Supplemental Material for The Geneva Emotional Competence Test (GECo): An Ability Measure of Workplace Emotional Intelligence

2018 ◽  
Keyword(s):  
Emotional Intelligence ◽  
Emotional Competence ◽  
Competence Test ◽  
Ability Measure

scholarly journals How Multidimensional Is Emotional Intelligence? Bifactor Modeling of Global and Broad Emotional Abilities of the Geneva Emotional Competence Test

2021 ◽  
Vol 9 (1) ◽  
pp. 14
Author(s):  
Daniel V. Simonet ◽  
Katherine E. Miller ◽  
Kevin L. Askew ◽  
Kenneth E. Sumner ◽  
Marcello Mortillaro ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Fluid Intelligence ◽  
Emotional Competence ◽  
Big Five Personality ◽  
Grade Point ◽  
Theories Of Intelligence ◽  
General Ability ◽  
Emotional Perception ◽  
Bifactor Modeling ◽  
Competence Test

Drawing upon multidimensional theories of intelligence, the current paper evaluates if the Geneva Emotional Competence Test (GECo) fits within a higher-order intelligence space and if emotional intelligence (EI) branches predict distinct criteria related to adjustment and motivation. Using a combination of classical and S-1 bifactor models, we find that (a) a first-order oblique and bifactor model provide excellent and comparably fitting representation of an EI structure with self-regulatory skills operating independent of general ability, (b) residualized EI abilities uniquely predict criteria over general cognitive ability as referenced by fluid intelligence, and (c) emotion recognition and regulation incrementally predict grade point average (GPA) and affective engagement in opposing directions, after controlling for fluid general ability and the Big Five personality traits. Results are qualified by psychometric analyses suggesting only emotion regulation has enough determinacy and reliable variance beyond a general ability factor to be treated as a manifest score in analyses and interpretation. Findings call for renewed, albeit tempered, research on EI as a multidimensional intelligence and highlight the need for refined assessment of emotional perception, understanding, and management to allow focused analyses of different EI abilities.

scholarly journals Athletes’ Perceptions of Coaches’ Emotional Intelligence Competencies

2010 ◽  
Vol 3 (1) ◽  
pp. 21-41 ◽  
Author(s):  
Jennifer L. VanSickle ◽  
Heidi Hancher-Rauch ◽  
Terry G. Elliott
Keyword(s):  
Emotional Intelligence ◽  
Emotional Competence ◽  
Relationship Management ◽  
The Self ◽  
Division I ◽  
Social Awareness ◽  
Self Awareness ◽  
Intercollegiate Athletic ◽  
Athletic Coaches ◽  
Self Perceptions

This study compared intercollegiate athletic coaches’ self-perceptions to the perceptions of their players concerning a coach’s emotional intelligence. Sixteen coaches and 223 players from two Division I softball conferences completed the Emotional Competence Inventory-2 (Boyaztis, Goleman, & Hay/McBer, 2001). Mean analysis revealed that coaches rated themselves higher on 14 of the 18 emotional intelligence competencies and on all four emotional intelligence clusters. Coaches rated themselves highest in Social Awareness (Error! Bookmark not defined.x̅ = 4.27/5) while their athletes rated them highest in Self-Awareness (Error! Bookmark not defined.x̅ = 3.63/5). Meanwhile, athletes gave coaches their lowest rating in Relationship Management (Error! Bookmark not defined.x̅ = 3.44/5). Coaches need to be aware that the self-perceptions of their own behavior differ from the perceptions of their athletes. Since it is well known that the behavior of the coach affects the performance of the athlete, techniques to train coaches to recognize and overcome this difference could be beneficial and are provided.

scholarly journals CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS

2021 ◽  
Author(s):  
Veneta Ivanova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Conflict Management ◽  
Emotional Competence ◽  
Preschool Education ◽  
Management Skills ◽  
Emotional Competencies ◽  
The Difference ◽  
The Moment ◽  
Educational Methodology

This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.

scholarly journals CONCEPTUAL POTENTIAL OF POSITIVE PSYCHOTHERAPY IN STUDYING EMOTIONAL INTELLIGENCE OF AN INDIVIDUAL

2019 ◽  
Keyword(s):  
Emotional Intelligence ◽  
Emotional Competence ◽  
The Other ◽  
Positive Psychotherapy ◽  
External Mode ◽  
Mode Of Life ◽  
The One ◽  
Authentic Life ◽  
Innate Ability

The article analyzes the conceptual potential of positive psychotherapy in studying the role of emotional intelligence (EQ) in the process of personal life fulfilment. Components of EQ, the organismic sense (the mechanism of understanding) and emotional competence (the mechanism of interpretation), have been found to be formed on the basis of innate abilities to love and learn. The imbalance in their development leads to the formation of a naive-primary or secondary-reactive type of personality, which is characterized by an internal or external mode of life, respectively. The former condition is marked by prevailing primary abilities and a neurotic need for contact (with oneself or with others), while the latter – by the dominance of secondary abilities and a compensatory reaction of escape into activity. The most optimal in terms of a congruent, meaningful and authentic life is an integrative mode, characterized by a relative harmony of actual abilities, and a high and balanced level of development of both EQ components. It has been established that basic emotional settings in the spheres of the I and Proto-We are responsible for the development of the organismic sense, whereas those of the We and You contribute to the formation of emotional competence. Thus, the organismic sense evolves mainly in the domains of Body and Senses, whereas emotional competence - through Activity and Contacts. This is due to the psychosomatic and axiological potential of the organismic sense, on the one hand, and the activity-based and social character of emotional competence, on the other. An innate ability to develop them has been proved by modern neurological studies. In accordance with them, interpretation is an innate ability of the human brain to construct an intra- and extrapsychic reality, which is later comprehended through understanding.

Positive Psychotherapy as a Means of Research and Development of Emotional Intelligence in the Course of Individual’s Life Fulfillment

2022 ◽  
Vol 2 (1) ◽  
pp. 41-48
Author(s):  
Yevhen Karpenko
Keyword(s):  
Emotional Intelligence ◽  
Theoretical Model ◽  
Research And Development ◽  
Emotional Competence ◽  
Psychotherapy Training ◽  
Methodological Framework ◽  
Hermeneutic Circle ◽  
Positive Psychotherapy ◽  
Formative Experiment ◽  
Bodily Sensation

The purpose of this article is to present a psychological hermeneutic triangulation model of emotional intelligence in the course of individual’s life fulfillment. In this context, the methodological framework and psychotechnical tools of positive psychotherapy contribute to the explication of the axiological potential of the emotional intelligence in three modes of realization: internal, external and integrative through the bodily sensation and emotional competence and understanding, interpretation and hermeneutic circle mechanisms. Application of positive psychotherapy at the empirical stage of the study has resulted in a training program for the development of emotional intelligence in the areas of individual’s life fulfillment relevant for the participants, as well as through individual consultations. The article presents evidence of the effectiveness of a prolonged formative experiment on the development of emotional intelligence by means of positive psychotherapy, which helped verify the author’s theoretical model. Keywords: emotional intelligence, positive psychotherapy, training, bodily sensation, emotional competence, mode of individual’s life fulfillment

scholarly journals Validación y fiabilidad del cuestionario de desarrollo emocional en Adultos (CDE-A35)

2021 ◽  
Vol 39 (3) ◽  
pp. 37-60
Author(s):  
Núria Pérez-Escoda ◽  
Albert Alegre Rosselló ◽  
Èlia López-Cassà
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Convergent Validity ◽  
Emotional Competence ◽  
Reliability And Validity ◽  
Well Being ◽  
Emotional Awareness ◽  
Incremental Validity ◽  
Trait Emotional Intelligence ◽  
Five Factors

En este artículo se presenta el estudio de validación de un instrumento para la medición de la inteligencia emocional rasgo. Se trata del CDE-A35, cuestionario de desarrollo emocional de adultos elaborado a partir del modelo pentagonal de la competencia emocional. Se han realizado diversos estudios para demostrar la fiabilidad y la validez del instrumento. Entre ellos se ha realizado el cálculo del coeficiente de consistencia interna, estudios factoriales (AFC y AFE), estudios correlacionales con otras medidas de inteligencia emocional, habilidades sociales y personalidad, y se ha efectuado un estudio de regresión. El estudio sugirió la supresión y reubicación de algunos elementos quedando el instrumento definitivo constituido por 35 ítems organizados en cinco factores: conciencia emocional, regulación, competencias sociales, autonomía emocional y competencias de vida y bienestar, coincidentes con las dimensiones de la competencia emocional en el modelo teórico. Las destacables correlaciones con otras pruebas de inteligencia emocional (TEIque y CTI), así como con las dimensiones de la prueba de personalidad (NEO-FFI) y con el Inventario de habilidades sociales (EHS), han confirmado su validez convergente. Asimismo, mediante los análisis de regresión se ha confirmado la validez incremental del CDE-A35 sobre otras pruebas ya establecidas. El CDE-A35 es un cuestionario bien fundamentado teóricamente y con buenas características psicométricas, por lo que se considera óptimo para evaluar la inteligencia emocional rasgo en adultos. This article presents the validation of an instrument for the measurement of trait emotional intelligence. More specifically, the instrument validated is the CDE-A35, an adult emotional development questionnaire elaborated from the pentagonal model of emotional competence. Various studies have been carried out to demonstrate the reliability and validity of the instrument. These include the calculation of the questionnaire’s internal consistency coefficient, factor studies (AFC and AFE), correlation studies with other measures of emotional intelligence, social skills and personality, and a regression study. The present validation suggested the suppression and relocation of some elements, leading to a definitive instrument consisting of 35 items organized within five factors: emotional awareness, regulation, social skills, emotional autonomy and life and well-being skills. These five factors coincide with the dimensions of emotional competence in the theoretical model. The remarkable correlations with other emotional intelligence tests (TEIque and CTI), as well as with the dimensions of the personality test NEO-FFI and with the Inventory of Social Skills (EHS), confirmed its convergent validity. Furthermore, the regression analysis performed confirmed the incremental validity of the CDE-A35 over other tests already established. The CDE-A35 is a sound theoretically-based questionnaire with rigorous psychometric characteristics, and is therefore considered optimal for evaluating trait emotional intelligence in adults.

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