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

2010 ◽  
Vol 48 (5) ◽  
pp. 617-622 ◽  
Author(s):  
Heather H. McIntyre
Keyword(s):  
Gender Differences ◽  
Emotional Intelligence ◽  
Higher Order ◽  
Personality Factors ◽  
Ability Emotional Intelligence

Age and gender differences in ability emotional intelligence in adults: A cross-sectional study.

2016 ◽  
Vol 52 (9) ◽  
pp. 1486-1492 ◽  
Author(s):  
Rosario Cabello ◽  
Miguel A. Sorrel ◽  
Irene Fernández-Pinto ◽  
Natalio Extremera ◽  
Pablo Fernández-Berrocal
Keyword(s):  
Gender Differences ◽  
Emotional Intelligence ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Age And Gender ◽  
Age And Gender Differences ◽  
Ability Emotional Intelligence ◽  
And Gender

Emotion information processing as a new component of emotional intelligence: Theoretical framework and empirical evidence

2021 ◽  
pp. 089020702110076
Author(s):  
Marina Fiori ◽  
Shagini Udayar ◽  
Ashley Vesely Maillefer
Keyword(s):  
Emotional Intelligence ◽  
Information Processing ◽  
Incremental Validity ◽  
Stressful Situation ◽  
Factorial Structure ◽  
Ability Emotional Intelligence ◽  
Processing Component ◽  
Overall Performance ◽  
The Relationship

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.

scholarly journals Self-Expressive Creativity in the Adolescent Digital Domain: Personality, Self-Esteem, and Emotions

2019 ◽  
Vol 16 (22) ◽  
pp. 4527 ◽  
Author(s):  
Pérez-Fuentes ◽  
Molero Jurado ◽  
Gázquez Linares ◽  
Oropesa Ruiz ◽  
Simón Márquez ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Personality Traits ◽  
Self Esteem ◽  
Positive Influence ◽  
Openness To Experience ◽  
Positive Development ◽  
Personality Factors ◽  
School Students ◽  
Negative Effect

Background: Although self-expressive creativity is related to cyberbullying, it can also reinforce strengths that contribute to positive adolescent development. Our study concentrated on the relationships between personality traits and self-expressive creativity in the digital domain in an adolescent population. For this, we analyzed the effect of self-esteem and emotional intelligence as assets for positive development related to personality traits and self-expressive creativity. Methods: The study population included a total of 742 adolescents that were high-school students in the province of Almería, Spain. The following instruments were used: Big Five Inventory (BFI) to evaluate the five broad personality factors, Rosenberg Self-Esteem Scale (RSE), Expression, Management, and Emotion Recognition Evaluation Scale (TMMS-24), and the Creative Behavior Questionnaire: Digital (CBQD). Results: The cluster analysis revealed the existence of two profiles of adolescents based on their personality traits. The analysis showed that the group with the highest levels of extraversion and openness to experience and lowest levels of neuroticism were those who showed the highest scores in self-esteem, clarity, and emotional repair, as well as in self-expressive creativity. Higher scores in neuroticism and lower scores in extraversion and openness to experience showed a direct negative effect on self-expressive creativity and indirect effect through self-esteem and emotional attention, which acted as mediators in series. Conclusions: To counteract certain characteristics that increase adolescents’ vulnerability to social network bullying, a plan must be developed for adequate positive use of the Internet from a creative model that enables digital self-expression for acquiring identity and self-efficacy through the positive influence of peers, which promotes feelings of empowerment and self-affirmation through constructive tasks that reinforce self-esteem and emotional intelligence.

Perceptions of Gender Differences in Self-Report Measures of Emotional Intelligence

Sex Roles ◽  
2014 ◽  
Vol 70 (11-12) ◽  
pp. 479-495 ◽  
Author(s):  
Esther Lopez-Zafra ◽  
Leire Gartzia
Keyword(s):  
Gender Differences ◽  
Emotional Intelligence ◽  
Self Report

scholarly journals EMOTIONAL CREATIVITY INVENTORY: FACTOR STRUCTURE, RELIABILITY AND VALIDITY IN A GEORGIAN-SPEAKING POPULATION

2017 ◽  
Vol 11 (1) ◽  
pp. 31-41
Author(s):  
Khatuna Martsksvishvili ◽  
Nino Abuladze ◽  
Natia Sordia ◽  
Aljoscha Neubauer
Keyword(s):  
Gender Differences ◽  
Factor Analysis ◽  
Emotional Intelligence ◽  
Factor Structure ◽  
Reliability And Validity ◽  
Constructivist Theory ◽  
Future Research ◽  
Structure Reliability ◽  
Dispositional Flow ◽  
Social Constructivist Theory

The concept of emotional creativity is based on a social constructivist theory of emotion and refers to an individual’s ability to experience and express novel, sincere, and effective mixtures of emotions. The present research examines the psychometric properties of the Georgian version of Emotional Creativity Inventory (G-ECI; Averill, 1999). 834 individuals across five studies completed the G-ECI. Results from exploratory factor analysis indicate that the factor structure of the original ECI broadly replicates in the Georgian translation. The Cronbach’s alpha reliabilities of the G-ECI scales are mostly acceptable. There are significant gender differences. Examining the construct validity of G-ECI with other constructs (namely, with emotional intelligence, creativity and flow) showed the expected relationships. In conclusion, the Georgian version of the emotional creativity inventory seems well suited for future research purposes. Keywords: emotional creativity, emotional intelligence, creative abilities, dispositional flow.

The Influence of Stereotype Threat and Implicit Theories of Emotion on Gender Differences in Emotional Intelligence

2020 ◽  
pp. 106082652092087
Author(s):  
Randi A. Doyle ◽  
Ashley E. Thompson
Keyword(s):  
Gender Differences ◽  
Emotional Intelligence ◽  
Gender Difference ◽  
Stereotype Threat ◽  
Implicit Theories ◽  
Gender Disparities ◽  
Mind Set ◽  
And Control

The current study investigated the effects of stereotype threat on emotional intelligence (EI) performance and the utility of implicit theories of emotion (ITE; fixed/growth mind-set) to reduce stereotype threat effects. In Experiment 1, 186 adults received one of four EI stereotype conditions (threat, boost, nullified threat, and control) and then completed measures of ability-based EI and ITE. The results revealed that women outperform men in the “threat to men” and control conditions and that ITE moderated this gender difference. In the nullified threat condition, men with a growth mind-set outperformed men with a fixed mind-set. In Experiment 2, EI stereotypes and ITE were manipulated. The results from 452 adults indicated that the ITE manipulation affected men’s EI performance but not women’s. Overall, men adopting a growth mind-set demonstrated trends in which they outperformed men adopting a fixed mind-set. Implications related to the reduction of gender disparities in EI performance are discussed.

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