The Interplay Between Cognitive Intelligence, Ability Emotional Intelligence, and Religiosity

The relationship between emotional intelligence (EI) and emotion information processing (EIP) has received surprisingly little attention in the literature. The present research addresses these gaps in the literature by introducing a conceptualization of emotional intelligence as composed of two distinct components: (1) EIK or emotion Knowledge component, captured by current ability emotional intelligence tests, related to top-down, higher order reasoning about emotions, and which depends more strongly on acquired and culture-bound knowledge about emotions; (2) EIP or emotion information Processing component, measured with emotion information processing tasks, requires faster processing and is based on bottom-up attention-related responses to emotion information. In Study 1 ( N = 349) we tested the factorial structure of this new EIP component within the nomological network of intelligence and current ability emotional intelligence. In Study 2 ( N =111) we tested the incremental validity of EIP in predicting both overall performance and the charisma of a presenter while presenting in a stressful situation. Results support the importance of acknowledging the role of emotion information processing in the emotional intelligence literature and point to the utility of introducing a new EI measure that would capture stable individual differences in how individuals process emotion information.

Download Full-text

Relationship between Cognitive Intelligence, Emotional Intelligence and Humor Styles

International Online Journal of Educational Sciences ◽

10.15345/iojes.2015.02.003 ◽

2015 ◽

Author(s):

Üzeyir Ogurlu

Keyword(s):

Emotional Intelligence ◽

Humor Styles ◽

Cognitive Intelligence

Download Full-text

Emotional Intelligence

Identifying, Describing, and Developing Teachers Who Are Gifted and Talented - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-5879-8.ch017 ◽

2019 ◽

pp. 193-204

Author(s):

Stacy M. Lauderdale-Littin ◽

Carol McArthur-Amedeo

Keyword(s):

United States ◽

Emotional Intelligence ◽

Training Programs ◽

Gifted Students ◽

The United States ◽

Preservice Teacher Training ◽

Cognitive Intelligence ◽

Teacher Training Programs ◽

Understanding Emotions

Within the United States, almost 50% of teachers leave the field of education within the first five years. Teachers who remain in the field have been shown to be able to demonstrate career competency skills. These skills are related to emotional intelligence (EI), which refers to competencies in recognizing, managing, communicating, and understanding emotions in one's self and others. Previous literature suggests gifted students, due to specific characteristics associated with giftedness, struggle with EI, which impacts their ability to utilize the skills they have, including cognitive intelligence. For gifted individuals entering the field of education, difficulty with EI could potentially impact their ability to feel successful and remain in the field long term. This chapter provides information and resources related to meeting the emotional intelligence needs of gifted students in preservice teacher training programs.

Download Full-text

Gender differences in the nature and linkage of higher-order personality factors to trait and ability emotional intelligence

Personality and Individual Differences ◽

10.1016/j.paid.2009.12.019 ◽

2010 ◽

Vol 48 (5) ◽

pp. 617-622 ◽

Cited By ~ 23

Author(s):

Heather H. McIntyre

Keyword(s):

Gender Differences ◽

Emotional Intelligence ◽

Higher Order ◽

Personality Factors ◽

Ability Emotional Intelligence

Download Full-text

A Comparison of the Ability Emotional Intelligence of Head Teachers With School Teachers in Other Positions

Frontiers in Psychology ◽

10.3389/fpsyg.2019.00841 ◽

2019 ◽

Vol 10 ◽

Cited By ~ 1

Author(s):

María José Gutiérrez-Cobo ◽

Rosario Cabello ◽

Juan Rodríguez-Corrales ◽

Alberto Megías-Robles ◽

Raquel Gómez-Leal ◽

...

Keyword(s):

Emotional Intelligence ◽

School Teachers ◽

Head Teachers ◽

Ability Emotional Intelligence

Download Full-text

Ability emotional intelligence and life satisfaction: Humor style as a mediator

Social Behavior and Personality An International Journal ◽

10.2224/sbp.7805 ◽

2019 ◽

Vol 47 (5) ◽

pp. 1-13 ◽

Cited By ~ 2

Author(s):

Neng-Tang Huang ◽

Hui-Lin Lee

Keyword(s):

Life Satisfaction ◽

Emotional Intelligence ◽

Chinese Language ◽

The Other ◽

Satisfaction Scale ◽

Intelligence Scale ◽

Chinese University ◽

Humor Style ◽

Ability Emotional Intelligence ◽

Life Satisfaction Scale

We examined the path effect of humor style (HS) in terms of ability emotional intelligence (EI) and life satisfaction (LS) with 260 Chinese university students. The ability EI, HS, and LS of participants were measured with Chinese language versions of the measures, including the Emotional Intelligence Scale, the Humor Styles Questionnaire, and the Life Satisfaction Scale. We found that EI and LS were positively correlated. Positive HS (affiliative and self-enhancing) positively mediated EI and LS, and negative HS (aggressive and self-defeating) mediated EI and LS negatively. After control had been established for the other mediating variables, self-enhancing HS accounted for more variance in EI and LS than did the other 3 HS. These results increase understanding of how individuals with strong ability to regulate their emotions via a concrete HS improve their LS. Lastly, we recommended a process and mechanism for improving LS with EI.

Download Full-text