Investigating the relationship between trait and ability emotional intelligence and theory of mind

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.

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Predictors of performance at the Baccalaureate in Romania. A Pilot Study

10.47040/sd0000060 ◽

2018 ◽

Vol 9 (2) ◽

pp. 77-86

Author(s):

Cezar Valentin Ionescu

Keyword(s):

Emotional Intelligence ◽

Pilot Study ◽

Self Regulation ◽

Learning Motivation ◽

General Cognitive Ability ◽

Exam Preparation ◽

Psychological Attributes ◽

The Hours ◽

Ability Emotional Intelligence ◽

The Relationship

The aim of the present study is to examine the predictors of performance on the Romanian Bacalaureat (BAC). The study analyses the relationship between the composite BAC score as the criterion and several psychological attributes as the predictors: general cognitive ability, emotional intelligence, learning motivation, grit, conscientiousness, self-regulation, and the hours spent on exam preparation. Data analysis reveals the fact that intelligence does not predict BAC performance at all. The same result also holds for the association between BAC performance and emotional intelligence or motivation. Self-regulation, conscientiousness and grit are trivially, yet not statistically significant associated with BAC performance. Even the number of hours spent on exam preparation donot predict BAC performance.Taking these results into account, it is crucial to explain why no statistically significant association was obtained between the predictors and criterion. In the author’s mind, the findings should sound a warning with regard to the exam held in Romania when one graduates high school.

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Predictors of performance at the Baccalaureate in Romania. A Pilot Study

10.47040/sd/sdpsych.v9i2.79 ◽

2018 ◽

Vol 9 (2) ◽

pp. 77-86

Author(s):

Cezar Valentin Ionescu

Keyword(s):

Emotional Intelligence ◽

Pilot Study ◽

Self Regulation ◽

Learning Motivation ◽

General Cognitive Ability ◽

Exam Preparation ◽

Psychological Attributes ◽

The Hours ◽

Ability Emotional Intelligence ◽

The Relationship

The aim of the present study is to examine the predictors of performance on the Romanian Bacalaureat (BAC). The study analyses the relationship between the composite BAC score as the criterion and several psychological attributes as the predictors: general cognitive ability, emotional intelligence, learning motivation, grit, conscientiousness, self-regulation, and the hours spent on exam preparation. Data analysis reveals the fact that intelligence does not predict BAC performance at all. The same result also holds for the association between BAC performance and emotional intelligence or motivation. Self-regulation, conscientiousness and grit are trivially, yet not statistically significant associated with BAC performance. Even the number of hours spent on exam preparation donot predict BAC performance.Taking these results into account, it is crucial to explain why no statistically significant association was obtained between the predictors and criterion. In the author’s mind, the findings should sound a warning with regard to the exam held in Romania when one graduates high school.

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Associations of trait and ability emotional intelligence with performance on Theory of Mind tasks in an adult sample

Personality and Individual Differences ◽

10.1016/j.paid.2010.04.009 ◽

2010 ◽

Vol 49 (5) ◽

pp. 414-418 ◽

Cited By ~ 63

Author(s):

Fiona J. Ferguson ◽

Elizabeth J. Austin

Keyword(s):

Emotional Intelligence ◽

Theory Of Mind ◽

Adult Sample ◽

Ability Emotional Intelligence

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Emotional Intelligence and the Different Manifestations of Bullying in Children

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17238842 ◽

2020 ◽

Vol 17 (23) ◽

pp. 8842

Author(s):

Jesús M. Alvarado ◽

Amelia Jiménez-Blanco ◽

Teresa Artola ◽

Santiago Sastre ◽

Carolina M. Azañedo

Keyword(s):

Emotional Intelligence ◽

School Violence ◽

School Environment ◽

Training And Development ◽

Emotional Understanding ◽

Educational Community ◽

Emotional Perception ◽

Ability Emotional Intelligence ◽

Gender Based ◽

The Relationship

The main objective of this research was to help clarify the relationship between ability emotional intelligence (AEI) and bullying in children. Bullying is a maladaptive behaviour that generates severe adverse consequences in the school environment and is a matter of growing concern in the educational community. To investigate the relationship between AEI and bullying, we administered two tests to a sample of 329 students (52.9% girls) aged between 8 and 12 years old (Mage = 9.3; SD = 1.2). AEI was assessed using a test based on the interpretation of cinema scenes (EMOCINE). EMOCINE was designed to measure two of the primary factors considered in Mayer and Salovey’s ability model: emotional perception and emotional understanding. Furthermore, we administered a measure of bullying and school violence (AVE), which provides a global index of bullying, as well as a measure of its intensity, by considering eight scales or types of victimisation (harassment, intimidation, coercion, threats, social blocking, social exclusion, manipulation and aggression). The results show that age had a statistically significant effect on measures of bullying, while gender showed an interaction with victimisation types. A reduction in bullying behaviours was observed as the age of children increased, while gender-based analyses revealed different patterns in bullying behaviours. Regarding EI, it was observed that students with high AEI scores presented the lowest levels in both global bullying indexes and the victimisation types. Consequently, AEI seems to have important implications for bullying behaviours, and therefore, interventions aimed at the evaluation, training and development of AEI might offer the educational community the possibility of preventing or redirecting bullying situations.

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The relationship between cognitive ability, emotional intelligence and negative career thoughts: A study of career-exploring adults

SA Journal of Human Resource Management ◽

10.4102/sajhrm.v10i2.461 ◽

2012 ◽

Vol 13 (1) ◽

Author(s):

Dennis Dahl ◽

Frans Cilliers

Keyword(s):

Decision Making ◽

Emotional Intelligence ◽

Cognitive Ability ◽

Career Exploration ◽

Career Counselling ◽

Career Thoughts ◽

Negative Career Thoughts ◽

Before And After ◽

Ability Emotional Intelligence ◽

The Relationship

Orientation: Career exploration can be a stressful experience, often manifested by negative career thoughts. In this article, the factors which influence the ability to cope with negative thinking are investigated.Research purpose: This study investigated the relationship between cognitive ability, emotional intelligence and negative thoughts pertaining to career in a sample of unemployed, non-student adults.Motivation for study: There is a need for research which investigates the psychological factors that contribute to successful career exploration and decision-making. Cognitive ability is one such factor, whilst emotional intelligence is another whose validity is not yet well established.Research design, approach and method: A survey design and quantitative procedures were used in gathering and analysing data gathered from 193 non-student, middle-aged adults attending a community-based career exploration programme in British Columbia, Canada. Cognitive ability, emotional intelligence and negative career thoughts before and after a career exploration programme were measured.Main findings: Neither cognitive ability nor any aspect of emotional intelligence predicted negative career thinking change. Cognitive ability predicted overall negative career thoughts as well as decision-making confusion, but only after the programme. The ability to manage emotions, however, predicted negative career thoughts both before and after the career decision-making programme.Practical/managerial implications: The managing emotions component of emotional intelligence is significantly associated with negative career thoughts. These findings suggest that career counselling requires that the role of emotions and their influence on behaviours must be given more consideration. Industrial and organisational (IO) psychologists would benefit from engaging in programmes that train them to assist clients in becoming more aware of, and increasing, their own emotional intelligence.Contribution/value-add: The study added insights to the field of career psychology regarding the ability of emotional intelligence to predict important outcomes regarding the dimensions of emotional intelligence (EI) as measured by a performance-based test predicting negative career thoughts amongst the non-student, adult population.

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Filipino Teachers' Compartmentalization Ability, Emotional Intelligence, and Teaching Performance

Asian Journal of University Education ◽

10.24191/ajue.v16i3.7912 ◽

2020 ◽

Vol 16 (3) ◽

pp. 27

Author(s):

Marivel Bayona Go ◽

Rodolfo A Golbin Jr. ◽

Severina Velos ◽

Glynne Bate

Keyword(s):

Emotional Intelligence ◽

Public Schools ◽

Well Being ◽

Teaching Performance ◽

Validity And Reliability ◽

Ability Emotional Intelligence ◽

High Level ◽

Teachers Training ◽

The Relationship ◽

Filipino Teachers

Teachers, as individuals outside the classroom, deals with their problems yet are still expected to display desirable dispositions during student interaction. Thus, the strategy for regulating thoughts and emotions is vital for effective teaching. This study aims to measure Filipino teachers' problem compartmentalization ability, their level of emotional intelligence, and teaching performance, mainly when they experienced personal issues. It also seeks to determine the relationship among variables. Validated researcher-made and adopted instruments were administered to the 140 teachers from different public schools in the Cebu province, Philippines. The tools were subjected to validity and reliability tests. The gathered data were analyzed using the weighted mean and Spearman rho coefficient. Findings revealed that Filipino teachers have a high ability to compartmentalize their problems. Also, they have a high level of perceiving, understanding, managing, and using their emotions. They also display positive disposition when they are in the classroom showing their good performance despite their personal issues. Statistically, Filipino teachers' emotional intelligence and their problem compartmentalization ability were positively and significantly correlated to their teaching performance. Hence these approaches may be included by the school leaders in teachers' training for the improvement of their well-being.

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