scholarly journals Trait and Ability Emotional Intelligence and Its Impact on Sports Performance of Athletes

Sports ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 60
Author(s):  
Alexandra Kopp ◽  
Markus Reichert ◽  
Darko Jekauc
Keyword(s):  
Emotional Intelligence ◽  
Online Survey ◽  
Sport Participation ◽  
Short Form ◽  
Sports Performance ◽  
Self Assessment ◽  
Ability Emotional Intelligence ◽  
Trait Emotional Intelligence Questionnaire ◽  
Method Of Assessment ◽  
The Relationship

Emotional intelligence (EI) is considered a determinant of sports performance. Two opposing perspectives have been discussed in the theoretical discourse on EI: EI as an ability versus EI as a trait, both widely differing in content and method of assessment. Previous applied sport psychology research is characterized by a heterogeneous use of different conceptualizations and measurements of EI. However, evidence for the superiority of an EI concept does not exist. This study directly compares the ability and trait EI concepts in the relationship with athletic performance. An online survey was conducted (response rate = 19%). Participants completed the Mayer-Salovey-Caruso Emotional Intelligence Test, the Trait Emotional Intelligence Questionnaire Short Form, a list of questions about biographical information as well as information related to sports performance and sport participation. We used regression analyses and controlled type of sports to investigate how sports performance is influenced by EI. Trait EI positively predicted self-assessment of athletes’ performance (B = 1.02; p < 0.01) whereby ability EI did not predict any outcome of sports performance. The effect of trait EI was independent of the ability EI. Overall, the result indicates some evidence for the superiority of the trait EI in applied sports psychology.

A Study on the Relationship between Academic Delay of Gratification and Emotional Intelligence in Professional Courses Students

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Rajib Chakraborty ◽  
V. Chitra Lekha
Keyword(s):  
Emotional Intelligence ◽  
Short Form ◽  
Delay Of Gratification ◽  
Level Of Significance ◽  
Trait Emotional Intelligence Questionnaire ◽  
Academic Delay ◽  
The Relationship ◽  
Education Courses ◽  
Academic Delay Of Gratification

The present study is an attempt to examine the relationship between academic delay of gratification and emotional intelligence in professional courses students. Sample for the study includes 136 urban students ( 99 boys and 37 girls ) from Engineering, Pharmacy, Law and Education courses of Sultan Ul Uloom Education Society, Banjara Hills, Hyderabad, Telangana, India. The data for measuring delay of gratification is collected using Academic Delay of Gratification Scale (ADOGS) for college students prepared by Hefer Bembenutty (1997). Emotional intelligence is measured by collecting data using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue- ASF), prepared by Petrides, K. V. and Furnham, A. (2006) for adolescents. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated for the level of significance α at 0.05, using SPSS Statistics Ver.23. Power analysis using G Power Software is used to reveal the minimum sample size to 112 for effect size 0.3 and power 0.9. The findings of the study reveal positive in nature, moderate in strength and highly significant relationship between the variables. No role of gender is found. Educational implications are discussed.

scholarly journals Neural Basis for the Relationship Between Academic Achievement and Emotional Intelligence

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Short Form ◽  
Neural Basis ◽  
Grade Point ◽  
Level Of Significance ◽  
Trait Emotional Intelligence Questionnaire ◽  
The Relationship ◽  
The Brain

The present study is an attempt to provide evidence to the neural basis of the relationship between academic achievement and emotional intelligence constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF), prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. Academic achievement of the students is measured by collecting the students’ grade point average in a summative assessment. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.01. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic achievement and emotional intelligence in the chosen subjects.

A Study on the Relationship between Delay of Gratification and Emotional Intelligence in Secondary School Students

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Rajib Chakraborty ◽  
Dr. K. S. Prabhakaram
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Short Form ◽  
Delay Of Gratification ◽  
School Students ◽  
Level Of Significance ◽  
Trait Emotional Intelligence Questionnaire ◽  
Academic Delay ◽  
The Relationship

The present study is an attempt to examine the relationship between delay of gratification in academics and emotional intelligence. Sample for the study includes 50 urban students (30 boys and 20 girls) of class IX of a secondary school in New Nagole, Hyderabad, Telangana, India. The data for measuring delay of gratification is collected using <italic>Academic Delay of Gratification Scale (ADOGS)</italic> for college students prepared by Hefer Bembenutty (1997). Emotional intelligence is measured by collecting data using the <italic>Trait Emotional Intelligence Questionnaire</italic> – <italic>Adolescent Short Form (TEIQue-ASF)</italic>, prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study reveal positive but weak relationship between delay of gratification in academics and emotional intelligence. No role of gender is found on the examined variables.

scholarly journals Hubungan Kecerdasan Emosi Antara Ibu dengan Anak Usia Dini di Masa Pandemik Covid-19

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Yuni Kurniawaty
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Short Form ◽  
Rank Test ◽  
Cross Sectional ◽  
Study Population ◽  
Cross Sectional Design ◽  
Trait Emotional Intelligence Questionnaire ◽  
Relationship Of ◽  
The Relationship

Objective: to identify  the relationship of emotional intelligence between mothers and early childhood during the covid-19 pandemicMethods: This article of research was correlation with cross sectional design. The research was carried out in the Catholic Santa Katarina Kindergarten, Jalan Mojopahit No. 38 Surabaya. The study population of parents of guardians of students of TK B Katarina used total sampling. Research sample of 30 respondents. The independent variable of maternal emotional intelligence used the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) questionnaire. The dependent variable of children's emotional intelligence using the Strengths and Difficulties Questionnaire - Parent Reports (SDQ-PR) questionnaire.Results:  The results show that most of the emotional intelligence of mothers was low as much as 86% of respondents. Emotional intelligence of children more than 50% was classified as abnormal or abnormal 56.7% of respondents. Spearman Rank Test p = 0.094 means p > α means that there is no emotional intelligence relationship between mothers and early childhood during the covid-19 pandemic.Conclusion:  There is no emotional intelligence relationship between mothers and early childhood during the covid-19 pandemic. It was recommended in further research to examine other factors that were more dominant that have an association with emotional intelligence of early childhood. 

scholarly journals Neural Basis for the Relationship Between Academic Motivation and Emotional Intelligence

2016 ◽  
Vol 5 (4) ◽  
Author(s):  
Rajib Chakraborty ◽  
Rafiya Sultana
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Academic Motivation ◽  
Short Form ◽  
Neural Basis ◽  
School Students ◽  
Level Of Significance ◽  
Trait Emotional Intelligence Questionnaire ◽  
The Relationship

The present study is an attempt to provide evidence to the neural basis of the relationship between academic motivation and emotional intelligence constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the <italic>Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF)</italic>, prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic motivation and emotional intelligence in the chosen subjects.

scholarly journals Trait emotional intelligence and somatic complaints with reference to positive and negative mood

Psihologija ◽  
2013 ◽  
Vol 46 (1) ◽  
pp. 5-15 ◽  
Author(s):  
Federica Andrei ◽  
K.V. Petrides
Keyword(s):  
Emotional Intelligence ◽  
Negative Affect ◽  
Short Form ◽  
Negative Mood ◽  
Protective Role ◽  
Somatic Complaints ◽  
Trait Emotional Intelligence ◽  
Trait Emotional Intelligence Questionnaire ◽  
The Relationship

This study examined the relationship between trait emotional intelligence (trait EI) and somatic complaints after controlling for positive and negative affect (PA and NA). 362 volunteers (222 males) completed the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), the Somatic Complaint List (SCL), and the Positive Affect and Negative Affect Scales (PANAS). Results showed that high trait EI is positively correlated to PA and negatively correlated to NA and somatic complaints, but that it can predict somatic complaints over and above PA and NA. These findings highlight the protective role of trait EI in mental and physical health.

scholarly journals The Relationship between Emotional Intelligence and Complexity, Accuracy, and Fluency in EFL Learners’ Oral Performance

2018 ◽  
Vol 13 (3) ◽  
pp. 310-318 ◽  
Author(s):  
Parisa Abdolrezapour
Keyword(s):  
Emotional Intelligence ◽  
Short Form ◽  
Oral Narrative ◽  
Trait Emotional Intelligence ◽  
Oral Performance ◽  
Academic Context ◽  
Efl Learners ◽  
Efl Students ◽  
Trait Emotional Intelligence Questionnaire ◽  
The Relationship

Over the last three decades, emotional intelligence (EI) has received considerable empirical attention especially in academic context. Following this line of research, the study reported in this paper investigated the relationship between trait EI and EFL learners’ second language (L2) oral performance. A sample of 102 Iranian EFL students, all between 13 and 18 years old (approximately half male and half female), performed an oral narrative task under laboratory conditions and completed the trait emotional intelligence questionnaire-adolescent short form (TEIQue-ASF), which is used to measure global trait EI. The correlational analysis of the results indicated a positive relationship between EI and learners’ L2 oral performance as measured in terms of complexity, accuracy and fluency. Those with higher degree of EI were able to produce more accurate and complex language. The relationship between EI and fluency measures, however, did not reach significance. Findings of this study point to the importance of focusing on learners’ emotions and finding strategies to foster it. Keywords: Emotional intelligence, accuracy, complexity, fluency, language achievement

Barriers of physical activity (kinesiophobia) in patients subjected to cardiac rehabilitation

2014 ◽  
Vol 6 (4) ◽  
Author(s):  
Janusz Kocjan ◽  
Andrzej Knapik
Keyword(s):  
Physical Activity ◽  
Cardiac Rehabilitation ◽  
Short Form ◽  
Social Activity ◽  
Self Assessment ◽  
Rehabilitation Process ◽  
Sf 36 ◽  
Polish Version ◽  
High Level ◽  
The Relationship

AbstractBackground: Comprehensive cardiac rehabilitation (CR) is a process designed to restore full physical, psychological and social activity and to reduce cardiovascular risk factors. Fear of movement may contribute to the occurrence and intensification of hypokinesia, and consequently affect the effectiveness of therapy. The aim of the study was to determine the level of barriers of physical activity in patients undergoing cardiac rehabilitation. The relationship between selected determinants (age and health selfassessment) and the kinesiophobia level were also examined.Material/Methods: 115 people aged 40-84 years were examined: 50 females (x = 63.46; SD = 11.19) and 65 males (x = 64.65; SD = 10.59) - patients undergoing cardiac rehabilitation at the Upper-Silesian Medical Centre in Katowice. In the present study, the Polish version of questionnaires: Kinesiophobia Causes Scale (KCS) and Short Form Health Survey (SF-36) were used. Questionnaires were supplemented by authors’ short survey.Results: The patients presented an elevated level of kinesiophobia, both in general as well as in individual components. In women, the kinesiophobia level was higher than in men. The psychological domain was a greater barrier of physical activity than the biological one. Strong, negative correlations of psychological and biological domains of kinesiophobia to physical functioning (SF-36) were noted in women. In the case of men, correlations were weaker, but also statistically significant.Conclusions: 1. Sex differentiates patients in their kinesiophobia level 2. Poor self-assessment of health is associated with a greater intensification of kinesiophobia 3. A high level of kinesiophobia may negatively affect cardiac rehabilitation process

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