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 Cultural Comparison of Trait Emotional Intelligence among the Provinces of Pakistan (Sindh, Punjab, Khyber Pakhtunkhwa and Balochistan)

2015 ◽  
Vol 7 (3) ◽  
pp. 15-37
Author(s):  
Mehmood Anjum ◽  
Syed Muhammad Zia ◽  
Waheed Ahmed Khan
Keyword(s):  
Emotional Intelligence ◽  
Organizational Development ◽  
Cultural Differences ◽  
Short Form ◽  
Well Being ◽  
Self Control ◽  
Management Decision ◽  
Trait Emotional Intelligence ◽  
Business Managers ◽  
Khyber Pakhtunkhwa

Abstract The important feature of effective manager is to understand emotions in an effective method. This study looks into cultural variations in trait Emotional Intelligence among the business managers from the provinces of Pakistan i.e. Sindh, Punjab, Khyber Pakhtunkhwa and Balochistan. Comparing rotated component matrixes of these four provinces revealed the four traits emotional intelligence factors, Well-being, Self-control, Emotionality, and Sociability of these provinces. Short-form of Trait emotional intelligence Questionnaire developed by Petrides [2009] has employed to measure the 404 business managers from four provinces in present article. The results revealed evident the cultural differences in trait emotional intelligence scores with the business managers of Sindh scoring consistently higher than other three provinces and the business managers from Balochistan province scores are at lowest. These cross cultural differences may have ramification for global EI trait, well-being, self-control, emotionality and sociability in business manager’s performance, negotiation, conflict management, decision making and organizational development.

Genetic and Environmental Correlations Between Trait Emotional Intelligence and Humor Styles

2009 ◽  
Vol 30 (3) ◽  
pp. 130-137 ◽  
Author(s):  
Philip A. Vernon ◽  
Vanessa C. Villani ◽  
Julie Aitken Schermer ◽  
Sandra Kirilovic ◽  
Rod A. Martin ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Environmental Factors ◽  
Well Being ◽  
Self Control ◽  
Trait Emotional Intelligence ◽  
Humor Styles ◽  
Environmental Correlations ◽  
Phenotypic Correlations

This article reports the first studies to investigate the genetic and environmental components of correlations between humor styles and trait emotional intelligence. In two independent adult-twin samples, significant phenotypic correlations were found between four humor styles (affiliative, self-enhancing, aggressive, and self-defeating) and five trait emotional intelligence (EI) variables (well-being, self-control, emotionality, sociability, and global trait EI). These observed phenotypic correlations were themselves found to be largely attributable to correlated genetic and correlated nonshared environmental factors.

scholarly journals The Relationship between Trait Emotional Intelligence and Experienced ESL/EFL Teachers’ Love of English, Attitudes towards Their Students and Institution, Self-Reported Classroom Practices, Enjoyment and Creativity

2018 ◽  
Vol 41 (4) ◽  
pp. 468-487 ◽  
Author(s):  
Jean-Marc Dewaele
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Classroom Practices ◽  
Well Being ◽  
Self Control ◽  
Trait Emotional Intelligence ◽  
Dependent Variables ◽  
Efl Teachers ◽  
Positive Correlations ◽  
The Relationship

Abstract This paper reports an investigation into the relationships between global trait emotional intelligence (Trait EI), as well as the four factors that constitute it (well-being, emotionality, self-control, and sociability), and quantitative data from 513 experienced ESL/EFL teachers from around the world about their love of English, their attitudes towards their students and institution, their self-reported classroom practices, their enjoyment, unpredictability and creativity. The results showed significant positive correlations. The analyses revealed that global Trait EI, well-being and sociability were significantly positively correlated with most dependent variables while emotionality and self-control were significantly correlated with a number of dependent variables. Global Trait EI and emotionality were significantly positively linked to the English proficiency of English foreign language users but not to that of the English L1 users. The pedagogical implication is that having a sufficient level of Trait EI helps teachers deal effectively with their own and their students’ emotions.

A Psychometric Investigation of the Georgian Version of the Trait Emotional Intelligence Questionnaire

2013 ◽  
Vol 29 (2) ◽  
pp. 84-88 ◽  
Author(s):  
Khatuna Martskvishvili ◽  
Luiza Arutinov ◽  
Maia Mestvirishvili
Keyword(s):  
Gender Differences ◽  
Emotional Intelligence ◽  
Well Being ◽  
Self Control ◽  
Trait Emotional Intelligence ◽  
Factor Analyses ◽  
Exploratory Factor Analyses ◽  
Trait Emotional Intelligence Questionnaire ◽  
Psychometric Investigation ◽  
Georgian Population

The current study presents the results of the adaptation of the Trait Emotional Intelligence Questionnaire (TEIQue; Petrides, 2009 ) to the Georgian population. Nine hundred twenty two individuals participated in the standardization of the instrument (267 male and 655 female participants, from 17 to 70 years). Results from exploratory factor analyses indicate that the factor structure of the British TEIQue is broadly replicated in the Georgian translation. The Georgian Trait Emotional Intelligence Questionnaire comprises 15 primary facets and four higher-order factors: Emotionality, Sociability, Self-Control, and Well-Being. The Cronbach α reliabilities of the TEIQue factors ranged from .69 to .82, and from .62 to .81 for the 15 facets. TEIQue global scores were normally distributed. There were no gender differences in global TEI scores, though such differences did emerge in some TEI factors and facets.

On the Genetic and Environmental Correlations between Trait Emotional Intelligence and Vocational Interest Factors

2015 ◽  
Vol 18 (2) ◽  
pp. 134-137 ◽  
Author(s):  
Julie Aitken Schermer ◽  
Konstantinos V. Petrides ◽  
Philip A. Vernon
Keyword(s):  
Emotional Intelligence ◽  
Elementary Education ◽  
Social Services ◽  
Genetic Correlations ◽  
Well Being ◽  
Self Control ◽  
Trait Emotional Intelligence ◽  
Vocational Interest ◽  
Environmental Correlations ◽  
The Social

The phenotypic (observed), genetic, and environmental correlations were examined in a sample of adult twins between the four factors and global score of the trait emotional intelligence questionnaire (TEIQue) and the seven vocational interest factors of the Jackson Career Explorer (JCE). Multiple significant correlations were found involving the work style vocational interest factor (consisting of job security, stamina, accountability, planfulness, and interpersonal confidence) and the social vocational interest factor (which included interests in the social sciences, personal services, teaching, social services, and elementary education), both of which correlated significantly with all of the TEIQue variables (well-being, self-control, emotionality, sociability, and global trait EI). Following bivariate genetic analyses, most of the significant phenotypic correlations were found to also have significant genetic correlations as well as significant non-shared (unique) environmental correlations.

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.

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