Trait anxiety and self-esteem, as indicators of well-being, have been understudied in the literature that examines the relationship between emotional
intelligence and well-being in adolescent ...development. Anxiety and self-esteem are emotion-based factors in adolescent personality and are expected to be related to Trait Emotional Intelligence (TEI) as an adaptive emotion-based capacity. The objective of the study is to examine the unique
contributions of TEI on trait anxiety and self-esteem in adolescents in the context of personality. The study involved 807 adolescents ages 16-19
from central Slovakia and examined the predictive relationship of TEI (as measured by the Trait Emotional Intelligence Questionnaire, TEIQue-ASF)
separately on self-esteem and on trait anxiety after considering broad based personality (as measured by the Freiburger´s Personality Inventory, FPI)
and cognitive abilities (assessed by Amthauer´s Intelligence Structure Test, IST). The results showed that TEI has strong bivariate correlations with
both trait anxiety (r =-.65) and self-esteem (r = .62) that maintained significance in the regression analyses. With trait anxiety as a dependent variable
the explained variance by TEIQue-ASF factors above personality traits was 6%. With self-esteem as the dependent variable TEIQue-ASF factors
explained a greater amount of variance (9%) with none of the personality traits as significant. The overall findings suggest that TEI is an important
factor in adolescent well-being through its associations with lower trait anxiety and higher self-esteem.
•Six-factor Anhedonia model provided the best fit to the data.•Anhedonia model's factors show differential relationships with external constructs.•Avoidance factor is distinct from anhedonia and ...negative affect factors.•Anxious arousal factor is distinct from dysphoric arousal factor.•Depression is more strongly related to anhedonia than the negative affect factor.
The latent structure of posttraumatic stress disorder (PTSD) has been widely discussed, with the majority of studies in this area being conducted in the US. The current study aimed to extend this area of research by comparing seven existing PTSD factor models in a sample of 754 trauma-exposed university students from Slovakia, where similar research has not been conducted yet. The sample was predominantly female (83.69%), with a mean age of 22.68 years. The comparison of competing models revealed that the Anhedonia model, consisting of six inter-correlated factors of reexperiencing, avoidance, negative affect, anhedonia, dysphoric arousal and anxious arousal, provided the best fit. Several factors of the Anhedonia model also showed differential relationships with the external variables of anxiety and depression. The study contributes to the limited literature on the latent structure of PTSD in Eastern Europe.
Objective: The study aim was to investigate the differences and prediction of post-traumatic stress disorder (further PTSD) by trait emotional intelligence (further EI) and its four factors ...(well-being, self-control, sociability, and emotionality) of two specific groups. Method: Research groups were immigrants coming to Slovakia from Turkey (N=104, Mage=35.4 years, /SD=10.2/) and national majority of the Slovaks living in Slovakia (N=264, Mage=33.2 years /SD=11.9/). PTSD was assessed by PCL-5 (PTSD Checklist for DSM-5, Weathers et al., 2013), and trait EI by Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF; Petrides 2009) modified and adapted to Turkish and Slovak population. Results: T-test analysis and effect size estimation proved a higher level of PTSD for Turks in comparison to the locals (p≤.001; d=.54), though no differences were proved in trait EI and its four factors. Correlation and regression analysis revealed the higher level of trait EI is significantly related to lower level of PTSD (strong relations for the immigrants). Global trait EI level predicts significantly to a certain extent PTSD in both groups (for the Turks 54%, F (1,103) = 119.627, p≤.001), for the Slovaks 16%, F (1,263) = 50.526, p≤.001). Self-control was the only significant moderate predictor in both groups (p≤.001) whilst controlling for the other EI factors. Conclusions: The study emphasizes the need to educate, facilitate and support any man´s emotion-related personality traits, especially self-control skills, as a form of PTSD prevention.
The study focuses on transformational leadership in the school environment, reflecting the current need for necessary changes in modern schools. It represents a diversion from rationality emphasizing ...emotionality, a leader’s personality strength and influence, since s/he has a potential to motivate, engage or challenge others – colleagues or students. The study aim was to ascertain the personality variables of a future leader in education – a future teaching professional, graduated from the bache‑ lor and master degrees at Matej Bel University in Banská Bystrica (N = 205,72 % females, AMage = 20.87). Methods: Personality variables (neuroticism, extraversion, openness to experience, agreeableness, conscientiousness level) were mapped by the NEO‑FFI inventory (Slovak version in Ruisel & Halama, 2007), self‑esteem level by the Rosenberger’s Self‑Esteem Scale (RSS, 1965 in Blatný & Osecká, 1994, ɑ = 0.67), and transformational leadership practices (ability to model the way, α = 0.68, inspire a shared vision, α = 0.80, to challenge the process, α = 0.77, enable others to act, α = 0.67, encourage the heart, α = 0.81) by The Leader‑ ship Practices Inventory (LPI, Kouzes & Posner, 2012 in Kaliská, 2019). Results: Correlation and regression analysis showed that personality factors (extra‑ version, openness, agreeableness, conscientiousness) entered into significant positive moderate to weak (low effect size) relations with all types of leadership practices. Neuroticism entered into significant negative weak relations with the ability to challenge the process of others, the ability to inspire a shared vision for others and model the way in the future direction (with low effect size significance). The self‑esteem level did not enter into any relations with various types of leadership practices. Thus, only two personality factors (conscientiousness and openness to experience) contribute to the determination of leadership practice types, where these personality factors predict in the range of 8 % to 21 % of the total variability the variance of individual leadership practices. The highest personality prediction level by these two factors was proved for the transformation practice of challenge the process for the followers (21 %), the ability to model the way to the direction of the organization (almost 21 %) and the ability to inspire a shared vision for others (20 %). Openness to experience appears to be the strongest predictor of all types of leadership practices, remaining in a significant positive weak to moderate relations (.164 ≤ r ≤ .386) to all types of practices when controlling for the other personality factors. Conclusion: Awareness of the personality factors of future leaders in the school system, i. e. teachers, creates a potential to set the pre‑gradual educational goals so as to in‑ crease their leadership competencies. These leaders are the building blocks of a successful transformation of our education, and as such should have qualities characterized as transformational leadership features, such as the ability to think strategically, be action‑oriented, support others in their visions and spread out the vision of the organization within the school system, and become a role model, inspiration, and driving force for new followers (new leaders).
In response to the COVID-19 pandemic, the Psychological Science Accelerator coordinated three large-scale psychological studies to examine the effects of loss-gain framing, cognitive reappraisals, ...and autonomy framing manipulations on behavioral intentions and affective measures. The data collected (April to October 2020) included specific measures for each experimental study, a general questionnaire examining health prevention behaviors and COVID-19 experience, geographical and cultural context characterization, and demographic information for each participant. Each participant started the study with the same general questions and then was randomized to complete either one longer experiment or two shorter experiments. Data were provided by 73,223 participants with varying completion rates. Participants completed the survey from 111 geopolitical regions in 44 unique languages/dialects. The anonymized dataset described here is provided in both raw and processed formats to facilitate re-use and further analyses. The dataset offers secondary analytic opportunities to explore coping, framing, and self-determination across a diverse, global sample obtained at the onset of the COVID-19 pandemic, which can be merged with other time-sampled or geographic data.
The interest in intelligence construct operationalization is reflected in construction upon new intelligence concepts analyzing it in a wider social context. This scientific study offers the ...theoretical and empirical analysis of a newly created construct of moral intelligence. Moral intelligence concept was founded in the Multiple Intelligence Theory of H. Gardner (1985), being followed by L. Kuckovsky, A. Dobrin, V. Di Norcia and others in historical-philosophical-evolution-theological context, by D. Lennick, F. Kiel, C. Veach and others in successful management context and by A. Hass, M. Borba, R. Coles, J. Bradshaw and others in school-counselling context. Subsequently moral intelligence is defined as an individual's ability to solve ethical problems ethically right. The application of ethical principles in successful business management formed a theoretical base for moral intelligence characterized by D. Lennick a F. Kiel (2008). They created also a self-report questionnaire Moral Competence Inventory (MCI) to assess personal moral competences as a base of moral intelligence. The study provides the results of psychometrical properties (factor structure and reliability in the sense of inner consistency and test-retest result stability) of the Slovak, the only available, questionnaire for moral intelligence assessment at a chosen adolescent research sample (N=209). It also analyses the differences in total moral intelligence level and two newly extracted factors (personal and social moral competences) in relation to gender, age and religious believes referring to the fact the MCI authors presupposed that there is no relation between moral competences and demographic factors (gender, age, nationality or religion, 2005). The findings prove the significant differences in the overall level of moral intelligence (p≤0,01) and in factors of personal (Standing up for what is right (Courage), p≤0,01) and social (Helping others (Service), p≤0,01 and Actively caring about others (Kindness and Friendliness), p≤0,001) moral competences in favor of girls and in personal moral factors (Telling the truth (Honesty), Standing up for what is right (Courage) and Keeping promises (Trustworthy), p≤0,01) in favor of older students (confirmed also by Cohen's effect size measure) assessed by the Slovak version of MCI questionnaire with its sufficient reliability (test-retest result stability (0,591≤R≤0,745) and inner consistency of two extracted factors (0,70≤α)). There were no significant differences between two groups of religious and non-religious ones in their moral competences, besides expected declared religious interest of believers in Recognizing spiritual needs (Faith and reverence) factor (p≤0,001). The study is being considered as a pilot study for further psychometrical property verification of the MCI Slovak version by other validating researches to prove the legitimacy of this questionnaire usage for psychological diagnostic purposes.
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