Self Presentation on Emotional Intelligence Tests

2009 ◽  
Author(s):  
Matt Wegener ◽  
Shane Nicholls ◽  
Gail Lynn Cook ◽  
Darlene Bay
Keyword(s):  
Emotional Intelligence ◽  
Intelligence Tests ◽  
Self Presentation

Emotional Intelligence Tests: Potential Impacts on the Hiring Process for Accounting Students

2012 ◽  
Vol 21 (1) ◽  
pp. 75-95 ◽  
Author(s):  
Shane Nicholls ◽  
Matt Wegener ◽  
Darlene Bay ◽  
Gail Lynn Cook
Keyword(s):  
Emotional Intelligence ◽  
Intelligence Tests ◽  
Accounting Students ◽  
Hiring Process

scholarly journals So you think you are an ally? Effects of (in)congruence between men's and women's allyship perceptions on women's inclusion and vitality

2021 ◽  
Author(s):  
Meg Aum Warren ◽  
Allison Schwam
Keyword(s):  
Emotional Intelligence ◽  
Response Surface ◽  
Polynomial Regression ◽  
Moral Courage ◽  
Accurate Assessment ◽  
Self Presentation ◽  
Self Perceptions ◽  
Women’S Perceptions ◽  
Public Consciousness ◽  
The Ideal

As public consciousness of sexism is increasing in the workplace (e.g., #MeToo movement), labeling oneself as an ally (e.g., UN HeforShe campaign) is becoming more socially desirable for men. However, do women agree with such men in their assessments of being allies? In particular, how do women’s perspectives of men’s allyship affect their own inclusion-relevant outcomes? Using a multi-informant design and data from 101 men-women colleague pairs, this study considered men’s self-perceptions and women’s other-reports of men’s key allyship-relevant characteristics - justice, moral courage, emotional intelligence, civility, and allyship. Polynomial regression and response surface analyses revealed differential impacts of (in)congruence between men’s and women’s perceptions on women’s sense of inclusion and vitality. Simply, when women perceived men as higher (or the same) in justice, moral courage, emotional intelligence, and civility than men reported themselves, it positively predicted women’s outcomes. This suggests that humble self-presentation by men on characteristics that are parallel to allyship (but not allyship) may be ideal. Yet, both under- and over-estimation by men on allyship itself predicted poorer outcomes for women, suggesting that the ideal is for men to have an accurate assessment of their own strengths and weaknesses as an ally.

Emotional Intelligence: A Psychometric Analysis

2001 ◽  
Vol 6 (2) ◽  
pp. 79-95 ◽  
Author(s):  
Lennart Sjöberg
Keyword(s):  
Emotional Intelligence ◽  
Big Five ◽  
Selection Process ◽  
Intellectual Ability ◽  
Self Presentation ◽  
Emotional Skills ◽  
Myers Briggs ◽  
Extensive Test ◽  
Order Factor ◽  
Emotional Knowledge

The paper describes the construction and the construct validation of an extensive test battery for use in the selection process in business and business education. It is based on notions of social competence and emotional intelligence (EI) in broad senses of the terms. Participants were 226 persons who had applied for admittance to the undergraduate program of the Stockholm School of Economics. Many indices were constructed on the basis of their test responses. In a second-order factor analysis, four factors were identified: mental stability, emotional intelligence proper, dominance (including creativity and mental energy), and compulsiveness. These factors were related to emotional skills and to standard personality scales (Big Five, MPI, and Myers-Briggs scales), as well as to scales measuring risk-taking attitudes and variables measuring response styles. It was found that the secondary factors were less subjected to self-presentation bias than the Big Five scales, and that they were about equal to the MPI scales in this respect. These three sets of scales were rather strongly related, while the Myers-Briggs scales were only weakly related. We identified dimensions of emotional skills in judgments of mood, social problem episodes, music and art samples, and facial expressions. Some of these skill measures were related to the secondary factors as expected, thus further validating them. EI was found to contribute variance to the explanation of emotional knowledge not contained in standard scales of personality. Also, risk attitudes were systematically related to the secondary factors. The four secondary factors were unrelated to intellectual ability, and they were unrelated to temporary mood when habitual mood was controlled for.

Family Size and Intelligence Revisited: The Role of Emotional Intelligence

1999 ◽  
Vol 84 (2) ◽  
pp. 643-649 ◽  
Author(s):  
David A. Morand
Keyword(s):  
Emotional Intelligence ◽  
Graduate Students ◽  
Family Size ◽  
Negative Relationship ◽  
Leadership Theory ◽  
Intelligence Tests ◽  
Verbal Intelligence ◽  
Nonverbal Intelligence

Studies examining the link between family size and intelligence have consistently found a negative relationship. Children born into larger families tend to score lower on intelligence tests than children raised in smaller families. One recurrent but unexplained finding is that the relation between intelligence and number of siblings is consistently significant for verbal intelligence but inconsistent for nonverbal intelligence. Here, we conceptualize emotional intelligence as one facet of nonverbal intelligence. The research develops a measure of emotional intelligence and uses it to test the hypothesis that emotional intelligence is positively correlated with family size. The results, based upon a sample of graduate students, support the hypothesized relationship. Implications for the study of family size and intelligence, for refining the conceptualizations and measures of nonverbal intelligence, and for leadership theory, are discussed.

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.

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.

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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