scholarly journals Are the Most Effective Approaches towards Helping Students with Emotional Behavioural Disorders (EBDs) Predisposed and Trait Based?

2021 ◽  
Vol 2 (1) ◽  
pp. 85-107
Author(s):  
Melinda J. Metaxas
Keyword(s):  
Emotional Intelligence ◽  
Survey Methodology ◽  
Assessment Tool ◽  
Essential Element ◽  
Self Report ◽  
Trait Emotional Intelligence ◽  
Behavioural Disorders ◽  
Model Framework ◽  
Disruptive Behaviours ◽  
Sound Foundation

Trait emotional intelligence (EI) may prove to be most valuable as an approach for dealing with others’ behaviours/emotions via its related psychological processes. Personality trait theory posits that an individual’s level of EI affects their cognitive-affective-behavioural reaction towards students with emotional behavioural disorders (EBDs) and influences the level of difficult behaviour. EI would be an essential element in fostering supportive interactions with students as a way of preventing and/or managing disruptive behaviours. The author explores which individuals are more predisposed to discriminate against EBD students using an attribution model framework and identifies the most effective and supportive EI traits. Two hundred and sixty-one teachers from 51 Victorian schools completed self-report questionnaires, including the Trait Emotional Intelligence Questionnaire. A quantitative survey methodology used vignettes (depicting a student with either mild or severe EBD symptoms), with 50/50 surveys randomly distributed. Teacher EI predicted the behaviour towards students with EBDs, whilst bypassing or biasing conscious thought processing. Combinations of EI traits were identified that produced the most desirable outcomes, demonstrating EI’s propensity to direct reactions towards a more effective or dysfunctional helping approach. The findings suggest that the most effective approaches towards helping EBD students are the innate dispositional reactions that establish the necessary psychological foundations for any successful interaction or outcome. The development of an assessment tool (Assessment Screen for Emotionally Intelligent Teachers (ASET)) lays a sound foundation for profiling teachers with these ideal qualities.

Psychological well-being in childhood: The role of trait emotional intelligence, regulatory emotional self-efficacy, coping and general intelligence

2021 ◽  
pp. 135910452110406
Author(s):  
Marina Pauletto ◽  
Michele Grassi ◽  
Maria Chiara Passolunghi ◽  
Barbara Penolazzi
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Mental Health Problems ◽  
Coping Styles ◽  
Well Being ◽  
Self Report ◽  
Unique Contribution ◽  
General Intelligence ◽  
Trait Emotional Intelligence ◽  
Psychological Well Being

Given the increase of mental health problems in youth, focusing on the promotion of psychological well-being is essential. Among the variables recognized as linked to children’s psychological well-being, trait emotional intelligence, emotional self-efficacy and coping seem to be crucial, whereas the role played by intelligence is still controversial. In the present study, we explored the combined effects of these variables, aimed at disentangling their unique contribution to psychological well-being of 74 children (41 males, mean age: 9.03 years). We administered verbal and reasoning tests as intelligence measures and self-report questionnaires to assess trait emotional intelligence, regulatory emotional self-efficacy, coping styles, psychological well-being. Correlations revealed two independent clusters of variables: a first cluster including intelligence indexes and a second cluster including psychological well-being, trait emotional intelligence, regulatory emotional self-efficacy and adaptive coping styles. Hierarchical regression analyses showed that only trait emotional intelligence and positive restructuring coping style significantly contributed to psychological well-being. This study highlights that, unlike general intelligence, trait emotional intelligence was associated to psychological well-being, whereas coping styles play a negligible role in explaining this relationship. These findings are valuable in identifying the most relevant factors for children’s adjustment and in enhancing emotion-related aspects in interventions for psychological well-being promotion.

scholarly journals Multimodal prediction of trait emotional intelligence–Through affective changes measured using non-contact based physiological measures

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0254335
Author(s):  
Vrinda Prajapati ◽  
Rajlakshmi Guha ◽  
Aurobinda Routray
Keyword(s):  
Emotional Intelligence ◽  
Psychological Functioning ◽  
Mental Health Problems ◽  
Self Report ◽  
Autonomic Response ◽  
Response Patterns ◽  
Physiological Measures ◽  
Trait Emotional Intelligence ◽  
High Stake ◽  
Fmcw Radar

Inability to efficiently deal with emotionally laden situations, often leads to poor interpersonal interactions. This adversely affects the individual’s psychological functioning. A higher trait emotional intelligence (EI) is not only associated with psychological wellbeing, educational attainment, and job-related success, but also with willingness to seek professional and non-professional help for personal-emotional problems, depression and suicidal ideation. Thus, it is important to identify low (EI) individuals who are more prone to mental health problems than their high EI counterparts, and give them the appropriate EI training, which will aid in preventing the onset of various mood related disorders. Since people may be unaware of their level of EI/emotional skills or may tend to fake responses in self-report questionnaires in high stake situations, a system that assesses EI using physiological measures can prove affective. We present a multimodal method for detecting the level of trait Emotional intelligence using non-contact based autonomic sensors. To our knowledge, this is the first work to predict emotional intelligence level from physiological/autonomic (cardiac and respiratory) response patterns to emotions. Trait EI of 50 users was measured using Schutte Self Report Emotional Intelligence Test (SSEIT) along with their cardiovascular and respiratory data, which was recorded using FMCW radar sensor both at baseline and while viewing affective movie clips. We first examine relationships between users’ Trait EI scores and autonomic response and reactivity to the clips. Our analysis suggests a significant relationship between EI and autonomic response and reactivity. We finally attempt binary EI level detection using linear SVM. We also attempt to classify each sub factor of EI, namely–perception of emotion, managing own emotions, managing other’s emotions, and utilization of emotions. The proposed method achieves an EI classification accuracy of 84%, while accuracies ranging from 58 to 76% is achieved for recognition of the sub factors. This is the first step towards identifying EI of an individual purely through physiological responses. Limitation and future directions are discussed.

scholarly journals Trait Emotional Intelligence Questionnaire–Adolescent Short Form: A Psychometric Investigation in Greek Context

2017 ◽  
Vol 36 (5) ◽  
pp. 436-445 ◽  
Author(s):  
Maria Stamatopoulou ◽  
Petros Galanis ◽  
Foteini Tzavella ◽  
K. V. Petrides ◽  
Panagiotis Prezerakos
Keyword(s):  
Emotional Intelligence ◽  
Short Form ◽  
Reliability And Validity ◽  
Self Report ◽  
Trait Emotional Intelligence ◽  
Personal Strengths ◽  
Good Internal Consistency ◽  
Trait Emotional Intelligence Questionnaire ◽  
Psychometric Investigation ◽  
Core Self

This article aims to investigate the reliability and validity of the Trait Emotional Intelligence Questionnaire–Adolescent Short Form (TEIQue-ASF) score in a sample of 440 Greek adolescents. The instrument’s score demonstrated good internal consistency and was significantly correlated with core self-evaluations as well with somatic complaints, self-report psychopathology, and personal strengths. It also explained a statistically significant increase in the prediction of outcome variables beyond core self-evaluations. It is concluded that the findings of the present study provide evidence that support the interpretation and use of the TEIQue-ASF score to assess the emotional self-perceptions of Greek adolescents.

scholarly journals Trait Emotional Intelligence and School Burnout Discriminate Between High and Low Alexithymic Profiles: A Study With Female Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Eleonora Farina ◽  
Alessandro Pepe ◽  
Veronica Ornaghi ◽  
Valeria Cavioni
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Emotional Exhaustion ◽  
Statistical Power ◽  
Emotional Awareness ◽  
Self Control ◽  
Self Report ◽  
Female Adolescents ◽  
Trait Emotional Intelligence ◽  
School Burnout

Alexithymic traits, which entail finding it difficult to recognize and describe one’s own emotions, are linked with poor trait emotional intelligence (TEI) and difficulties in identifying and managing stressors. There is evidence that alexithymia may have detrimental consequences for wellbeing and health, beginning in adolescence. In this cross-sectional study, we investigated the prevalence and incidence of alexithymia in teenage girls, testing the statistical power of TEI and student burnout to discriminate between high- and low-alexithymic subjects. A sample of 884 female high school students (mean age 16.2 years, age range 14–19) attending three Italian academic-track high schools (social sciences and humanities curriculum) completed self-report measures of alexithymia, school burnout, and TEI. Main descriptive statistics and correlational analysis preceded the discriminant analysis. The mean alexithymia scores suggest a high prevalence of alexithymia in female adolescents; as expected, this trait was negatively correlated with TEI and positively associated with school burnout. Participants with high vs. low alexithymia profiles were discriminated by a combination of TEI and burnout scores. High scores for the emotionality and self-control dimensions of TEI were strongly associated with membership of the low alexithymia group; high scores for the emotional exhaustion dimension of school burnout were indicative of membership of the high alexithymia group. These findings suggest crucial focuses for educational intervention: efforts to reduce the risk of emotional exhaustion and school burnout should especially concentrate on enhancing emotional awareness and self-control skills, both strongly associated with low levels of alexithymia.

scholarly journals Reliability, construct and criterion-related validity of the Serbian adaptation of the trait emotional intelligence questionnaire (TEIQue)

Psihologija ◽  
2014 ◽  
Vol 47 (2) ◽  
pp. 249-262 ◽  
Author(s):  
Zorana Jolic-Marjanovic ◽  
Ana Altaras-Dimitrijevic
Keyword(s):  
Emotional Intelligence ◽  
Discriminant Validity ◽  
Assessment Tool ◽  
Reliability And Validity ◽  
Incremental Validity ◽  
Trait Emotional Intelligence ◽  
Scale Level ◽  
Self Perceptions ◽  
Trait Emotional Intelligence Questionnaire ◽  
Study Participants

This paper presents evidence on the reliability and validity of the Serbian adaptation of the Trait Emotional Intelligence Questionnaire (TEIQue), an instrument designed to comprehensively assess emotional intelligence conceived as a constellation of emotionrelated self-perceptions. Study participants were 254 adults, who completed the Serbian TEIQue, NEO-FFI, MSCEIT, EQ-short, and RSPWB. The results indicate that the adapted TEIQue is a psychometrically sound assessment tool: internal consistencies were mostly acceptable at facet, generally good at factor, and excellent at whole-scale level; the fourfactor structure was confirmed by means of CFA; convergent-discriminant validity was established through meaningful associations with related constructs, indicating that trait EI is closely aligned with affect and self-efficacy related constructs from the realm of personality (i.e., E, N, C, and Empathy), but shows only moderate overlap with ability EI; finally, incremental validity was demonstrated in the prediction of psychological wellbeing, over and above the Big Five.

scholarly journals Implicit Theories of Emotional Intelligence, Ability and Trait-Emotional Intelligence and Academic Achievement

2020 ◽  
Vol 29 (1) ◽  
pp. 43-61
Author(s):  
Ana Costa ◽  
Luísa Faria
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Success ◽  
Direct Effect ◽  
Implicit Theories ◽  
Self Report ◽  
Professional Status ◽  
Trait Emotional Intelligence

This study examines the effect of the implicit theories of emotional intelligence and of emotional intelligence (EI; ability and trait EI) on students’ academic achievement (GPA). Five hundred twenty-three 10th graders (Mage = 15.5; SD = 0.67) completed measures of implicit theories (IT) and EI (performance and self-report). The results confirmed the direct effect of EI (ability and trait EI) on students’ GPA. Moreover, implicit theories of EI affected students’ trait EI and only indirectly affected students’ achievement. Multigroup analyses indicated that the IT and EI effects on students’ GPA were similar across students’ gender and socio-professional status. These findings underline the relevance of students’ implicit theories and EI and suggest their usefulness as strategies to foster academic success.

Emotional intelligence and psychological skills use among athletes

2009 ◽  
Vol 37 (2) ◽  
pp. 195-201 ◽  
Author(s):  
Andrew M. Lane ◽  
Richard C. Thelwell ◽  
James Lowther ◽  
Tracey J. Devonport
Keyword(s):  
Emotional Intelligence ◽  
Canonical Correlation ◽  
Self Report ◽  
Psychological Skills ◽  
Trait Emotional Intelligence ◽  
Male Athletes ◽  
Intelligence Scale ◽  
Frequent Use ◽  
Self Talk ◽  
Skills Use

Relationships between self-report trait emotional intelligence and psychological skills were investigated. Male athletes (54) completed the Emotional Intelligence Scale (EIS; Schutte et al., 1998) and the Test of Performance Strategies (TOPS; Thomas, Murphy, & Hardy, 1999). Canonical correlation results suggested psychological skills used in both competition and in practice relate to perceptions of emotional intelligence (Practice: Canonical R = .69, p < .001; Competition: Canonical R = .67, p < .01). Specifically, self-talk, imagery, and activation in both practice and competition were associated with perceptions of the appraisal of others' emotions and the ability to regulate emotions. The direction of relationships showed that individuals reporting frequent use of psychological skills also reported stronger perceptions of emotional intelligence. Future researchers should seek to establish the direction of relationships by investigating whether increased psychological skills use is associated with enhanced emotional intelligence or vice versa.

scholarly journals Adaptation of Trait Emotional Intelligence Questionnaire (TEIQue) in Bangla

2022 ◽  
Vol 5 (1) ◽  
pp. 01-04
Author(s):  
Md Zahirul Haque ◽  
Muhammad Kamal Uddin
Keyword(s):  
Emotional Intelligence ◽  
Construct Validity ◽  
Intelligence Testing ◽  
Short Form ◽  
Item Analysis ◽  
Self Report ◽  
Trait Emotional Intelligence ◽  
The Subject ◽  
Convenience Sampling ◽  
Trait Emotional Intelligence Questionnaire

The Trait Emotional Intelligence Questionnaire (TEQue) is an instrument to measure emotional intelligence based on self-report. The instrument has increasingly drawing the attention in the organizations. The present study aimed at adapting the Trait Emotional Intelligence Questionnaire (TEQue) short form (K.V. Petrides, 2009) into Bangla version After careful checking by the Subject Matter Expert (SME), the translated form was administered over 200 adolescent-adult ranging from 17 to 21 years of age through convenience sampling during May 2017 to June 2017. Cronbach Alpha was found significant to be satisfactory. Validation of the Inventory was assured by content and construct validity where construct validity included item analysis. Satisfactory level of validity was found for the Bangla version of Trait Emotional Intelligence Questionnaire. The version of the test has found useful in the context of Bangladesh. This inventory can be used in Emotional Intelligence testing.

scholarly journals Psychometric properties of the Polish version of the Trait Emotional Intelligence Questionnaire-Short Form

2015 ◽  
Vol 46 (3) ◽  
pp. 447-459 ◽  
Author(s):  
Dorota Szczygieł ◽  
Aleksandra Jasielska ◽  
Agata Wytykowska
Keyword(s):  
Emotional Intelligence ◽  
Satisfaction With Life ◽  
Short Form ◽  
Negative Affectivity ◽  
Reliability And Validity ◽  
Self Report ◽  
Trait Emotional Intelligence ◽  
Social Competencies ◽  
Polish Version ◽  
Trait Emotional Intelligence Questionnaire

Abstract The study was aimed at validating the Polish version of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). Our findings confirm the reliability and validity of the scale. With respect to reliability, internal consistency coefficients of the TEIQue-SF were comparable to those obtained using the original English version. The evidence of the validity of the TEIQue-SF came from the pattern of relations with the other self-report measure of EI, personality measures, as well as affective and social correlates. We demonstrated that the TEIQue-SF score correlated positively with scores on the Emotional Intelligence Questionnaire (INTE) (Jaworowska & Matczak, 2001). The TEIQue- SF score correlated negatively with Neuroticism and positively with Extraversion, Openness, Agreeableness, and Conscientiousness. In addition, scores on the TEIQue-SF were related to dispositional affect, i.e., correlated positively with positive affectivity and negatively with negative affectivity. The TEIQue-SF score correlated positively with social competencies as measured with the Social Competencies Questionnaire (Matczak, 2001). We also found that trait EI, as measured with the TEIQue-SF, was positively related to the richness of one’s supportive social network and this relationship remained statistically significant even after controlling for Big Five variance. We also demonstrated that scoring on the TEIQue-SF was positively related to satisfaction with life and negatively related to perceived stress and these relationships remained significant, even after controlling for positive and negative affectivity. Taken together, these findings suggest that the Polish version of the TEIQue-SF is a reliable and valid measure that inherits the network of associations both from the original version of the TEIQue-SF and the full form of the Polish TEIQue (Wytykowska & Petrides, 2007).

Associations between Trait Emotional Intelligence and Loneliness in Chinese Undergraduate Students: Mediating Effects of Self-Esteem and Social Support

2014 ◽  
Vol 114 (3) ◽  
pp. 880-890 ◽  
Author(s):  
Jilin Zou
Keyword(s):  
Social Support ◽  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Group Analysis ◽  
Self Esteem ◽  
Self Report ◽  
Trait Emotional Intelligence ◽  
Social And Emotional ◽  
Multiple Group ◽  
Emotional Loneliness

Prior studies indicate that trait emotional intelligence (EI) is associated negatively with loneliness. However, the mechanisms underlying the relationship are not clear. This study assessed whether both self-esteem and social support mediated the associations between trait EI and loneliness. 469 Chinese undergraduate participants whose age ranged from 18 to 23 years (208 women) were asked to complete four self-report questionnaires, including the Wong Law Emotional Intelligence Scale, the Social and Emotional Loneliness Scale, the Rosenberg Self-esteem Scale, and the Multi-Dimensional Scale of Perceived Social Support. Analyses indicated that self-esteem and social support fully mediated the associations between trait EI and loneliness. Effect contrasts indicated that the specific indirect effect through social support was significantly greater than that through self-esteem. Moreover, a multiple-group analysis indicated that no path differed significantly by sex. These results suggest that social support is more important than self-esteem in the association between trait EI and loneliness. Furthermore, both sexes appear to share the same mechanism underlying this association.

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