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):
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.
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.
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 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.
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.
•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.
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.
Taller de role-playing para la Generación Z: un camino hacia la simulación creativa en Expresión Corporal(Role-playing workshop for Generation Z: a pathway through the creative simulation in Body ...Expression)
La generación Z o “Gen Z” nació inmersa en la cultura digital y, por este contexto, tiende a disminuir su interés y capacidad en el desarrollo de habilidades interpersonales. A menudo, la imagen que una persona proyecta de sí misma en un entorno virtual se desvirtúa en el mundo físico y social porque, al no ser posible la interacción cara a cara, se pierde la capacidad de percibir las emociones y la destreza de entender la Comunicación No Verbal, (en adelante CNV), que se exprese. El objetivo de este artículo es proponer un taller monográfico sobre el role-playing, orientado a alumnado que cursa la asignatura de Expresión Corporal, que pretende ser una herramienta metodológica a través de la cual el estudiante llegue a gestionar sus habilidades de comunicación interpersonal y la inteligencia emocional en entornos face to face.
Abstract. Generation Z or "Gen Z" was born immersed in the digital culture and in this context, it is prone to diminish its interest and capacity for the development of interpersonal skills. Often, the image that a person projects in a virtual environment is distorted in the physical and social world because, in the absence of face-to-face interaction, the ability to perceive emotions and the skill to understand Non-Verbal Communication (hereinafter NVC) that is expressed is lost. The aim of this article is to present a monographic workshop on role-playing, oriented to students studying the subject of Body Expression, which is intended to be a methodological tool through which students can manage their interpersonal communication skills and emotional intelligence in face-to-face environments.
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