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Littérature scientifique sur le sujet « Emotional intelligence tests – Research »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 1 février 2022

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Articles de revues sur le sujet "Emotional intelligence tests – Research"

Völker, Juliane. « An Examination of Ability Emotional Intelligence and Its Relationships with Fluid and Crystallized Abilities in a Student Sample ». Journal of Intelligence 8, n^o 2 (24 avril 2020) : 18. http://dx.doi.org/10.3390/jintelligence8020018.

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This study investigated correlative, factorial, and structural relationships between scores for ability emotional intelligence in the workplace (measured with the Geneva Emotional Competence Test), as well as fluid and crystallized abilities (measured with the Intelligence Structure Battery), carried out by a 188-participant student sample. Confirming existing research, recognition, understanding, and management of emotions were related primarily to crystallized ability tests measuring general knowledge, verbal fluency, and knowledge of word meaning. Meanwhile, emotion regulation was the least correlated with any other cognitive or emotional ability. In line with research on the trainability of emotional intelligence, these results may support the notion that emotional abilities are subject to acquired knowledge, where situational (i.e., workplace-specific) emotional intelligence may depend on accumulating relevant experiences.

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Israelashvili, Jacob, Lisanne S. Pauw, Disa A. Sauter et Agneta H. Fischer. « Emotion Recognition from Realistic Dynamic Emotional Expressions Cohere with Established Emotion Recognition Tests : A Proof-of-Concept Validation of the Emotional Accuracy Test ». Journal of Intelligence 9, n^o 2 (7 mai 2021) : 25. http://dx.doi.org/10.3390/jintelligence9020025.

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Individual differences in understanding other people’s emotions have typically been studied with recognition tests using prototypical emotional expressions. These tests have been criticized for the use of posed, prototypical displays, raising the question of whether such tests tell us anything about the ability to understand spontaneous, non-prototypical emotional expressions. Here, we employ the Emotional Accuracy Test (EAT), which uses natural emotional expressions and defines the recognition as the match between the emotion ratings of a target and a perceiver. In two preregistered studies (Ntotal = 231), we compared the performance on the EAT with two well-established tests of emotion recognition ability: the Geneva Emotion Recognition Test (GERT) and the Reading the Mind in the Eyes Test (RMET). We found significant overlap (r > 0.20) between individuals’ performance in recognizing spontaneous emotions in naturalistic settings (EAT) and posed (or enacted) non-verbal measures of emotion recognition (GERT, RMET), even when controlling for individual differences in verbal IQ. On average, however, participants reported enjoying the EAT more than the other tasks. Thus, the current research provides a proof-of-concept validation of the EAT as a useful measure for testing the understanding of others’ emotions, a crucial feature of emotional intelligence. Further, our findings indicate that emotion recognition tests using prototypical expressions are valid proxies for measuring the understanding of others’ emotions in more realistic everyday contexts.

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Glenn Schellenberg, E. « Music Lessons, Emotional Intelligence, and IQ ». Music Perception 29, n^o 2 (1 décembre 2011) : 185–94. http://dx.doi.org/10.1525/mp.2011.29.2.185.

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musically trained and untrained participants were administered tests of emotional intelligence and IQ. As in previous research, trained participants scored higher than untrained participants on the IQ Composite score and on its Verbal and Nonverbal subtests. The advantage for the trained group on the Composite score and on the Nonverbal subtest was evident even when gender, parents' education, family income, and first language were held constant. The groups performed similarly, however, on the test of emotional intelligence, and scores on the IQ test were only weakly correlated with scores on the emotional intelligence test. The results imply that (1) associations between music lessons and nonmusical abilities are limited to intellectual abilities, and/or (2) associations between music lessons and emotional intelligence are not evident on visual- and/or text-based tests of emotional intelligence such as the one used here.

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Geiger, Mattis, Romy Bärwaldt et Oliver Wilhelm. « The Good, the Bad, and the Clever : Faking Ability as a Socio-Emotional Ability ? » Journal of Intelligence 9, n^o 1 (4 mars 2021) : 13. http://dx.doi.org/10.3390/jintelligence9010013.

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Socio-emotional abilities have been proposed as an extension to models of intelligence, but earlier measurement approaches have either not fulfilled criteria of ability measurement or have covered only predominantly receptive abilities. We argue that faking ability—the ability to adjust responses on questionnaires to present oneself in a desired manner—is a socio-emotional ability that can broaden our understanding of these abilities and intelligence in general. To test this theory, we developed new instruments to measure the ability to fake bad (malingering) and administered them jointly with established tests of faking good ability in a general sample of n = 134. Participants also completed multiple tests of emotion perception along with tests of emotion expression posing, pain expression regulation, and working memory capacity. We found that individual differences in faking ability tests are best explained by a general factor that had a large correlation with receptive socio-emotional abilities and had a zero to medium-sized correlation with different productive socio-emotional abilities. All correlations were still small after controlling these effects for shared variance with general mental ability as indicated by tests of working memory capacity. We conclude that faking ability is indeed correlated meaningfully with other socio-emotional abilities and discuss the implications for intelligence research and applied ability assessment.

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Jaksic, Cyril, et Katja Schlegel. « Accuracy in Judging Others’ Personalities : The Role of Emotion Recognition, Emotion Understanding, and Trait Emotional Intelligence ». Journal of Intelligence 8, n^o 3 (18 septembre 2020) : 34. http://dx.doi.org/10.3390/jintelligence8030034.

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The ability to accurately judge others’ personality and the ability to accurately recognize others’ emotions are both part of the broader construct of interpersonal accuracy (IPA). However, little research has examined the association between these two IPA domains. Little is also known about the relationship between personality judgment accuracy and other socio-emotional skills and traits. In the present study, 121 participants judged eight traits (Big Five, intelligence, cooperativeness, and empathy) in each of 30 targets who were presented either in a photograph, a muted video, or a video with sound. The videos were 30 second excerpts from negotiations that the targets had engaged in. Participants also completed standard tests of emotion recognition ability, emotion understanding, and trait emotional intelligence. Results showed that personality judgment accuracy, when indexed as trait accuracy and distinctive profile accuracy, positively correlated with emotion recognition ability and was unrelated to emotion understanding and trait emotional intelligence. Female participants were more accurate in judging targets’ personality than men. These results provide support for IPA as a set of correlated domain-specific skills and encourage further research on personality judgment accuracy as a meaningful individual difference variable.

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Djara, Cindy Claudia F. M., Rolland E. Fanggidae et Ni Putu Nursiani. « PENGARUH KECERDASAN EMOSIONAL DAN KECERDASAN SPIRITUAL TERHADAP KINERJA KARYAWAN PADA KANTOR PUSAT BANK PEMBANGUNAN DAERAH NTT ». Journal of Management : Small and Medium Enterprises (SMEs) 11, n^o 1 (15 juin 2020) : 117–34. http://dx.doi.org/10.35508/jom.v11i1.2322.

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This research was conducted at the Head Office of PT. NTT Regional Development Bank. Thepurpose of this study was to determine the effect of Emotional Intelligence and Spiritual Intelligenceon Student Performance at the Head Office of PT. NTT Regional Development Bank. The dataanalysis technique used in this study is by conducting multiple regression tests. The results of thisstudy partially Emotional Intelligence has a positive and significant influence on employeeperformance at the Head Office of PT. The NTT Regional Development Bank and SpiritualIntelligence has not significant influence on employee performance at the Head Office of PT. NTTRegional Development Bank. Simultaneously Emotional Intelligence and Spiritual Intelligencehave a positive but significant influence on employee performance at the Head Office of PT. NTTRegional Development Bank. Emotional intelligence and spiritual influence, employee performancebut small. contributionTherefore the need to pay attention to management factors that can affectother dissimilar employee performance Keywords: Emotional Intelligence, Spiritual Intelligence and Performance

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Miguel, Fabiano Koich, Marcia Caroline Portela Amaro, Eduardo Yudi Huss et Ana Carolina Zuanazzi. « Emotional Perception and Distortion Correlates With Rorschach Cognitive and Interpersonal Variables ». Rorschachiana 38, n^o 2 (1 novembre 2017) : 143–59. http://dx.doi.org/10.1027/1192-5604/a000096.

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Abstract. Although emotional intelligence is frequently measured with performance tasks, they are often correlated with self-report measures of personality. The present research compared the scores of two performance tests: the Rorschach Inkblot Method for personality (scored using R-PAS), and the Computerized Test of Primary Emotions Perception for emotional perception and understanding, branches of emotional intelligence. Participants were 93 Brazilian people, including undergraduates and psychiatric outpatients. Significant correlations were found, ranging from .20 to .37. The results indicate that the ability to perceive emotional expressions in people’s faces is related to empathy and interest in human interaction, attention to details, integrative thinking, and complex cognitive processing. Distortion in emotional perception, that is perceiving emotions that were not present, correlated with thought and perception disturbances.

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Mudhiah, Imtinan Dian, et Siti Maghfirotun Amin. « Profil Berpikir Siswa SMA dalam Menyelesaikan Soal Matematika Ditinjau dari Kecerdasan Emosional ». MATHEdunesa 9, n^o 1 (16 juin 2020) : 136–44. http://dx.doi.org/10.26740/mathedunesa.v9n1.p136-144.

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In mathematics learning a person often solves problems. In solving mathematical problems, a person needs a thought process with the thought process that an individual can come up with an idea to solve mathematical problems correctly. Stages of thinking take place individually and have a relationship with the social interactions carried out. The interaction will produce behavior. One factor that influences behavior is emotion. Therefore, the behavior of every individual must be related to good emotional control so that it can produce good behavior as well.Good emotional control requires preparedness and thought so that the behavior carried out does not have a negative impact on others. The readiness and thinking of a person can be seen from the age of an individual. The teenage phase occurs in someone at the age of 12 years to 18 years. At that age, an individual is in the middle or high school level. If a teenager feels school activities are not able to accommodate his thoughts, then he will overflow for less positive things. So teenagers should have the good emotional intelligence to control their emotions.This research is a descriptive study with a qualitative approach that aims to describe how the profile of thinking in solving mathematical problems based on the level of emotional intelligence. Subjects in this study were three students consisting of one student with high emotional intelligence, one student with moderate emotional intelligence, and one student with low emotional intelligence. In achieving these objectives the researchers conducted emotional intelligence tests, tests of mathematical problem solving, and interviews of the three subjects.The results showed that students with high emotional intelligence were able to solve mathematical problems with SPLTV material correctly, all information on the questions was used, writing steps to solve problems coherently and correctly, choosing the correct method to solve the problems. Emotionally intelligent students are less able to solve mathematical problems with SPLTV material correctly, because there is information on questions that are not used, and that results in choosing a method to solve the problem so that in solving it is less correct. Low emotional intelligence students are less able to solve mathematical problems with SPLTV material correctly because they are not able to remember previous knowledge, there is information on questions that are not used, the methods used are not correct, so in solving them less correct.Keywords: Thinking, Mathematics, and Emotional Intelligence.

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Morand, David A. « Family Size and Intelligence Revisited : The Role of Emotional Intelligence ». Psychological Reports 84, n^o 2 (avril 1999) : 643–49. http://dx.doi.org/10.2466/pr0.1999.84.2.643.

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Studies examining the link between family size and intelligence have consistently found a negative relationship. Children born into larger families tend to score lower on intelligence tests than children raised in smaller families. One recurrent but unexplained finding is that the relation between intelligence and number of siblings is consistently significant for verbal intelligence but inconsistent for nonverbal intelligence. Here, we conceptualize emotional intelligence as one facet of nonverbal intelligence. The research develops a measure of emotional intelligence and uses it to test the hypothesis that emotional intelligence is positively correlated with family size. The results, based upon a sample of graduate students, support the hypothesized relationship. Implications for the study of family size and intelligence, for refining the conceptualizations and measures of nonverbal intelligence, and for leadership theory, are discussed.

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Blickle, Gerhard, Jochen Kramer et Jan Mierke. « Telephone-Administered Intelligence Testing for Research in Work and Organizational Psychology ». European Journal of Psychological Assessment 26, n^o 3 (janvier 2010) : 154–61. http://dx.doi.org/10.1027/1015-5759/a000022.

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In a 2 × 2 experimental study, we used the Wonderlic Personnel Test (WPT) to assess the quality of intelligence testing by telephone with a sample of 210 individuals active in the world of work and compared it both inter- and intraindividually with intelligence testing by face-to-face test administration. The population median (rxx = .88) of the reliability of ordinary face-to-face-based Wonderlic test-retest reliabilities fit the present data. The pattern of relationships between the WPT and tests of verbal and emotional intelligence was equal in both modalities. The WPT showed high convergence with verbal intelligence and was orthogonal to emotional intelligence. In both experimental groups, WPT scores were positively related to the level of formal education and occupational attainment. Strengths and limitations of the study are discussed. We conclude that, given cooperative testtakers, intelligence testing by telephone is a promising alternative to traditional forms of intelligence testing in work and organizational psychological research.

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Thèses sur le sujet "Emotional intelligence tests – Research"

Stockton, Susan L. « Resilience among elementary educators as measured by the personal and organizational quality assessment-revised and the emotional quotient i nventory short / ». Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4416.

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Thesis (Ph. D.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 8, 2007) Includes bibliographical references.

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陸靜妍 et Jingyan Lu. « Emotional intelligence and stress related autonomic activity ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B42575308.

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Lu, Jingyan. « Emotional intelligence and stress related autonomic activity ». Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B42575308.

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MacCann, Carolyn Elizabeth. « New approaches to measuring emotional intelligence ». University of Sydney, 2006. http://hdl.handle.net/2123/934.

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Doctor of Philosophy (PhD)
New scoring and test construction methods for emotional intelligence (EI) are suggested as alternatives for current practice, where most tests are scored by group judgment and are in ratings-based format. Both the ratings-based format and the proportion-based scores resulting from group judgments may act as method effects, obscuring relationships between EI tests, and between EI and intelligence. In addition, scoring based on standards rather than group judgments add clarity to the meaning of test scores. For these reasons, two new measures of emotional intelligence (EI) are constructed: (1) the Situational Test of Emotional Understanding (STEU); and (2) the Situational Test of Emotion Management (STEM). Following test construction, validity evidence is collected from four multi-variate studies. The STEU’s items and a standards-based scoring system are developed according to empirically derived appraisal theory concerning the structure of emotion [Roseman, 2001]. The STEM is developed as a Situational Judgment Test (SJT) with situations representing sadness, fear and anger in work life and personal life settings. Two qualitative studies form the basis for the STEM’s item development: (1) content analysis of responses to semi-structured interviews with 31 psychology undergraduates and 19 community volunteers; and (2) content analysis of free responses to targeted vignettes created from these semi-structured interviews (N = 99). The STEM may be scored according to two expert panels of emotions researchers, psychologists, therapists and life coaches (N = 12 and N = 6). In the first multi-variate study (N = 207 psychology undergraduates), both STEU and STEM scores relate strongly to vocabulary test scores and moderately to Agreeableness but no other dimension from the five-factor model of personality. STEU scores predict psychology grade and an emotionally-oriented thinking style after controlling vocabulary and personality test scores (ΔR2 = .08 and .06 respectively). STEM scores did not predict academic achievement but did predict emotionally-oriented thinking and life satisfaction (ΔR2 = .07 and .05 for emotionally-oriented thinking and .04 for life satisfaction). In the second multi-variate study, STEU scores predict lower levels of state anxiety, and STEM scores predict lower levels of state anxiety, depression, and stress among 149 community volunteers from Sydney, Australia. In the third multi-variate study (N = 181 psychology undergraduates), Strategic EI, fluid intelligence (Gf) and crystallized intelligence (Gc) were each measured with three indicators, allowing these constructs to be assessed at the latent variable level. Nested structural equation models show that Strategic EI and Gc form separate latent factors (Δχ2(1) = 12.44, p < .001). However, these factors relate very strongly (r = .73), indicating that Strategic EI may be a primary mental ability underlying Gc. In this study, STEM scores relate to emotionally-oriented thinking but not loneliness, life satisfaction or state stress, and STEU scores do not relate to any of these. STEM scores are significantly and meaningfully higher for females (d = .80), irrespective of gender differences in verbal ability or personality, or whether expert scores are derived from male or female experts. The fourth multi-variate study (N = 118 psychology undergraduates) distinguishes an EI latent factor (indicated by scores on the STEU, STEM and two emotion recognition ability measures) from a general cognitive ability factor (indicated by three intelligence measures; Δχ2(1) = 10.49, p < .001), although again cognitive ability and EI factors were strongly related (r = .66). Again, STEM scores were significantly higher for females (d = .44) and both STEU and STEM relate to Agreeableness but not to any other dimension from the five-factor model of personality. Taken together, results suggest that: (1) STEU and STEM scores are reasonably reliable and valid tests of EI; (2) EI tests assess slightly different constructs to existing measures of Gc, but more likely form a new primary mental ability within Gc than an entirely separate construct; and (3) the female superiority for EI tests may prove useful for addressing adverse impact in applied settings (e.g., selection for employment, promotion or educational opportunities), particularly given that many current assessment tools result in a male advantage.

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Makino, Hitomi. « The development of a new performance-based test for measuring emotional intelligence Humility-Empathy-Assertiveness-Respect Test / ». Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Palmer, Benjamin Robert. « An analysis of the relationships between various models and measures of emotional intelligence ». Swinburne Research Bank, 2003. http://researchbank.swinburne.edu.au:8080/vital/access/manager/Repository/swin:7489.

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Thesis (PhD) - Swinburne University of Technology, School of Biophysical Sciences and Electrical Engineering, Centre for Neuropsychology, 2003.
[Submitted for the degree of Doctor of Philosophy], Centre for Neuropsychology, School of Biophysical Sciences and Electrical Engineering, Swinburne University of Technology, 2003. Typescript. Includes bibliographical references (p. 193-209).

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Johnson, Gia Daneka Kimbrough Witte Maria Margarita. « Learning styles and emotional intelligence of the adult learner ». Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Johnson_Gia_27.pdf.

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Khajavi, Hedieh. « The relationship between emotional intelligence and the adjustment process of international students ». CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2270.

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Although there is a handful of research on Emotional Intelligence in organizations, there is a lack of research between Emotional Intelligence and the adjustment process of international students. This research aimed to gain a greater understanding of the adjustment process of international students in the United States.

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Rovnak, Amanda M. « A PSYCHOMETRIC INVESTIGATION OF THE EMOTIONAL QUOTIENT INVENTORY IN ADOLESCENTS : A CONSTRUCT VALIDATION AND ESTIMATE OF STABILITY ». Akron, OH : University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1175100013.

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Dissertation (Ph. D.)--University of Akron, Dept. of Counseling, 2007.
"May, 2007." Title from electronic dissertation title page (viewed 04/02/2008) Advisor, Cynthia Reynolds; Committee members, Isadore Newman, Carole Newman, Sandra Perosa, Fred Ziegler; Interim Department Chair, Sajit Zachariah; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Karim, Jahanvash. « Emotional Intelligence : a Cross-Cultural Psychometric Analysis ». Thesis, Aix-Marseille 3, 2011. http://www.theses.fr/2011AIX32028/document.

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Malgré la littérature importante dans le champ de l’intelligence émotionnelle, la très grande majorité des études sur le développement et la validation des échelles de mesure de l’intelligence émotionnelle ont été réalisées dans des pays Occidentaux. D’où, une limitation majeure de cette littérature dans son orientation purement occidentale. L’objectif de cette recherche est d’évaluer les propriétés psychométriques du Test d’Intelligence Emotionnelle de Mayer-Salovey-Caruso (MSCEIT), du Questionnaire des Traits d’Intelligence Emotionnelle (TEIQue), et du Test d’auto-évaluation d’Intelligence Emotionnelle (SREIT) dans un contexte comparatif interculturel comprenant des étudiants collectivistes Pakistanais (culture Orientale) et des étudiants individualistes Français (culture Occidentale). Les résultats de cette étude ont démontré que les participants de la culture française ont eu une meilleure performance par rapport aux participants pakistanais au MSCEIT mais pas au TEIQue et au SREIT. Les analyses d’échantillons multiples ont révélé des structures factorielles invariantes du MSCEIT, du TEIQue, et du SREIT à travers les deux cultures. Concernant la validité discriminante, l’auto-évaluation de l’IE, mesurée par le SREIT et le TEIQue, et les mesures de performance de l’IE, évaluées par le MSCEIT, n’ont pas démontré une forte corrélation dans les deux cultures. En autre, les résultats au MSCEIT, au TEIQue, et au SREIT n’ont pas démontré le lien avec l’intelligence cognitive dans les deux cultures. Des corrélations faibles à modérées ont été observées entre les mesures de l’IE et les dimensions de personnalité Big Five. Enfin, les mesures de l’IE se sont révélées indépendantes de styles de communication. Concernant la validité convergente des mesures d’auto-évaluation de l’IE, les résultats au TEIQue ont montré une forte corrélation avec le SREIT dans les deux cultures. En ce qui concerne la validité incrémentale, après un contrôle statistique des dimensions de personnalité Big Five et la capacité cognitive, le MSCEIT et le SREIT n’ont pas démontré le lien avec la satisfaction de vie, l’affect positif, l’affect négatif, et la détresse psychologique dans les deux cultures. En revanche, les facteurs du TEIQue ont expliqué une part significative de la variance dans les variables dépendantes après avoir contrôlé pour les dimensions de personnalité Big Five et l’intelligence cognitive. Cependant, des analyses plus approfondies ont révélé que ces associations ont été en grande partie attribuées au facteur du bien-être du TEIQue. Enfin, les femmes ont montré de meilleurs résultats que les hommes au MSCEIT mais pas au TEIQue et au SREIT dans les deux cultures. En résumé, les résultats de cette étude fournissent les preuves pour validité factorielle, discriminante, et convergente de ces mesures de l’intelligence émotionnelles dans les deux cultures. Toutefois, les résultats concernant la validité incrémentale de ces mesures se sont avérés moins prometteurs que prévu
Despite the rather large literature concerning emotional intelligence, the vast majority of studies concerning development and validation of emotional intelligence scales have been done in the Western countries. Hence, a major limitation in this literature is its decidedly Western focus. The aim of this research was to assess the psychometric properties of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Trait Emotional Intelligence Questionnaire (TEIQue), and the Self-Report Emotional Intelligence Test (SREIT) in a cross-cultural comparative context involving the collectivist Pakistani (Eastern culture) and the individualist French (Western culture) students. Results of this study showed that participants from the French culture scored higher than participants from the Pakistani sample on the MSCEIT but not on the TEIQue and the SREIT. Multi-sample analyses revealed that the MSCEIT, the TEIQue, and the SREIT factor structures remained invariant across both cultures. Regarding discriminant validity, in both cultures, self-ratings of emotional intelligence, as assessed by the SREIT and the TEIQue, and performance measure of emotional intelligence, as assessed by the MSCEIT, were not strongly correlated. Furthermore, in both cultures, scores on the MSCEIT, the TEIQue, and the SREIT revealed to be unrelated to cognitive intelligence and communication styles. Finally, low to moderate correlations were observed between the EI measures and the Big Five personality dimensions. Regarding convergent validity of the self-report EI measures, in both cultures the scores on the TEIQue strongly correlated with the scores on the SREIT. With regard to incremental validity, in both cultures, after statistically controlling for the Big Five personality dimensions and cognitive ability, the MSCEIT and the SREIT revealed to be unrelated to satisfaction with life, positive affect, negative affect, and psychological distress. In contrast, the TEIQue factors accounted for a significant amount of variance in outcome variables after controlling for the Big Five personality dimensions and the cognitive intelligence. However, further analyses revealed that the associations were mainly because of the TEIQue’s well-being factor. Finally, in both cultures, females scored higher than males on the MSCEIT but not on the TEIQue and the SREIT. In sum, the results of this study provide evidence for the factorial, discriminant, and convergent validity of these emotional intelligence measures in both cultures. However, results regarding incremental validity of these measures are less promising than anticipated

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Livres sur le sujet "Emotional intelligence tests – Research"

Assessing emotional intelligence : Theory, research, and applications. Dordrecht : Springer, 2009.

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Assessing emotional intelligence : A competency framework for the development of standards for soft skills. Amherst, NY : Cambria Press, 2008.

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Clarke, Nicholas. Emotional intelligence and projects. Newtown Square, Pa : Project Management Institute, 2009.

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Ranse, Howell, dir. Emotional intelligence and projects. Newtown Square, Pa : Project Management Institute, 2009.

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Bar-On, Reuven. EQ-i. Toronto, ON : MHS, 1998.

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The everything parent's guide to emotional intelligence in children : How to raise children who are caring, resilient, and emotionally strong. Avon, Mass : Adams Media, 2013.

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Pearman, Roger R. Introduction to type and emotional intelligence : Pathways to performance. Palo Alto, Calif : Consulting Psychologists Press, 2002.

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Legree, Peter J. Applying consensus based measurement to the assessment of emerging domains. [Arlington, Va.] : U.S. Army Research Institute for the Behavioral and Social Sciences, 2005.

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Harry, Tolley, dir. Test your emotional intelligence : How to assess and boost your EQ. London : Kogan Page, 2003.

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Straightening the bell curve : How stereotypes about black masculinity drive research on race and intelligence. Washington, D.C : Potomac Books, 2012.

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Chapitres de livres sur le sujet "Emotional intelligence tests – Research"

Chakraborty, Aruna, et Amit Konar. « Open Research Problems ». Dans Emotional Intelligence, 295–304. Berlin, Heidelberg : Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-68609-5_10.

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Stough, Con, Donald H. Saklofske et James D. A. Parker. « A Brief Analysis of 20 Years of Emotional Intelligence : An Introduction to Assessing Emotional Intelligence : Theory, Research, and Applications ». Dans Assessing Emotional Intelligence, 3–8. Boston, MA : Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-88370-0_1.

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Basu, Joyanta, et Swanirbhar Majumder. « Performance Evaluation of Language Identification on Emotional Speech Corpus of Three Indian Languages ». Dans Intelligence Enabled Research, 55–63. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9290-4_6.

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Murzyakova, Nadezhda, et Maria Falikman. « Saccade Trajectories in the Presence of Emotional and Non-emotional Distractors ». Dans Advances in Cognitive Research, Artificial Intelligence and Neuroinformatics, 190–97. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71637-0_23.

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Montgomery, Janine, Adam McCrimmon, Emma Climie et Michelle Ward. « Emotional Intelligence in Atypical Populations : Research and School-Based Interventions ». Dans The Springer Series on Human Exceptionality, 243–87. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90633-1_10.

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Kolmogorova, Anastasia, Alexander Kalinin et Alina Malikova. « Emotions and Monoamines : New Approach to the Emotional Text Classification in Sentiment Analysis ». Dans Advances in Cognitive Research, Artificial Intelligence and Neuroinformatics, 375–84. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71637-0_43.

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Zherdev, Ivan Y., et Vladimir A. Barabanschikov. « Probability of Visually Perceiving Emotional Expression During Saccade is Rising, not Being Suppressed ». Dans Advances in Cognitive Research, Artificial Intelligence and Neuroinformatics, 143–52. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71637-0_17.

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Vasilyeva, Alina V., et Zoya I. Rezanova. « Cognitive Processing of Emotional Words by Russian Native Speakers and Heritage Turkic-Speaking Bilinguals ». Dans Advances in Cognitive Research, Artificial Intelligence and Neuroinformatics, 368–74. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71637-0_42.

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Keefer, Kateryna V., James D. A. Parker et Donald H. Saklofske. « Three Decades of Emotional Intelligence Research : Perennial Issues, Emerging Trends, and Lessons Learned in Education : Introduction to Emotional Intelligence in Education ». Dans The Springer Series on Human Exceptionality, 1–19. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90633-1_1.

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dos Santos, José Rebelo, Lurdes Pedro et Sandra Nunes. « Emotional Intelligence and Leadership : A 360-Degree View in the Electronics Industry in Portugal ». Dans Research Methodology in Management and Industrial Engineering, 111–27. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40896-1_5.

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Actes de conférences sur le sujet "Emotional intelligence tests – Research"

Khazova, S. A., et N. S. Shipova. « Emotional intelligence as a resource for codependent women ». Dans 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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Malakar, Partha. « Test Anxiety, Academic Achievement and Relationship between General Intelligence and Emotional Intelligence in Adolescence ». Dans 6th International Conference on Research in Behavioral and Social Sciences. Acavent, 2019. http://dx.doi.org/10.33422/6th.icrbs.2019.07.431.

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Tyagi, Pawan, Wondwosen Demisse, Marzieh Savadkoohi et Takele Gemeda. « Positive Intelligence Training to Develop Self-Awareness for Enhancing Student Learning Potential During Higher Education ». Dans ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23845.

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Abstract Positive intelligence (PI) training can produce a transformative impact on college students. PI, a branch of human psychology, provides a tool to identify significant compulsive habits that can inhibit students’ learning potential and ability to understand others. This paper discusses the two training methods adopted for teaching graduate and undergraduate students. It is considered that including such training is fundamentally crucial for developing 21st century STEM workforce with a well-rounded personality. However, PI training may consume a significant class time allocated for covering course contents under the degree-specific curriculums. Starting a new course may increase the credit overload beyond the approved BS and graduate credits. This paper discusses introducing different modules in the existing classes to foster PI training. The PI training method for undergraduate students focuses on self-education via online videos and freely available content and self-assessment tests. Undergraduate students were given a set of questions to guide them about the important PI topics and to pay attention while self-learning the PI elements. The PI assignment starts with the familiarization of the Maslow hierarchy of needs governing the motivation behind human actions. This assignment mainly focuses on understanding the “sage” mode in which a human tends to utilize his/her latent and earned skills towards the attainment of goals and living life purposefully. The PI assignment had several questions on self-sabotaging “saboteurs” and judging traits that almost everyone develops as a survival mechanism while facing emotional and physical survival challenges for an extended period. During class discussion, students were exposed to their hidden/invisible saboteurs which could be easily triggered by unrealistic mental threats and thus compromise their learning function and performance. Students were asked to take free online self-assessment saboteur test to find the numerical values of their traits and do self-evaluation and plan to counteract the effect of self-sabotaging habits. PI training fulfills ABET student learning outcomes focusing on developing their life-long learning skills. This paper mainly discusses the PI training for graduate students under the mechanical engineering department. PI training is one of the first and essential modules in the mandatory MECH 500 Research Methods and Technical Communication course. Graduate students enrolled in this course are first introduced to the importance of PI and its potential impact in developing self-efficacy. After the initial introduction, graduate students are asked to do the following (a) Complete the abovementioned assignment given to the undergraduate student, (b) prepare a presentation on PI by including their insights for class discussion. After the PI training, students were asked to reflect on their competence in PI and the ability to apply it. In the survey and direct feedback, students expressed the value and appreciation for the PI training. Students also expressed the need to provide this training to large masses for developing an emotionally mature society of parents, teachers, and students, producing creative, innovative, and emphatic civilization.

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Hou, Xuanfang, et Xiaoyun Shao. « Mechanism Research of Emotional Intelligence ». Dans 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France : Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.40.

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Andreeva, Olga Viktorovna. « Emotional intelligence and disturbance interconnection ». Dans VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111564.

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Kailola, Lisa Gracia. « Transformational Leadership and Emotional Intelligence ». Dans International Conference on Educational Research and Innovation (ICERI 2019). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200204.039.

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Brown, Hyman M. « Emotional Intelligence : Thinking out of the Box ». Dans Construction Research Congress 2003. Reston, VA : American Society of Civil Engineers, 2003. http://dx.doi.org/10.1061/40671(2003)64.

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Nanayakkara, S. M., V. Wickramasinghe et G. D. Samarasinghe. « Emotional intelligence, technology strategy and firm's non-financial performance ». Dans 2017 Moratuwa Engineering Research Conference (MERCon). IEEE, 2017. http://dx.doi.org/10.1109/mercon.2017.7980529.

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Sherbakova, Olga Ivanovna, et Bogdan Sergeevich Vasyakin. « Studying the relation of emotional intelligence with manager's activity ». Dans IX International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113644.

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Ekaterina I, Perikova, et Byzova Valentina M. « Identifying Emotional Intelligence and Metacognitive Awareness among University Students ». Dans The International Conference on Research in Psychology. Acavent, 2019. http://dx.doi.org/10.33422/icrpconf.2019.03.137.

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Rapports d'organisations sur le sujet "Emotional intelligence tests – Research"

Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, février 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

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Soenko, Yevgeny. TYPOLOGY OF PERIPHERAL VISION. Intellectual Archive, mai 2020. http://dx.doi.org/10.32370/iaj.2331.

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The research is based on the statement that retina produces the proper level of electrical activity, sourcing visual system. I started the research with partial darkening of different parts of the visual fields of humans to register possible psychological and physiological changes. The tested showed dramatically increasing variability and number of changes within just four exact types of darkening. More, emotional and physiological aspects of those changes were polarized into general acceptance and general rejection of a certain type of darkening in most of the individual tests. Thus the tested formed two opposite groups within every one of those types of darkening: a group with general negative reactions and a group with general positive ones. Further, those types of darkening turned out combined in pairs. General tune of reactions of most of the tested changed to strictly reverse within a pair of upper-lower types of darkening of peripheral vision and outer-inner ones as well. Between the pairs of types of darkening, there was no correspondence. The tested showed stability of their reactions during at least several months. Thus I may state a possibility of existence in the visual system of humans of two independent neuropsychological structures both having two alternative modes of functioning with a stable preference of just one of them in every individual case. If it is true, there may be a vision-based typology.

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