scholarly journals Emotional Intelligence and Bargaining Behavior

2021 ◽  
Author(s):  
Daniel Sazhin
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Ultimatum Game ◽  
Dictator Game ◽  
Trait Emotional Intelligence ◽  
Dictator Games ◽  
Bargaining Behavior

In this experiment, we examined how trait Emotional Intelligence (EI) related tobehavior in social bargaining tasks. EI is theoretically related to both higher trait levels of empathy and better emotional regulation. More empathetic people may act more generously toward a bargaining partner. Subjects with better emotional regulation may be better at controlling their emotions in bargaining situations, which may help them make more self-interested choices. We used the Ultimatum and Dictator games to measure whether higher EI individuals behaved more generously or selfishly. These games are played between two people, where one person receives an endowment from the experimenter and decides how much to share with a recipient. The Ultimatum Game allows the recipient to reject offers, which forces the proposer to give his money back to the experimenter. In the Dictator Game, the recipient is unable to reject the proposer's offer. To maximize earnings, the most strategic thing to do in the Ultimatum Game is to make offers closer to even splits to avoid getting rejected by one's partner and to keep the whole endowment in the Dictator Game where there is no threat of retribution. Conversely, if a subject is motivated by fairness, they would make fair offers in both games. We found that subjects with higher EI acted strategically by being fair in the Ultimatum Game and selfish in the Dictator Game. These findings suggest that EI predicts more self interested behavior in bargaining situations.

scholarly journals Asymmetric Information in Simple Bargaining Games: An Experimental Study

2019 ◽  
Vol 20 (1) ◽  
pp. 29-51 ◽  
Author(s):  
Charlotte Klempt ◽  
Kerstin Pull ◽  
Manfred Stadler
Keyword(s):  
Experimental Study ◽  
Asymmetric Information ◽  
Risk Premium ◽  
Ultimatum Game ◽  
Dictator Game ◽  
Behavioral Pattern ◽  
Veto Power ◽  
Dictator Games ◽  
Hiding Behavior ◽  
Informational Advantage

Abstract Bilateral bargaining situations are often characterized by informational asymmetries concerning the size of what is at stake: in some cases, the proposer is better informed, in others, it is the responder. We analyze the effects of both types of asymmetric information on proposer behavior in two different situations which allow for a variation of responder veto power: the ultimatum and the dictator game. We find that the extent to which proposers demand less in the ultimatum as compared to the dictator game is (marginally) smaller when the proposer is in the superior information position. Further we find informed proposers to exploit their informational advantage by offering an amount that does not reveal the true size of the pie, with proposers in the ultimatum game exhibiting this behavioral pattern to a larger extent than those in the dictator game. Uninformed proposers risk imposed rejection when they ask for more than potentially is at stake, and ask for a risk premium in dictator games. We concentrate on proposers, but also explore responder behavior: We find uninformed responders to enable proposers’ hiding behavior, and we find proposer intentionality not to play an important role for informed responders when they decide whether to accept or reject an offer by an (uninformed) proposer.

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.

scholarly journals Emotional Regulation and Overeating Behaviors in Children and Adolescents: A Systematic Review

2021 ◽  
Vol 11 (1) ◽  
pp. 11
Author(s):  
Francesca Favieri ◽  
Andrea Marini ◽  
Maria Casagrande
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Children And Adolescents ◽  
Longitudinal Studies ◽  
Emotional Regulation ◽  
Inadequate Response ◽  
Cross Sectional ◽  
The Relationship

The worldwide prevalence of obesity has dramatically increased, mostly in children and adolescents. The Emotional Eating theoretical model has proposed that the failure in emotional regulation could represent a risk factor for establishing maladaptive overeating behavior that represents an inadequate response to negative emotions and allows increasing body-weight. This systematic review investigates the relationship between overeating and both emotional regulation and emotional intelligence in childhood and adolescence, considering both cross-sectional and longitudinal studies. Moreover, another goal of the review is evaluating whether emotional regulation and emotional intelligence can cause overeating behaviors. The systematic search was conducted according to the PRISMA-statement in the databases Medline, PsychArtcles, PsychInfo, PubMed, Scopus, and Web of Sciences, and allows 484 records to be extracted. Twenty-six studies were selected according to inclusion (e.g., studies focused on children and adolescents without clinical conditions; groups of participants overweight or with obesity) and exclusion (e.g., studies that adopted qualitative assessment or cognitive-affective tasks to measure emotional variables; reviews, commentary, or brief reports) criteria detailed in the methods. Cross-sectional studies showed a negative association between emotional regulation and overeating behavior that was confirmed by longitudinal studies. These findings highlighted the role of maladaptive emotion regulation on overeating and being overweight. The relationship between these constructs in children and adolescents was consistent. The results indicated the complexity of this association, which would be influenced by many physiological, psychological, and social factors. These findings underline the need for further studies focused on emotion regulation in the development of overeating. They should analyze the mediation role of other variables (e.g., attachment style, peer pressure) and identify interventions to prevent and reduce worldwide overweight prevalence.

scholarly journals Comparing mind perception in strategic exchanges: human-agent negotiation, dictator and ultimatum games

2021 ◽  
Author(s):  
Minha Lee ◽  
Gale Lucas ◽  
Jonathan Gratch
Keyword(s):  
Ultimatum Game ◽  
Dictator Game ◽  
Two Dimensions ◽  
Moral Standing ◽  
Social Actors ◽  
Ultimatum Games ◽  
Mind Perception ◽  
Cognitive Aptitude ◽  
Negotiation Agents ◽  
Emotional Capacity

AbstractRecent research shows that how we respond to other social actors depends on what sort of mind we ascribe to them. In a comparative manner, we observed how perceived minds of agents shape people’s behavior in the dictator game, ultimatum game, and negotiation against artificial agents. To do so, we varied agents’ minds on two dimensions of the mind perception theory: agency (cognitive aptitude) and patiency (affective aptitude) via descriptions and dialogs. In our first study, agents with emotional capacity garnered more allocations in the dictator game, but in the ultimatum game, agents’ described agency and affective capacity, both led to greater offers. In the second study on negotiation, agents ascribed with low-agency traits earned more points than those with high-agency traits, though the negotiation tactic was the same for all agents. Although patiency did not impact game points, participants sent more happy and surprise emojis and emotionally valenced messages to agents that demonstrated emotional capacity during negotiations. Further, our exploratory analyses indicate that people related only to agents with perceived affective aptitude across all games. Both perceived agency and affective capacity contributed to moral standing after dictator and ultimatum games. But after negotiations, only agents with perceived affective capacity were granted moral standing. Manipulating mind dimensions of machines has differing effects on how people react to them in dictator and ultimatum games, compared to a more complex economic exchange like negotiation. We discuss these results, which show that agents are perceived not only as social actors, but as intentional actors through negotiations, in contrast with simple economic games.

Sign in / Sign up

Export Citation Format

Share Document