Thèses : « Trait Emotional Intelligence Questionnaire »

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Ould, Susan. « Trait emotional intelligence : protecting health from the negative impact of stress ». Thesis, University of Central Lancashire, 2010. http://clok.uclan.ac.uk/1868/.

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This thesis explored the ability of two trait EI subscales [Emotional recognition and expression (ERE), and Emotional control (EC)] to explain significant amounts of unique variance in health variables. It asked first, whether the relationship between trait EI and health was mediated by coping, social support or unhealthy behaviours; and second, whether the harmful effect of stressor exposure on health was moderated by trait EI subscales. The thesis focussed on two specific components of EI to aid understanding of how specific elements of trait EI influence health, cross sectional and longitudinal designs were used; both objective (salivary cortisol) and subjective (life event inventory) measures of stress were used; personality, gender and age were considered as control variables wherever the predictive power of EI was explored, and health was explored as a multidimensional construct. Additionally, the selected trait EI measure [the Swinburne University Emotional Intelligence Test (SUEIT; Palmer & Stough, 2001)],was well matched to the ability EI model proposed by Mayer & Salovey (1997) and did not include correlates of trait EI such as facets personality. Original contribution to knowledge are; first, the longitudinal investigation of trait EI subscales and health; and second, the exploration in a naturalistic setting of the capacity of trait EI subscales to explain significant variance in cortisol reactivity, when personality, gender and age were controlled. Results revealed neither ERE nor EC could explain significant amounts of variance in health variables (cross-sectionally or longitudinally), or in cortisol reactivity. However both ERE and EC were found to moderate the relationship between life event stressor exposure and health status. Moderational analyses revealed that, under a high frequency of stressful events, health was worse when EI subscales were low. In combination the results of these studies suggest that trait EI subscales ERE and EC are predictive of health only under high stress conditions. This finding is contradictory to the findings of recent meta analysis (Martins, Ramalho & Morin, in press), and discussion suggests that the discrepancy may be because past studies have used trait EI measures with content wider than the ability EI model (such as personality and happiness), which increased predictive power but reduced theoretical understanding.

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Lindebaum, Dirk. « Trait emotional intelligence, transformational leadership and performance in the UK construction industry ». Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492061.

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Obenoskey, Kim. « Trait Emotional Intelligence, Motivation, Engagement, and Intended Retention of Court-Appointed Special Advocate Volunteers ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2747.

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U.S. volunteer-dependent organizations continue to look for more effective ways to support their volunteer recruitment, training, and retention efforts. No prior research has evaluated what variables support sustained volunteerism for CASA volunteers. The purpose of this study was to investigate sustained volunteerism by evaluating the relationships between trait emotional intelligence (trait EI) measured using the Trait Emotional Intelligence Questionnaire, motivation to volunteer using the Volunteers Functional Inventory, volunteer work engagement using the Utrecht Work Engagement Scale, and intended retention of CASA volunteers. One hundred fifty five CASA volunteers from different CASA organizations responded to an on-line survey. Correlational and regression analysis of survey data showed global trait EI to be significantly related to volunteer's intent of finishing their current case and their intent to take a new case within six months after completing their current case. Trait EI and functional motivations to volunteer were significantly related to volunteer work engagement. High values and understanding motives to volunteer were significantly and negatively related to the volunteer considering quitting their current case. Social motivation to volunteer was significantly and positively related to the intent of taking another case within six months after completing the current case. This research is designed to benefit CASA organizations in moving closer to their goal of having a CASA volunteer for each child in the challenging state child welfare foster care systems.

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McGee, Nathan. « Trait Emotional Intelligence and Substance Use Behaviors among Student-Athletes : Mediating Effects of Coping ». University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535708944540075.

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Halbgewachs, Ronna L. « The Trait Emotional Intelligence of College and University Presidents| A Foundational Descriptive Quantitative Study ». Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786226.

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Higher education is an immense sector with more than 20.4 million students, 4 million employees including 1.6 million faculty members, and estimated aggregate expenditures exceeding $400 billion not including the for-profit institutions. Colleges and universities are among our nation’s most important social institutions, knowledge generators, and economic drivers, and they have a vital role in the shaping of our global world. There are intense external and internal factors, and many stakeholders with diverse and often competing perspectives, with which college and university presidents must effectively engage in their critical leadership role.

This research identified and described the trait emotional intelligence of college and university presidents. The study was grounded in the functionalist paradigm. Core components of the theoretical framework were the trait emotional intelligence theory (Petrides & Furnham) and the concept of effective leadership (Kouzes & Posner). Using a census strategy and survey research design, 300 presidents participated and completed the TEIQue-SF. Key findings and conclusions included: (1) the majority of college and university presidents have high well-being, self-control, emotionality, and sociability factor and global trait emotional intelligence, (2) the majority of college and university presidents have higher emotional intelligence than the general population, (3) the majority of college and university presidents demonstrate leadership effectiveness, and (4) there are opportunities to enhance trait emotional intelligence in a subgroup of college and university presidents, thus enhancing the leadership effectiveness of those presidents.

The new empirical knowledge about the emotional intelligence of college and university presidents provides a foundational springboard for future research to elucidate and expand knowledge in the areas of authentic leadership, charismatic leadership, the full range of leadership (transformational/transactional), leadership effectiveness, and higher education. Also, this new knowledge may be helpful to learning more about how to work with loosely coupled systems, change organizational culture, identify and deal with perceived resistance to change, and leadership development (Burke, 2011). Findings of this study may be beneficial to college and university presidents, boards of trustees/regents, search firms, higher education associations, and consultants.

The study achieved a large study sample. Strategies contributing to the successful recruitment of the large sample are described and are transferable to other studies—especially dissertation research—and other study populations.

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Cole, E. « Birth order : an examination of its relationship with the Big Five personality theory and trait emotional intelligence ». Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1428439/.

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This thesis explores the concept of birth order and its relationship with both the Big Five and trait emotional intelligence (EI). These relationships are examined through a series of studies, each differing in sample size and methodology. The hypotheses in this thesis are largely based on the work of Frank Sulloway and his influential book, Born to Rebel. Chapter 3 presents a set of meta-analyses on the relationships between birth order and the Big Five. Results suggest that there is no relationship between the variables. In Chapter 4, two between family designs examine birth order and its relationship to the Big Five and trait EI. The results from these studies reveal that oldest and younger borns score significantly higher than middle borns on Extraversion and Openness, and that there is no relationship between birth order and trait EI. A more comprehensive examination (of the relationship) between birth order and trait EI is conducted in Chapter 5 and finds that there is no relationship between the two variables when assessed in a between family design. The thesis concludes with a final study on birth order and its relationship with the Big Five and trait EI using a within family design; 126 sets of siblings from three sibling families participated in this study. Results showed that first borns scored significantly higher than last borns in Conscientiousness and that middle borns scored lower than both first borns and last borns in Neuroticism. This study also found no relationship between birth order and trait EI. Overall, this thesis found conflicting evidence of birth order effects on the Big Five suggesting that differing methodology and other confounding variables make this difficult to draw definitive conclusions on the relationship between the variables. However, this thesis found consistent evidence that there is no relationship between birth order and trait EI.

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Nauheimer, Elke. « Trait Emotional Intelligence : evaluating the theoretical construct, its relationship to other psychological variables, and potential interventions to enhance it ». Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/595266.

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Research suggests that there are now two distinct approaches to Emotional Intelligence (EI): ability and trait. To date, however, the literature indicates that the construct remains poorly defined and not always adequately measured. Focusing on trait EI, the current thesis identifies a number of research questions that centre on what it is that defines EI in relation to existing definitions and other constructs, namely, happiness, self-esteem, mood and personality. Moreover, a programme of empirical study investigates whether a training intervention can enhance levels of EI and thus contribute to the emerging applied field of enquiry. This has been achieved through the employment of a series of studies. The initial study used the Repertory Grid Technique (RGT) and Principal Component Analysis (PCA) to generate a definition of EI, which directed this thesis towards alignment with the trait approach. The second study aimed to identify correlations and explore possible predictor variables through the application of Pearson’s r and Hierarchical Regression analysis. Moreover, a Mediation and Moderation analysis investigated whether EI has a mediating or moderating role when combined with other predictors. Two further experimental studies examined whether EI could be experimentally enhanced through a programme of relaxation and positive thinking when compared with a control group engaged in a non-demanding reading task. The results of the first study produced a definition of EI that included descriptions of work-related qualities with the second study yielding results of high correlations between EI, happiness and self-esteem, which were also identified as predictor variables. EI was found to act as a mediator and moderator. Analysis of Variance generated results for the first experimental study that showed overall non-significant interactions. To investigate beyond these findings, the second programme showed that the training programme induced positive changes. It was concluded that, overall, the results contribute to a definition beyond existing definitions of EI, demonstrating EI’s strong associations particularly with happiness, self-esteem and, its mediating and moderating role with other predictors. Primarily, the results from the second experimental study demonstrate the potential of EI in the applied field, including education, work and health.

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Harlacher, Jason E. « Social and emotional learning as a universal level of support : evaluating the follow-up effect of Strong Kids on social and emotional outcomes / ». Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10225.

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Frenzel, Jeanne Elizabeth. « A Critical Analysis of the Entrepreneurial Orientation, Trait Emotional Intelligence, and Entrepreneurial Services Offered by Pharmacists in the Upper Midwest ». Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/27951.

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The purpose of this study was to critically analyze the entrepreneurial orientation (EO) and trait emotional intelligence (EI) of pharmacists to develop an understanding of how these traits are exhibited in different practicing settings and practice roles. In addition, the relationship between trait EI and EO was explored to determine if trait EI is positively associated with EO in pharmacists. Finally, entrepreneurial services offered by pharmacists were evaluated for type and frequency. Critically analyzing the EO of pharmacists in different settings and in different roles and evaluating the entrepreneurial services they offer will produce a better understanding of the need for entrepreneurship training for students in colleges and schools of pharmacy. Participants were practicing pharmacists in Upper Midwest states. Data was collected using an online survey. Item analysis, descriptive statistics, one-way ANOVA, Tukey?s test, Pearson correlation coefficients, and an independent-samples t-test were used to analyze the data. Pharmacists practicing in different settings exhibited no differences in EO; however, significant differences were found when evaluating the EO of pharmacists by practice role. This study found that North Dakota pharmacists had overall higher mean scores for the EO construct of autonomy and are more likely to provide discharge consultation and med to bed services than pharmacists in other Upper Midwest states. Pharmacists who owned a pharmacy had higher mean EO for the constructs risk-taking, innovativeness, proactiveness, and autonomy. No significant differences were found between pharmacists in Upper Midwest states for global trait EI or its constructs. A positive correlation was found between global trait EI and all constructs of EO suggesting that global trait EI could be used to predict EO in individuals. These findings suggest that educators consider evaluating the global trait EI of students to predict their EO. As it has been shown that students with a high EO are more likely to own their own pharmacy, additional entrepreneurship training may be of value to these students.

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Armstrong, Andrew Richard. « Why EI matters the effects of emotional intelligence on psychological resilience, communication and adjustment in romantic relationships, and workplace functioning / ». Australasian Digital Thesis Program, 2007. http://adt.lib.swin.edu.au/public/adt-VSWT20070926.131639/index.html.

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Thesis (PhD) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2007.
Submitted as a requirement for the degree of Doctor of Philosophy, Faculty of Life and Social Sciences, Swinburne University of Technology - 2007. Typescript. Includes bibliographical references (p. 323-373).

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Rees, Carys. « The impact of emotional literacy support assistant training on teaching assistants' own trait-emotional intelligence and self-efficacy and their perceptions in relation to their future role ». Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/95293/.

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The role of TAs has changed considerably from that of supporting teachers and children with additional learning needs to that of providing emotional support and personal and social development (Groom, 2006). Consequently, the Emotional Literacy Support Assistant (ELSA) programme was developed (Burton, 2009) as a training programme to develop the skills of teaching assistants (TAs) in schools to provide emotional support for children in their schools. However, their effectiveness in delivering this programme is likely to be governed by levels of self-efficacy, that is, the belief they have about their capabilities (Gibbs, 2002; Tschannen-Moran, Woolfolk-Hoy & Hoy, 1998). Self-efficacy beliefs are predicted by the components of trait-emotional intelligence (Chan, 2004) and there is a need for research exploring the relationship between school staff emotions and efficacy beliefs (Emmer & Hickman, 1991). This research utilises a multi-methods approach exploring the self-efficacy and trait-emotional intelligence of TAs before and after having completed the ELSA training and the perceptions TAs have regarding their future role. Statistical analysis of the quantitative data collected from the questionnaires revealed that the self-efficacy and trait-emotional intelligence scores of the participants increased after having completed the ELSA training. Thematic analysis of the qualitative data collected from the focus group revealed that TAs identified issues that influenced their perceptions of their future roles as ELSA both negatively and positively. The four main themes were identified, with sub themes and subordinate themes. The overarching main theme identified was ‘systemic issues’ as the main concern with the sub themes ‘lack of support from school’ and ‘lack of self-efficacy for the role’. The second occurring main theme was ‘improved knowledge and understanding’ with the sub themes ‘value of the ELSA role & training’ and ‘a better understanding of the ELSA values’. The third occurring main theme was ‘benefits of ELSA for children and TAs’, with the sub themes ‘developing personal skills’ and ‘benefits for children’. The final occurring main theme was and ‘low self-efficacy and confidence’ with the sub themes ‘self-efficacy for the ELSA role’ and ‘fears and loneliness of ELSA role’.

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Nightingale, S. M. « Post-traumatic stress symptomatology following exposure to perceived traumatic perinatal events within the midwifery profession : the impact of trait emotional intelligence ». Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3009645/.

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Kővári, Edit Mária. « Don't worry, be emotionally intelligent : hotel functional managers' trait emotional intelligence and its relation to task and contextual performance within organisational culture in Hungary ». Thesis, University of Derby, 2016. http://hdl.handle.net/10545/614995.

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Hadjineofytou-Panagiotou, Polymnia. « The relationship among empathy, trait emotional intelligence, strengths and difficulties and the changes of these variables between an "arts" and a "no arts" group ». Thesis, Saint Louis University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636584.

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Purpose: Arts education has been included in the Cypriot school curriculum. The importance of arts education is therefore a major curricular objective. It is used as one of the most widespread methods of experiential learning. The purpose of this research was to investigate the relationship among arts education and social-emotional variables of empathy, trait EI, strengths and difficulties as well as the changes on these variables between arts and no arts groups in the five state schools of Cyprus, gathering B' Lyceum students as samples. The significance of this issue proved the necessity for immediate and effective changes in the educational system of Cyprus.

Methods: The study employed quantitative research methods. Data collection was achieved including the use of questionnaires in two time periods. The target population of this study was B' Lyceum students in the state schools of Cyprus. Purposeful sampling was used and the final sample selected for the statistical analysis was 589 at the beginning and at the end of the school year was 552 cases.

Findings: Based on the analysis there is a significant change of empathy (affective) between time one and time two. Moreover, the degree of change is not significantly different between the "arts" and "no arts" group nor if there is a significant change of trait EI between time one and time two and also between the "arts" and "no arts" group. In addition, a significant change of strengths and difficulties was noticed between time one and time two (for conduct, hyperactivity, total SDQ).

Implications: This study suggested that the current educational system in Cyprus must be revised on pedagogy regarding curriculum and further research. The Cypriot curricular of arts education must incorporate methods of experiential learning, revise teaching methods in order to cultivate empathy, trait EI, and strengths and difficulties. This study showed that most of the students who chose arts education faced conduct and hyperactivity problems. According to the findings, students who chose arts education usually face conduct or behavioural problems and arts education is a way to activate multiple intelligence.

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Spiess, Amy Marzella. « Women with Fibromyalgia Syndrome (FM) : Relationship of abuse and trauma, anxiety, and coping skills on FM impact on life ». The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054053482.

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Hjalmarsson, Annica. « Samband mellan emotionell intelligens, personlighet och arbetsprestation : en tvärsnittsstudie som validerar den svenskaversionen av TEIQue-SF ». Thesis, Högskolan Väst, Avdelningen för psykologi, pedagogik och sociologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-12478.

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Emotionell intelligens har studerats under flertalet år, i olika länder, och har definierats på olika sätt. Egenskapen emotionell intelligens består av fyra dimensioner; emotionality, self-control, well-being och sociability, och mäts genom mätinstrumentet TEIQue-SF. TEIQue-SF har uppnått god validitet som mätverktyg på olika språk, och valideras för första gången på svenska genom denna studie. Tidigare forskning har uppvisat flertalet samband mellan egenskapen emotionell intelligens (EI), personlighet och arbetsprestation. Dessa tillsammans har dock inte undersökts i Sverige. Syftet med att genomföra denna studie var att undersöka sambanden mellan Trait Emotional Intelligence Questionnaire Short Form (TEIQ-SF), Mini-International Personality Inventory Pool-6 (Mini-IPIP6), Short Dark Triad (SD3) och Individual Work Performance Questionnaire (IWPQ) ytterligare, samt att ta reda på vilka personlighetsdrag och dimensioner inom självupplevd individuell arbetsprestation som bäst förklarar variansen inom TEIQue-SFs dimensioner. Studien genomfördes som en tvärsnittsstudie med 228 svenska deltagare (M = 34 år, SD = 12.6, range 16-71 år, 66% kvinnor) med genomsnittlig arbetslivserfarenhet på 14 år (SD = 11.5). Förväntat resultat var att neuroticism skulle korrelera negativt med TEIQue-SF fyra dimensioner, vilket uppnåddes även i denna studie. Positiva samband med Task performance och Contextual performance fanns mellan samtliga dimensioner av EI. Regressionsanalyser visade även att neuroticism hade negativt samband vid förklaring av varians i samtliga dimensioner tillhörande TEIQue-SF. En preliminär slutsats är att TEIQue-SF visat på teoretiskt och empiriskt rimliga samband med relevanta variabler, och kan anses vara validerat bland yngre personer med relativt hög utbildningsnivå.
Emotional intelligence has been defined differently throughout studies for many years in several countries. The trait emotional intelligence consists of four dimensions; emotionality, self-control, well-being and sociability, and is measured by the TEIQue-SF measuring instrument. TEIQue-SF has achieved good validity as a measurement tool in different languages and is now validated in Swedish through this study. Previous research has shown liaisons between the emotional intelligence (EI), personality and work performance. However, these together have not been investigated in Sweden. The purpose of this study was to investigate correlations between Trait Emotional Intelligence Questionnaire Short Form (TEIQ-SF), Mini-International Personality nventory Pool-6 (Mini-IPIP6), Short Dark Triad (SD3) and Individual Work Performance Questionnaire (IWPQ), and to find out which personality traits and dimensions within self-perceived individual work performance best explain the variance within TEIQue-SF dimensions. The study was conducted as a cross-sectional study with 228 Swedish participants (M = 34 years, SD = 12.6, range 16-71 years, 66% women) with an average work experience of 14 years (SD = 11.5). Expected result was that neuroticism would correlate negatively with TEIQue-SF four dimensions, which was also achieved in this study. Positive correlation with Task Performance and Contextual Performance was found between all dimensions of EI. Regression analysis also showed that neuroticism had a negative relation to explanation of variance in all imensions of TEIQue-SF. A preliminary conclusion is that TEIQue-SF has shown theoretical and empirically reasonable relation to relevant variables and can be considered validated among younger people with relatively high educational levels.

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Fragoso, Susana Guerreiro da Cunha. « Inteligência emocional, resilência e bem-estar : um estudo comparativo entre alunos do ensino secundário regular e profissional ». Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/19895.

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Esta investigação teve como principal objetivo estudar a relação entre os constructos Inteligência Emocional, Resiliência e Bem-estar Psicológico em jovens de ensino secundário, em vias distintas de ensino. Participaram no estudo 245 jovens, com idades entre 15 e 23 anos, – 155 inseridos no ensino regular e 90 no ensino profissional –, pertencentes ao Agrupamento de Escolas nº 4 de Évora, que responderam a um Questionário Sóciodemográfico, ao Questionário de Inteligência Emocional traço (TEIQue-SF), à Escala de Resiliência de Wagnil e Young (ER) e à Escala de Medida de Manifestação de Bem-Estar Psicológico (EMMBEP). Os principais resultados encontrados sugerem que os jovens do ensino profissional apresentam níveis mais elevados de inteligência emocional traço, resiliência e bemestar psicológico e apontam para a existência de uma relação positiva entre os três constructos; Emotional Intelligence, Resilience and Well-Being: A comparative study between regular high school and vocational route students Abstract: The primary goal of this investigation was to study the relationship between Trait Emotional Intelligence, Resilience and Psychological Well-Being in young people in distinct routes of education. The participants were 245 boys and girls, between the ages of 15 to 23, 155 of which in regular high school and the remain 90 in vocational routes, that responded to a Sociodemographic Questionnaire, to Trait Emotional Intelligence Questionnaire (TEIQue-SF), to Wagnil and Young´s Resilience Scale (ER) and to the Échelle de Mesure des Manifestations de Bien-Être Psychologique. They all belonged to de school’s cluster nº4, in Évora. The main results found suggest that vocational route students present higher levels of trait emotional intelligence, resilience and psychological well-being and point out to the existence of a positive relationship between the three constructs.

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Ronthy, Marika. « Ledarintelligens utifrån chefs och ledarrollen ». Thesis, Högskolan Väst, Avdelningen för psykologi, pedagogik och sociologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-11632.

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Syftet med föreliggande studie var att validera ett instrument (LQ-test) som avser att mäta ledarintelligens baserat på teorin om ledarintelligens utifrån chefs- och ledarrollen. Ledarintelligens, skapat av Ronthy (Ronthy 2006; 2013) är ett holistiskt perspektiv på ledarskap och omfattar färdigheter från tre intelligenser; rationell, emotionell och själslig intelligens med större betoning på ledarrollen med färdigheter tillhörande emotionell och själslig intelligens även kallat medmänskligt ledarskap (ML). LQ-testet bestod av 71 item och konstruerades av Ronthy. Majoriteten av dessa item är inhämtade från Larsson et al. (2003). Den rationella skalan tillskrivs chefsrollen och de övriga två skalorna tillskrivs ledarrollen. Ytterligare ett syfte var att utifrån instrumentet undersöka ledarskapets fördelning mellan kvinnor och män. Studiens deltagare var 307 chefer (68% kvinnor). Utöver LQ-testet fick även deltagarna besvara hur mycket arbetstid per månad som de använde för olika uppgifter utifrån ledarintelligensbegreppet. Enligt teorin om ledarintelligens ska tiden användas mer till att leda sig själv och andra vilket ingår i ledarrollen till skillnad från chefsrollen som ska tillgodose uppgifter som omfattar verksamhetens administration och styrning. Resultatet visade att 20% uppfattade sig som chefer med betoning på administrativa uppgifter och 80% uppfattade sig som ledare med betoning på ett medmänskligt ledarskap. Vid en genomgång av chefernas tidsåtgång för de olika arbetsuppgifterna som indelats utifrån de tre skalorna, framkom att 72% av arbetstiden användes till chefsuppgifter och 28% av arbetstiden ägnades åt ledaruppgifter såsom coachning, personlig utveckling och reflektion. Studien visade inga signifikanta skillnader mellan kvinnor och män avseende uppdelningen chef och ledare. Den relationella aspekten av ledarskapet betonas alltmer i dagens organisationer och dess innebörd har förtydligats i denna studie.
The aim of the present study was to validate an instrument called Leader Intelligence Questionnaire (LQ-test) based on the theory of leader intelligence out of being a manager and a leader. Leader intelligence is a concept created by Ronthy observing skills within the rational, emotional and spiritual intelligence with the main focus on skills within the latter two which also is a human leadership. The questionnaire of leader intelligence is created by Ronthy and has 71 item, and the majority are from Larsson et al. (2003). The instrument has three scales to study all three intelligences. The scale for the rational intelligence studies the role as a manager and the emotional and spiritual intelligence studies the role as a leader. A second aim was to examine the gender distribution among managers and leaders. The participants in the study were 307 leaders (68% women). Furthermore, the participants also responded how much time they spent per month on tasks related to the management role as well as the leadership role. According to the leader intelligence theory the manager should spend more of his/her time in the leader role leading him / herself as well as others and less time in the managerial role managing administrative tasks. The result shows that 20% perceive themselves as managers with the emphasis on administrative tasks and 80% perceive themselves as leaders with the emphasis on a human leadership. When analysing the time spent on various tasks divided within the three different scales the study showed that 72% of the time was spent on managerial tasks and 28% on leader tasks as coaching, personal development and reflection. The study showed no significant differences between men and women. The relational aspect of leadership is being empathized more and more in today´s organizations which will be clarified in this study.

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Mateus, Mário João Guerra. « Inteligência emocional, autonomia e bem estar no trabalho : um estudo no negócio segurador ». Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/21878.

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Investigou-se a relação entre a inteligência emocional de traços e o bem-estar no trabalho, controlando o efeito da autonomia no trabalho. A amostra foi constituída por 171 trabalhadores de uma empresa de seguros e recolhida através de um processo de amostragem não-probabilístico por via de questionários de autorrelato. Os resultados atestam a existência de uma correlação positiva fraca entre a inteligência emocional de traços e o bem-estar no trabalho. Verificou-se também uma correlação positiva moderada entre a autonomia no trabalho e o bem-estar no trabalho. Cumpridos três dos quatro pressupostos do teste de mediação entre variáveis de Baron e Kenny, corroborou-se a existência de mediação parcial por parte da autonomia no trabalho sobre a relação entre a inteligência emocional de traços e o bem-estar no trabalho. Discutiu-se as implicações práticas e teóricas dos resultados observados, bem como as suas limitações, apresentando-se sugestões para investigação futura; Emotional Intelligence, Workplace autonomy and Workplace Well-being: A study in the insurance business. Abstract: The relationship between trait emotional intelligence and workplace well-being was investigated, controlling the effects of workplace autonomy. The sample consisted of 171 employees of an insurance company and was collected using a non-probabilistic sampling process with self-report questionnaires. The results indicate the existence of a positive and weak correlation between trait emotional intelligence and workplace well-being. A positive and moderate correlation between workplace autonomy and workplace well-being was also found. Three of the four assumptions of the mediation test between variables, from Baron and Kenny, suggested the existence of a partial mediation of the variable workplace autonomy over the correlation between trait emotional intelligence and workplace well-being. The practical and theoretical implications of these results were discussed, as well as the limitations of the study. Suggestions for future research were outlined.

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Mergler, Amanda Gay. « Personal responsibility : the creation, implementation and evaluation of a school-based program ». Queensland University of Technology, 2007. http://eprints.qut.edu.au/16382/.

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We live in a society where the individual is prioritised over the collective. Newspaper articles abound lamenting adolescents' lack of personal responsibility and social commentators are increasingly highlighting the need to recapture and interweave an agenda of personal responsibility into the social fabric. Personal responsibility has been defined as being accountable to oneself and the needs and well-being of others (Ruyter, 2002). Doherty (1998) has argued that there is an increasing trend in society to refuse accountability and to blame others for one's situation. Despite these assertions, there is little empirical research that has attempted to define and examine personal responsibility. This dissertation is about the role of personal responsibility in the lives of adolescents. The research program was divided into three studies utilising quantitative and qualitative research methods to answer four research questions. Study 1: How do adolescents and teachers understand 'personal responsibility?' Study 2: Can a quantitative questionnaire define and measure an adolescent's level of personal responsibility? Study 3: Can a program aimed at enhancing the personal responsibility level of adolescents be taught in a high school and demonstrate measurable effect? Is there a relationship between personal responsibility, emotional intelligence and self-esteem? Study 1 used focus groups to address research question 1. Four focus groups with a total of 20 Year 11 students, and two focus groups with a total of 10 teachers were conducted. The results revealed that key components of the personal responsibility variable were choices and consequences, behavioural control, thoughts and feelings, and consideration for others. This finding complemented the definition derived from the literature review. Additionally, the focus group data served to inform Study 2, the development of the Personal Responsibility Questionnaire and Study 3, the creation, implementation and evaluation of the Personal Responsibility Program. Study 2 involved examining appropriate literature, focus group data from Study 1, and related measures to create a quantitative measure assessing personal responsibility in adolescents. A 100-item measure was created and tested on more than 500 adolescents. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine a final 30-item Personal Responsibility Questionnaire with two factors (factor 1 - 'self control of emotion and thoughts' and factor 2 - 'self control of behaviour'). This measure was to serve in the evaluation of the Personal Responsibility Program. A fundamental aim of the study was to determine whether a Personal Responsibility Program could be implemented in a high school and demonstrate measurable effect. Study 3 involved the creation of the Personal Responsibility Program through examining other values-based education programs and the focus group data obtained in Study 1. Once created, the five-lesson program was implemented twice in one high school, with approximately half of the Year 11 students undertaking the first implementation (the experimental group), and the remaining Year 11 students completing the program during its second implementation (the control group). To assess whether the program had generated any changes in the adolescents' levels of personal responsibility, the Personal Responsibility Questionnaire developed in Study 2 was administered pre- and post-intervention to both the experimental and control groups. Additionally, the well-established constructs of emotional intelligence and self-esteem were assessed using the Emotional Intelligence Scale (Schutte et al., 1998) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965) to determine potential relationships between these variables and to provide additional construct validity for the measure. The results from Study 3 revealed no significant findings on any variable at any time (pre- or post-intervention). Despite this finding, certain data trends were apparent between males and females across the experimental and control groups. Overall, females demonstrated slightly higher mean scores on emotional intelligence and personal responsibility than males, while males had slightly higher mean scores than females on self-esteem. In order to gather additional feedback about the program and the students' learning, qualitative data were gathered from the students and the teachers by completion of a feedback sheet at the end of each lesson and a teacher focus group interview after the first implementation of the Personal Responsibility Program. In relation to student learning, the qualitative data offered by the students showed that learning in the key areas targeted had occurred, with students reflecting on their growth and changing understandings about personal responsibility. With reference to the program, the students commented that the program was fun, interesting, relevant, valuable, and enabled them to learn new things about themselves. Feedback from the teachers highlighted that the students appeared to engage with the program, and that teaching it was rewarding. This research program has contributed to the literature by providing a theoretically and empirically derived definition of personal responsibility. The focus group process highlighted that personal responsibility could be understood and considered by adolescents due to the cognitive and moral sophistication that develops early in this developmental timeframe. Study 2 generated a Personal Responsibility Questionnaire that can be used to assess personal responsibility in adolescents, and Study 3 contributed a Personal Responsibility Program which has been developed from conceptual and empirical literature. The program was designed to be "teacher friendly' and allowed the schools to gather qualitative and quantitative feedback on the success of the program's implementation. As school administrators and teachers often lament the lack of personal responsibility in their students (Lickona, 1992), this program could be used to address this concern and put the issue of personal responsibility firmly on the agenda in high schools.

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Erasmus, Cathariena Petronella. « Die verband tussen emosionele intelligensie, studie-oriëntasie in wiskunde en die middel-adolessent se wiskundeprestasie (Afrikaans) ». Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/27317.

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lnternasionaal, sowel as nasionaal bestaan daar besorgdheid oor leerders se ontoereikende prestasie in wiskunde. In postapartheid Suid-Afrika is ontoereikende prestasie in wiskunde 'n wesenlike probleem. Talle studies is reeds onderneem om hierdie verskynsel te verklaar omdat wiskundeprestasie van kardinale belang is vir enige ontwikkelende land. Navorsing het onder meer aangetoon dat wiskundeprestasie op skoal een van die beste voorspellers van sukses op tersiere vlak is en dat daar 'n statistiese betekenisvolle verband bestaan tussen wiskundeprestasie en aspekte van studie-orientasie in wiskunde (insluitende studiegewoontes, wiskunde-angs, houding jeens wiskunde, effektiewe tydsbestuur, ouerverwagting, asook leerders se sosiale en ervaringswereld in wiskunde). Verskeie ander faktore beïnvloed ook wiskundeprestasie, met inbegrip van bekwaamheid, belangstelling, leerders se agtergrond en die gehalte van onderrig. Oor die afgelope 20 jaar fokus navorsers op onder meer die invloed van sosiale, kognitiewe en metakognitiewe, konatiewe en affektiewe fasette van prestasie in wiskunde. Die doel van hierdie studie was om ondersoek in te stel na die fasette van emosionele intelligensie en die dimensies van studie-orientasie in wiskunde wat moontlik 'n rol kan speel in die middel-adolessent se wiskundeprestasie. Die studie het veral gefokus op die aard van emosionele intelligensie en studie-orientasie in wiskunde, die aard en betekenis van wiskundeprestasie, die mate waartoe ('n kombinasie van fasette van) emosionele intelligensie en studie-orientasie middeladolessente se wiskundeprestasie voorspel en hoe verskillende taal-, geslag- en graadgroepe (in hierdie studie verteenwoordig) se prestasie in hierdie opsig vergelyk. Die studie het plaasgevind vanuit 'n sosio-konstruktivistiese paradigma wat uit die interpretivistiese paradigma ontwikkel het. Seide kwantitatiewe en kwalitatiewe datainsamelingstegnieke (KWAN-kwal) is in hierdie studie ge"implementeer ten einde die moontlike verband tussen emosionele intelligensie, studie-orientasie in wiskunde en die middel-adolessent se wiskundeprestasie te ondersoek en te beskryf. Altesaam 435 leerlinge in graad 9 en 11 aan die drie Engelsmedium-hoerskole in die Mafikeng area het aan die studie deelgeneem. Die kwantitatiewe komponent van die studie het bestaan uit die implementering van twee gestandaardiseerde vraelyste. Leerders is gevra om 'n El-vraelys, naamlik die Bar-On EQ-i: YV™ en die Studieorientasievraelys in Wiskunde (SOW) te voltooi. Kwalitatiewe tegnieke wat in hierdie studie ge"implementeer is, sluit in fokusgroeponderhoude, observasie, veldnotas en die gebruik van 'n reflektiewe joernaal. Daar is een fokusgroeponderhoud by elk van die drie deelnemende skole gevoer om die leerders wat aan die navorsing deelgeneem het se menings en opinies rakende wiskunde en wiskundeprestasie te peil. Die resultate het aangedui daarop dat 'n kombinasie van die fasette van emosionele intelligensie en die dimensies van studie-orientasie as moontlike voorspellers van die middel-adolessent se wiskundeprestasie beskou kan word. Die volgende Elkomponente het as voorspellers van wiskundeprestasie na vore getree: Algemene gemoedstoestand, Aanpasbaarheid en lntrapersoonlike gedrag. Die volgende SOW dimensies was voorspellers van wiskundeprestasie: Probleemoplossing, Studiegewoontes, lnligtingverwerking en Wiskundeangs. Temas wat uit die kwalitatiewe aspek van my studie na vore getree het as moontlik bydraend tot leerders se ontoereikende wiskundeprestasie, verwys spesifiek na uitdagings op makro-, meso- en mikrovlak binne die Suid-Afrikaanse konteks. ENGLISH : There is both internationally and nationally great concern about the poor achievement of learners in mathematics. Inadequate performance in mathematics is a substantial problem in post-apartheid South Africa. Numerous studies have been undertaken to explain this phenomenon, since mathematics achievement is of cardinal importance to any developing country. Research has shown inter alia that mathematics achievement at school is one of the best predictors of success at tertiary level and that there is a statistically significant correlation between mathematics achievement and aspects of study orientation in mathematics (including study habits, mathematics anxiety, attitude towards mathematics, effective time management, parents' expectations, learners' social world and mathematics experience). Various other factors also affect mathematics achievement, including competence, interest, learners' background and the quality of tuition. Over the past 20 years, researchers have focused on issues such as the impact of social, cognitive and metacognitive, conative and affective facets on achievement in mathematics. The aim of this study was to examine the facets of emotional intelligence and the dimensions of study orientation in mathematics that might play a role in the mathematics achievement of the middle adolescent. The study focused especially on the nature of emotional intelligence and study orientation in mathematics, the nature and meaning of mathematics achievement, the extent to which (a combination of facets of) emotional intelligence and study orientation predict(s) the mathematics achievement of middle-adolescents and also compared the performance of the different language, gender and grade groups (represented in this study). The study was based on a socio-constructivist paradigm, which had developed from the interpretivist paradigm. Both quantitative and qualitative data-gathering techniques (QUAN-qual) were implemented so as to examine and describe the possible relationship between emotional intelligence, study orientation in mathematics and the mathematics achievement of the middle adolescent. Altogether 435 learners in Grades 9 and 11 from the three English medium high schools in the Mafikeng region took part in the study. The quantitative component of the study comprised the implementation of two standardised questionnaires. Learners were asked to complete an El questionnaire, the Bar-On EQ-i: YV™, and the Study Orientation Questionnaire in Mathematics (SOM). Qualitative techniques implemented in the study included focus group interviews, observation, field notes, and the use of a reflective journal. One focus group interview was conducted at each of the three participating schools to gauge the views and opinions of learners participating in the research on mathematics achievement. The results indicated that a combination of the facets of emotional intelligence and the dimensions of study orientation could be considered potential predictors of the middle adolescent's mathematics achievement. The following EI components also emerged from the results as predictors of mathematics achievement: General mood, Adaptability and Intrapersonal behaviour. The following SOM dimensions were predictors of mathematics achievement: Problem-solving behaviour, Study habits, Information processing and Mathematics anxiety. Themes that emerged from the qualitative aspect of my study as potential contributors to learners' inadequate mathematics achievement refer specifically to challenges at the macro, meso and micro level within the South African context.
Thesis (PhD)--University of Pretoria, 2012.
Educational Psychology
unrestricted

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De, Kok Caitlin Anne. « Happiness at work : are job satisfaction, job self-efficacy and trait emotional intelligence related ? » Diss., 2013. http://hdl.handle.net/10500/10455.

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This thesis explores and describes the relationship between emotional intelligence, job satisfaction and job self-efficacy. The sample was collected between 2007 and 2010 and consists of 1336 South Africans within the workplace. Trait emotional intelligence was assessed using the Trait Emotional Intelligence Questionnaire (TEIQue), while job satisfaction and job self-efficacy were assessed from the biographical questions asked during the TEIQue assessment process. The first hypothesis investigated whether there is a statistically significant relationship between job satisfaction and trait emotional intelligence. A relationship was found that is statistically, but not practically, significant. The second hypothesis centred on the relationship between job self-efficacy and emotional intelligence, with statistically significant results (p<0.001), and a weaker relationship than the one found between job satisfaction and scores on the TEIQue. The third hypothesis, investigating a possible interaction effect between job satisfaction and job self-efficacy, was rejected. In addition to the study’s three hypotheses, exploratory IRT analysis was conducted on a section of the TEIQue items in order to further explore the functioning of the test within the South African context. Findings suggest that there is a relationship between the constructs within the study, but that this relationship is more complex than first assumed, being affected by issues such as social desirability and central tendency bias.
Psychology
M.A. (Psychology)

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Pregnolato, Aurélia. « The relationship between trait emotional intelligence and career success ». Master's thesis, 2014. http://hdl.handle.net/10071/9175.

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In order to consider the contribution of emotional intelligence (EI) to career success (CS), this research analysed the relationship between Trait EI (TEI) and career success. The study covered a sample of 154 banking managers across the European Union. Correlation analyses indicated a strong relationship (Pearson’s r .759) between banking manager’s trait EI level and career success. Results from regression analyses showed that TEI, and especially its dimension emotionality have incremental validity in predicting career success (β=0.368), then sociability (β=0.225), Self-control (β=0.184) and Well-being (β=0.014) are respectively in the next rating. Demographic characteristics were also analysed in order to determine whether or not it might affect TEI and CS in this research. Demographic variables expressed weak predicting power on TEI (R a =,037) and CS (R a =,056). Findings of this research provide support to the banking industry in the use of trait emotional intelligence measures as predictors of managers’ career success.
De forma a considerar a contribuição da Inteligência Emocional (IE) no Sucesso da Carreira profissional (SC), este trabalho analisou a relação entre os traços da IE (IEC) e sucesso na carreira profissional. O estudo cobriu uma amostra de 154 gestores bancários na União Europeia. A análise de correlação indicou uma forte relação (r de Pearson 0.759) entre o nível de IE característica dos gestores bancários e o seu sucesso de carreira. Os resultados da análise de regressão mostraram que os valores de IET, especialmente a sua dimensão emotividade, têm validade incremental como precedente de sucesso de carreira (β=0.368), seguido por sociabilidade (β=0.225), auto-controle (β=0.184) e bem-estar (β=0.014), que estão respetivamente de seguida no ranking. As características demográficas também foram analisadas de forma a determinar se poderiam ou não afetar o IET e SC. As variáveis demográficas demonstraram um fraco poder de previsão no IET (R a =,037) e SC (R a =,056). Os resultados deste trabalho suportam a utilização de medidas de Inteligência Emocional Característica como preditores do sucesso de carreira dos gestores na indústria bancária.

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Murphy, Angela. « Defining the boundaries between trait emotional intelligence and ability emotional intelligence : an assessment of the relationship between emotional intelligence and cognitive thinking styles within the occupational environment ». Thesis, 2008. http://hdl.handle.net/10500/2701.

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Emotional intelligence has attracted a considerable amount of attention over the past few years specifically with regard to the nature of the underlying construct and the reliability and validity of the psychometric tools used to measure the construct. The present study explored the reliability and validity of a trait measure of EI in relation to an ability measure in order to determine whether the tools can be considered as measuring conceptually valid constructs within an occupational environment. The study also examined the overlap with a trait measure of cognitive thinking styles to determine the potential for separating the trait and ability EI into two unique and distinguishable constructs. Participants included 308 employees from four different workforces within a diverse South African consulting firm. The results of the study identified a number of psychometric concerns regarding the structural fidelity of the instruments as well as concerns about the cultural bias evident in both measurement instruments. Evidence for the discriminant and incremental validity of the two instruments was, however, provided and recommendations are made for the reconceptualisation of trait EI as an emotional competence and ability EI as an emotional intelligence.
Psychology
D. Litt. et Phil. (Psychology)

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Mott, Addison J. « Readiness to change, trait emotional intelligence, and client fit in wilderness therapy ». Thesis, 2020. http://hdl.handle.net/1828/12474.

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Background: Wilderness therapy is one type of residential treatment that has been shown to successfully engage adolescents in mental health and substance use treatment. A growing body of wilderness therapy outcomes research supports this and wilderness therapy is being increasingly recognized as a legitimate intervention for adolescents experiencing challenges with mental health and substance use. Some evidence suggests that not all elements of wilderness therapy necessarily work the same for all clients. The question of client fit in wilderness therapy, or what works for whom, is one that has yet to receive much empirical attention in the literature. Purpose: The purpose of this study is to examine how participation in one Canadian wilderness therapy program effects two outcome variables, trait emotional intelligence and readiness to change, and how client fit moderates these relationship. Specifically, this research examines: (1) changes in clients’ trait emotional intelligence from pre- to post-wilderness therapy, (2) changes in clients’ readiness to change from pre- to post-wilderness therapy, and (3) if these changes differ by pre-treatment client-level variables – sex, age, funding, digital interference in everyday life, or substance abuse severity. Methodology: Research was conducted with 48 participants ranging in age from 14 to 20 years. A longitudinal case study design was employed. Data were gathered by program staff using standardized data collection tools, modified versions of standardized tools, and administrative forms. Findings/Conclusions: Findings indicate that participation in this Canadian wilderness therapy program leads to statistically significant increases in readiness to change but not trait emotional intelligence. On average, participants who experienced interference in their everyday life due to video games or online activity before wilderness therapy had larger trait emotional intelligence change scores, while participants who experienced interference in their everyday life due to a virtual relationship had larger changes in readiness to change. None of the client-level pre-treatment variables included in this study significantly predicted increases in readiness to change following wilderness therapy.
Graduate
2021-12-08

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Rossouw, Pieter Johannes. « A qualitative evaluation of self-motivation in a measure of Trait Emotional Intelligence ». Diss., 2014. http://hdl.handle.net/10500/14495.

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In this study, the author provided a discussion of international cross-cultural validation studies which reported low internal consistency reliabilities for the self-motivation facet of the Trait Emotional Intelligence Questionnaire (TEIQue). A review of salient models of emotional intelligence (EI) revealed that self-motivation was consistently conceptualised as part of the sampling domain of trait and mixed models of EI, but not ability-based conceptualisations of the construct. The author provided a qualitative evaluation of the ten self-motivation test items as they appeared in the TEIQue with the purpose of exploring the operationalisation of the construct in a multi-cultural South African sample. The exploratory-descriptive research was conducted amongst permanent employees who have all completed the TEIQue as part of on-going employee assessments. The present study found limited support for a satisfactory operationalisation of the self-motivation facet of the TEIQue as it related to a multi-cultural South African research sample.
Psychology
M.A. (Psychology)

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Tessema, Lulit Tamene. « Exploring Anti-retroviral theraphy (ART) adherence in the context of trait emotional intelligence ». Diss., 2013. http://hdl.handle.net/10500/11894.

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M.A. (Public Health)
Anti-Retroviral Therapy (ART) adherence is a crucial component of the patient management framework for people living with Human Immune Deficiency Virus (HIV). Trait emotional intelligence is “the constellation of behavioural-dispositions and self-perceived abilities to recognise, process, and utilise emotion-laden information”. The purpose of the study was to determine whether there was a correlation between ART adherence behaviour and behavioural-dispositions related to trait emotional intelligence among HIV/AIDS infected people receiving ART at the regional public hospitals in Addis Ababa. The study used observational, analytical, and cross-sectional research design. The participants were selected through a proportionally stratified systematic random sampling method. Data collection was through a structured self-report questionnaire format. The findings showed that 79.1% had optimal ART adherence behaviour; 84.4% had average trait emotional intelligence. The research finding showed a statistically significant positive correlation between ART adherence behaviour and behavioural-dispositions related to trait emotional intelligence at (r =0.417, n=392, P<0.001).
Health Studies

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Lung-ChiehHsieh et 謝龍介. « A Study of Trait Emotional Intelligence Impact on Job Burnout in Representative Assistants-Verify Mediating Effect of Emotional Labor ». Thesis, 2012. http://ndltd.ncl.edu.tw/handle/55751245765141816179.

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碩士
國立成功大學
高階管理碩士在職專班(EMBA)
100
This study tried to construct a job burnout model, the main purpose of this study was to examine the impact of trait emotional intelligence and job burnout for political representatives. Meanwhile, this study also investigated if the degrees of job burnout would decrease via the mediators of emotional labor (deep acting and surface acting) under the same degrees of trait emotional intelligence. In addition, this study used accidental sampling to collect empirical data. A total 350 political representatives were sample in Taiwan, and 225 questionnaires were valid, the recovery rate of the questionnaire was 68.57%. The results of this study were summarized as follows: 1.Trait emotional intelligence had a significant impact on job burnout. 2.Trait emotional intelligence had a significant impact on emotional labor. 3.Emotional labor had a significant impact on job burnout. 4.Emotional labor had a mediating effect upon the relationship between trait emotional intelligence and job burnout. 5.The age showed significance difference in terms of social relationship ＆ self-motivation and self-awareness ＆ self-regulation. 6.The Education levels showed significance difference in terms of empathy and emotional exhaustion. 7.The marriage status showed significance difference in terms of diminished personal accomplishment, depersonalization, and emotional exhaustion.

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Prentice, Catherine. « Trait Emotional Intelligence, Personality and the Self-Perceived Performance Ratings of Casino Key Account Representatives ». 2008. http://eprints.vu.edu.au/1958/1/catherine_prentice.pdf.

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This thesis explores the impact of emotional intelligence on frontline employee service performance in the casino industry. Emotional intelligence is a relatively recent psychological construct that has attracted substantial interest in both the popular literature and within academia. A major appeal of emotional intelligence lies in its possibility of contributing to a portion of the remaining variance in job performance that traditional cognitive intelligence leaves unexplained (Van Rooy & Viswesvaran, 2003). However, the predictive validity of emotional intelligence varies considerably and depends on the context, criterion of interest, and specific theory used (e.g. Emmerling & Goleman, 2003). Furthermore, as agreed by most personality psychologists, a new construct such as emotional intelligence needs to provide incremental validity over well-established constructs to be welcomed into the relevant field (Brackett & Mayer, 2003). With respect to job context and selected criteria, it has been claimed that there is a positive relationship between emotional intelligence and job performance in the case of roles which are associated with emotional labour, such as customer service (Daus & Ashkanasy, 2005). With regard to theory, various models have been proposed as a means of conceptualising the construct within the relevant literature. These models have been associated with a range of tests which purport to assess emotional intelligence and its predictive validity. In an attempt to emphasize the importance of the role of assessment in operationalising emotional intelligence, Petrides and Furnham (2001) have proposed the theory of trait EI, which is measured using a self-report test. These authors indicated that the theory encompasses behavioural tendencies and self-perceived abilities like a personality trait; therefore, its investigation should be primarily conducted within a personality framework (Petrides & Furnham, 2001; Petrides, Furnham & Frederickson, 2004). From the perspective of predictive validity, this thesis applies the concept of trait EI in the context of the casino high-end market (casino key accounts), and analyses its relationship with the service performance of casino service representatives for the high-end market (casino key account representatives). From the perspective of incremental validity, the thesis incorporates the Five Factor Model (FFM) of personality factors as another independent variable to analyse the additional variance in the dependent variable explained by trait EI in predicting the service performance of casino key account representatives. This study also tests the mediating roles of customer orientation and adaptability in the context of hierarchical relationships of the influence of personality traits (trait EI and FFM) on service performance evaluation, based on the hierarchical model theory proposed by Brown, Mowen, Donavan & Licatal. (2002). The data used in this thesis were gathered from questionnaires, distributed within a VIP gaming room catering to casino high-end players in one of the world’s largest casinos located in Australasia. A sample of 152 usable employee responses was obtained. Multiple regression has been used to test the relevant hypotheses and Baron and Kenny’s (1986) method has been used to analyse the mediation. Through the use of the various statistical analyses, it was found that trait EI was positively related with the service performance of casino key account representatives. It also explained additional variance in the dependent variable – the service performance of casino key account representatives over and above the FFM of personality factors. Partial mediations of customer orientation and adaptability were also found between the basic personality traits and service performance of casino key account representatives. It indicates that indirect effects between the independent and dependent variables are enhanced by the incorporation of the various mediators. The thesis concludes with a discussion of the results, which includes comments on the implications of the findings, an evaluation of the limits of the current investigation, and some thoughts on possible future research.

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Yang, Chih-Chiang, et 楊智強. « THE RELATIONSHIP OF PERSONALITY TRAIT,EMOTIONAL INTELLIGENCE AND WELL-BEING AMONG HOSPITALITY AND TOURISM STUDENTS ». Thesis, 2013. http://ndltd.ncl.edu.tw/handle/64410880941571392660.

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碩士
銘傳大學
國際企業學系碩士班
101
In recent years, in order to make Taiwan into an island of tourism, the Taiwanese government has been actively making efforts in the development of the tourism industries. With the increasing demand for tourism employment, more students have begun pursuing degrees in the Hospitality and Tourism departments of every school. These students are the future pillars of the tourism industries; therefore, the learning conditions and quality of life for students in department of Hospitality and Tourism are relevant to the future development of the tourism industries. Previous studies have shown that personality traits and emotional intelligence are closely related to well-being. It is thus crucial to examine whether he emotional intelligence of students in the departments of Hospitality and Tourism students can affect their feelings of well-being. This study used questionnaires to collect data. The questionnaire is divided into four parts, focusing on the personality, emotional intelligence, well-being and background variables. This study found that there are five dimensions in personality for students in the Department of Hospitality and Tourism and that openness has the highest level of feeling. Of the four dimensions of emotional intelligence, emotional self-assessment has the highest level of feeling. Of the five dimensions in the sense of well-being, interpersonal relationships has the highest level of feeling. There are four significant effects of emotional intelligence to personality traits and sense of well-being on moderating effects. The first effect is openness of personality, emotional intelligence and sense of well-being on life satisfaction dimension. The second effect is conscientious personality, emotional intelligence and sense of well-being on learning dimension. The third effect is extroverted personality, emotional intelligence and well-being on learning dimension. The last effect is neurotic personality, emotional intelligence and well-being on life satisfaction dimensions. The results of the research indicated that the higher emotional intelligence traits the students in the Department of Hospitality and Tourism department have, the more well-being they exhibit. The research indicated that emotional intelligence can be improved through training; therefore, departments can arrange an appropriate Emotional Intelligence Management Course to develop students’emotional self-evaluation and emotional adjustment capabilities to enhance their emotional intelligence and increase their sense of well-being.

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Keefer, Kateryna. « Longitudinal Dynamics of Trait Emotional Intelligence : Measurement Invariance, Construct Stability, and Mean Level Change from Late Childhood to Adolescence ». Thesis, 2013. http://hdl.handle.net/1974/7786.

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Emotional intelligence (EI) encompasses abilities (ability EI; AEI) and self-perceptions (trait EI; TEI) related to the expression, understanding, and management of emotions. Research on its developmental dynamics remains heavily weighted by the AEI perspective, whereas TEI has received virtually no attention in the developmental literature. This is a major oversight, as the two EI components are conceptually distinct and contribute independently to the prediction of important outcomes. Using multi-wave data from the Canadian National Longitudinal Survey of Children and Youth, this project examined rank-order stability (Study 1) and mean-level change (Study 2) in TEI over a 6-year period from late childhood (age 10-11) to adolescence (age 16-17). Longitudinal measurement invariance of the TEI assessment was also tested (Study 1). Longitudinal mean and covariance structures models (Study 1) and latent growth curve models (Study 2) were fitted to the data from 773 children (51% girls) who completed the Emotional Quotient Inventory–Youth Version Brief form at four biannual waves. Principles from the self-concept literature were used to outline an integrative theoretical framework within which the developmental dynamics of TEI could be studied and understood. Study 1 found that three of the four TEI domains could be measured consistently and reliably over time, and that individual differences in these domains became progressively more stable with age. Contrary to the maturity principle guiding the development of AEI, Study 2 found that mean-level changes in TEI followed a curvilinear trajectory characterizing the development of self-concepts: EI self-perceptions declined between late childhood and early adolescence and then increased later in adolescence. These findings provide, for the first time, important validity evidence for the TEI construct as developmentally distinct from AEI and developmentally similar to self-concept. From an applied standpoint, this implies that enhancing EI abilities alone may not necessarily result in concomitant increases in EI self-concepts, and vice versa. Instead, both AEI and TEI may need to be targeted to maximize the effectiveness of intervention efforts. From a theoretical standpoint, the conceptual link between TEI and self-concept theories suggests that other properties of self-concepts might also generalize to TEI – an important avenue for future research.
Thesis (Ph.D, Psychology) -- Queen's University, 2013-01-29 17:40:30.322

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WU, PEI-LIEN, et 吳佩璉. « A Study on the Relationship between Emotional Labor and Job Burnout for Official Sanitary Staff - Using Personality Trait and Emotional Intelligence as Moderators ». Thesis, 2016. http://ndltd.ncl.edu.tw/handle/e46bwr.

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碩士
國立高雄師範大學
人力與知識管理研究所
104
This study, utilizing empirical survey data, aims at exploring the relationship between emotional labor and job burnout while using personality trait and emotional intelligence as moderators for official sanitary staff in Health Department of Kaohsiung City Government. For achieving research purpose, the study, sampling the official sanitary staff (including regular, contract and casual employees) of Health Department as research subject, conducts the questionnaire to release 300 copies of questionnaires and collect back 272 effective copies, reaching 93.0% of effective collection rate. The data of effective copies proceeds with statistic analysis by SPSS-22.0 soft ware, including Descriptive statistics, Pearson product-moment correlation and Hierarchical regression analysis. Research findings are shown as follows: 1. Emotional labor of official sanitary staff appears negative correlation with job burnout. 2. Personality trait to job burnout reaches significant level statistically and expresses negative influence. 3. Emotional intelligence to job burnout also reaches significant level and expresses negative influence. 4. Personality trait cannot moderate the influence of emotional labor on job burnout, lacking the effect of moderating. 5. Emotional intelligence cannot influence the relationship between emotional labor and job burnout, without any moderating effect on emotional labor and job burnout. Based upon above-mentioned results, the study suggests that pragmatic management should add professional and mental consulting mechanism and decrease workload to avoid the situation of job burnout. Meanwhile, it is necessary to integrate effectively the responsibility of local health centers and casual staff, and fully utilize the project of employee assistance and the service of mental consulting, as well as take advantage of the programs of communicating skill, conflict management and pressure adaptation, further to cultivate the ability of problem tackling and procure the effectiveness of keeping available post to right person.

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LIN, FU-LIN, et 林甫霖. « The Moderating Effects of Self-assertiveness and Emotional Intelligence on the Relationship between Personality trait and Negotiation Strategy ». Thesis, 2016. http://ndltd.ncl.edu.tw/handle/82846p.

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碩士
國立雲林科技大學
應用外語系
105
Negotiation has become a crucial core of functioning business nowadays. In order to enhance the possibility of achieving goal in negotiation, this study aims to investigate the relationship among emotional intelligence, self-assertiveness, personality trait, and negotiation strategy. The 352 questionnaires were collected from participants age 18 to 55 in Taiwan. After data analysis, the result shows the personality trait can partially predict negotiation strategy. When testing the moderating effect of emotional intelligence on the main relationship, we found out that emotional intelligence is able to moderate in five sets of main relationship, and we concluded that the moderating effect of emotional intelligence is partially existed on the main relationship. On the other side, only two sets of main relationships be moderated by self-assertiveness. Therefore, we concluded that although self-assertiveness did influence few sets of the relationships but lack of enough moderating effect as a moderator to increase the accuracy of prediction of negotiation strategy. In the end of this research, we discussed implications and limitation of the study, and provided suggestions for further research.

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JOU, LU YU, et 呂羽柔. « The Research of Relations among Personality trait, Emotional Intelligence, Self-efficacy, and Job Satisfaction : The case of Insurance Industry ». Thesis, 2015. http://ndltd.ncl.edu.tw/handle/n5e6hm.

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碩士
康寧大學
企業管理研究所
103
The main purpose of this study is to explore the life insurance industry employee’s personality traits, emotional intelligence, self-efficacy and affect job satisfaction of relevance. It was mainly discussed for different personality traits in different circumstances of emotional intelligence, especially self-efficacy and job satisfaction. Through questionnaire survey and SPSS 20.0 Chinese version software to analyze the data, based on a factor analysis, reliability analysis, descriptive statistical analysis, one-way analysis of variance, multivariate regression analysis and other research for data analysis and processing. Conclusions are as following: First, the personality traits of the life insurance industry employees for emotional intelligence, there are significant differences. The empirical results show that dominant type is more influenced than expressive type. Second, emotional intelligence stability has significant influence in life insurance industry employees for self-efficacy. The empirical results have the maximum positive impact on interpersonal skills, self-adjustment and self-efficacy. Third, the degrees of self-efficacy and job satisfaction in life insurance industry employees have significant influence. The empirical results for the objectives and the ability to judge the demand for work to meet the greatest degree of positive effect. Fourth, it’s important influence between emotional stability and job satisfaction in life insurance industry. The empirical results for the maximum self-motivation and interpersonal management positive impact on job satisfaction.

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LIN, YU-TZU, et 林郁慈. « A Study on the Relationship between Personality Trait and Work Performance：The Moderation Effect of Emotional Intelligence and Colleague Support ». Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ndr96a.

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碩士
銘傳大學
諮商與工商心理學系碩士在職專班
106
Since the employees play the crucial and indispensable role in the organization, the personality traits of employees are one of the key factors to contribute to the company growth. Therefore, the aim of this study is to determine how employees with the neuroticism personality trait and agreeableness personality trait influence to their job performance, and to infer whether the emotional intelligence (EI) and colleagues support have a regulatory effect, hopefully to obtain a better understanding on the relationship of variables through analyzing the results from this study and create a friendly and harmonious teamwork environment for employee recruitment. This research is conducted through the online questionnaire with random sampling approach, while valid questionnaires (n=550) are collected from the Taiwanese employee respondents, followed by utilizing the statistical analysis methods such as correlation analysis, hierarchical regression analysis. The result of this study indicate that: 1) the higher the neuroticism trait is, the worse the work performance; while the higher the agreeableness trait is, the better the work performance; 2) EI has a regulating effect on the relationship between neuroticism personality trait and the work performance rather than weaken the regulating effect; EI has no significant effect on the regulation between agreeableness personality trait and the work performance; 3) colleague support does not significantly influence to the regulation between the neuroticism personality trait and the work performance; the regulating effect of colleagues support on the agreeableness personality trait and the work performance is not statistically significant. Finally, among the findings of this research, the research implications, limitations, and future research directions are discussed and proposed.

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Sousa, Bruna Catarina Alves de. « Validação da Trait Meta-Mood Scale-24 : Estudo com estudantes universitários ». Master's thesis, 2019. http://hdl.handle.net/11328/2947.

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A inteligência emocional (IE) é uma área de estudo que recebe cada vez mais atenção devido ao reconhecimento do seu potencial promotor de adaptação e facilitador de bem-estar emocional e global do indivíduo, bem como de sucesso académico e profissional. Contudo, são ainda poucos os estudos de validação de instrumentos de avaliação da IE em contexto de Ensino Superior. O objetivo deste estudo foi adaptar e validar a Trait Meta-Mood Scale-24 (TMMS-24) junto de uma amostra de estudantes universitários portugueses. Para tal, foram examinadas as propriedades psicométricas do TMMS-24 junto de amostra de 682 estudantes (idades entre 18 e 58 anos, M = 20.33, DP = 2.88), matriculados no 1º ano (40.9%), 2º ano (32.8%), 3º ano (24.6%) e 4º ano (1.6%) de uma instituição de ES do Porto. A amostra foi dividida em duas subamostras, junto das quais foram exploradas as propriedades psicométricas (sensibilidade, fiabilidade e validade) da medida de avaliação da IE. Os resultados da análise fatorial exploratória e análise fatorial confirmatória corroboraram a estrutura de três fatores da escala original (Atenção, Clareza e Reparo das emoções). Além disso, essas dimensões apresentaram adequada consistência interna e correlacionados entre si na direção esperada. Os resultados mostraram evidências de validade convergente. A TMMS-24 apresenta-se assim como um recurso relevante para uma avaliação eficaz, rápida, prática e confiável do autorrelato da perceção da IE no contexto académico. Futuras investigações deverão procurar alargar a amostra, avaliar a estabilidade do constructo e verificar se o número de itens do TMMS-24 deverá ser reduzido.
Emotional intelligence (EI) is an area of study that has received increasing attention due to the recognition of its potential for promoting adaptation and facilitating the individual's overall emotional well-being and well-being, as well as academic and professional success. However, there are still few studies validating instruments for the assessment of EI in higher education settings. The aim of this study was to adapt and validate the Trait Meta-Mood Scale-24 (TMMS-24) among a sample of Portuguese university students. To this end, the psychometric properties of the TMMS-24 were examined in a sample of 682 students (aged between 18 and 58 years, M = 20.33, SD = 2.88), enrolled in the 1st year (40.9%), 2nd year (32.8%), 3rd year (24.6%) and 4th year (1.6%) of an institution of higher education in Porto.The sample was divided into two sub-samples, in which the psychometric properties (sensitivity, reliability and validity) of the EI assessment measure were explored. The results of the exploratory factor analysis and confirmatory factor analysis corroborated the structure of three factors of the original scale (Attention, Clarity and Emotion Repair). In addition, these dimensions showed adequate internal consistency and correlated with each other in the expected direction. The results showed evidence of convergent validity. The TMMS-24 is thus a relevant resource for an effective, rapid, practical and reliable assessment of the self-report of the perception of emotional intelligence in the academic context. Future investigations should seek to expand the sample, assess the stability of the construct and verify whether the number of items in the TMMS-24 should be reduced.

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Gerber, Frans Jacobus. « Model for emotional intelligence as a determinant of organisational climate ». Thesis, 2014. http://hdl.handle.net/10500/18724.

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The main objective of this research was to establish a model for emotional intelligence as a determinant of organisational climate. This model should help companies and organisational psychologists to better understand the interrelatedness of the two constructs in order to optimally enhance organisational performance. This research was conducted in a large organisation, utilising a large sample (n = 1 612) of employees in the financial services industry. During the first phase of this research, emotional intelligence was conceptualised from literature research within the trait paradigm and organisational climate as a molar construct. A theoretical model of emotional intelligence as a determinant of organisational climate was developed and suggested a link to organisational output. During the second phase of this research (empirical research), assessment instruments for emotional intelligence (the Gerber Emotional Intelligence Scale) and organisational climate (the High Performance Climate Questionnaire) were developed and validated. Thereafter an assessment instrument for work output was designed to test the link with performance. The structural equation model (SEM) produced a new best-fitting model of emotional intelligence, organisational climate and work output. The model indicates that emotional intelligence does not correlate with work output as expected, but organisational climate does correlates moderately with work output and explains almost 40% of the variance in work output. The strongest influence seems to flow from teamwork and management. The regression weights between emotional intelligence and organisational climate were trivial, although the model fit indices were all within an acceptable range. The researcher attributed the lack of support for the model to the characteristics of the employees of this type of organisation and concluded that emotional intelligence should not be seen as a determinant of organisational climate in this specific financial services sector. The results further indicate that significant differences exist between the organisational climate experiences of four biographical categories (race, position level, age and geographical region) and also for the categories of position level and age for work output. These differences need to be considered when developing future interventions. This research contributes towards a comprehensive understanding of the relationship between emotional intelligence, organisational climate and work output. The three newly developed questionnaires and the SEM could help researchers and practitioners to apply the research model in other industries and subsequently improve organisational outputs.
Industrial and Organisational Psychology
D. Comm. (Industrial and Organisational Psychology)

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Lippels, Thomas Werner. « Discussion and argumentation about the impact of cultural experience on emotional intelligence measurement questionnaires ». Master's thesis, 2009. http://hdl.handle.net/10071/2046.

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The objective of this dissertation is to evidence the correlation between cultural experience and Emotional Intelligence (EI) which can influence the outcome of Emotional Intelligence Questionnaires (EIQ). To do so, three defined variables, such as age, language abilities and foreign experience have been taken into consideration to present Cultural Intelligence [CI] and students from different nationalities have taken one elected EIQ in two different languages. The correlation between the two test results, based on the participants age, language abilities and foreign experience have been observed, and discussed. The results of the study indicate that all three variables have an impact on EI, whereas age and foreign experience seemed to be more important than language abilities. As it is proposed that EI contributes to effective leadership, it is required to study if this theory is culturally influenced. This discussion is needed as the construct of EI became widely used in Psychology and Human Resource Management (HRM) to evaluate individual and team performance, while most accessible questionnaires have been constructed by North American researchers and are usually available in English. Therefore the use of well established EI questionnaires, evaluating trait or ability EI needs to be investigated to avoid conclusions neglecting possible cross-cultural differences and influencing evaluation standards. It is necessary to mention, that because of the limitation of the work, the cultural dependency of EI questionnaires will be studied while focusing on verbal understanding and by using one specific Questionnaire as example, namely the Wang and Law Emotional Intelligence Scale [WLEIS].
O objectivo desta dissertação é comprovar a existência de uma correlação entre a experiência cultural e a Inteligência Emocional (IE), e a forma como esta pode influenciar o resultado de um Questionário de Inteligência Emocional (QIE). Para alcançar este objectivo, três variáveis foram consideradas como indicadores de Inteligência Cultural (IC), nomeadamente, idade, conhecimentos linguísticos e experiência no estrangeiro. Para tal, estudantes de diferentes nacionalidades responderam a um QIE específico em duas línguas distintas. A correlação entre os resultados dos dois testes, baseados na idade, na capacidade linguística e na experiência no estrangeiro foi examinada e discutida. A conclusão é que as três variáveis têm impacto sobre a IE, embora pareça que a idade e a experiência no estrangeiro são mais importantes do que os conhecimentos linguísticos. Sendo sugerido que a IE contribui para a capacidade de liderança, é necessário estudar se esta teoria é influenciada pelas diferenças culturais. Esta discussão torna-se inevitável uma vez que a IE se tornou numa ferramenta amplamente utilizada na área de Psicologia e de Recursos Humanos para avaliar a eficiência individual e de grupos. No entanto a maioria dos questionários disponíveis foram criados por cientistas norte-americanos e normalmente estão unicamente disponíveis em inglês. Desta forma é essencial investigar a utilização dos QIE que avaliam qualidades e aptidões da IE, para evitar conclusões que negligenciam possíveis diferenças culturais influenciando os critérios de avaliação. É necessário mencionar, que devido às limitações associadas à dissertação, a dependência entre os Questionários de Inteligência Emocional e a experiência cultural vai ser investigada, focando-se na compreensão verbal e apenas utilizando o questionário de Wang e Law, a Escala de IE [WLEIS].

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49

McGuire, Amanda Louise. « The Relationship between sense of coherence and emotional intelligence : the case of South African marine officers ». Diss., 2002. http://hdl.handle.net/10500/18191.

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The study of people's capacity to remain healthy when exposed to constant stressors has long been the focus of research. Stress resistance research has focussed on the adaptive worth of successful coping strategies, certain personality characteristics as well as social support. Two concepts which have gained eminence as contributing to an individual's ability to deal effectively with life's stressors are: (1) Sense of coherence; and (2) Emotional intelligence. The aim of this study was to determine the possible relationship between sense of coherence and emotional intelligence. A once-off cross-sectional survey design was used. The sample population consisted of 54 South African marine officers serving in the merchant navy. The SOC-29 and the BarOn Emotional Intelligence Inventory (BarOn EQ-i) were used as measuring instruments. · Sense of coherence was positively related to emotional intelligence. The results showed that there is a correlation of large effect between total sense of coherence and total emotional intelligence (r = 0,73) in marine officers. The results also showed that there are correlations of large effect between the subscales of the SOC-29 and the BarOn EQi
Industrial and Organisational Psychology
M.A. (Industrial Psychology)

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CHEN, KENG-FANG, et 陳鏗芳. « Investigation on the Satisfaction of Trait Emotional Intelligence and Service Quality- Taking the representatives of Dongshan Township in Yilan County as an example ». Thesis, 2018. http://ndltd.ncl.edu.tw/handle/gs8h49.

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碩士
中州科技大學
機械與自動化工程系
106
From past related studies, it can be found that voters’ voting direction is often influenced by the voters’ personal background. Scholars also pointed out the factors influencing voter voting, and further pointed out that if you want to explore the influence of a candidate on the voting direction of a voter, you need to consider the candidate's personal background variables, personal characteristics. Today, when public opinion is sky-high, the voters’ services provided by public opinion representatives need to have professional qualities beyond that and represent the individual’s traits of emotional intelligence and service quality, which is also a basis for influencing the level of satisfaction of service recipients. Therefore, the main research purpose of this study is: 1、To explore the effect of different personal background variables on trait emotional intelligence, service quality and satisfaction. 2、To explore the impact of trait emotional intelligence on satisfaction. 3、Discuss the impact of service quality on satisfaction.

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Thèses sur le sujet « Trait Emotional Intelligence Questionnaire »

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