Emotional intelligence and its relation to everyday behaviour

Varieties of Happiness: Mapping Lay Conceptualizations of Happiness in a Spanish Sample

Research on lay conceptions of happiness is essential to determine what is investigated in happiness studies. Whereas psychological investigation has traditionally emphasized the importance of studying people's everyday conceptions and their relation to cultural and social factors to advance psychological theory, this line of research is still largely overlooked in the field. The Spanish context has also received very limited attention in the area. To fill these gaps, this paper examined 547 lay definitions of happiness in a sample of Spanish participants. The aims of the study were threefold. First, to map and classify the definitions elicited through an open-ended question using a bottom-up approach. Second, to analyze the relationship of happiness definitions with different sociodemographic factors. Third, to explore the relationship between happiness conceptualizations and two different happiness measures. The final classification yielded 39 codes, 15 categories, and 3 overarching types of definitions. Three main findings resulted from the study. First, happiness emerged as a highly heterogeneous concept characterized by diverse social, psychological, and theoretical descriptions. Social types of definitions stood out in the sample. Second, most definitions varied significantly with sociodemographic factors. Third, happiness scores tended to show no significant association with happiness definitions. Implications derived from these results were discussed. Altogether, the paper highlights the value of exploring lay conceptions of happiness to advance toward a more comprehensive and fine-grained understanding of what happiness means for -and, to a certain extent, of how it is experienced by- people of different cultural backgrounds and social settings.

Emotional intelligence, workplace conflict and job burn-out among critical care physicians: a mediation analysis with a cross-sectional study design in Egypt

OBJECTIVES

This study aimed to examine the association between the effect of emotional intelligence on job burn-out and the mediating effect of workplace conflict management among critical care physicians.

DESIGN AND SETTING

A cross-sectional study design was deployed.

PARTICIPANTS

The studied sample comprised 144 critical care physicians working at two Egyptian tertiary care public hospitals.

MEASURES

The participants' responses to three questionnaires were studied, including the Maslach Burnout Inventory, the Emotional Intelligence Questionnaire and the Conflict Management Formative Questionnaire, in addition to assessing coenzyme Q10 (CoQ10) levels.

RESULTS

Among the anaesthesiologists and critical care specialists examined, burn-out was reported by 63.9% of them. The findings of this study indicated that emotional intelligence played a notable role in predicting job burn-out, with a negative impact. Further analysis revealed that workplace conflict management acted as a mediator between emotional intelligence and the three components of job burn-out. Additionally, age and years of experience were found to have a negative correlation with burn-out and a positive correlation with conflict management. Furthermore, CoQ10 levels showed a negative correlation with burn-out, while displaying positive correlations with emotional intelligence and conflict management.

CONCLUSION

Conflict management acted as a mediator in reducing burn-out by demonstrating a significant negative relationship between emotional intelligence and burn-out. Initial findings indicated that possessing good emotional intelligence and conflict management skills had a positive influence on the immune system, as evidenced by higher CoQ10 levels. However, burn-out had the opposite effect, depleting the body's CoQ10 stores and negatively impacting immune-protective mechanisms. Therefore, it is crucial to implement emotional management educational programmes and update educational policies and pedagogical practices to enhance the emotional capabilities of healthcare providers, especially in demanding fields like critical care, to effectively address conflicts.

The level of emotional intelligence among Saudi nursing students: A cross-sectional study

Background

Emotional intelligence is an individual's capacity to comprehend, use, and control their own emotions to communicate and connect with people successfully. The emotional intelligence level among nursing students indicates their ability to regulate their emotions, possess self-awareness, demonstrate empathy, have motivation, and display social skills, impacting how they adapt during their education and preparation for nursing care. However, studies investigating emotional intelligence in the Saudi Arabian context are scarce.

Objective

This study aimed to evaluate the degree of emotional intelligence and its differences according to sociodemographic variables among nursing students in Saudi Arabia.

Methods

A cross-sectional study was undertaken with 322 nursing students conveniently selected at Majmaah University, Saudi Arabia. Data were collected between May and June 2023 utilizing the Schutte Self-Report Emotional Intelligence Test (SSEIT). Descriptive statistics, such as mean, standard deviation, frequency, and percentage, independent t-test, and one-way ANOVA were used for data analysis.

Results

Most of the students had emotional intelligence levels ranging from moderate to high (96.6%). There were significant differences in emotional intelligence levels according to the age of students, gender, year of study, marital status, mother's education, physical and psychological health, and grade point average (p <0.05).

Conclusion

The study findings may offer valuable insights for nursing educators in universities, emphasizing the importance of enhancing emotional intelligence and integrating it into nursing curricula. Additionally, it highlights the need to develop effective strategies and training sessions and workshops according to sociodemographic factors to enhance emotional intelligence levels among nursing students.

The Meso-Expression Test (MET): A Novel Assessment of Emotion Perception

Emotion perception is a primary facet of Emotional Intelligence (EI) and the underpinning of interpersonal communication. In this study, we examined meso-expressions-the everyday, moderate-intensity emotions communicated through the face, voice, and body. We theoretically distinguished meso-expressions from other well-known emotion research paradigms (i.e., macro-expression and micro-expressions). In Study 1, we demonstrated that people can reliably discriminate between meso-expressions, and we created a corpus of 914 unique video displays of meso-expressions across a race- and gender-diverse set of expressors. In Study 2, we developed a novel video-based assessment of emotion perception ability: The Meso-Expression Test (MET). In this study, we found that the MET is psychometrically valid and demonstrated measurement equivalence across Asian, Black, Hispanic, and White perceiver groups and across men and women. In Study 3, we examined the construct validity of the MET and showed that it converged with other well-known measures of emotion perception and diverged from cognitive ability. Finally, in Study 4, we showed that the MET is positively related to important psychosocial outcomes, including social well-being, social connectedness, and empathic concern and is negatively related to alexithymia, stress, depression, anxiety, and adverse social interactions. We conclude with a discussion focused on the implications of our findings for EI ability research and the practical applications of the MET.

Cross-sectional study of the relationship between trait emotional intelligence and career adaptability of Chinese youths

BACKGROUND

Young people often experience dramatic changes, both psychologically and physically, as they are transiting from students to working adults. However, there is still a lack of empirical studies on the relationship between the trait emotional intelligence and the career adaptability of youths in the Asia-Pacific region. This research examines that relationship in Chinese youths in Hong Kong.

METHOD

Cross-sectional data (N = 500) was collected from two universities in 2019 and 2020. The 2019 sample was made up of 256 Chinese university students (117 males, 139 females; ages 21-25). The 2020 sample included 244 Chinese university students (132 males, 112 females; ages 21-25). The participants were asked to complete the Wong and Law Emotional Intelligence Scale (WLEIS) to evaluate their emotional intelligence in the domains of self-emotion appraisal, other people's emotion appraisal, regulation of emotion, and use of emotion. Participants completed the Career Adapt-Abilities Scale (CAAS) to assess their career adaptability in the areas of concern, control, curiosity, and confidence.

RESULTS

All domains of trait emotional intelligence were positively associated with career adaptability. Multiple Regression analysis showed that self-emotion appraisal and appraisal of other people's emotional were the most predictive factors in terms of career adaptability. Together, these two dimensions of emotional intelligence explain 12.5%, 26.2%, 13.4% and 69.4% respectively of the variance in students' concern, control, curiosity, and confidence in relation to career adaptability.

CONCLUSION

The results highlight the importance of emotional intelligence in career adaptability. It is thus of value to study further whether career adaptability of young people may improve if emotional intelligence is incorporated into the student curriculum. The findings offer valuable insights for educators and teachers who are responsible for well-rounded development of students, and will thereby foster healthy lifestyles, stable emotional well-being and greater career adaptability in adolescents.

Does clinical training improve mentalization skills in future therapists? A comparison of first and last year students of clinical psychology and of engineering

Objective

Mentalization has been suggested as a therapist skill that might be important for therapeutic success. The aim of this study was to explore whether the mentalization capacity of students of clinical psychology differs from other students, and whether last-year students differ from first-year students.

Method

A total of 297 students participated in this study, recruited from first and last years of psychology and engineering study programs. All participants filled out the MentS, a self-report measure of mentalization capacity.

Results

No significant differences were found in self-reported mentalization capacity between first and last year students of clinical psychology. The results did however show that first year students of psychology had significantly higher self-reported mentalization skills compared to students of engineering, and higher MentS-scores were associated with gender (female) and higher age.

Conclusion

The finding that students of clinical psychology rate themselves as having a higher capacity to mentalize compared to students of engineering might suggest that individuals with a higher capacity to mentalize are more likely to engage in clinical psychology and become therapists. However, the lack of significant difference in self-reported mentalization capacity in last year students of clinical psychology compared to first year students might indicate that the Norwegian education in clinical psychology does not succeed in enhancing mentalization in future therapists. Clinical psychology study programs might benefit from targeted mentalization training.

Exploring two models of emotion regulation: how strategy use, abilities, and flexibility relate to well-being and mental illness

BACKGROUND AND OBJECTIVES

The process model of emotion regulation (ER) focuses on strategies used to manage emotions, while the abilities model emphasizes the extent one adaptively responds to negative emotions. We sought to clarify the relationships between components of ER based on both of the abilities (i.e., dysregulation) and process (i.e., strategy use) models, as well as ER flexibility (i.e., choosing the optimal strategy for a given situation) with well-being (happiness, flourishing), internalizing symptoms (depression, anxiety), and disordered eating. Gender differences were explored.

DESIGN AND METHOD

Participants included 612 undergraduate students (M_age = 20.24) who completed questionnaires measuring ER, well-being, and mental illness. Structural equation modeling was used on cross-sectional data to explore the associations between ER and psychological outcomes.

RESULTS

Dysregulation was associated with reduced well-being and greater psychopathology. In terms of strategy use, reappraisal was related to greater well-being and fewer internalizing symptoms, while the opposite relationships were found for suppression. Suppression was also linked to disordered eating. ER flexibility was related to well-being for men only. Further, dysregulation had the largest association with all outcomes.

CONCLUSIONS

Findings suggest that ER abilities may underlie other components of ER and are most central to mental health and illness.

Emotional Intelligence among Nursing Students: Findings from a Longitudinal Study

Emotional intelligence is an important factor for nursing students' success and work performance. Although the level of emotional intelligence increases with age and tends to be higher in women, results of different studies on emotional intelligence in nursing students vary regarding age, study year, and gender. A longitudinal study was conducted in 2016 and 2019 among undergraduate nursing students to explore whether emotional intelligence changes over time. A total of 111 undergraduate nursing students participated in the study in the first year of their study, and 101 in the third year. Data were collected using the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and Schutte Self Report Emotional Intelligence Test (SSEIT). There was a significant difference in emotional intelligence between students in their first (M = 154.40; 95% CI: 101.85-193.05) and third year (M = 162.01; 95% CI: 118.65-196.00) of study using TEIQue-SF questionnaire. There was a weak correlation (r = 0.170) between emotional intelligence and age measuring using the TEIQue-SF questionnaire, and no significant correlation when measured using SSEIT (r = 0.34). We found that nursing students' emotional intelligence changes over time with years of education and age, suggesting that emotional intelligence skills can be improved. Further research is needed to determine the gendered nature of emotional intelligence in nursing students.

A world of opportunity: A top-down influence of emotional intelligence-related contextual factors on employee engagement and exhaustion

Despite continuing interest in the impact of employees' emotional intelligence (EI) in explaining for their engagement and emotional exhaustion, there are still large gaps in our understanding of the role played by contextual EI-related factors, such as an EI-related organizational culture and supervisors' emotionally intelligent behavior (EIB). This two-study research approaches EI from a macro-level perspective, attempting to address three objectives: (1) to develop and define a theoretical concept of EI-supportive organizational culture, (2) to develop and validate measures of organizations' EI-related values and practices, and (3) to investigate their top-down effect on employee engagement and exhaustion, via supervisor EI-related behavior. In the first study, we conceptualize and develop measures of perceived EI-related organizational values and human resource management (HRM) practices, as separate yet related dimensions of organizations' EI-related culture, and test their validity. In the second study, we build on the job demands-resources (JD-R) theory and Ability-Motivation-Opportunity (AMO) framework to develop and test a model of the process links between perceived EI-related values and HRM practices and employee engagement and exhaustion, using a large sample of employees across industries in the USA workforce (N = 12,375). In line with our hypotheses, the findings suggest that EI-supportive HRM practices have a top-down effect on employee engagement and exhaustion via supervisor EIB, whereas low regard for emotions values has a top-down effect on employee exhaustion via supervisor emotional misbehavior. Results are discussed in the context of the JD-R theory, AMO framework, and the EI literature.

Impact of emotional intelligence and personality traits on managing team performance in virtual interface

This research paper explores the implications of emotional intelligence and the Big Five personality model on virtual team effectiveness. It illustrates how emotional intelligence and Big Five personality traits help team members better understand interpersonal relationships and develop constructive virtual teams. The widespread use of virtual team meetings for collaborative work over in-person interaction with diverse personalities creates discord and trust among team members, limiting overall productivity. A quantitative analysis approach is used, with hypotheses tested and a series of multiple linear regression analyses performed on data collected from relevant industries using convenient sampling. The findings show that the Big Five personality affects the virtual team's trust and collaboration parameters. However, the relationship between personality traits and team effectiveness is mediated by emotional intelligence. Also, it is explored that having control over emotional intelligence or developing emotional intelligence would improve team performance while managing and working with a diverse group of people.

Effectiveness of school-based emotional education program: a cluster-randomized controlled trial

OBJECTIVES

The acquisition of emotional competencies through emotional education programs improves both short- and long-term health outcomes. The 1,2,3,emoció! program directed at children aged 3-5 years aims to promote health through the development of emotional competencies. This study evaluated the effectiveness of the program during its first year of implementation.

STUDY DESIGN

Cluster randomized trial.

METHODS

The information sources were an ad-hoc questionnaire to evaluate emotional competencies and focus group discussions with the teachers implementing the program. For the quantitative data analysis, we compared mean emotional competencies scores pre- and postintervention for the intervention group and the comparison group. We also conducted a multilevel regression with repeated measures, adjusted by sociodemographic variables and stratified by gender and school year. For the qualitative data, we performed a thematic content analysis.

RESULTS

The sample consisted of 2625 children (48.4% girls and 49.2% intervention group). Emotional competencies improved in both groups after the school year (P-value < 0.001), but the increase was greater in the intervention group. The multilevel analysis showed an improvement in the final scores attributed to the intervention, especially for those in the first year of preschool [boys: 12.33 points (95% CI 5.51-19.15), girls: 9.66 points (95% CI 3.36-15.96)]. The thematic content analysis also highlighted enhanced emotional competencies in the intervention group. The final scores did not vary by sociodemographic variables.

CONCLUSIONS

The 1,2,3,emoció! program had a positive effect on emotional competencies among children, with effectivity being higher among younger children.

The Effect of Trait Mindfulness on Subjective Well-Being of Kindergarten Teachers: The Sequential Mediating Roles of Emotional Intelligence and Work–Family Balance

Purpose

Teaching is a tough and stressful profession. Teachers’ pressure and job burnout have become a common and serious problem, which makes teachers’ subjective well-being feel a serious impact. The kindergarten environment is challenging and unique. The educational objects faced by kindergarten teachers are usually immature, which brings challenges to the teaching of kindergarten teachers. At the same time, in China, kindergarten teachers also need to undertake daily administrative management and other tasks. Therefore, focusing on the subjective well-being of kindergarten teachers in developing countries during the stage of the COVID-19 pandemic has important implications for promoting teacher well-being globally.

Patients and Methods

The study included 321 kindergarten teachers from 13 kindergartens in Jinan, Shandong Province, China. A cross-sectional study design was used with a cluster random sampling technique. For the present study, Five-Factor Mindfulness Questionnaire, Emotional Intelligence Scale, Work–Family Balance Scale and Subjective Well-being Scale were utilized.

Results

Findings of the study show that trait mindfulness can directly predict subjective well-being. Emotional intelligence played a mediating role in the relationship between trait mindfulness and subjective well-being. Work–family balance played a mediating role between trait mindfulness and subjective well-being. Emotional intelligence and work–family balance play a sequential mediating effect between trait mindfulness and subjective well-being.

Conclusion

This study explores the influence mechanism of trait mindfulness on kindergarten teachers’ subjective well-being from the perspective of metacognition. An important conclusion of this study is that emotional intelligence and work–family balance play a sequential mediating effect between trait mindfulness and subjective well-being. We believe the findings of this study have important implications for enriching existing theory and educational practice. This finding has important implications for improving the subjective well-being of kindergarten teachers in developing countries, especially in the context of the current severe impact of the COVID-19 pandemic on education systems.

The Influence of Emotional Intelligence on Job Burnout of Healthcare Workers and Mediating Role of Workplace Violence: A Cross Sectional Study

Objective

Globally, reducing job burnout among healthcare workers is considered a basic healthcare policy goal. Emotional intelligence, as an essential protective factor against psychosocial risks and a measurable positive psychological resource, still receives less attention in the process of reducing job burnout among healthcare workers. This study aims to explore the level of job burnout among healthcare workers who are victims of workplace violence in China, to examine the influence of emotional intelligence on job burnout among healthcare workers, and to verify the mediating role of workplace violence; furthermore, providing a new perspective for health organizations and hospital administrators in order to relieve the level of job burnout and workplace violence among healthcare workers.

Methods

A cross-sectional study was used to collect data from six tertiary public hospitals in three provinces (cities) in Eastern (Shandong and Tianjin) and Western (Gansu) China in 2018, which are large healthcare sites providing care to patients upon referral from primary and secondary hospitals. A total of 2,450 questionnaires were distributed, with 2,061 valid questionnaires and a valid return rate of 88.95%. Of these, 825 healthcare workers had experienced workplace violence, accounting for 40.03% of the sample. A descriptive analysis, univariate analysis, Pearson correlation analysis, and mediated regression analysis were used to assess the level of job burnout among healthcare workers who are victims of violence, the effect of emotional intelligence on job burnout, and the mediating role of workplace violence.

Results

The mean job burnout score of the healthcare personnel who were victims of violence was 35.56, with 70% suffering from moderate and high burnout. The emotional intelligence of healthcare workers is significantly negatively correlated with the degree of job burnout (Emotional exhaustion: r = 0.18, p < 0.01, Depersonalization: r = 0.24, p < 0.01, Reduced personal achievement: r = 0.24, p < 0.01) and workplace violence frequency (r = −0.22, p < 0.01). Further, workplace violence has a partial mediating effect on emotional intelligence and the two dimensions of job burnout (emotional exhaustion and depersonalization).

Conclusions

This study is the first to combine emotional intelligence level, experiences of workplace violence, and job burnout levels of healthcare workers. We suggest that improving the emotional intelligence of healthcare staff has practical significance in reducing the level of job burnout directly and will reduce the incidence of burnout by reducing the frequency of violence (especially for emotional exhaustion and depersonalization). We provide specific and effective strategies for developing and guiding healthcare workers in the healthcare sector based on emotional intelligence.

The Scoring Challenge of Emotional Intelligence Ability Tests: A Confirmatory Factor Analysis Approach to Model Substantive and Method Effects Using Raw Item Scores

The internal structure of ability emotional intelligence (EI) tests at item level has been hardly studied, and if studied often the predicted structure did not show. In the present study, an a priori model for responses to EI ability items using Likert response scales with a Situational Judgement Test (SJT) format is investigated with confirmatory factor analysis. The model consists of (1) a target EI ability factor, (2) an acquiescence factor, which is a method factor induced by the Likert response scales, and (3) design-based error covariances, which are induced by the SJT format. It is investigated whether this a priori model can account for the observed associations between the raw item responses of the Components of Emotion Understanding Test-24 (CEUT-24). The CEUT-24 is a new test developed to assess emotion understanding, a key aspect of the EI ability construct, based on the componential emotion framework. The sample consisted of 1184 participants (15–22 years old) from four European countries (United Kingdom, Belgium, Germany, and Spain) speaking four different languages (English, Dutch, German and Spanish). Findings showed that the a priori model fitted the data well in all four languages. Furthermore, measurement invariance testing gave evidence for a well-fitting configural, metric, and partial scalar invariance model. The conclusion is that within a regular CFA framework using raw observed items responses, method factors (acquiescence response style and scenario induced variance) can be disentangled from the targeted EI ability factor.

Exploring the Domain of Emotional Intelligence in Organizations: Bibliometrics, Content Analyses, Framework Development, and Research Agenda

Emotion is a kind of micro foundation that can affect human behaviors even in the digital era. Emotional intelligence (EI) is an important psychological factor that affects the growth and development of organizations from the view of emotion. Based on current bodies of literature, a comprehensive review of EI can contribute to its theory development in organization research and facilitate EI research burgeoning. We visualize the landscape of EI by analyzing 1,996 articles with CiteSpace their concepts, dimensions, and measurement. We propose two specific mechanisms, which clarify how individuals with high EI use emotional information to influence themselves and others. Following this, we develop a theoretical framework of EI at levels of individual, team, and organization. Finally, future directions and research agenda are addressed. This research contributes to the literature of EI and provides practical insight for practitioners.

Exploring the Relationship Among Teacher Emotional Intelligence, Work Engagement, Teacher Self-Efficacy, and Student Academic Achievement: A Moderated Mediation Model

In recent years, many studies have been done to identify the factors that affect teacher emotions at schools. However, the empirical evidence on how teachers' emotions influence students' outcomes and performance is not extensive. Against this background, this study explored the correlation between teacher EI and student academic achievement and possible mechanisms may lie in this relationship. A sample of 365 Chinese teachers from 25 public middle schools participated in this study by completing measurements of teacher EI, teacher work engagement, and teacher self-efficacy. The student academic achievement was assessed by the grades of the previous term (February to June 2020) reported by the students. The results indicated that teacher work engagement partially mediated the path from teacher EI and student academic achievement. Moderated mediation further showed that teachers with high self-efficacy had a more significant positive impact on the relationship between teacher work engagement and student academic achievement than teachers with low self-efficacy. The limitations of this study were also discussed.

Child Sleep Problems Affect Mothers and Fathers Differently: How Infant and Young Child Sleep Affects Paternal and Maternal Sleep Quality, Emotion Regulation, and Sleep-Related Cognitions

PURPOSE

Problems in infant and young child sleep can represent a serious challenge to parental behavior of mother and father. However, most research about the effect of infant and young child sleep on parenting has focused on mothers. Therefore, the present study aimed to explore the perception and consequences of infant and young child sleep problems of both parents.

PARTICIPANTS AND METHODS

Participants were recruited via random sampling at, eg, kindergartens in North Rhine Westphalia. The sample includes data of heterosexual German-speaking couples with children without any medical or psychopathological problems. For this study, parents were asked to complete the test battery with regard to their youngest child. As sampling was via the kindergarten, the range of child age was 4-68 months. A survey assessed data of parents (N=196, 46% female). The test battery contained the following questionnaires: Children Sleep Habits Questionnaire (CSHQ), Pittsburgh Sleep Quality Index (PSQI), Self-Report Measure for the Assessment of Emotion Regulation Skills (SEK-27), and a German version of the Infant Sleep Vignettes Interpretation Scale (ISVIS). For the outcome variables of parental sleep as well as for parental emotional competence, the statistical tests of ANOVA were used, and for parental sleep-related cognitions with the grouping variables of infant and young child sleep as well as parental gender, a MANOVA was used. According to the analysis of group differences, the age of the child was also included additional to the grouping variable of parental gender and children's sleep.

RESULTS

Mothers and fathers in this sample were equally aware of their children's sleep problems and reported similar sleep quality and emotion regulation themselves (all p > 0.05). Mothers as well as fathers of children with sleep problems had lower parental sleep quality (F(1, 183) = 110.01, p < 0.001) and emotion regulation (F(1, 184) = 143.16, p < 0.001) compared to parents of children without sleep problems. In children under 26 months of age, the child's age seemed to have less negative impact on the father's sleep quality (F(1, 183) = 5.01, p < 0.001) and emotion regulation (F(1, 184) = 0.72, p < 0.05) than on the outcomes of the mother. With regard to sleep-related cognition, there were statistically significant effects of parental gender (F(2, 185) = 44.39, p < 0.001) and interaction effects of parental gender × child sleep problems observed (F(2, 185) = 31.91, p < 0.001).

CONCLUSION

The conclusion from this survey refers to the role of the father. According to the results, an association between paternal emotional competence, sleep quality as well as their sleep-related cognitions and infants and toddlers sleep behavior could be assumed in addition to and independent of the results of mothers. We would highlight the urgent need of inclusion of fathers in infant and developmental sleep research. In the context of sleep intervention, both parents should be provided with ongoing support to improve their sleep quality and competence in emotion regulation.

Emotional intelligence in incarcerated sexual offenders with sexual sadism

Emotional intelligence (EI) is defined by the ability to perceive, manage, and reason about emotions in oneself and others. Studies have reported deficits in EI abilities among certain antisocial populations such as individuals with psychopathy, and enhanced performance among sexual offenders. Despite EI's relevance to offending behaviour, the association between EI and paraphilic offending has been under-studied. We examined the association between EI, sexual offending, and sexual sadism in 80 incarcerated men with sexual offenses and 207 incarcerated men with non-sexual offences. EI was assessed using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Sadism was measured using the Severe Sexual Sadism Scale (SeSaS). Results showed that SeSaS scores were positively associated with Strategic EI (the ability to understand and manage emotions), but were not significantly related to Experiential EI. This may reflect core characteristics of sexual sadism including domination and manipulation, challenging the prevalent notion that higher EI is invariably positive.

The relationship of narcissism with tendency to react with anger and hostility: The roles of neuroticism and emotion regulation ability

The present study examined the relationship of grandiose and vulnerable narcissism with dispositional anger and hostility. We investigated the roles of neuroticism, emotional intelligence, and gender in this relationship, using a sample of 405 participants. The results indicated that vulnerable narcissism was associated with a higher tendency toward anger and hostility, and that neuroticism accounted for a large part of this association. Poor emotion managing, known as strategic emotion regulation ability, also played a role in hostility related to vulnerable narcissism, especially among men. When emotional stability was controlled for, grandiose narcissism showed links to anger and hostility. We concluded that high neuroticism and poor emotion regulation abilities among vulnerable narcissists contribute to increased anger/hostility, whereas emotional stability likely protects grandiose narcissists against these internal aspects of aggression. The significant relationships between both forms of narcissism with aggression, remaining after neuroticism and emotion regulation were accounted for, suggest that there is another underlying source of this link. Finally, we found that controlling for interindividual differences in neuroticism significantly increased the relationship between vulnerable and grandiose narcissism, suggesting the existence of the common core of narcissism.

The Role of Gender in the Association Among the Emotional Intelligence, Anxiety and Depression

Recent epidemiological data show an increase of depression and anxiety that cause a loss of about 3-4% of the gross domestic product in Europe, as a consequence of a reduced productivity and a premature death of people. Gender differences in both psychopathologies were found from mid-to-late adolescence until 55 years, and data indicate an increase of depression in women. Considering these data, new interventions focused on promoting psychological well-being were designed. A predictive factor of psychological disorders is Emotional Intelligence (EI), the ability to understand and regulate our own emotions, as well as those of others. EI is associated with psychological well-being, as well as with the treatment of mental illness, but gender differences in the association among EI, anxiety and depression remains unclear. The present study aims at analyzing the nomological associations among EI, anxiety and depression. Furthermore, the possible moderating role of gender in the relation between EI, depression and anxiety is investigated in a sample of 1725 healthy participants. Our results show that the ability to recognize and to control emotions in the social context helps us to reduce the risk to be affected by depression and anxiety. Moreover, our study shows that the association of EI with anxiety and depression wasn't gender moderated. In conclusion, the findings highlight that EI can help people to manage emotions linked to negative events and to successfully understand emotions in others. In addition, we found no moderation role of gender in the association between EI, anxiety and depression.

Emotional Intelligence and Prosocial Behavior in College Students: A Moderated Mediation Analysis

This study examined the relationship between emotional intelligence (EI) and prosocial behavior (PSB) and constructed a model for their interaction by examining the mediating effect of social support (SS) and the moderating effect of self-esteem (SE) in this relationship. A total of 742 college students aged from 18 to 20 in Northeast China (M age =19.42 ± 0.53 years) completed a survey measuring the Emotional Intelligence Scale, Prosocial Tendencies Measurement Scale-Chinese Version, Perceived Social Support Scale, and Self-Esteem Scale. The results showed that: (1) EI positively predicted PSB; (2) SS partially mediated the relationship between EI and PSB; and (3) SE moderated the direct effect of EI on PSB and the relationship between SS and PSB. That is, when the SE of college students was higher, the effect of SS in promoting PSB was enhanced. Therefore, our results suggested that under the influence of both internal and external factors, there is an indirect effect of EI on PSB. This finding may potentially provide a theoretical basis for designing college students' mental health courses and cultivating PSB in college.

Psychological States and Training Habits during the COVID-19 Pandemic Lockdown in Spanish Basketball Athletes

The outbreak of the COVID-19 pandemic and the resulting restrictions designed to slow the spread of infection greatly disrupted people’s lives. The present study aimed to investigate the impact of lockdown on the psychology, training, and sleep habits of a cohort of basketball players. An online survey involving 169 professional and amateur athletes was conducted using four validated psychological questionnaires (WLEIS-S, POMS, BRS, SMS-II) and a Likert scale to measure the rating of perceived exertion (RPE) and training variables. Gender differences in fatigue (p = 0.022); friendships (p = 0.017); others’ emotional appraisal (p < 0.001); and resilience (p = 0.031) were apparent, with higher values for women in all categories bar resilience. Comparisons before and during the lockdown revealed that all participants reduced their RPE (p < 0.001); training days (p = 0.004); and training hours (p < 0.001), and experienced a decline in the quality of sleep (p < 0.001). Sleep hours (p < 0.001) increased during lockdown. The professionals and females maintained their training days (p > 0.05), while the non-professionals and males did not. Psychological states during lockdown were a predictor of the differences in training and recovery variables. In situations where training and competition are limited, it is important to develop plans to maintain physical activity, good quality sleep, and promote greater emotional management and understanding to control negative moods.

Emotional Intelligence and Pro-Social Behavior as Predictors of Academic Achievement Among University Students

This journal article was primarily carried out to pinpoint whether emotional intelligence and pro-social behavior predicts academic achievement of University students. To achieve this, data was gathered from 111 (m = 50, F = 53) students by using stratified simple random sampling technique. As the results of Pearson correlation coefficient showed that, there was statistically significant positive association between emotional intelligence and pro-social behavior. However, it was found that there was no relationship between emotional intelligence and academic achievement. On the other hand, there was a statistically significant negative correlation between pro-social behavior and academic achievement of students. Findings from multiple regression indicated that, emotional intelligence predicted pro-social behavior of students, whereas, emotional intelligence didn't predict academic achievement of students. On the other hand, pro-social behavior negatively and significantly predicted academic achievement of students. Besides, there was no significant gender difference in emotional intelligence and pro-social behavior. However, there was statistically significant disparity amidst male and female students in academic achievement and male students exceed female counterparts in general level of academic performance. As one sample t-test result depicted, Majority of students have high level of emotional intelligence, pro-social behavior and academic performance. The researcher forwarded the following recommendations for instructors, the university management and Medias. Socio-emotional training's should be provided to students, intensive studies should be conducted on this topic, teachers of the university should advocate the importance of emotional intelligence and pro-social behavior in the class room, the university and broadcasting Medias should give attention for the topic.

A Feasibility Study on an Ultra-Brief Intervention for Improving Freshmen's Emotional Intelligence

In 1990, Salovey and Mayer introduced emotional intelligence (EI). Thirty-one years later, a proliferation of interventions to improve people's EI has taken place. A literature review of studies focused on enhancing the EI of college students revealed a notable gap. When educational material for training sessions included all of the skills in an EI model, researchers usually utilized lengthy durations (i.e., 11-56 h). Few successful investigations employed an ultra-brief (i.e., ≤1 h) approach. The present study examined the feasibility of training using a minimalistic timeframe and a sample of freshmen; their transitional challenges from high school to college mark them as an appropriate target population. Employing a quasi-experimental one-group pretest-posttest design, the recruited participants (n = 75) experienced an ultra-brief intervention highlighting the complete skill-set in the Ability Emotional Intelligence model. Findings from a one-way repeated measures MANOVA indicated improvement transpired in two of four MSCEIT scores (i.e., perception and facilitation). The merit of the present study is delineated using Orsmond and Cohn's five objectives for feasibility investigations. In addition, implications of the results and possible applications are proposed.

The Moderating Effect of Emotional Intelligence on Problematic Internet Use and Cyberbullying Perpetration Among Adolescents: Gender Differences

A large body of literature has identified the problematic Internet use as a risk factor for cyberbullying perpetration. Nevertheless, the studies on protective factors that may moderate this relationship are still scarce. The purpose of the present study was to examine if the emotional intelligence is a moderator in the relationship between problematic Internet use and cyberbullying perpetration. A total of 2039 Spanish adolescents between 12 to 18 years filled out three self-report questionnaires to evaluate these variables. Results indicated that cyberbullying perpetration was positively associated with problematic Internet use and negatively with emotional intelligence. On the other hand, problematic Internet use was negatively related to emotional intelligence, being this relationship stronger in girls. With respect to the possible buffering effect, emotional intelligence moderated the relation between problematic Internet use and cyberbullying perpetration in boys, especially at lower levels. These findings suggest that emotional intelligence is a personal resource which have an important protective role for the problematic Internet use in adolescents. Implications for the preventive interventions of cyberbullying perpetration are discussed.

Personal Variables of Protection against Cannabis Use in Adolescence: The Roles of Emotional Intelligence, Coping Styles, and Assertiveness as Associated Factors

(1) Background: Many public bodies have warned of the increased consumption of cannabis, particularly among adolescents. From the Positive Youth Development approach, the promotion of personal protective factors takes on special importance against some risks, such as the consumption of addictive substances. (2) Methods: This research is one of the first to study the role of trait and ability emotional intelligence in relation to cannabis use and with respect to other personal variables of protection, such as coping styles and assertiveness. For this purpose, a final sample of 799 schoolchildren was obtained. (3) Results: After controlling for age and gender, the results of the regression analyses revealed that emotional perception, emotional facilitation, emotional clarity, emotional repair, active coping style, and assertiveness were inversely and significantly associated with cannabis use behaviors. On the other hand, the emotional attention and avoidant coping style factors were positively and significantly associated with these behaviors. (4) Conclusions: These findings provide new evidence that could be useful in terms of guiding health-promoting clinical and educational interventions at an early age.

Relationship between Emotional Intelligence, Sleep Quality and Body Mass Index in Emergency Nurses

Nurses have long working hours with high psychological burdens. In addition, in the emergency department, nurses are required to quickly adapt emotionally. The aim of this study was to describe and relate emotional intelligence (EI) skills of emergency nurses, their body mass index (BMI) and sleep quality. For this purpose, a cross-sectional was carried out in which the perceived emotional intelligence test and the Pittsburgh sleep quality index were applied. Sixty-two emergency nurses (48 women and 14 men) participated. The results indicated that the majority of them present adequate levels of EI, with no differences by gender. Younger nurses showed a better ability to feel, express and understand emotional states than the older ones, while the ability to regulate emotional states occurred in the opposite way. Nurses who have been working for several years showed a better ability to regulate emotions than those with less experience. Those who were overweight grade II and obese type I expressed their feelings better, also the regulation of emotional states decreased as weight increased. Finally, it has been observed that the quality of sleep of emergency nurses is significantly altered, and that this lack of sleep may affect their ability to process emotions.

Relationship between emotional intelligence and empathy towards humans and animals

Previous research has highlighted that Emotional Intelligence (EI) is related to an array of positive interpersonal behaviours, including greater human empathy. Nonetheless, although animals are an integral part of our lives, there is still a lack of clarity regarding the way in which EI relates to empathy towards animals. The aim of this study was to investigate the relationship between EI and empathy towards humans and animals. We used the Trait-Meta Mood Scale to assess EI, the Interpersonal Reactivity Index to assess empathy for humans, and the Animal Empathy Scale to assess empathy for animals. Our findings revealed a positive relationship between empathy for humans and animals. The results also supported the idea that EI is positively related to empathy for humans, while the relationship between EI and empathy for animals was dependent on whether or not the participants had experience with pets. In addition, multiple regression analysis showed that the variables that best predicted empathy for animals were having a pet (or not), age, gender and human empathic concern. Finally, the relationship between human empathic concern and empathy for animals was stronger in participants who had pets. These findings provide a better understanding of the mechanisms underlying empathic behaviour and suggest that empathy for humans and animals can be influenced by different factors. Limitations and future lines of research are discussed.

The Learning to Be Project: An Intervention for Spanish Students in Primary Education

Despite the emphasis placed by most curricula in the development of social and emotional competencies in education, there seems to be a general lack of knowledge of methods that integrate strategies for assessing these competencies into existing educational practices. Previous research has shown that the development of social and emotional competencies in children has multiple benefits, as they seem to contribute to better physical and mental health, an increase in academic motivation, and the well-being and healthy social progress of children. This study aims at assessing the possible changes in children's self-esteem, socio-emotional competencies, and school-related variables after participating in the Learning to Be project (L2B) project. Methods: This quasi-experimental study included an intervention group (L2B) and a control group. The participants were 221 students in primary education (55.2% girls) between the ages of eight and 11 (M = 9.31; SD = 0.89). The L2B intervention program took place over a period of 5 months. The assessment was carried out twice, before and after the intervention through three main evaluation instruments: the Rosenberg's Self-Esteem questionnaire, the Socio-Emotional competence questionnaire (SEQ), and self-report scales for measuring school difficulties, school engagement, opinions about school, and school absence. Ten schools from different Spanish provinces participated. Results: The results indicate that those participants in the experimental group show higher self-esteem, better responsible decisions, and higher self-awareness than those in the control group. There were no other statistical differences between groups. Conclusions: The results of this work suggest that the implementation of the L2B program did not improve social and emotional competencies in primary school students. Further research related to how include formative assessment in SEL programs is needed.

Emotion Regulation Ability: Test Performance and Observer Reports in Predicting Relationship, Achievement and Well-Being Outcomes in Adolescents

This paper examines emotion regulation defined as one of the components of emotional intelligence ability and tests how emotion regulation predicts academic achievement, relationship quality, and affective well-being outcomes in adolescents. Specifically, we examine two ways of measuring emotion regulation ability—using performance test scores and through knowledgeable informant observations (teachers). While previous research supports the predictive validity of performance on ability tests of emotion regulation observer reports of emotion regulation have not received much empirical attention. In a sample of high school students, we test whether performance-tested and observer-assessed emotion regulation ability predict a range of outcomes beyond the Big Five personality traits and gender and whether the two measures of emotion regulation ability predict outcomes independently. Our hypotheses are supported for outcomes of relationship quality and academic achievement, but not for affective well-being outcomes. We discuss the implications for assessment of emotion regulation ability and the nature of outcomes predicted by emotion regulation ability.

DIFERENCIAS POR SEXO, EDAD Y GRADO ESCOLAR EN LA SOCIALIZACIÓN EN NIÑOS

RESUMEN El presente estudio tuvo como objetivo establecer las diferencias en el perfil de socialización según sexo, edad y grado escolar en niños escolares del municipio de Sincelejo, Colombia. Se realizó una investigación cuantitativa con diseño de investigación no experimental de corte transversal, y con alcance descriptivo- comparativo. La muestra estuvo constituida por 101 niños con edades entre 6 y 14 años. El instrumento aplicado fue la batería de socialización BAS 1. En los resultados obtenidos se evidenció que existen diferencias entre hombres y mujeres en las dimensiones sensibilidad social, respeto - autocontrol y agresividad - terquedad. En cuanto al grado escolar, existen diferencias entre grupos en las dimensiones liderazgo, sensibilidad social, jovialidad, agresividad-terquedad y apatía-retraimiento. A partir del estudio se reitera la necesidad de abordar el proceso de socialización de los niños bajo un enfoque diferencial, promoviendo estrategias pedagógico-didácticas que posibiliten su tratamiento.

Examining the Effects of Cultural Value Orientations, Emotional Intelligence, and Motivational Orientations: How do LMX Mediation and Gender-Based Moderation Make a Difference?

We examined the role of leader–member exchange (LMX) as a mediator between individual differences and outcomes across three separate studies with 838 participants. Gender-based moderation was used with the LMX mediation effect. Our results suggest that gender makes a dramatic difference. Specifically, we found that LMX mediation lowered the tendency of counterproductive work behaviors (CWBs) for men. In addition, we found that LMX mediated the effect extrinsic motivation has on extrinsic job satisfaction for women. We trace these differences to a tendency for women to express a more democratic and participative leadership style, which implies a different criterion for leader performance in some situations. We also present suggestions for how the findings of our studies can be extended via organizational practice and future research.

Psychometric Properties and Measurement Invariance Across Sex of the Wong and Law Emotional Intelligence Scale in Chinese adolescents

The aim of this study was to validate the Wong and Law Emotional Intelligence Scale (WLEIS) in Chinese adolescents by examining factor structure, sex-related measurement invariance and latent mean differences, reliability, and criterion-related validity.A total of 1674 Chinese adolescents aged 12-17 years old (M_age = 15.26, SD = .58) were recruited. Results of confirmatory factor analysis (CFA) supported the four-factor model of the WLEIS as the best fit to the data. Multi-group CFA suggested that the measurement structure of the WLEIS was invariant across sex. Testing for the latent mean differences showed that male adolescents scored lower on the Other-Emotional Appraisal subscale, but scored higher on the Regulation of Emotion subscale than female adolescents. Furthermore, all the subscales of male and female adolescents had satisfactory composite reliability. Finally, the WLEIS had favorable criterion-related validity with self-esteem, life satisfaction, positive affect, negative affect and perceived stress. These findings suggested that the WLEIS is a reliable and valid instrument for assessing trait emotional intelligence of adolescents and can be generalized across sex.

Technological addictions in attention deficit hyperactivity disorder: Are they associated with emotional intelligence?

BACKGROUND

The impaired regulation of emotional responses has significant social consequences for patients with attention deficit hyperactivity disorder (ADHD) and can be thought to increase the risk for technological addictions.

AIM

Ditto objective of the present research is to investigate the relationship between technological addictions and trait emotional intelligence (EI) in adolescents with ADHD.

METHODS

This cross-sectional study was conducted in 150 treatment-naïve adolescents with ADHD, aged 12-18 years. The sociodemographic information form, the Emotional Quotient-Inventory: Youth Version (EQ-i: YV), Internet Addiction Test, Smartphone Addiction Scale, and Conners' Parent Rating Scales were used for data collection.

RESULTS

The findings revealed that ADHD-C and female patients have lower mean stress management scores on EQ-i: YV. Patients who have smartphone addiction (SA)/problematic internet usage have lower total EI and stress management scores. The oppositional, hyperactivity, and DSM-total scores were negatively correlated with stress management scores. Intrapersonal and stress management scores were negatively correlated to SA symptoms.

CONCLUSION

The stress management dimension was the strongest factor related to ADHD and technological addictions. In adolescents with ADHD, stress management may be the key factor to cope with daily problems. Therefore, the interventions to develop EI can be a therapeutic option in ADHD and technological addictions.

The Interplay Between Cognitive Intelligence, Ability Emotional Intelligence, and Religiosity

The negative association between cognitive intelligence (CI) and religiosity has been widely studied and is now well documented. In contrast, the role of emotional intelligence (EI) in this context has been poorly investigated thus far. Some available data indicate that EI, unlike CI, correlates positively with religiosity. To date, however, no study has explored the relationship between religiosity and both intelligences simultaneously. In current studies (Ns = 301 and 200), we examined the interplay between all three constructs. The results showed that CI was positively correlated with ability EI and negatively with some measures of religiosity. EI, on the other hand, revealed no direct, significant relationship with religiosity. However, when combined into a single regression model with CI, EI became a significant positive predictor of religiosity. Moreover, Study 2 revealed that the link between EI and religiosity was mediated by empathy. Interestingly, we also found a reciprocal suppression between CI and EI, since both predictors increased their influence on religiosity when analyzed together. Although the suppression was present in both studies, it was observed for different religiosity measures in each case, indicating that this effect is probably dependent on various factors, such as sample structure or type of religiosity.

Emotional intelligence and transformational leadership in virtual teams: lessons from MMOGs

Purpose

As business is becoming more global, virtual teams are getting increasingly prevalent. The purpose of this paper is to examine virtual team effectiveness by taking a deeper look at the Virtual World Teams (VWTs) of Massively Multiplayer Online Games (MMOGs).

Design/methodology/approach

The paper investigates the effects of leaders’ emotional intelligence and transformational leadership on virtual team effectiveness, including three sub-factors of team effectiveness: team performance, viability and team member satisfaction. In addition, the indirect effect of emotional intelligence on team effectiveness via transformational leadership was examined. In total, 500 MMOG players that belonged in virtual world teams participated in the study. Hypotheses were tested through a series of multiple linear regression analyses, and one-way ANOVA tests were used to explore the impact of gender on the key factors of team effectiveness.

Findings

The analysis revealed a significant predictive relationship between perceived leader emotional intelligence and virtual team effectiveness sub-factors, mediated by transformational leadership behavior. Further analysis revealed gender differences in players’ perceptions of their leader emotional intelligence, transformational leadership and virtual team effectiveness.

Practical implications

This paper adds to the literature by revealing important predictors of virtual team effectiveness. These findings suggest implications for research and practice in the fields of Human Resources (HR), Human Resource Development (HRD) and training programs for e-leaders. The results of the analysis based on gender differences also have theoretical and managerial implications.

Originality/value

The study provides evidence that transformational leadership mediates the relationship between leaders’ emotional intelligence and team effectiveness in a virtual team.

Emotional Intelligence, Belongingness, and Mental Health in College Students

Mental health problems are prevalent amongst today's college students and psychosocial stress has been identified as a strong contributing factor. Conversely, research has documented that emotional intelligence (EQ) is a protective factor for depression, anxiety and stress (mental health problems). However, the underlying mechanism whereby EQ may support stronger mental health is currently not well understood. This study used regression analyses to examine the hypothesis that belongingness (inclusion, rejection) partially mediates the effects of EQ (attention, clarity, repair) on psychological well-being in a large sample (N = 2,094) of undergraduate students. Results supported the mediation hypotheses for all three EQ components and highlighted that the effects of rejection on psychological well-being were particularly strong. In line with prior research, our results indicate that prevention and intervention efforts with college students could explicitly target EQ skills in an effort to reduce perceived rejection and promote student well-being.

Relation between perceived emotional intelligence and social factors in the educational context of Brazilian adolescents

BACKGROUND

The study of emotional intelligence (EI), demographics, and family factors of adolescent high school students allows us to appraise adolescents' skills for their academic and vocational training. The objectives of the study focus on whether there is any relationship between context variables such as gender, age of parents, or work activity, and self-perception of emotional intelligence.

METHODOLOGY

This study sampled 11.370 participants, aged between 12 and 17 years, in the 7th and 9th years of fundamental education, and the 3rd year of upper secondary education. Data from this study comes from students enrolled in the SESI schools of the City of Sao Paulo. To examine the data, we applied the TMMS-24 test to statistical analysis where gender relates to the three dimensions of perceived emotional intelligence (PEI): attention, clarity, and emotional repair.

RESULTS

The results obtained allow us to show how teenagers are perceived with respect to three dimensions: attention, clarity and emotional repair, and thereby extrapolating the need to continue the promotion of emotional education in schools.

CONCLUSIONS

Our findings suggest that the application of the Brazilian version of the TMMS-24 in training programs in PEI must consider a whole series of sociocultural aspects. These aspects should start with a series of initial measures that allow for the perceptions of participants to be observed, and to extend onward to influence the willingness of the beneficiaries to participate in this type of intervention. Provided the intervention is anchored in a solid theoretical base, and executed under a rigorous study, its efficacy can be verified.

Gender Differences in Negative Mood, Emotional Intelligence and Tobacco Use among Young Adults

Background: Tobacco use is recognized as a form of addiction and remains a significant health concern. Despite this well accepted problem, the various components associated with tobacco use across gender remain relatively unknown. Objectives: The purpose of this study was to investigate the relationship between tobacco use and negative moods (anxiety, depression, stress) between men and women. The relationship between emotional intelligence (EI) and attitudes about smoking was also investigated. Methods: A questionnaire was used to determine sociodemographic characteristics, negative moods, EI, smoking behavior, and tobacco-related attitudes (N = 350). Results: Amongst individuals who used tobacco products, women reported greater disturbances in stress and anxiety compared to men. In addition, both men and women who used tobacco products reported higher depression scores compared to nonsmokers, however, no gender differences were observed. Hierarchical regression analyses revealed that higher EI scores explained negative attitudes about smoking in relation to health concerns. Lastly, women reported stronger attitudes for the restriction of cigarette sales and marketing of tobacco products. Conclusion: These findings support the literature by showing that mood dysregulation is an important factor associated with tobacco use among women. Additionally, we report that specific aspects of EI are psychological constructs closely linked with attitudes about smoking. Future studies elucidating the various components of tobacco use across gender might lead to more effective treatments for smoking.