Trait Emotional Intelligence, the Big Five Personality Dimensions and Academic Success in Physical Education Teacher Candidates

2009 ◽  
Vol 37 (7) ◽  
pp. 921-931 ◽  
Author(s):  
Serdar Tok ◽  
Suleyman Morali
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
Personality Traits ◽  
Big Five ◽  
Teacher Candidates ◽  
Predictive Ability ◽  
Big Five Personality Traits ◽  
Big Five Personality ◽  
Trait Emotional Intelligence ◽  
Intelligence Scale

The predictive ability of the Big Five personality traits and trait emotional intelligence (EI) of physical education (PE) teacher candidates' academic success was examined. A total of 295 PE teacher candidates aged 23 to 32 completed the Short Form Five Factor Personality Inventory (Tatar, 2005) and the revised and adapted Schutte Emotional Intelligence Scale (Schutte et al., 1998) at the beginning of the 2007-2008 academic year. At the year's end, participants' grade point averages (GPAs) were matched to their trait EI and personality scores. Pearson product-moment correlations and hierarchical regression were used to analyze data. Academic success as GPA was found to be positively related with Openness to Experience and Conscientiousness and negatively related with Neuroticism. Additionally, a regression model consisting of the Big Five personality traits could predict a significant amount of variance in GPA. However, no association was identified between trait EI as measured by the Schutte Emotional Intelligence Scale and GPA. Trait EI also did not make any significant contribution to the predictive ability of the Big Five personality traits.

Deliberate Faking on Personality and Emotional Intelligence Measures

2011 ◽  
Vol 108 (1) ◽  
pp. 120-138 ◽  
Author(s):  
Nathan S. Hartman ◽  
W. Lee Grubb
Keyword(s):  
Emotional Intelligence ◽  
Personality Traits ◽  
Stress Management ◽  
Big Five ◽  
Short Form ◽  
Big Five Personality Traits ◽  
Big Five Personality ◽  
Student Sample ◽  
Theoretical Structure ◽  
Emotional Quotient Inventory

This study examined the extent the Big Five personality traits and emotional intelligence can be faked. Using a student sample, the equivalence of measurement and theoretical structure of models in a faking and honest condition was tested. Comparisons of the models for the honest and faking groups showed the data fit better in the faking condition. These results suggest that faking does change the rank orders of high scoring participants. The personality dimensions most affected by faking were emotional stability and conscientiousness within the Big Five and the general mood and stress management dimensions of Bar-On's Emotional Quotient Inventory–Short Form (1997) measure of emotional intelligence.

Innovative Teachers, Who Are You? Innovative Teacher Analysis in the Light of The Model оf the ‘Big Five’ Personality Traits

2021 ◽  
Author(s):  
Rina Cohen
Keyword(s):  
Academic Success ◽  
Personality Traits ◽  
Big Five ◽  
Quantitative Methods ◽  
Big Five Personality Traits ◽  
Big Five Personality ◽  
Pedagogical Innovation ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Wide Range

In the 21st century, reality, characterized by volatility, uncertainty, complexity and ambiguity, together termed VUCA, change constantly occurs throughout social, technological, economic, environmental, educational, and political (STEEEP model) aspects of society. Therefore, education systems need to adopt innovative approaches to adapt to the frequently changing world. In this study, educational and pedagogical innovation is regarded as including whatever constitutes a change in all areas to which education relates. As teachers are one of the most crucial factors in influencing students’ academic success, and as they must rapidly adapt and constantly innovate to adequately prepare their students for ever-changing circumstances, it is essential to identify traits of innovative teachers. The main goal of this study is to characterize the personality traits of innovative teachers according to the Big Five Personality Traits model, referred to as the NEO-AC model, using qualitative and quantitative methods. The findings show that innovative teachers perceive themselves as first and foremost open to experiences. They are curious people with highly developed imaginations and a wide range of interests. Innovative teachers also may be unconventional, capable of putting together plans and projects from several different disciplines.

scholarly journals Big Five Personality Traits and Gratitude: The Role of Emotional Intelligence

2020 ◽  
Vol Volume 13 ◽  
pp. 977-988
Author(s):  
Małgorzata Szcześniak ◽  
Wojciech Rodzeń ◽  
Agnieszka Malinowska ◽  
Zdzisław Kroplewski
Keyword(s):  
Emotional Intelligence ◽  
Personality Traits ◽  
Big Five ◽  
Big Five Personality Traits ◽  
Big Five Personality

Emotional Intelligence and Work Engagement as Mediators of Big Five Personality and Knowledge Sharing

2017 ◽  
Vol 9 (3) ◽  
pp. 16 ◽  
Author(s):  
Amirul Hasan Ansari ◽  
Amogh Talan
Keyword(s):  
Emotional Intelligence ◽  
Personality Traits ◽  
Knowledge Sharing ◽  
Big Five ◽  
Work Engagement ◽  
Big Five Personality Traits ◽  
Total Effect ◽  
Equation Modeling ◽  
Big Five Personality ◽  
The Relationship

<p>The purpose of this paper is to examine the interrelationships among various interpersonal psychological factors to explain their effect on knowledge sharing behaviors at workplace. A sample of 450 employees was drawn from knowledge based industries. To tap the information regarding performance on knowledge sharing, Big Five personality, Emotional intelligence and work engagement, Knowledge Sharing Behavior (KSB) scale by Yi (2009)<sup>56</sup>, Big Five personality traits scale by Gosling et. al. (2003)<sup>21</sup>, Workgroup Emotional Intelligence Profile (WEIP-S) by Jordan &amp; Lawrence (2009)<sup>26</sup> and Utrecht Work Engagement Scale by Schaufeli et. al. (2003)<sup>46</sup> have been used. Partial Least Square technique of Structural Equation Modeling was applied using SmartPLS 2.0.M3 to understand the proposed relationships. Findings show the prominence of conscientiousness among Big Five personality traits to explain knowledge sharing behaviors at workplace (Total Effect of conscientiousness on knowledge sharing being 0.5246 significant at p&lt;0.01). Emotional intelligence proves to be the most important mediator of the relationship between Big Five traits, except agreeableness, and knowledge sharing. Even though work engagement is found to be a significant predictor of knowledge sharing (Total Effect of work engagement on knowledge sharing being 0.1698, significant at p&lt;0.01), its role as a mediator is minor. Although the paper has certain limitations, nevertheless, this is the first study to consider the relationship between personality, emotional intelligence, work engagement and knowledge sharing in a single study and making us understand the interacting and mediating role of emotional intelligence and work engagement to explain knowledge sharing.</p>

Emotional intelligence, management of subordinate’s emotions, and leadership effectiveness

2018 ◽  
Vol 39 (5) ◽  
pp. 592-607 ◽  
Author(s):  
Peter Edelman ◽  
Daan van Knippenberg
Keyword(s):  
Emotional Intelligence ◽  
Personality Traits ◽  
Cognitive Ability ◽  
Big Five ◽  
Leadership Effectiveness ◽  
Big Five Personality Traits ◽  
Assessment Center ◽  
Big Five Personality ◽  
Content Type ◽  
The Relationship

Purpose The purpose of this paper is to address two of the major questions in the relationship between emotional intelligence (EI) and leadership effectiveness: does EI conceptualized and assessed as an ability influence leadership effectiveness when controlling for cognitive intelligence and Big Five personality traits? And, what are mediating processes in this relationship? Design/methodology/approach Ability test data for EI for 84 leaders in an assessment center were used to predict unobtrusive observations of leader responses to subordinate’s emotions in a role play, and expert ratings of leadership effectiveness, controlling for cognitive ability and Big Five personality traits. Findings EI predicted the appropriateness of leader responses to subordinate’s emotions, and these responses mediated the relationships of EI and leadership effectiveness, controlling for cognitive ability and Big Five personality traits. Research limitations/implications The assessment center context represents a relatively artificial environment and follow-up research in field settings would be particularly valuable. Practical implications EI can be assessed as a selection tool for leadership positions. Leadership development programs can also focus on developing the skills associated with EI. Originality/value The study provides stronger evidence for the relationship between EI and leadership effectiveness than previous research, bolstering the confidence in conclusions regarding this relationship. The study also contributes to the development of process models of the influence of EI on leadership effectiveness by providing evidence regarding mediation.

scholarly journals A study on effect of big five personality traits on emotional intelligence

2014 ◽  
Vol 4 (6) ◽  
pp. 1279-1284 ◽  
Author(s):  
Hamed Dehghanan ◽  
Hadi abdollahi ◽  
Mohammad Rezaei
Keyword(s):  
Emotional Intelligence ◽  
Personality Traits ◽  
Big Five ◽  
Big Five Personality Traits ◽  
Big Five Personality
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