. Optimism and hope are positive resources that are key factors in navigating this post-modern work scenario. Emotional intelligence can be considered as another important variable in this context and furthermore, research has shown it can be increased through specific training. The aim of the present study is to examine the contribution of emotional intelligence in mediating the relationship between personality traits and both optimism and hope. The Big Five Questionnaire (BFQ), the Trait Emotional Intelligence Questionnaire (TEIQue-SF), the Life Orientation Test Revised (LOT-R), and the Hope Scale (HS) were administered to 201 Italian workers. Correlations among variables were calculated and mediation analyses were performed. The results showed that the relationships between personality traits and both optimism and hope are mediated by emotional intelligence. In particular, the contribution of emotional stability, agreeableness, and extraversion on optimism was mediated by emotional intelligence; the contribution of extraversion, emotional stability, and conscientiousness on hope was mediated by emotional intelligence. These results open new possibilities for research and interventions to enhance the personal resources of workers in the fluid scenario of the 21st century by promoting optimism and hope that are facilitated by emotional intelligence in the perspective of enhancing psychological aspects of sustainability and sustainable development.
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Siegling, A. B., Ashley K. Vesely, K. V. Petrides, and Donald H. Saklofske. "Incremental Validity of the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue–SF)." Journal of Personality Assessment 97, no. 5 (April 2015): 525–35. http://dx.doi.org/10.1080/00223891.2015.1013219.
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Banjac, Sonja, Laura Hull, K. V. Petrides, and Stella Mavroveli. "Validation of the Serbian adaptation of the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF)." Psihologija 49, no. 4 (2016): 375–92. http://dx.doi.org/10.2298/psi1604375b.
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This study investigated trait EI in childhood in a Serbian population by validating a Serbian adaptation of the Trait Emotional Intelligence Questionnaire - Child Form (TEIQue-CF). All 606 participants (Mage = 10.33, SD = 1.55) completed the TEIQue-CF, the Reading the Mind in the Eyes Test (revised version), and the Guess Who peer assessment. Data on academic achievement and truancy were also obtained. The Serbian TEIQue-CF demonstrated robust psychometric properties with satisfactory internal consistencies and extensive evidence of validity in relation to criteria such as emotion recognition, academic grades, truancy rates, and peer ratings. Factor analyses suggested a two-factor solution for the total sample, but a unifactorial structure for the two groups of younger children aged 8 to 9 and 10 to 11. Overall, the results corroborate the validity of the Serbian adaptation and the theoretical and practical importance of the construct of trait EI in children.
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Naseem, Khalida. "Job Stress and Employee Creativity: The mediating role of Emotional Intelligence." International Journal of Management Excellence 9, no. 2 (August 31, 2017): 1050–58. http://dx.doi.org/10.17722/ijme.v9i2.911.
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The obstinacy of this study is to lessen the job stress between individuals at work place by mediating the relationship through emotional intelligence. Emotional intelligence between predictor and criterion variables enhances employee well-being (creativity). Time lagged data through a self-reported questionnaire was collected from employees of Suzuki Company. Employees of Suzuki (n=150) filled the trait measure of job stress questionnaire and after three weeks’ participants completed the emotional intelligence and creativity scale. Supervisors of employees to counter check also filled up another creativity questionnaire. It is supported that employees with higher emotional level will perceive less stress and higher level of creativity. The consequences of this study for working with manufacturing industry to improve employee creativity.
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Bayani, A. A. "The relationship between depression and emotional intelligence among undergraduate students." European Psychiatry 26, S2 (March 2011): 609. http://dx.doi.org/10.1016/s0924-9338(11)72316-1.
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Depression and depressive symptoms are among the most common of all mental disorders and health complaints. The main objective of this paper was to examine the study of the relationship between emotional intelligence and depression among undergraduate students. The undergraduate students of the Islamic Azad University, Azadshahr branch (183 women, 123 men) took part in this study. Their ages ranged from 18 to 51 (M = 25.4, SD = 6.1); 124 were married, and 182 were single. All the respondents completed a series of questionnaires including the Farsi version of the Trait Emotional Intelligence Questionnaire (Petrides, & Furnham, 2004), the Depression Anxiety Stress Scale (Lovibond, & Lovibond, 1995). A significant negative correlation has been found between the scores on the Trait Meta-Mood Scale and the Depression Anxiety Stress Scale (r = - .43, P < .0001) for the total group and also separately for tested the groups of men and women.
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Abdolrezapour, Parisa. "The Relationship between Emotional Intelligence and Complexity, Accuracy, and Fluency in EFL Learners’ Oral Performance." Cypriot Journal of Educational Sciences 13, no. 3 (September 30, 2018): 310–18. http://dx.doi.org/10.18844/cjes.v13i3.3452.
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Over the last three decades, emotional intelligence (EI) has received considerable empirical attention especially in academic context. Following this line of research, the study reported in this paper investigated the relationship between trait EI and EFL learners’ second language (L2) oral performance. A sample of 102 Iranian EFL students, all between 13 and 18 years old (approximately half male and half female), performed an oral narrative task under laboratory conditions and completed the trait emotional intelligence questionnaire-adolescent short form (TEIQue-ASF), which is used to measure global trait EI. The correlational analysis of the results indicated a positive relationship between EI and learners’ L2 oral performance as measured in terms of complexity, accuracy and fluency. Those with higher degree of EI were able to produce more accurate and complex language. The relationship between EI and fluency measures, however, did not reach significance. Findings of this study point to the importance of focusing on learners’ emotions and finding strategies to foster it.
Keywords: Emotional intelligence, accuracy, complexity, fluency, language achievement
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Beyazit, Utku, Yeşim Yurdakul, and Aynur Bütün Ayhan. "The Psychometric Properties of the Turkish Version of the Trait Emotional Intelligence Questionnaire–Child Form." SAGE Open 10, no. 2 (April 2020): 215824402092290. http://dx.doi.org/10.1177/2158244020922904.
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The aim of this study was to adapt the Trait Emotional Intelligence Questionnaire–Child Form (TEIQue-CF) into Turkish and to examine the psychometric properties of the Turkish version of the form. The participants of the study consisted of 208 children between the ages of 8 and 12 who were recruited from a primary and a secondary school in Antalya, Turkey. In terms of validity, construct and criterion-related validity analyses were conducted. The confirmatory factor analysis revealed a construct of nine facets and two factors. In terms of the criterion-related validity, significant correlations ( p < .01) were found between the scores of the Index of Empathy for Children and Adolescents (IECA) and the Socioemotionality, Emotion Control, and total scores of TEIQue-CF. For the examination of the reliability, the internal consistency coefficients were computed. Cronbach’s alpha coefficient for the total questionnaire was found to be .91. According to the results, this study provides an instrument that can be used for assessing the trait emotional intelligence of children in a Turkish sample.
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Veselka, Livia, K. V. Petrides, Julie Aitken Schermer, Lynn F. Cherkas, Tim D. Spector, and Philip A. Vernon. "Phenotypic and Genetic Relations Between the HEXACO Dimensions and Trait Emotional Intelligence." Twin Research and Human Genetics 13, no. 1 (February 1, 2010): 66–71. http://dx.doi.org/10.1375/twin.13.1.66.
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AbstractThe present study investigated the location of trait emotional intelligence (trait EI or trait emotional self-efficacy) within the context of the HEXACO model — a more comprehensive personality framework than the conventional Big Five structure. A total of 666 MZ and 526 DZ adult twin pairs from the United Kingdom completed the short form of the Trait Emotional Intelligence Questionnaire (TEIQue-SF) and the short form of the HEXACO Personality Inventory (HEXACO-60). Many significant phenotypic correlations between the TEIQue-SF and the HEXACO-60 were obtained, which were strongest for HEXACO Extraversion, and weakest for HEXACO Honesty–Humility. As was expected, Emotionality was the only HEXACO dimension to correlate negatively with TEIQue-SF scores. Bivariate behavioral genetic analyses revealed that all phenotypic correlations were attributable to common genetic and common nonshared environmental factors. The study confirms the validity of trait EI as a constellation of emotional self-perceptions located at the lower levels of personality.
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Šifrar, Tina, Kim Majoranc, and Tanja Kajtna. "Matching of personality traits, emotional intelligence and social skills among dance partners in competitive dancing." Kinesiology 52, no. 2 (2020): 242–49. http://dx.doi.org/10.26582/k.52.2.9.
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We investigated whether there was more matching in personality traits, emotional intelligence, and social skills in better performing dance couples than in their less successful counterparts and if better- and lower-performing dancers individually have more equivalent personality traits, emotional intelligence, and social skills. Twenty-four dance couples (i.e. 24 male and 24 female dancers), performing both the Latin and standard dances at a competitive level, were included in the study. Among the measured metrics were: personality traits (using the Big Five Questionnaire), social skills (using the Interpersonal Skills Questionnaire), and emotional intelligence (using the Emotional Competence Questionnaire). When comparing differences between couples, results showed that the better dance couples were more orderly, agreeable and conscientious than the lower-performing dance couples who seemed to be more open. When comparing differences between individual dancers, results showed that the better-performing dancers tended to be older, more experienced, with a higher “competitive mileage” and better-trained bodies, more diligent with a firm belief in their success, confident in attaining their goals, and more motivated. They were also more emotionally stable – a trait that stemmed from their maturity and many years of competing. Findings obtained by our study will certainly allow us to view competitive dancers from a different, as yet undiscovered and potentially deeper viewpoint of psychology. One of the practical aspects of our research lies in understanding how to keep dance couples together for a longer time, allowing dancers to perform in unison for longer periods than would be otherwise possible.
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Martskvishvili, Khatuna, Luiza Arutinov, and Maia Mestvirishvili. "A Psychometric Investigation of the Georgian Version of the Trait Emotional Intelligence Questionnaire." European Journal of Psychological Assessment 29, no. 2 (May 1, 2013): 84–88. http://dx.doi.org/10.1027/1015-5759/a000135.
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The current study presents the results of the adaptation of the Trait Emotional Intelligence Questionnaire (TEIQue; Petrides, 2009 ) to the Georgian population. Nine hundred twenty two individuals participated in the standardization of the instrument (267 male and 655 female participants, from 17 to 70 years). Results from exploratory factor analyses indicate that the factor structure of the British TEIQue is broadly replicated in the Georgian translation. The Georgian Trait Emotional Intelligence Questionnaire comprises 15 primary facets and four higher-order factors: Emotionality, Sociability, Self-Control, and Well-Being. The Cronbach α reliabilities of the TEIQue factors ranged from .69 to .82, and from .62 to .81 for the 15 facets. TEIQue global scores were normally distributed. There were no gender differences in global TEI scores, though such differences did emerge in some TEI factors and facets.
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Avhustiuk, Mariia M. "THEORETICAL ANALYSIS OF SOME MAIN CONCEPTUAL APPROACHES TO EMOTIONAL INTELLIGENCE OPERATIONALIZATION." Scientific Notes of Ostroh Academy National University: Psychology Series 1, no. 13 (June 24, 2021): 81–87. http://dx.doi.org/10.25264/2415-7384-2021-13-81-87.
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The article presents the results of the theoretical and comparative analysis of the scientific psychological and pedagogical literature on the problem of studying the main approaches to the operationalization of emotional intelligence. In particular, a brief description of the main components of the most well-known methods of measuring emotional intelligence is provided: the Mayer-Salovey-Caruso Emotional Intelligence Test developed by J. Mayer, P. Salovey and D. Caruso, the self-report tests “Emotional Quotient Inventory” by R. Bar-On and N. Schutte with colleagues’s Self-Report Emotional Intelligence Test, D. Gowlman’s Emotional Competence Inventory, K. Izard’s Emotional Knowledge Test, R. Cooper’s “EQMap” for interpersonal success model, K. Petrides and E. Furnham’s “Trait Emotional Intelligence Questionnaire” test, N. Hall’s method of assessing emotional intelligence, D. Lusin’s “EmIn” questionnaire, etc. The relevance of the study of the main aspects of methods of measuring emotional intelligence is due to the need to clarify the structure of this phenomenon and include it in the system of personal characteristics, as well as the influence of ambiguity of the role of emotional intelligence in educational activities. Based on the comparative characteristics of the main components of the most famous methods of measuring emotional intelligence, an attempt was made to conceptualize the main approaches to its operationalization. Emphasis, in particular, is made on the comparison of the main criteria by the differentiation of emotional intelligence as a trait and emotional intelligence as ability. The results of the analysis are important for further studies of this phenomenon. As the analysis of scientific and psychological approaches to the problem of operationalization of emotional intelligence has shown, there is a need to personalize tests of emotional intelligence in accordance with students’ requests and their problems, to study the features of intercultural validity of emotional intelligence. A promising area of study of emotional intelligence is also the study of its relationship with metacognitive strategies. In particular, the theoretical-methodological and empirical principles of studying emotional intelligence in the context of metacognitive monitoring of students’ learning activities are relevant.
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Dang, Della L., Meng Xuan Zhang, Karlas Kin-hei Leong, and Anise M. S. Wu. "The Predictive Value of Emotional Intelligence for Internet Gaming Disorder: A 1-Year Longitudinal Study." International Journal of Environmental Research and Public Health 16, no. 15 (August 2, 2019): 2762. http://dx.doi.org/10.3390/ijerph16152762.
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This one-year longitudinal study examined trait emotional intelligence as a predictor of Internet gaming disorder (IGD). To date, only cross-sectional research has been conducted to test the protective effects of emotional intelligence against IGD tendency. Based on the Interaction of Person-Affect-Cognition-Execution (I-PACE) model, this study aimed to address the research gap by examining not only the direct effects of trait emotional intelligence, but also its indirect effects (via depressive symptoms and coping flexibility) on IGD, with both a cross-sectional and longitudinal design. The participants were 282 Chinese university students (mean age = 20.47; 39.4% males) who voluntarily completed an anonymous questionnaire at both baseline (W1) and one-year follow-up (W2). Path analysis results revealed that trait emotional intelligence had a protective but indirect effect on IGD tendency in both our cross-sectional and longitudinal data. Depression was found to have a significant, full mediating effect on the relationship between: (i) trait emotional intelligence and IGD tendency (W2) and (ii) coping flexibility and IGD tendency (W2), after adjusting for IGD tendency at the baseline (W1). Gender invariance of the path coefficient was also observed in the prospective model. This study provided longitudinal evidence to support the I-PACE model. Interventions should address both IGD and depressive symptoms, and school-based workshops to increase emotional intelligence and coping flexibility are also recommended.
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Ilievová, Lubica, Ingrid Juhásová, and František Baumgartner. "Opportunities for emotional intelligence in the context of nursing." Journal of Health Sciences 3, no. 1 (April 15, 2013): 20–25. http://dx.doi.org/10.17532/jhsci.2013.22.
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Introduction: Emotional intelligence is the ability to recognize and control one´s own emotions as well as emotions of other people. There are two orientations in studying emotional intelligence. They differ in whether they relate abilities and personal characteristic features or not. Emotional intelligence usage is currently being understood as a fundamental requirement of nursing in care provision to patients.Methods: In a research conducted with a group of nursing students (n = 86), we were examining emotional intelligence as an ability and as a feature. We used SIT-EMO (Situational Test of Emotional Understanding) scales in order to fi nd out emotional intelligence as an ability, and SEIS (Schutte Emotional Intelligence Scale), measuring emotional intelligence as a feature. In the context of nursing, we were finding out emotional self-effi cacy in relation to geriatric patients (ESE-GP). TEIQue-SF (Trait Emotional Intelligence Questionnaire – short form) method was used to set up our own questionnaire.Results: We were fi nding out the extent of emotional intelligence and we were analyzing it from the viewpoint of its grasping as a feature, ability and emotional self-effi cacy in relation to geriatric patients. We found out lower levels in social awareness, emotional management and stress management dimensions of the nursing students.Conclusion: Emotional intelligence as an ability of the nursing students can be enhanced through psychological and social trainings. Emotional intelligence has an impact on social and communication skills, which are a precondition of effective nursing care.
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Stamatopoulou, Maria, Petros Galanis, Foteini Tzavella, K. V. Petrides, and Panagiotis Prezerakos. "Trait Emotional Intelligence Questionnaire–Adolescent Short Form: A Psychometric Investigation in Greek Context." Journal of Psychoeducational Assessment 36, no. 5 (January 10, 2017): 436–45. http://dx.doi.org/10.1177/0734282916687706.
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This article aims to investigate the reliability and validity of the Trait Emotional Intelligence Questionnaire–Adolescent Short Form (TEIQue-ASF) score in a sample of 440 Greek adolescents. The instrument’s score demonstrated good internal consistency and was significantly correlated with core self-evaluations as well with somatic complaints, self-report psychopathology, and personal strengths. It also explained a statistically significant increase in the prediction of outcome variables beyond core self-evaluations. It is concluded that the findings of the present study provide evidence that support the interpretation and use of the TEIQue-ASF score to assess the emotional self-perceptions of Greek adolescents.
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Krishnadas, R., V. Mallon, I. Mcinnes, and J. Cavanagh. "Correlates of depression and quality of life in patients with inflammatory arthritides." European Psychiatry 26, S2 (March 2011): 383. http://dx.doi.org/10.1016/s0924-9338(11)72091-0.
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Depression is a major co-morbidity in patients with inflammatory arthritides. In addition to the inflammatory processes, factors like pain, quality of life and trait emotional intelligence or the awareness on one's emotion and the ability to regulate these effectively may be associated with the presence of depression in this population.AimsThe aims of the present study were to determine the rates of depression in patients with psoriatic (PsA) and rheumatoid arthritis (RA) attending a tertiary referral centre, and to investigate possible factors that are associated with depression in this population.MethodsInterim data pertaining to depression (HADS), pain (British Pain Society Pain scale), quality of life (EuroQoL), physical function (HAQ-DI), inflammation (CRP) and emotional intelligence (Trait Emotional Intelligence Questionnaire - TEIQue-SF) were analysed from data from 100 patients (50 PsA and 50 RA).ResultsUpto 30% of patients with PsA and RA were found to be depressed. Similarly, upto 25% of patients with PsA and RA fulfilled the criteria for caseness on the HADS A subscale.None of these patients were on therapeutic doses of an antidepressant. There was significant correlation between depression scores and scores on quality of life, disability and emotional intelligence. Together, they explained almost 50% of the variance in depression scores.ConclusionThe prevalence of depression is high in people with inflammatory arthritides. Disability, Quality of life and trait emotional intelligence seems to be important factors associated with inflammation and presence of depression in this population.
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Stassart, C., A. M. Etienne, O. Luminet, I. Kaïdi, and M. Lahaye. "The Psychometric Properties of the French Version of the Trait Emotional Intelligence Questionnaire–Child Short Form." Journal of Psychoeducational Assessment 37, no. 3 (November 10, 2017): 293–306. http://dx.doi.org/10.1177/0734282917740499.
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The psychometric properties of the French version of the Trait Emotional Intelligence Questionnaire–Child Short Form (TEIQue-CSF) were investigated in a sample of 556 children 9 to 13 years of age. The internal consistency and temporal stability were satisfactory. A significant difference for gender, but not for age, was observed. With regard to the factor structure, the best fit was found for a two-factor solution, emotion control and socioemotionality. Regarding convergent validity, positive correlations were found with the total and all except one-factor scores of the Emotion Awareness Questionnaire score (EAQ30). Evidences of concurrent validity were demonstrated, with negative correlations with State-Trait Anxiety Inventory for Children (STAIC) and childhood anxiety sensitivity index (CASI). Results also showed a positive correlation with Children’s Social Desirability Scale (CSD). In conclusion, these findings provide additional support for the use of the TEIQue-CSF for researchers and practitioners who want to assess emotion-related constructs in children.
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Martínez-Rubio, José L., Esther Moraleda, Blanca Rodríguez, Lourdes García-Salmones, and Manuel Primo. "Inteligencia Emocional vs. Inteligencia General: Aspectos a Considerar en la Docencia / Emotional Intelligence vs. General Intelligence: Aspects to Consider in Teaching." Higher Learning Research Communications 4, no. 1 (March 27, 2014): 98. http://dx.doi.org/10.18870/hlrc.v4i1.199.
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<p>Para el desarrollo de esta investigación, se suministraron dos cuestionarios a estudiantes de la Universidad Europea de Madrid. Concretamente, los estudiantes cumplimentaron el cuestionario TEIQue (Trait Emotional Intelligence Questionnaire) para la medición de la Inteligencia emocional y la escala R del Test PMA (Primary Mental Abilities) para la valoración del factor de razonamiento. Los resultados de esta investigación, aunque no han permitido establecer una vinculación clara entre Inteligencia Emocional e Inteligencia General, han permitido vislumbrar algunas tendencias que relacionan las subescalas del cuestionario TEIQue con el factor razonamiento de los estudiantes. A través de esta relación, se han podido establecer perfiles y, a partir de ellos, se han identificado las metodologías docentes más adecuadas para mejorar los resultados académicos de los estudiantes.</p><p>---</p><p>In order to carry out this research, two questionnaires were administered to students from the Universidad Europea de Madrid. Specifically, students completed the TEIQue (Trait Emotional Intelligence Questionnaire), which measures emotional intelligence, and the PMA (Primary Mental Abilities) Test in its R scale, which measures the reasoning factor. Although the results of this research failed to establish a clear link between Emotional Intelligence and General Intelligence, they have shown some trends that relate the TEIQue subscales with the reasoning factor in students. Through this relationship, it has been possible to establish profiles and, from them, to identify the most appropriate teaching methodologies in order to improve the students’ academic performance.</p>
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van der Zee, Karen, and Remko Wabeke. "Is trait‐Emotional Intelligence simply or more than just a trait?" European Journal of Personality 18, no. 4 (June 2004): 243–63. http://dx.doi.org/10.1002/per.517.
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The present study examined the usefulness of trait‐Emotional Intelligence (EI) among a sample of 1186 top managers who filled out questionnaires for Emotional Intelligence and the Big Five and were evaluated by a consultant on their competencies. Three higher‐order factors were found to underlie the Bar‐On Emotional Quotient Inventory (Bar‐On, 1997): sense of accomplishment, empathy, and planfulness. Trait‐EI was found to be substantially related to Extraversion, Agreeableness, Emotional Stability, and Autonomy. Nevertheless, the EI‐factors predicted additional variance over and above the Big Five in competency to support. On the whole, top managers scored higher on the EI dimensions compared with a general population sample. High EI scores were particularly found among managers from enterprising occupational environments, that is environments dominated by activities that entail persuading and leading others to attain organizational goals or economic gain. Copyright © 2004 John Wiley & Sons, Ltd.
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Kryukova, Ekaterina А., and Maria А. Shestova. "Emotional intelligence in the structure of a person’s intellectual and personal potential: trait or ability? (adaptation of the short version of the TEIQue-SF questionnaire)." National Psychological Journal 40, no. 4 (2020): 18–30. http://dx.doi.org/10.11621/npj.2020.0402.
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Background. One of the debated issues of modern psychology is the characteristics of the emotional sphere in the structure of a person’s intellectual and personal potential. Its most important component is emotional intelligence (EI), which can be studied from different methodological standpoints. It makes it urgent to develop appropriate diagnostic techniques. The objective: based on testing of the Russian-language version of the questionnaire “Trait Emotional Intelligent Questionnaire” (TEIQue-SF), the problem of understanding EI as an ability or personality trait, and the relationship of EI with uncertainty tolerance (UT) and emotional creativity (EC) is considered. Design. EI as a trait was measured using the approved TEI questionnaire (N= 482); as ability — using the EI questionnaire (N= 230); as attitude to uncertainty — using the new uncertainty tolerance questionnaire (N= 61); as emotional creativity — using the OEC questionnaire (N= 231). Research results. For the TEI questionnaire, a four-factor structure, similar to the original English version was confirmed. It included the following scales: “well-being”; “emotionality”; “sociality” and “self-control”. Their convergent validity with the scales of the EmIn questionnaire has been demonstrated. Relationship between tolerance to uncertainty and emotional creativity has been established, which makes it possible to talk about the positive role of emotional intelligence in personal and style self-regulation. Conclusions. The data obtained allow us to consider the psychometric characteristics of the Russian-language version of the TEI questionnaire satisfactory. The revealed positive relationship between the characteristics of EI according to the methods of TEI and EmIn, as well as links with EC, suggests the possibility of a broader interpretation of EI as a trait but also does not allow to deny its interpretation as an ability. Differences in methodological approaches regarding understanding the construct of EI do not prevent the possibility of measuring it as a variable of a person’s intellectual and personal potential interconnected with the attitude towards uncertainty and with the creative potential of a person.
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Huseini, Salim Al, Mohammed Al Alawi, Hamed Al Sinawi, Naser Al-Balushi, Sachin Jose, and Samir Al-Adawi. "Trait Emotional Intelligence and Its Correlates in Oman Medical Specialty Board Residents." Journal of Graduate Medical Education 11, no. 4s (August 1, 2019): 134–40. http://dx.doi.org/10.4300/jgme-d-18-00388.
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ABSTRACT Background As part of the globalization of medical education, residency programs in Oman have adopted competency-based standards by the Accreditation Council for Graduate Medical Education International (ACGME-I). Correctly perceiving the emotions of others and managing one's own emotions are essential to high-quality patient care. Objective We tested the reliability and construct validity of the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF), and assessed trait Emotional Intelligence (EI) in Oman Medical Specialty Board (OMSB) residents in multiple specialties. We explored for correlations with trainees' sociodemographic background data. Methods We conducted a cross-sectional, observational study between February and August 2017. Participants were OMSB residents. We administered the TEIQue-SF and collected sociodemographic data from participants. Multiple linear regression analysis was conducted to identify independent predictors of trait EI. Results The present cohort scored high in the trait EI subscale of Well-being, followed by Sociability, Self-control, and Emotionality. Among sociodemographic factors, female gender and high income were significant predictors of TEIQue-SF's Well-being subscale and high income and living in a rented home were significant predictors of the Sociability subscale. Conclusions This is the first study conducted among medical residents in Oman regarding trait EI and its correlates. Our findings of overall high EI and several socioeconomic predictors echo the literature on the assessment of EI in trainees. The findings add to the evidence of cross-cultural applicability of instruments to measure trait EI, and use assessments of EI in resident selection and education.
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Barberis, Nadia, Sebastiano Costa, Lara Gitto, Rosalba Larcan, Michele Buemi, and Domenico Santoro. "Role of Emotional Intelligence as a Mediating Factor Between Uncertainty and Anxiety Hospital in Chronic Renal Patients." Illness, Crisis & Loss 27, no. 2 (September 21, 2016): 71–86. http://dx.doi.org/10.1177/1054137316667595.
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Renal diseases are distressing and it is, especially, the aspect of uncertainty that exerts an influence on patients’ emotional adjustment to illness. The present study investigates the relationship between uncertainty and trait emotional intelligence (EI), and the role of EI as mediator in the relationship between uncertainty, anxiety, and depression in nephropathy patients. Fifty patients were asked to complete a worksheet including the Hospital Anxiety and Depression Scale, Trait Emotional Intelligence Questionnaire—Short Form, and Mishel Uncertainty in Illness Scale. Structural equation modeling has been used to examine whether trait EI mediates the relationship between uncertainty, anxiety, and depression. Through structural equation modeling, it has been demonstrated that trait EI mediated the relationship between uncertainty, anxiety, and depression. These findings suggest to develop coaching programs aimed at strengthening nephropathy patients’ emotional responses to uncertainty; in this way, it could be possible to observe an improvement in patients’ quality of life.
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Baughman, Holly M., Sara Schwartz, Julie Aitken Schermer, Livia Veselka, K. V. Petrides, and Philip A. Vernon. "A Behavioral-Genetic Study of Alexithymia and its Relationships with Trait Emotional Intelligence." Twin Research and Human Genetics 14, no. 6 (December 2011): 539–43. http://dx.doi.org/10.1375/twin.14.6.539.
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The present study is the first to examine relationships between alexithymia and trait emotional intelligence (trait EI or trait emotional self-efficacy) at the phenotypic, genetic, and environmental levels. The study was also conducted to resolve inconsistencies in previous twin studies that have provided estimates of the extent to which genetic and environmental factors contribute to individual differences in alexithymia. Participants were 216 monozygotic and 45 dizygotic same-sex twin pairs who completed the Toronto Alexithymia Scale-20. In a pilot study, a sub-sample of 118 MZ and 27 DZ pairs also completed the Trait Emotional Intelligence Questionnaire. Results demonstrated that a combination of genetic and non-shared environmental influences contribute to individual differences in alexithymia. As expected, alexithymia and trait EI were negatively correlated at the phenotypic level. Bivariate behavioral genetic analyses showed that that all but one of these correlations was primarily attributable to correlated genetic factors and secondarily to correlated non-shared environmental factors.
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Siegling, Alex B., Ashley K. Vesely, Donald H. Saklofske, Norah Frederickson, and K. V. Petrides. "Incremental Validity of the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF)." European Journal of Psychological Assessment 33, no. 1 (January 2017): 65–74. http://dx.doi.org/10.1027/1015-5759/a000267.
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Abstract. This study examined the incremental validity of the adolescent short form of the Trait Emotional Questionnaire (TEIQue-ASF) in two European secondary-school samples. The TEIQue-ASF was administered as a predictor of socioemotional or academic achievement criteria, along with measures of coping strategies or cognitive ability, respectively. In Dutch high school students (N = 282), the TEIQue-ASF explained variance in all socioemotional criteria, controlling for coping strategies and demographics. In a sample of British preadolescents, the measure showed incremental contributions to academic achievement in the core areas (English, math, and science) of the English curriculum, controlling for cognitive ability subscales and gender (N = 357–491). Implications for the validity and applied utility of the TEIQue-ASF are discussed.
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Kopp, Alexandra, Markus Reichert, and Darko Jekauc. "Trait and Ability Emotional Intelligence and Its Impact on Sports Performance of Athletes." Sports 9, no. 5 (May 10, 2021): 60. http://dx.doi.org/10.3390/sports9050060.
Full textAbstract:
Emotional intelligence (EI) is considered a determinant of sports performance. Two opposing perspectives have been discussed in the theoretical discourse on EI: EI as an ability versus EI as a trait, both widely differing in content and method of assessment. Previous applied sport psychology research is characterized by a heterogeneous use of different conceptualizations and measurements of EI. However, evidence for the superiority of an EI concept does not exist. This study directly compares the ability and trait EI concepts in the relationship with athletic performance. An online survey was conducted (response rate = 19%). Participants completed the Mayer-Salovey-Caruso Emotional Intelligence Test, the Trait Emotional Intelligence Questionnaire Short Form, a list of questions about biographical information as well as information related to sports performance and sport participation. We used regression analyses and controlled type of sports to investigate how sports performance is influenced by EI. Trait EI positively predicted self-assessment of athletes’ performance (B = 1.02; p < 0.01) whereby ability EI did not predict any outcome of sports performance. The effect of trait EI was independent of the ability EI. Overall, the result indicates some evidence for the superiority of the trait EI in applied sports psychology.