•This paper aims to present the initial findings and item analysis of the IE-ACCME-B test, a multi-method assessment tool specifically developed for evaluating emotional and meta-emotional ...intelligence in children aged 8 to 11 years. The IE-ACCME-B test was designed within the framework of the meta-emotional intelligence construct and has a dual purpose: 1) measuring emotional intelligence, defined as the ability to perceive, facilitate, understand, and manage emotions, and 2) assessing meta-emotional intelligence, which involves the belief system regarding emotions and awareness of one's own emotional abilities in perceiving, facilitating, understanding, and managing emotions. The analysis of results and items was conducted using CUB models and by examining children's consensus scores.
The study focuses on sex differences in emotional and meta-emotional intelligence in a sample of 355 pre-adolescents and 164 adolescents. Emotional and meta-emotional intelligence were measured using ...the multi-trait multi-method IE-ACCME test, allowing to define individuals' profiles of ability EI, emotional self-concept, meta-emotional knowledge, meta-emotional ability in self-evaluation and meta-emotional beliefs. Meta-emotional dimensions refer to the awareness of individuals about their emotional abilities and to their beliefs about the functioning of emotions in everyday life. Results demonstrated that girls scored better than boys in ability-EI, in particular in adolescents' group, whereas boys reported higher score than girls in emotional self-concept in both groups of age. Result about meta-emotional knowledge and meta-emotional ability in self-evaluation revealed that boys systematically overestimate their emotional abilities whereas girls, particularly in the adolescent group, tend to underestimate them. Finally, in both age groups, girls scored higher than males in metaemotional beliefs.
The adoption of the meta-emotional intelligence framework may help to explain the discordances about sex differences found in previous studies using self-report vs. performance measures of EI. Moreover, it may contribute to shed light on the nature-nurture debate and on the role of meta-emotional variables for explaining sex differences in EI.
•Girls show higher levels of ability EI than boys.•Boys report higher levels of self-reported EI than girls.•Boys tend to overestimate their emotional abilities compared to girls.•Girls tend to underestimate their emotional abilities compared to boys.•Girls report higher scores than boys in meta-emotional beliefs.
The present investigation was carried out with the purpose of publicizing how emotional intelligence contributes to academic performance; posing as a research question: What is the impact of ...emotional intelligence in improving academic performance in university students in the last five years?; Due to this, the methodology used for this purpose was qualitative, basic and a review of articles published in the SCOPUS and Web of Science databases; following a search protocol, collection, extraction, analysis and selection of articles under the eligibility criteria: academic publications with SJR (Scimago Journal Rank) impact indicators and publications in Spanish and English. For the analysis of the review, 79 articles were selected and after filtering, only 10 articles met the inclusion and exclusion criteria as part of the review. The results show that there is a limited number of publications that have specified emotional intelligence as a predictor of academic performance in university students.
This article presents seven principles that have guided our thinking about emotional intelligence, some of them new. We have reformulated our original ability model here guided by these principles, ...clarified earlier statements of the model that were unclear, and revised portions of it in response to current research. In this revision, we also positioned emotional intelligence amidst other hot intelligences including personal and social intelligences, and examined the implications of the changes to the model. We discuss the present and future of the concept of emotional intelligence as a mental ability.
This study was to investigate the relationship between followers' strengths-based leadership (FSBL) and followers' strengths use (FSU) and the mediational effect of trait emotional intelligence (TEI) ...and the moderating effect of role overload on this relation. A total of 295 valid paired data from Chinese employees was applied to test our hypotheses. The results showed that FSBL has a positive relationship with FSU, and TEI significantly mediates the relationship between FSBL and FSU. Moreover, role overload could lessen the direct relationship of FSBL with TEI and the indirect relationship of FSBL with FSU via TEI.
Kariyer belirsizlikleri, kariyer çabaları ve örgütlerin sahip olduǧu kıt kaynakların daǧıtımı noktasında rekabetin artması gibi günümüz endüstriyel çalışma koşullarında karşılaşılan zorluklar göz ...önüne alındıǧında, çalışanlar bu belirsiz ve stresli olayları yönetebilmek adına duygusal, sosyal ve bilişsel yeteneklere ihtiyaç duymaktadırlar. Söz konusu ihtiyaç doǧrultusunda, bu çalışmada duygusal zekânın kariyer başarısı üzerindeki etkisinde çalışan dayanıklılıǧının aracı rolü incelenmiştir. Araştırma kapsamında Mersin limanı ile entegre bir şekilde faaliyet gösteren lojistik sektörü firmalarında çalışan 182 bireyden anket tekniǧi kullanılarak veri toplanmış, elde edilen verilerin analizinde yapısal eşitlik modellemesi kullanılmıştır. Araştırma bulguları, duygusal zekânın kariyer başarısını ve çalışan dayanıklılıǧını doǧrudan etkilediǧini ortaya koymuştur. Bununla birlikte, çalışan dayanıklılıǧı tüm duygusal zekâ boyutları ve kariyer başarısı arasında kısmı bir aracı olarak tanımlanmıştır.
Science fiction often portrays future AI technology as having sophisticated emotional intelligence skills to the degree where technology can develop compassion. But where are we today? The authors ...provide insight into artificial emotional intelligence (AEI) and present three major areas of emotion-recognition, generation, and augmentation-needed to reach a new emotionally intelligent epoch of AI.
The aim of this study was to validate the Trait Emotional Intelligence Questionnaire (TEIQue v. 1.5) in a Lebanese sample and compare its factorial structure to that of a UK sample. There were ...similar gender and age distributions in both samples as well as satisfactory structural reliabilities at the global, factor, and facet levels. Results from exploratory factor analysis showed a four‐factor structure similar to that originally obtained by the author of the questionnaire. There were strong correlations between the factor scores derived from the two datasets (≥.90). Tucker congruence supported the similarity between the Lebanese and UK factors. Independent‐samples t tests showed that Lebanese participants scored higher on the Sociability factor and the facets of self‐esteem, social awareness and emotion perception, whereas UK participants scored higher on the facets of stress management, optimism and relationships. Gender differences are also reported, and recommendations for future research discussed.
PDF
