Emotional Intelligence as a Moderator of Emotional Responses to Leadership

2019 ◽  
pp. 69-88
Author(s):  
Marie T. Dasborough
Keyword(s):  
Emotional Intelligence ◽  
Emotional Responses

scholarly journals Emotional intelligence testing for headteachers: globalization or lost in translation

2018 ◽  
Vol 3 (3) ◽  
pp. 223-240 ◽  
Author(s):  
Joanne Cliffe
Keyword(s):  
Emotional Intelligence ◽  
Emotional Labor ◽  
Teaching And Learning ◽  
Intelligence Testing ◽  
Life Experience ◽  
Emotional Responses ◽  
Structured Interviews ◽  
Content Type ◽  
Post Test ◽  
The Usa

Purpose The emotional labor of headteachers and teachers is complex. The purpose of this paper is to explore the relevance of the use of the Mayer-Salovey-Caruso Emotional Intelligence test (MSCEIT) (Mayer, Caruso & Salovey, 2000) when assessing the emotional intelligence of headteachers as part of an investigation which aimed to reveal the ways in which female secondary school leaders were emotionally intelligent and whether it was possible to test for emotional intelligence. Design/methodology/approach Seven female headteachers’ MSCEIT reports are investigated. Semi-structured interviews were held pre- and post-test to explore the headteachers’ emotional labor. In addition, teachers serving under the headteachers were interviewed. Findings The accuracy of the MSCEIT is questioned, rather than taking the results at face value, attention is given to its content, language and cultural differences. The MSCEIT originates from the USA and is used globally. The findings of this investigation suggest it is possible the MSCEIT represents a deficit model due to the test takers’ interpretation of nuanced language. The findings show a disparity in relation to MSCEIT scores and self-reported emotional responses. Research limitations/implications Although the sample size is small and therefore cannot claim generalization from the findings, the use of emotional intelligence tests should be used with caution. Emotional responses are best understood through life experience as the headteachers attach retrospective meaning to their leadership actions. Originality/value Headteachers’ work is multifaceted because emotion is integral to the processes of teaching and learning. The emotional labor of headteachers and teachers impacts and has relevance to their roles as educational landscapes continue to shift.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Hostile and Hardened? An Experimental Study on (De-)Sensitization to Violence and Suffering Through Playing Video Games

2008 ◽  
Vol 67 (1) ◽  
pp. 41-50 ◽  
Author(s):  
Frithjof Staude-Müller ◽  
Thomas Bliesener ◽  
Stefanie Luthman
Keyword(s):  
Video Games ◽  
Emotional Responses ◽  
Physiological Measurement ◽  
Different Types ◽  
Downward Spiral ◽  
Spiral Model ◽  
Post Hoc ◽  
Game Violence ◽  
First Person Shooter ◽  
Physiological Reactions

This study tests whether playing violent video games leads to desensitization and increased cardiovascular responding. In a laboratory experiment, 42 men spent 20 min playing either a high- or low-violence version of a “first-person shooter” game. Arousal (heart rate, respiration rate) was measured continuously. After playing the game, emotional responses to aversive and aggressive stimuli - pictures from Lang, Bradley, and Cuthbert’s (1999) International Affective Picture System - were assessed with self-ratings and physiological measurement (skin conductance). Results showed no differences in the judgments of emotional responses to the stimuli. However, different effects of game violence emerged in the physiological reactions to the different types of stimulus material. Participants in the high-violence condition showed significantly weaker reactions (desensitization) to aversive stimuli and reacted significantly more strongly (sensitization) to aggressive cues. No support was found for the arousal hypothesis. Post-hoc analyses are used to discuss possible moderating influences of gaming experience and player’s trait aggressiveness in terms of the General Aggression Model ( Anderson & Bushman, 2001 ) and the Downward Spiral Model ( Slater, Henry, Swaim, & Anderson, 2003 ).

Emotionale Intelligenz und Führungsverhalten von Fußballtrainern

2018 ◽  
Vol 25 (3) ◽  
pp. 108-114
Author(s):  
Babett Helen Lobinger ◽  
Sinikka Heisler
Keyword(s):  
Emotional Intelligence ◽  
Soziale Unterstützung ◽  
Trait Emotional Intelligence ◽  
Emotionale Intelligenz ◽  
Trait Emotional Intelligence Questionnaire

Zusammenfassung. In der vorliegenden Studie wurden die Emotionale Intelligenz und das Führungsverhalten von Trainern erhoben. Insgesamt 215 Fußballtrainer bearbeiteten die deutsche Kurzversion des Trait Emotional Intelligence Questionnaire (TEIQue-SF; Freudenthaler, Neubauer, Gabler, Scherl & Rindermann, 2008 ) und die Leadership Scale for Sports (LSS; Würth, Saborowski & Alfermann, 1999 ). Neben der inhaltlichen Auseinandersetzung mit der Emotionalen Intelligenz und dem Führungsverhalten von Trainern werden die eingesetzten Verfahren einer kritischen Prüfung unterzogen. Die Prüfung der Testgüte für die vorliegende Stichprobe zeigt akzeptable interne Konsistenzen für den TEIQue und für zwei Subskalen der LSS (Demokratisches Verhalten und Soziale Unterstützung) Trainer der verschiedenen Lizenzstufen unterscheiden sind in ihrer selbstberichteten Emotionalen Intelligenz nicht voneinander. Für die Gesamtstichprobe werden Zusammenhänge zwischen Emotionaler Intelligenz und allen Subskalen (soziale Unterstützung, fachliche Unterweisung, demokratisches Verhalten und positives Feedback) der LSS gefunden. Die Diskussion nimmt sich der Einschätzung der verwendeten Messverfahren an und hebt die Bedeutung von sportspezifischen Instrumenten hervor.

The Therapist’s Reaction to a Patient’s Suicide

Crisis ◽  
2011 ◽  
Vol 32 (2) ◽  
pp. 99-105 ◽  
Author(s):  
Friedrich Martin Wurst ◽  
Isabella Kunz ◽  
Gregory Skipper ◽  
Manfred Wolfersdorf ◽  
Karl H. Beine ◽  
...  
Keyword(s):  
Emotional Responses ◽  
Well Being ◽  
Emotional Reaction ◽  
Emotional Reactions ◽  
Analog Scale ◽  
General Hospitals ◽  
Item Questionnaire ◽  
Retrospective Nature ◽  
The Impact ◽  
Over Time

Background: A substantial proportion of therapists experience the loss of a patient to suicide at some point during their professional life. Aims: To assess (1) the impact of a patient’s suicide on therapists distress and well-being over time, (2) which factors contribute to the reaction, and (3) which subgroup might need special interventions in the aftermath of suicide. Methods: A 63-item questionnaire was sent to all 185 Psychiatric Clinics at General Hospitals in Germany. The emotional reaction of therapists to patient’s suicide was measured immediately, after 2 weeks, and after 6 months. Results: Three out of ten therapists suffer from severe distress after a patients’ suicide. The item “overall distress” immediately after the suicide predicts emotional reactions and changes in behavior. The emotional responses immediately after the suicide explained 43.5% of the variance of total distress in a regression analysis. Limitations: The retrospective nature of the study is its primary limitation. Conclusions: Our data suggest that identifying the severely distressed subgroup could be done using a visual analog scale for overall distress. As a consequence, more specific and intensified help could be provided to these professionals.

Investigation of the Effect of Mode and Tempo on Emotional Responses to Music Using EEG Power Asymmetry

2013 ◽  
Vol 27 (3) ◽  
pp. 142-148 ◽  
Author(s):  
Konstantinos Trochidis ◽  
Emmanuel Bigand
Keyword(s):  
Left Hemisphere ◽  
Right Hemisphere ◽  
Emotional Responses ◽  
Interactive Effects ◽  
Eeg Activity ◽  
Musical Excerpt ◽  
Major Mode ◽  
Musical Modes ◽  
Slow Tempo ◽  
The Right

The combined interactions of mode and tempo on emotional responses to music were investigated using both self-reports and electroencephalogram (EEG) activity. A musical excerpt was performed in three different modes and tempi. Participants rated the emotional content of the resulting nine stimuli and their EEG activity was recorded. Musical modes influence the valence of emotion with major mode being evaluated happier and more serene, than minor and locrian modes. In EEG frontal activity, major mode was associated with an increased alpha activation in the left hemisphere compared to minor and locrian modes, which, in turn, induced increased activation in the right hemisphere. The tempo modulates the arousal value of emotion with faster tempi associated with stronger feeling of happiness and anger and this effect is associated in EEG with an increase of frontal activation in the left hemisphere. By contrast, slow tempo induced decreased frontal activation in the left hemisphere. Some interactive effects were found between mode and tempo: An increase of tempo modulated the emotion differently depending on the mode of the piece.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

Social Support, Emotional Intelligence, and Posttraumatic Stress Disorder Symptoms

2016 ◽  
Vol 37 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Nicole L. Hofman ◽  
Austin M. Hahn ◽  
Christine K. Tirabassi ◽  
Raluca M. Gaher
Keyword(s):  
Social Support ◽  
Posttraumatic Stress Disorder ◽  
Emotional Intelligence ◽  
Protective Factors ◽  
Posttraumatic Stress ◽  
Stress Disorder ◽  
Traumatic Events ◽  
Ptsd Symptoms ◽  
The Relationship

Abstract. Exposure to traumatic events and the associated risk of developing Posttraumatic stress disorder (PTSD) symptoms is a significant and overlooked concern in the college population. It is important for current research to identify potential protective factors associated with the development and maintenance of PTSD symptoms unique to this population. Emotional intelligence and perceived social support are two identified protective factors that influence the association between exposure to traumatic events and PTSD symptomology. The current study examined the mediating role of social support in the relationship between emotional intelligence and PTSD symptoms. Participants included 443 trauma-exposed university students who completed online questionnaires. The results of this study indicated that social support mediates the relationship between emotional intelligence and reported PTSD symptoms. Thus, emotional intelligence is significantly associated with PTSD symptoms and social support may play an integral role in the relationship between emotional intelligence and PTSD. The current study is the first to investigate the role of social support in the relationship between emotional intelligence and PTSD symptoms. These findings have important treatment and prevention implications with regard to PTSD.

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