scholarly journals College Students in the Western World are Becoming Less Emotionally Intelligent: A Cross‐Temporal Meta‐Analysis of Trait Emotional Intelligence

2021 ◽  
Author(s):  
Mahreen Khan ◽  
Amirali Minbashian ◽  
Carolyn MacCann
Keyword(s):  
College Students ◽  
Emotional Intelligence ◽  
Meta Analysis ◽  
Western World ◽  
Trait Emotional Intelligence ◽  
Emotionally Intelligent

scholarly journals Post-print manuscript: College Students in the Western World are Becoming Less Emotionally Intelligent: A Cross-Temporal Meta-Analysis of Trait Emotional Intelligence

2021 ◽  
Author(s):  
Mahreen Khan ◽  
Amirali Minbashian ◽  
Carolyn MacCann
Keyword(s):  
Emotional Intelligence ◽  
Meta Analysis ◽  
Cultural Transformation ◽  
Self Control ◽  
Western Society ◽  
Western World ◽  
Trait Emotional Intelligence ◽  
Societal Changes ◽  
Digital Landscape ◽  
Emotionally Intelligent

Objective: Over the last two decades, Western society has undergone a marked cultural transformation characterised by rising individualism. Concurrently, the digital landscape has transformed through the rise of social media and smartphones. These factors have previously been implicated in changing individuals’ attitudes, behaviour and interpersonal interactions. We investigated whether these societal changes have coincided with changes in trait emotional intelligence (EI) over the last 17 years in Western university students. Method: We examined this question using a cross-temporal meta-analysis (k = 70; N = 16,917). Results: There was no change in overall trait EI; however, the trait EI domains “wellbeing,” “self-control” and “emotionality” demonstrated significant decreases with time, after controlling for gender composition and between-country differences. Conclusion: We discuss these findings in relation to how they contribute to our understanding of trait EI, and how they add to the literature on how Western society is changing with time.

scholarly journals Are Emotionally Intelligent People More Creative? A Meta-Analysis of the Emotional Intelligence–Creativity Link

2019 ◽  
Vol 11 (21) ◽  
pp. 6123 ◽  
Author(s):  
Xiaobo Xu ◽  
Wenling Liu ◽  
Weiguo Pang
Keyword(s):  
Emotional Intelligence ◽  
Divergent Thinking ◽  
Meta Analysis ◽  
Well Being ◽  
Total Sample ◽  
Future Directions ◽  
Creative Behavior ◽  
Sample Characteristics ◽  
Subjective Reports ◽  
Emotionally Intelligent

Although emotional intelligence (EI) is positively associated with beneficial outcomes such as higher job performance and better psychological well-being, its relationship with creativity is uncertain. To assess an overall correlation between EI and creativity, in the present study a meta-analysis of 96 correlations obtained from 75 studies with a total sample size of 18,130 was conducted. The results uncovered a statistically significant moderate correlation (r = 0.32, 95% CI, 0.26–0.38, p < 0.01) between these two constructs. Moderation analyses revealed that the link was modulated by the type of creativity/EI measure and sample characteristics, such as gender, employment status, and culture. Specifically, the link was stronger when EI and creativity were measured using subjective reports (EI: trait EI; creativity: creative behavior and creative personality) compared to objective tests (EI: ability EI; creativity: divergent thinking test, remote associate test, and creative product). In addition, the link was stronger in males compared to females, in employees compared to students, and in East Asian samples compared to Western European and American samples. Theoretical implications and future directions are discussed in detail.

scholarly journals Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Pia Resnik ◽  
Jean-Marc Dewaele
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Trait Emotional Intelligence ◽  
Efl Learners ◽  
Language Classroom ◽  
Moderate Negative Correlation ◽  
The Relationship ◽  
Emotionally Intelligent

Abstract Due to the spread of Covid-19, universities had to move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners’ classroom emotions and analyses possible links to their trait emotional intelligence (TEI) and learner autonomy. Statistical analyses of data gathered with a web survey revealed that students rated their ‘in-person’ classes as significantly more enjoyable and also more anxiety-provoking. Overall, levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) were positively correlated between both contexts. The moderate negative correlation between FLE and FLCA in ‘in-person’ classes disappeared in emergency remotely taught classes. TEI and learner autonomy were positively correlated, and both were positively linked to FLE and negatively to FLCA in both contexts. This means that more autonomous, emotionally intelligent students tend to be able to enjoy the FL class more – even more so under particularly challenging circumstances. Overall, it seems that learners not being physically present in classrooms weakens all emotions, and breaks the relationship between them. One possible explanation is that disembodied classes have less emotional resonance.

scholarly journals Relationship between Emotional Intelligence and the Academic Achievement among College Students

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Pavithra Raj ◽  
Dr. V. Chandramohan ◽  
Pavithra Raj
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Self Regulation ◽  
Well Being ◽  
Psychological Research ◽  
Intelligence Scale ◽  
Self Recognition ◽  
Significant Difference ◽  
Emotionally Intelligent

Emotional Intelligence (EI) is considered as a successful predictor of academic achievement. Researchers have claimed that EI predicts success in schools/colleges/universities. The present study is an attempt in this direction. Three hundred Post-graduate girl Psychology students, studying at Indian Institute of Psychological Research, Bangalore, constituted as a sample for the present study. The students were administered with Emotional Intelligence Scale to measure their EI. EI score were compared with final semester examination marks. EI in its five domains such as Self-recognition, Self-regulation, Self-motivation, Empathy and Handling relations was positively associated with academic achievement. Over all EI score showed that 23% of the students were emotionally intelligent and excellent on academic achievement. Students, who were high on EI, were academically excellent. Results clearly indicated that there is a significant difference (P > 0.0001) existing between the EI and academic achievement among college students. EI played a major role in promoting academic achievement among college students. Also, the study has brought out the fact that the emotional well being could be emphasized on academic achievement

scholarly journals Trait Emotional Intelligence of Teachers Working in Special Education Schools

2021 ◽  
Author(s):  
Simas Garbenis ◽  
Keyword(s):  
Special Education ◽  
Emotional Intelligence ◽  
Social Interactions ◽  
School Environment ◽  
Educational Needs ◽  
Trait Emotional Intelligence ◽  
Special Educational Needs ◽  
Significant Research ◽  
High Level ◽  
Emotionally Intelligent

Today’s schools are constantly engaged by various new experiences, challenges, difficulties and opportunities. Nowadays it is well known that for a school to be successful in both academic and social development it must be opened to use new strategies and methods in order to adapt to these constantly upcoming challenges. It is known that students with special educational needs usually find it harder to function socially, academically, they also tend to undervalue their quality of life. In recent years it has been discovered that student emotions can play a huge part for one’s development in the mentioned areas. In order to fully understand and dispose emotional powers one must be emotionally intelligent. In recent decades research has revealed that emotional intelligence can play a key role to increase the potential of students with special educational needs. These children usually struggle to socially adapt and communicate, to create new relationships, tend to be emotionally unstable, etc. It is also stated that in order to develop student’s emotional intelligence teachers should be highly emotionally intelligent as well as emotional intelligence is developed through social interactions, and the control of social interactions in the emotional level. Thus, the development of their emotional intelligence in a school environment is majorly important, especially if this kind of development is being conducted by highly emotionally intelligent teachers. It is because of these statements the aim of this study has been formulated – to evaluate the trait emotional intelligence of primary school teachers who work in special education schools. In order to reach this goal several research questions were raised: what are the global EI and its factor scores of our sample, how do these scores distribute between themselves, how do they contribute for the development of EI? Also, several research methods were used. A sample of 66 primary education teachers who work in special education schools form Lithuania and Latvia were asked to answer the TEIQue-SF questionnaire. Their scores were evaluated according to the questionnaires scoring key. Their score validity was conducted by using Cronbach’s alpha score and KMO factorial analysis scores all by using SPSS v23. Although the Cronhach’s alpha and KMO scores show no significant research data it has been partly discovered that the teacher’s from our sample global emotional intelligence score should be at a higher than intermediate-high level.

scholarly journals Future of Higher Education: Emotionally Intelligent and Mindful?

2019 ◽  
Author(s):  
Jami Lynn Cotler ◽  
Dmitry M. Burshteyn ◽  
Beth DeAngelis ◽  
Rachael Mahar
Keyword(s):  
Higher Education ◽  
College Students ◽  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Controlled Experiments ◽  
Mindfulness Skills ◽  
Mindfulness Practices ◽  
Emotional Intelligence Training ◽  
Emotionally Intelligent ◽  
Academic Year

The purpose of this study was to investigate the effect of using the RESET model on Emotional Intelligence, Resilience, and Empathy of students registered for a software engineering senior capstone computer science course. Thirty-seven undergraduate students participated in this study during 2017-18 academic year. The participants were taught emotional intelligence and mindfulness skills encompassed by the RESET model. Most of the students completed both Pre and Post EQi 2.0 and Connor-Davidson Resilience (RISC-25) scales. Our results indicate statistically significant pre to post changes in overall emotional intelligence t(32)=3.071, p&lt;.004, empathy t(32)=4.143, p&lt;.0001, and resilience t(24)=2.366, p&lt;.026. This quasi experiment is the first step in assessing the efficacy of the RESET Model in higher education. More controlled experiments will follow. These results support the notion that mindfulness practices coupled with emotional intelligence training lead to increases in resilience, overall emotional intelligence and empathy in college students. Between 150 and 200 words briefly specifying the aims of the work, the main results obtained, and the conclusions drawn.

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