Emotional Intelligence & ICTs for Women and Equality

Gender equality is a fundamental human right and is essential for the existence of peaceful societies, with human resources that are fully utilized and sustainable development. Emotional Intelligence is not gender biased and it is an integral key to successful personal and working life. In (Drigas & Papoutsi, 2021) there was an attempt to construct a reliable and valid measurement instrument of emotional intelligence with 81 items, based on the theoretical nine-layer pyramid model of emotional intelligence. The sample was consisted of 520 teachers (129 males and 391 females) from primary and secondary school grade and the data was collected with the Nine Layer Pyramid Model Questionnaire for Emotional Intelligence. Among other results we examined gender differences in emotional intelligence. The results revealed some differences between the two genders on emotional intelligence with women scoring higher on overall emotional intelligence. This article also provides an overview of the prevailing emotional intelligence status of both sexes as it emerges through research, beliefs about emotions between women and men, and suggestions for avoiding stereotypes and proper interventions for raising emotional both men and women. Finally, a reference is made to technology in its various forms, including Information and Communication Technology (ICT), which is also associated with emotional intelligence and has great potential to empower women worldwide and promote gender equality

Validation of the South Korean Version of the Beliefs about Emotions Scale

Background Beliefs about the unacceptability of experiencing or expressing negative emotions can contribute to diverse psychological symptoms and associated with poor treatment outcomes and low treatment attempts. The Beliefs about Emotions Scale (BES) was developed to assess such beliefs based on the cognitive-behavioral models; however, no study has reported on the psychometric properties of the BES in Korea. The present study aimed to cross-culturally adapt and validate the BES for the Korean population (BES-K). Methods The BES-K was administered to 592 Korean adults (323 men and 269 women) aged 20–59 years. Exploratory and confirmatory factor analysis were used to assess the factor model of the scale. Pearson correlation coefficients were used to evaluate the relationships between the BES-K and other psychological measures. Results The result showed a two-factor model of the BES-K, with Factor 1 relating to Interpersonal and Factor 2 representing Intrapersonal aspects. The scale had significant yet moderately low correlations with measures of depression, anxiety, and difficulties in emotion regulation. Conclusion The BES-K is a useful instrument in evaluating the beliefs about emotions in the Korean population.

The Relationship between Beliefs about Emotions and Emotion Regulation: A Systematic Review

Emotion regulation is a known predictor for psychopathology and a target for treatment. A growing body of literature has examined the role of beliefs about emotions (BEs) in the emotion regulation process, yet the relationship between the two has yet to be systematically evaluated. A systematic review was conducted across five databases and 22 studies that assessed the relationship between BEs and emotion regulation were identified. The findings generally revealed a positive relationship between beliefs about the controllability and goodness of emotions and emotion regulation. There was strong evidence that beliefs about controllability were consistently associated with ‘active’ emotion regulatory strategies. This outcome has important implications for targeting change in therapy. However, further investigation is needed to establish consistent patterns regarding beliefs about the goodness of emotion and emotion regulation using longitudinal designs.

Borderline Personality Traits and Emotion Regulation Strategies in Adolescents: The Role of Implicit Theories

Borderline Personality Disorder (BPD) is associated with emotion dysregulation. The emotion regulation strategies people adopt may depend on one’s belief about emotion as either fixed or changeable (termed “implicit theory”). We test this experimentally by modifying beliefs about emotions using virtual reality (VR). A sample of 29 adolescents (ages 14–17 years) were recruited from two adolescent inpatient units for an uncontrolled pilot trial of a new brief intervention. We measured BPD traits, beliefs about emotion, treatment preference, cognitive reappraisal and rumination, before the VR game and 14–31 days later. Adolescents with higher levels of BPD traits endorsed fixed beliefs of emotion and reported higher levels of rumination and lower levels of cognitive reappraisal. After a one-time message delivered via VR, adolescents evidenced an increase in belief that their emotions were changeable. These findings suggest beliefs about emotions may have an important role in interventions for adolescents with BPD traits.

Implicit Beliefs About Emotions in Youth: Associations With Temperamental Negative Emotionality and Depression

Introduction: Individual differences in beliefs about the controllability of emotions are associated with a range of psychosocial outcomes, including depressive symptoms. Less is known, however, about factors contributing to individual differences in these beliefs. The current study examined prospective associations between negative emotionality (NE) and implicit beliefs about emotions, as well as the indirect effect of NE on depressive symptoms through implicit beliefs about emotions. Methods: In a sample of children and adolescents, NE was assessed at baseline, implicit beliefs about emotions were assessed 18 months later, and depressive symptoms were assessed at baseline and 36 months later. Results: NE was associated with implicit beliefs about emotions, and an indirect effect of NE on depressive symptoms through implicit beliefs about emotions was observed. Discussion: NE represents a salient dispositional vulnerability factor contributing to individual differences in implicit beliefs about emotions, with implications for the development of depressive symptoms in youth.

Hot Contention, Cool Abstention

This chapter presents the findings of the computational analysis. Confirming the literature on hot cognition and emotions in general, it shows that decisions to mobilize for the Arab Spring were primarily motivated by beliefs about positive emotions (solidarity, courage, hope, national pride). On the contrary, decisions to stay at home were not motivated by beliefs about emotions but instead were triggered by beliefs about living in safety, improving living conditions, and state approval. The author organizes the results around the particular findings related to protestors and non-protesters and the key antecedents of their decision to protest or stay at home.

A Mixed-Method Examination of Coaches’ Interpersonal Emotion Regulation Toward Athletes

Athletes often upregulate and downregulate pleasant or unpleasant emotions to feel or perform better (i.e., for hedonic or instrumental reasons). In addition to athletes regulating their own emotions, interpersonal emotion regulation (IER) also occurs in sports, wherein individuals attempt to regulate the emotions of others. Although previous research has examined IER between teammates, studies have rarely considered coaches’ efforts to regulate athletes’ emotions. The current mixed-method study explored coaches’ beliefs about athletes’ emotions and engagement in IER. Analysis of quantitative survey data (N = 208) and qualitative interview data (n = 10) from competitive level coaches (Mage = 44.0 ± 13.2 years) revealed that coaches perceived both benefits and detriments of various emotions, and coaches’ beliefs about emotions influenced the ways they attempted to regulate athletes’ emotions. Most coaches reported frequently engaging in affect-improving IER. Although the coaches generally opposed the idea of intentionally worsening athletes’ emotions, sometimes their feedback to athletes had the effect of worsening their emotions. Coaches also emphasized the need to consider athletes’ individual differences when engaging in IER. The current findings highlight the relevance of coaches’ IER, suggest several directions for future research, and offer useful considerations for coaches and coach education programs.