The two studies presented in this article examine the relationships of personality traits and trait emotional intelligence (EI) with compassion and self-compassion in samples of Italian workers. ...Study 1 explored the relationship between trait EI and both compassion and self-compassion, controlling for the effects of personality traits in 219 workers of private Italian organizations. Hierarchical regression analyses revealed that trait EI explained variance beyond that accounted for by personality traits in relation to both compassion and self-compassion. Study 2 analyzed the contribution of trait EI in mediating the relationship between personality traits and both compassion and self-compassion of 231 workers from public Italian organizations with results supporting the mediating role of trait EI.
► MSCEIT emotion management predicts community college GPA (
r = .44). ► This is partly mediated by coping: Problem-focused coping is a significant mediator. ► STEM-Y emotion management predicts ...eighth-grade students’ grades (
r = .28). ► This is fully mediated by coping: Problem-focused coping is a significant mediator.
Research examining the relationships between performance measures of emotional intelligence (EI), coping styles, and academic achievement is sparse. Two studies were designed to redress this imbalance. In each of these studies, both EI and coping styles were significantly related to academic achievement. In Study 1, 159 community college students completed the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) and problem-focused, emotion-focused, and avoidant coping scales. Collectively, the coping variables significantly mediated the relationship between EI and grade point average (GPA) for Emotion Perception, Emotion Facilitation of Thought and Emotion Management (but not for Emotional Understanding). Problem-focused coping was the only single significant mediator, mediating the relationship between emotion management and GPA (but not other branches and GPA). In Study 2, 293 middle school students completed the Situational Test of Emotion Management for Youths (STEM-Y) and scales measuring the same three coping strategies. In this study, the coping variables again significantly mediated the relationship between emotion management and GPA. Once again, problem-focused coping was a significant mediator. Collectively, these results suggest that better educational outcomes might be achieved by targeting skills relating to emotion management and problem-focused coping.
The objective of this study is to identify the existence of different profiles of emotional intelligence according to their dimensions (Attention, Understanding and Repair). In addition, the study ...seeks to verify whether there are significant differences between the profiles regarding burnout, anxiety, depression, and stress in teachers. A total of 834 teachers, who completed the Trait Meta-Mood Scale-24, the Maslach Burnout Inventory, and the Depression, Anxiety, and Stress Scales-21, were enrolled. Cluster analysis identified four distinct profiles of emotional intelligence: a group of teachers with a predominance of high emotional attention and low emotional repair, a second group with a profile of high emotional intelligence, a third group with generalized low emotional intelligence, and a fourth group with a predominance of low attention and high emotional repair. Similarly, the results revealed significant differences between emotional intelligence profiles regarding burnout, anxiety, depression, and stress. The teachers in the groups with generalized low emotional intelligence and the group with high attention and low repair obtained higher scores in Emotional Exhaustion, Depersonalization, Anxiety, Depression, and Stress and lower scores in Personal Accomplishment.
The four-factor model of emotional intelligence (EI) abilities has faced challenges in the inconsistency of the facilitation branch leading Mayer et al. (2024) to propose a provisional factor- ...Connecting Emotions- that consists of relating emotions to sensations. The Aesthetic Descriptors of Emotion Measure (ADEM) has emerging potential as a measure of this new EI ability factor. The ADEM is a performance measure based on the Aesthetic Approach to Emotions (AAE) that matches descriptive aesthetic-sensory language to emotional states providing a non-evaluative representation of emotions. The ADEM presents six emotions and found distinct aesthetic profiles for each. Cronbach Alpha and factor analyses respectively found consistency and validity with the internal structure of the ADEM. Bivariate and partial bivariate analyses (controlling for cognitive reasoning) indicated that the ADEM corresponds with self-perceived measures of emotional clarity and a similar performance-based EI measure (MEIS-Synesthesia subtest). The ADEM has potential as a method for developing EI in educational and clinical settings.
The Wong and Law Emotional Intelligence Scale (WLEIS) is a self-report emotional intelligence scale based on the theoretical framework of Mayer & Salovey (1997). The aim of this study was to examine ...the psychometric properties of the Spanish version of the Wong and Law Emotional Intelligence Scale (WLEIS; Wong & Law, 2002) in a large sample of 1,460 adults (815 women and 645 men) ranging from 17 to 64 years old (M = 33.27, SD = 11.60).
The scale was back-translated and participants completed a battery of questionnaires including the Spanish WLEIS (WLEIS-S), perceived stress scale, subjective happiness scale, life satisfaction scale, and suicide behavioural questionnaire.
The results provided evidence of adequate internal consistency and criterion validity consistent with the original version. Confirmatory factor analysis showed a four-factor structure with good fit. Finally, gender differences were found in the overall Emotional Intelligence score and on the appraising the emotion of others dimension, with women scoring higher than men.
Overall our results provide evidence that the WLEIS-S might be a promising tool for the assessment emotional intelligence in the Spanish context.
Mindfulness is both a non-judgmental and present-centered awareness, which has been applied to reduce negative emotions. On the other hand, Trait Emotional Intelligence (TEI) is the way of how good ...people perceive their emotional intelligence abilities (perceiving, expressing, understanding, and regulating emotions), which are involved in people's social functioning. This empirical study was designed to analyze whether dispositional mindfulness (DM) and TEI have a potential combined role for children and adolescent's emotional states. In a sample of primary school students (
= 318), age ranged from 8 to 16 years old (
= 11.25,
= 2.20), participants filled a TEI measure (ESCQ, Emotional skills and competence questionnaire) and two measures of DM (CAMM, Child and Adolescent Mindfulness Measure and AFQ-Y, Avoidance and Fusion Questionnaire for Youth). Measures selected included: PANAS (Positive affect and negative affect schedule), White Bear Suppression Inventory (a thought suppression inventory), and STAIC (State-Trait Anxiety for Children). Findings pointed out that TEI measures (labeling and expression, understanding, and managing emotions) were positively and significantly related to positive emotional states (especially, positive affect and balance) and negatively with a lower association with state anxiety. However, DM measures were both negatively and strongly associated with negative emotional states (thought suppression, negative affect, and anxiety). Conclusions indicate that a combined effect of both TEI skills and DM based interventions would be more complete than each one separately for better social functioning of children and teenagers.
Abstract
Introduction
Lack of sleep has been associated with altered connectivity between the emotion-regulating regions of the medial prefrontal cortex and the emotionally reactive structure of the ...amygdala. This altered brain function following insufficient sleep is believed to impair a range of emotional perception and regulation capacities. Our prior research has also shown that two nights of total sleep deprivation led to significant declines in Trait Emotional Intelligence (TEI) and other aspects of emotional processing and perception. Nonetheless, the extent to which general sleep quality and acute sleep duration may contribute to everyday TEI outside of laboratory conditions remains unknown. We hypothesized that poorer sleep quality and the amount of sleep obtained the night before assessment would both predict TEI scores.
Methods
447 adults (18–40 yrs; 72% female) completed the Pittsburgh Sleep Quality Index (PSQI) and a question about the number of hours of sleep obtained the night before the assessment (SLEEP), as well as the Petrides Trait Emotional Intelligence Questionnaire (TEIQue). Sleep metrics were used to predict Total TEI, and the four TEIQue factors (Wellbeing, Self-Control, Emotionality, and Sociability) using multiple linear regression.
Results
Both PSQI (β=-.275, p<.00001) and SLEEP (β=.130, p<.00001) each contributed uniquely to prediction of Total TEI (R2=.11, p<.00001). Wellbeing was also predicted by a combination of PSQI (β=-.272, p<.00001) and SLEEP (β=.129, p=.006). In contrast, for Self-Control, only PSQI was significantly related (β=-.296, p<.00001). Both PSQI (β=-.131, p<.007) and SLEEP (β=.103, p<.034) each contributed to Emotionality. Finally, both PSQI (β=-.126, p<.010) and SLEEP (β=.107, p<.028) each contributed to Sociability.
Conclusion
Greater total TEI was uniquely predicted by a linear combination of 1) better general sleep quality over the past month and 2) greater quantity of sleep the night before the assessment session. The same pattern held for all scale factors, except Self-Control, which was only related to sleep quality over the past month. Although limited by the cross-sectional nature of the data, these findings support prior work suggesting that lack of sleep alters normal emotional processing and further suggests that both long-term sleep quality and acute restriction of sleep can affect trait-like emotional domains.
Support (if any):
This study investigated the role of fluid intelligence, personality traits and different models of emotional intelligence in relation to core self-evaluation, resilience and life satisfaction. The ...Advanced Progressive Matrices (APM), the Big Five Questionnaire (BFQ), the Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT), the Bar-On Emotional Intelligence Inventory (Bar-On EQ-i), the Trait Emotional Intelligence Questionnaire (TEIQue), the Core Self-Evaluation Scale (CSES), the Connor–Davidson Resilience Scale (CD-RISC), and the Satisfaction With Life Scale (SWLS) were administered to 164 Italian high school students. These results highlighted the role of emotional intelligence and in particular of trait emotional intelligence in promoting individual resources and offering new research and intervention opportunities.
Adopting a primary prevention perspective, this study examines competencies with the potential to enhance well-being and performance among future workers. More specifically, the contributions of ...ability-based and trait models of emotional intelligence (EI), assessed through well-established measures, to indices of hedonic and eudaimonic well-being were examined for a sample of 157 Italian high school students. The Mayer-Salovey-Caruso Emotional Intelligence Test was used to assess ability-based EI, the Bar-On Emotional Intelligence Inventory and the Trait Emotional Intelligence Questionnaire were used to assess trait EI, the Positive and Negative Affect Scale and the Satisfaction With Life Scale were used to assess hedonic well-being, and the Meaningful Life Measure was used to assess eudaimonic well-being. The results highlight the contributions of trait EI in explaining both hedonic and eudaimonic well-being, after controlling for the effects of fluid intelligence and personality traits. Implications for further research and intervention regarding future workers are discussed.
•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.
PDF
