Since Salovey and Mayer (1990) first proposed the emotional intelligence (EI) as an independent intellectual component, research on the field of EI has developed rapidly. A large number of studies ...have shown that emotional intelligence is an important predictor that affects our lives, such as job performance, mental health, and so on. However, we observed that some effect sizes in the field of emotional intelligence decreased over time. Is this kind of decline simply due to random errors, or is emotional intelligence field undergoing decline effects? The present study analyzed 484 effect sizes based on the responses of 102,579 participants from nine meta-analyses in emotional intelligence field to estimate the average effect size, and evidence for decline effects in this field. This study finds that the average effect size of EI is 0.244 (
< 0.001), and the average effect size of mixed EI (
= 0.272,
< 0.001) is significantly higher than that of ability EI (
= 0.160,
< 0.001). Effect sizes in the field of EI decrease with time, there are decline effects in emotional intelligence field. Furthermore, there are also decline effects in mixed EI field. However, we find no evidence that there are decline effects in ability EI field. Base on the significant average effect size of mixed EI, the most likely explanation for the decline in effect sizes is that effect sizes of mixed EI in the original studies were overestimate. This study considers decline effects in mixed EI research as inflated decline effects. To sum up, decline effects in the field of emotional intelligence are mainly due to the choice of emotional intelligence model and measurement method.
Human resource practitioners place value on selecting and training a more emotionally intelligent workforce. Despite this, research has yet to systematically investigate whether emotional ...intelligence can in fact be trained. This study addresses this question by conducting a meta-analysis to assess the effect of training on emotional intelligence, and whether effects are moderated by substantive and methodological moderators. We identified a total of 58 published and unpublished studies that included an emotional intelligence training program using either a pre-post or treatment-control design. We calculated Cohen's d to estimate the effect of formal training on emotional intelligence scores. The results showed a moderate positive effect for training, regardless of design. Effect sizes were larger for published studies than dissertations. Effect sizes were relatively robust over gender of participants, and type of EI measure (ability v. mixedmodel). Further, our effect sizes are in line with other meta-analytic studies of competency-based training programs. Implications for practice and future research on EI training are discussed.
•This study presents a meta-analysis of all published and unpublished studies of training emotional intelligence to adults.•The results show a moderate positive effect for training on EI of participants.•Positive effect sizes were robust over study location, gender of participants, and type of emotional intelligence measure.
Background: Emotional intelligence and empathy plays a key role in coping with varying situations in dailylife.Objective: The purpose of this study was to determine emotional intelligence and empathy ...amongophthalmologists.Methods: This cross-sectional study was carried out at the College of Ophthalmology & Allied VisionSciences from 1st June 2022 till 31st December 2022. After the ethical approval of the study, a Google form was developed which included Schutte‘s scale (Emotional Intelligence) and Davis‘s Interpersonal index (Empathy) questions in addition to those related to basic demographic information. A sample size of 19 was calculated and sampling was done by non-probability convenient sampling. The proforma was sent via social media application (WhatsApp) to study participants. A total of 39 ophthalmologists including residents and faculty members of either gender responded to be part of the study. A comparison of emotional intelligencescores was done by applying Independent sample t-test and one-way ANOVA.Results: A total of 39 ophthalmologists participated in the study with a mean age of 35.31 ± 9.83 years. The Emotional Appraisal‖ mean score was found to be highest in post-graduate residents (p = 0.05) and the meanscores of the sub-scale ―Non-Verbal Communication‖ was highest in faculty (Assistant professor or above in designation) followed by Postgraduate resident (PGR), (p=0.04). Comparison of empathy scores revealed asignificant difference in the sub-scales of the Davis scale ―Perspective taking‖ (p = 0.04) and Personal distress (p=0.03) between the male and female participants.Conclusion: Among ophthalmologists, postgraduate residents were better in terms of emotional intelligence than faculty who had better skills with regards to non-verbal communication.
The background of this research is that there are students who cannot control anger or resentment uttered by their peers, students who do not have confidence before starting a presentation in front ...of the class, and who lose control when they are angry with their peers. The purpose of this study was to describe the profile of the emotional intelligence of students in class XI Marketing at SMK Negeri 2 Padang from the aspects of: 1) Recognizing emotions 2) Managing emotions 3) Motivating yourself 4) Empathy 5) Building Relationships. This research was conducted using a quantitative descriptive method. The research population was 96 students who were selected by total sampling technique. The instrument used is a questionnaire. As for data analysis using percentages. Based on the results of research on the emotional intelligence profile of students in class XI Marketing at SMK Negeri 2 Padang of: 1) Recognizing emotions is in a fairly high category and in high caligniting in other aspect of emocional intelligence in this study. Based on the results of this study, it is recommended for counselor to make a model to increasing their emotional intelligence.quite high, and for future researchers to create an effective model guidance and couselerto improve students' emotional intelligence.
Emotional Intelligence (EI) emerged in the 1990s as an ability based construct analogous to general Intelligence. However, over the past 3 decades two further, conceptually distinct forms of EI have ...emerged (often termed "trait EI" and "mixed model EI") along with a large number of psychometric tools designed to measure these forms. Currently more than 30 different widely-used measures of EI have been developed. Although there is some clarity within the EI field regarding the types of EI and their respective measures, those external to the field are faced with a seemingly complex EI literature, overlapping terminology, and multiple published measures. In this paper we seek to provide guidance to researchers and practitioners seeking to utilize EI in their work. We first provide an overview of the different conceptualizations of EI. We then provide a set of recommendations for practitioners and researchers regarding the most appropriate measures of EI for a range of different purposes. We provide guidance both on how to select and use different measures of EI. We conclude with a comprehensive review of the major measures of EI in terms of factor structure, reliability, and validity.
The present meta-analysis investigated the effectiveness of strategies derived from the process model of emotion regulation in modifying emotional outcomes as indexed by experiential, behavioral, and ...physiological measures. A systematic search of the literature identified 306 experimental comparisons of different emotion regulation (ER) strategies. ER instructions were coded according to a new taxonomy, and meta-analysis was used to evaluate the effectiveness of each strategy across studies. The findings revealed differences in effectiveness between ER processes: Attentional deployment had no effect on emotional outcomes (d+ = 0.00), response modulation had a small effect (d+ = 0.16), and cognitive change had a small-to-medium effect (d+ = 0.36). There were also important within-process differences. We identified 7 types of attentional deployment, 4 types of cognitive change, and 4 types of response modulation, and these distinctions had a substantial influence on effectiveness. Whereas distraction was an effective way to regulate emotions (d+ = 0.27), concentration was not (d+ = −0.26). Similarly, suppressing the expression of emotion proved effective (d+ = 0.32), but suppressing the experience of emotion or suppressing thoughts of the emotion-eliciting event did not (d+ = −0.04 and −0.12, respectively). Finally, reappraising the emotional response proved less effective (d+ = 0.23) than reappraising the emotional stimulus (d+ = 0.36) or using perspective taking (d+ = 0.45). The review also identified several moderators of strategy effectiveness including factors related to the (a) to-be-regulated emotion, (b) frequency of use and intended purpose of the ER strategy, (c) study design, and (d) study characteristics.
The article deals with the emotional intelligence concept as a structure-forming component of the future teacher’s psychological culture. The research substantiates the need to develop this personal ...quality in future teachers, as well as its importance for successful professional activity. The article analyses the structural components of emotional intelligence in future teachers’ personal sphere. The research provides empirical material for the primary cross-section of emotional intelligence diagnostics in the future teachers’ personality structure.
The article presents a theoretical overview of the phenomenon “emotional intelligence” (EQ). The perspectives of different foreign and domestic psychologists on the concept of EQ, its origin and ...structure are analised. The importance of studying emotional intelligence and the possible ways of its development as a priority of the New Ukrainian School (NUS) are emphasized. The basis of EQ study is determined as the interrelation of the concepts of “emotional “ intellectual”. Certain positive and negative characteristics of advanced emotional intelligence are highlighted. A methodological toolkit for EQ study is developed and presented. Some prospective ways of its development in ontogeny under appropriate conditions are substantiated. There is an algorithm elaborated for the complex consistent work on EQ development.
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