On the criterion and incremental validity of trait emotional intelligence

Measuring Sexual Intelligence for Evaluating Sexual Health

The current paper reports four consecutive studies that were conducted to link sexual health with a new construct of sexual intelligence by developing and validating a new scale to measure sexual intelligence. Sexual intelligence was defined as "the ability to perceive, understand and respond to sexual needs and desires in a personal and social context." Sexual Intelligence Scale (SIS), comprising of 8 items in English and 2 factors (sexual knowledge & sexual behavior), was developed and validated by involving 959 respondents in the process of 4 consecutive studies. The validity of SIS was tested step by step for its face, content, factorial, convergent, discriminant, and predictive validities. The reliability was measured through internal consistency and item-total & item-scale correlations. The study found significantly higher levels of sexual intelligence in men as compared to women. Sexual intelligence, moreover, had significant positive correlations with age, education, emotional intelligence, social intelligence, sexual health, and satisfaction with life. Sexual health was linked with sexual intelligence and the SIS was accepted as a reliable and valid tool to measure sexual intelligence.

The mediating role of trait emotional intelligence in the relationship between parental neglect and cognitive emotion regulation strategies

BACKGROUND

Examining children's abilities to recognize and regulate their emotions in the context of parental neglect is of significant importance in order to comprehend the dynamics of and to support the development of emotional skills of children, particularly those at risk of neglect. From this point of view, the aim of the study was to examine the mediating role of trait emotional intelligence (trait EI) in the relationship between parental neglect and cognitive emotion regulation strategies (CERS) in children.

METHOD

The study group consisted of 265 children (135 girls and 130 boys) who were attending two separate primary schools in the city center of Antalya, Turkey. The mean age of the children was 10.27 ± 0.45. As the data gathering instruments, an "Individual Information Form" was administered to assess the socio-demographic information of the children, while the "Multidimensional Neglectful Behavior Scale-Child Report was administered to examine the level of neglect of children by the parents, the "Trait Emotional Intelligence Questionnaire-Child Form" was administered to assess the trait emotional intelligence level, and the "Cognitive Emotion Regulation Strategies for Children Scale" was administered to assess the CERS of the children.

RESULT

It was found that trait EI played a full mediator role in the relationship between CERS and both maternal and paternal neglect (p < .05), except for the relationship between paternal neglect and maladaptive CERS (p > .05).

CONCLUSIONS

The results may suggest that neglected children use all emotion regulation skills, including both adaptive and maladaptive, to cope with their negative emotional experience, but may use adaptive CERS more if their trait EI is higher.

Trait emotional intelligence and ecological outcomes: the role of connectedness to nature

BACKGROUND

Global climate change is recognized as a major and irreversible challenge for humanity, requiring people's responsible and sustainable behaviors toward the environment. So far, the literature has widely investigated the role of cognitive determinants of ecological outcomes (e.g., pro-environmental behaviors and climate change perception), while less attention has been devoted to emotional processes, such as trait emotional intelligence (TEI). The current double study investigates whether TEI is directly and indirectly associated with climate change perception (CCP, Study 1) and pro-environmental behaviors (PEBs, Study 2) among young adults. Furthermore, the mediating role of connectedness to nature (CN), both as cognitive and emotional factors, was also analyzed. We hypothesized that CN (i.e., cognitive mediator) would positively mediate the relationship between TEI and CCP (H1), and Love and Care for Nature (LCN, i.e., emotional mediator) would positively mediate the relationship between TEI and PEBs (H2).

METHODS

The study involved 342 young adults (F = 60.7%; age 19-40; Mage=22.99; SD = 2.66) in Study 1 and 365 young adults (F = 71.2%; age 17-35; Mage=22.2; SD = 3.98) in Study 2. Data were collected through an online tool shared by the snowball method. We administered the following self-reports: Trait Emotional Intelligence Questionnaire- Short Form (TEIQue- SF), Global Climate Change (GCC), and Connectedness to Nature Scale (CNS) (Study 1); Trait Emotional Intelligence Questionnaire- Short Form (TEIQue-SF), General Environmental Behaviors Scale (GEB), and Love and Care for Nature (LCN) (Study 2).

RESULTS

Findings from Study 1 showed that higher TEI levels enhance CN (i.e., cognitive mediator), positively influencing CCP (estimate = 0.14; 95% CI = 0.07 to 0.23). Findings from Study 2 showed that higher TEI levels are associated with higher LCN levels (i.e., emotional mediator), influencing people's engagement in PEBs (estimate = 0.7; 95% CI = 0.03 to 0.11).

CONCLUSION

It is crucial to design environmental education programs that promote greater emotional intelligence ability and encourage individuals' involvement in ecological outcomes.

Exploring the relationships among teacher-student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence

Introduction

Within the realm of Chinese English as a Foreign Language (EFL) education, this research endeavors to explore the intricate interplay among teacher-student relationships, learning enjoyment, and burnout. It specifically aims to investigate the potential mediation role of emotional intelligence. The study delves into the experiences of 806 EFL students to comprehensively scrutinize these dynamics.

Methods

Employing Structural Equation Modeling (SEM), this study conducts a thorough analysis of the relationships between teacher-student dynamics, learning enjoyment, and burnout among EFL students. The primary objectives involve uncovering correlations among these factors and elucidating the potential mediating impact of emotional intelligence.

Results

The findings underscore robust associations between positive teacher-student relationships, heightened learning enjoyment, and reduced levels of burnout among EFL students. Noteworthy is the pivotal role of emotional intelligence, acting as a mediator, offering insights into the intricate ways in which teacher-student relationships and learning enjoyment influence burnout levels.

Discussion

These outcomes highlight the significance of nurturing students' emotional intelligence as a protective factor against burnout, advocating for tailored educational interventions. The research advocates for proactive measures to enhance emotional intelligence among EFL students, emphasizing its potential to mitigate burnout. Moreover, it suggests pedagogical strategies and institutional support prioritizing emotional intelligence to foster the well-being and academic success of Chinese EFL students.

AI for Psychometrics: Validating Machine Learning Models in Measuring Emotional Intelligence with Eye-Tracking Techniques

AI, or artificial intelligence, is a technology of creating algorithms and computer systems that mimic human cognitive abilities to perform tasks. Many industries are undergoing revolutions due to the advances and applications of AI technology. The current study explored a burgeoning field-Psychometric AI, which integrates AI methodologies and psychological measurement to not only improve measurement accuracy, efficiency, and effectiveness but also help reduce human bias and increase objectivity in measurement. Specifically, by leveraging unobtrusive eye-tracking sensing techniques and performing 1470 runs with seven different machine-learning classifiers, the current study systematically examined the efficacy of various (ML) models in measuring different facets and measures of the emotional intelligence (EI) construct. Our results revealed an average accuracy ranging from 50-90%, largely depending on the percentile to dichotomize the EI scores. More importantly, our study found that AI algorithms were powerful enough to achieve high accuracy with as little as 5 or 2 s of eye-tracking data. The research also explored the effects of EI facets/measures on ML measurement accuracy and identified many eye-tracking features most predictive of EI scores. Both theoretical and practical implications are discussed.

Beyond emotional intelligence: The new construct of meta-emotional intelligence

Meta-emotional intelligence is a recently developed multidimensional construct that, starting from the original ability model of emotional intelligence, focuses on the cognitive aspects of emotional abilities and on the metacognitive and meta-emotional processes that influence our emotional life. Thus, meta-emotional intelligence is the combination of emotional abilities and meta-emotional dimensions, such as the beliefs about emotions, the self-concept about one's emotional abilities, and the self-evaluation of performance. This article aims to illustrate the theoretical and methodological background of this construct and to describe the IE-ACCME test, an original multi-method tool that has been developed to measure the different variables that compose meta-emotional intelligence. Applications of this construct will be discussed, as well as future directions.

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.

Introducing an attitude-based approach to emotional intelligence

Emotional intelligence (EI) was originally conceived as an ability, followed soon after by mixed, competency and trait theoretical models, broadly described as emotional efficacies (EE). Several models have attempted to integrate both approaches, with different views on whether EI and EE operate in sequence or parallel. One reason for this may be that EE constructs are given the same ontological status whether they represent underlying attitudes, such as self-regard, or behavioral competencies, such as assertiveness. In this paper, it is proposed that attitudes may predominantly act as underlying antecedents of ability-EI and behavioral-EE. Five benefits of this approach are drawn out that help to address some key concerns with current models and measures of EI and EE. First, the inclusion of implicit and explicit attitudes within integrated models of EI/EE would support the dual-processing of conscious and automated processes. From this, an attitude-based dual-processing framework for EI/EE is recommended. Second, the concept of Unconditional Positive Regard (UPR) for self and others, is identified as a potential attitude that may underpin the two core pillars of intrapersonal and interpersonal EI/EE. Third, UPR attitudes would provide an ethical basis for EI/EE that may support ethical and prosocial behavior. Fourth, UPR attitudes may differentiate between the optimal and sub-optimal elements of EI/EE. Fifth, an attitude-based approach to EI/EE may be more aligned with EI/EE being developmental than are the more static ability or trait-based models of EI/EE.

Momentary fluctuations in emotional intelligence and stress predict changes in disordered eating

Objective: Low emotional intelligence and symptoms of disordered eating are connected, however, whether daily fluctuations in emotional intelligence predict daily changes in disordered eating symptoms has not been examined, nor has stress been explored as a potential moderator of this relationship. Participants: Participants were undergraduate students (n = 100). Methods: Participants completed baseline questionnaires, then responded to random ecological momentary assessment prompts 3 times daily for 2 weeks. Results: Results indicated that when individuals had higher momentary emotional intelligence, they had lower disordered eating at the same time point (within subjects estimate = -0.30, p < .001) and following time point (within subjects estimate = -0.08, p = 0.03). Momentary stress moderated the relationship between baseline emotional intelligence and momentary disordered eating (b = -0.02, p < .01). Conclusions: Changes in emotional intelligence predict day-to-day changes in disordered eating, and stress moderates the connection between emotional intelligence and disordered eating.

Efficacy of a Psycho-Educational and Socio-Emotional Intervention Programme for Adolescents

The aim of this article is to evaluate the effectiveness of the implementation of a psycho-educational intervention programme. The objective of this programme was to achieve optimisation of self-concept and basic socio-emotional skills for comprehensive development in the adolescent stage. The sample consisted of 402 students from 19 groups from public secondary schools in the province of Badajoz. A quasi-experimental pretest-posttest design was applied with a control group using the Trait Meta-Mood Scale, Self-Concept Form 5, and the State-Trait Anxiety Inventory. The analysis showed that the programme was effective in the family and social dimensions of self-concept, while in the other dimensions, the changes were not statistically significant. The results for emotion perception, understanding and regulation show that there were no statistically significant differences in the experimental group, although there were significant differences in the control group.

Expressive flexibility and health-related quality of life: The predictive role of enhancement and suppression abilities and relationships with trait emotional intelligence

This study aims to examine the ability to flexibly enhance and suppress emotional expression, known as expressive flexibility, in relation to physical and psychological health, as well as trait emotional intelligence (EI). A sample of 503 Italian (M_age  = 28.65 ± 9.26 years, 85.1% females) participants completed the Italian version of Flexible Regulation of Emotional Expression (FREE) Scale, the TEIQue-SF, and the Short Form-12 Health Survey. Confirmatory factor analysis indicated that the Italian version of FREE showed adequate psychometric properties. In both genders, results of correlational analyses indicated that enhancement ability was associated with well-being, emotionality, and sociability, whereas suppression ability was associated with self-control. Regression analyses, controlling for age and gender, indicated that suppression and inversely enhancement abilities, predicted the perceived psychological but not physical health. Well-being, self-control, and sociability also contributed to explaining variance in the model. The interaction effect of enhancement and suppression was not significantly associated with either physical or psychological health. Overall, these results suggest that enhancement and suppression abilities differentially contribute to psychological health when trait EI is accounted for. Clinical implications and future directions for research on expressive flexibility are discussed.

Associations Between Autism Symptomatology, Alexithymia, Trait Emotional Intelligence, and Adjustment to College

It has been asserted that the socio-emotional challenges associated with autism spectrum disorder (ASD) may be explained, in part, by the higher rates of alexithymia in individuals with autism. Alexithymia refers to difficulties in identifying one's own emotional states and describing those states to others. Thus, one goal of the present study was to examine levels of alexithymia in relation to ASD symptomatology and trait emotion intelligence (EI). Trait EI is a multifaceted concept that captures emotional competencies and behavioral dispositions A second goal was to assess whether alexithymia, ASD symptomatology and trait EI served as significant predictors of adjustment to college, including academic, social, and personal-emotional adjustment. In addition to keeping with the spectrum nature of autism, our research strategy allowed us to capture those students who may not have received a formal diagnosis of ASD but report symptoms that can be indicative of ASD. This includes women, who are less likely to receive a diagnosis of ASD even when ASD symptomatology is present. The results of the study showed that students reporting higher levels of ASD symptomatology also reported significantly higher levels of alexithymia and lower trait emotional intelligence (trait EI) than those with less or no symptomatology. Alexithymia was also negatively related to trait EI, and both alexithymia and ASD symptomatology were found to be significant predictors of trait EI. However, only trait EI was a significant predictor of adjustment to college and only for social adjustment. These findings suggest that support programs that develop trait EI skills may improve the college experience for students with ASD, regardless of alexithymia or ASD symptomatology.

Invariance of the Trait Emotional Intelligence Construct Across Clinical Populations and Sociodemographic Variables

Recent research has shown that cultural, linguistic, and sociodemographic peculiarities influence the measurement of trait emotional intelligence (trait EI). Assessing trait EI in different populations fosters cross-cultural research and expands the construct’s nomological network. In mental health, the trait EI of clinical populations has been scarcely researched. Accordingly, the present study examined the relationship between trait EI and key sociodemographic variables on Trait Emotional Intelligence Questionnaire (TEIQue-SF) datasets with mental healthcare patients from three different Spanish-speaking countries. Collectively, these datasets comprised 528 participants, 23% from Chile (120), 28% from Peru (150), and 49% from Spain (258). The sociodemographic variables we used for trait EI comparisons were gender, age, educational level, civil status, and occupational status. Analyses involved Multigroup Exploratory Structural Equation Modelling (to test measurement invariance) and analysis of covariance (ANCOVA). Our results revealed significant between-country differences in trait EI across the studied sociodemographic variables and interactions between these variables. Measurement invariance across the datasets was attained up to the scalar level regarding gender and education (i.e., strong invariance), although analyses on age, civil status, and occupation displayed non-invariance. The resultant psychometric evidence supports the suitability of the TEIQue-SF for the accurate cross-cultural assessment of trait EI in mental health settings. It also highlights the importance of incorporating trait EI into extant psychotherapeutic frameworks to enhance non-pharmacological treatment efficacy.

The Role of Mindful Self-Care in the Relationship between Emotional Intelligence and Burnout in University Students

Academic burnout can have serious consequences for university students. Students are prone to higher levels of stress and depression, poorer academic performance, and attrition from university. It is therefore important to investigate factors associated with these deleterious outcomes in order to assist educators develop effective programs to proactively address student well-being. The purpose of this study was to explore the associations between emotional intelligence (EI), student well-being, mindful self-care (MSC), and academic burnout. A further aim was to investigate the mediating role of MSC in the EI-burnout relationship. A sample of 216 university students (167 females; 78%) 18 years and older (M = 35.57, SD = 11.59) completed a battery of questionnaires associated with life satisfaction, EI, MSC, and academic burnout. Results found that EI was positively associated with well-being and MSC and negatively associated with each dimension of academic burnout. A series of multiple regression mediation analyses found that MSC mediated the relationship between EI and the exhaustion and efficacy dimensions of academic burnout. However, MSC did not mediate the relationship between EI and cynicism. The findings of this study suggest that MSC may be an important factor for improving student well-being and protecting against academic burnout.

Distinguishing between trait emotional intelligence and the five-factor model of personality: additive predictive validity of emotional intelligence for negative emotional states

There is ongoing debate on the utility of trait emotional intelligence and whether it is distinguishable from the five-factor model of personality. In study 1, we investigated the incremental validity of trait emotional intelligence in predicting negative emotional states, after controlling for the five-factor model personality traits. The TEIQue, Mini-IPIP, and DASS-21 were administered to a community based Australian sample. Three significant predictive models emerged: (1) wellbeing, and neuroticism predicting depression; (2) emotionality, and neuroticism predicting anxiety; and (3) self-control, and neuroticism predicting stress. In Study 2, we further explored the relationship between TEIQue domains, neuroticism, and negative emotional states. Three partial mediation models were found: (1) wellbeing mediated the relationship between neuroticism and depression; (2) emotionality mediated the relationship between neuroticism and anxiety; and (3) self-control mediated the relationship between neuroticism and stress. The findings highlight that trait emotional intelligence is related to, and yet distinct from extraversion, conscientiousness, agreeableness, neuroticism, and openness. They also provide support for the incremental validity of the TEIQue domains in predicting depression, anxiety, and stress, beyond the five-factor model personality traits in a community based Australian sample, with the domains of trait emotional intelligence potentially operating as protective factors from pervasive negative moods.

Social Sustainability in Late Adolescence: Trait Emotional Intelligence Mediates the Impact of the Dark Triad on Altruism and Equity

Adolescence involves a profound number of changes in all domains of development. Among others, adolescence yields an enhanced awareness and responsibility toward the community, representing a critical age to develop prosocial behaviors. In this study, the mediation role of Trait Emotional Intelligence (TEI) was detected for the relationship between the dark triad and prosocial behavior based on altruism and equity. A total of 129 healthy late adolescents filled in the Dark Triad Dirty Dozen, measuring Machiavellianism, psychopathy, and narcissism; the Altruistic Action Scale, evaluating behaviors directed at helping others; the Equity Scale, assessing behaviors directed at equity in different forms; and the TEI Questionnaire-Short Form. Results showed that TEI mediated the negative effects of the three dark triad traits on both altruism and equity. This finding suggests that TEI, which relies on a set of dispositions (e.g., emotional management of others, social competence, and empathy), might reduce the malevolent effects of the dark triad on altruism and equitable behavior in late adolescence. This led to assume that intervention programs focused on improving emotional skills, also in late adolescence, can promote prosociality.

An item response theory analysis of the Trait Emotional Intelligence Questionnaire Short-Form (TEIQue-SF) in the workplace

Trait emotional intelligence (EI) predicts important outcomes in the workplace. This study is the first one that reports item and scale functioning in the workplace using item response theory (IRT) analysis of the global 30-item Trait Emotional Intelligence Questionnaire Short-Form (TEIQue-SF). Past IRT research, performed mostly on undergraduate English-speaking students, showed that several items in TEIQue-SF were poorly informative. Data collected in Sweden from 972 employed persons were analyzed. IRT with a graded response model was utilized to analyze items of the global TEIQue-SF scale. As was found in past research, the lowest response category in all items had extreme difficulty threshold parameter values, and only low and moderate levels of latent trait EI were adequately captured, but most items had good values of the discrimination parameters, indicating adequate item informativeness. Four items, which in past research have also shown weak psychometric properties, were poorly informative. To effectively measure trait EI in today's organizations, there is an advantage in using the most informative items to best represent this construct.

Emotional intelligence intervention in older adults to improve adaptation and reduce negative mood

OBJECTIVES

Emotional intelligence (EI) is a strong predictor of negative mood. Applying emotional skills correctly can help to increase positive emotional states and reduce negative ones. This study aims to implement EI intervention designed to improve clarity, repair EI dimensions and coping strategies, and reduce negative mood in older adults.

DESIGN

Participants were randomly assigned to the treatment or control group.

SETTING

Participants were evaluated individually before and after the intervention.

PARTICIPANTS

Participants included 111 healthy older adults; 51 in the treatment group and 60 in the control group.

INTERVENTION

An EI program was implemented. The program was administered over 10 sessions lasting 90 min each.

MEASUREMENTS

EI dimension (attention, clarity, and repair), coping strategies, hopelessness, and mood were assessed.

RESULTS

Analysis of variance for repeated measures was applied. In the treatment group, scores on clarity and emotional repair increased and attention to emotions decreased; problem-focused coping (problem-solving, positive reappraisal, and seeking social support) showed significant increases, whereas emotion-focused coping (negative self-focused and overt emotional expression) obtained significant decreases; scores on negative mood measures declined significantly.

CONCLUSIONS

An intervention based on EI is effective in older adults. After the EI intervention, the participants showed significant increases in their levels of clarity and emotional repair and intermediate levels of attention. In addition, the intervention was found to influence adaptation results, increasing the use of adaptive coping strategies and decreasing the use of maladaptive strategies, as well as reducing hopelessness and depressive symptoms.

Trait Emotional Intelligence and Happiness of Young Adults: The Mediating Role of Perfectionism

Perfectionism or a tendency to aim for an unrealistic standard can impair happiness. However, the potential mechanisms of perfectionism to explain the association between trait emotional intelligence (EI) and happiness are still understudied. This study explores the mediating role of perfectionism in the relationship between trait emotional intelligence (EI) and happiness among young adults. A cross-sectional sample of 259 young adults aged between 18 to 35 years old was recruited. All analyses were conducted using SPSS and AMOS Structural Equation Modeling. High trait EI was linked to low perfectionism and high happiness levels. Furthermore, perfectionism mediated the relationship between trait EI and happiness. Although high trait EI lowered maladaptive perfectionism, the negative impact of maladaptive perfectionism remained and subsequently led to decreasing happiness levels of young adults. This study offers an enhanced understanding of the role of perfectionism in explaining the happiness state of young adults. Moreover, it provides practical implications for using trait EI and managing perfectionism tendency to manage the happiness and wellbeing of the young adult population.

The Role of Emotional and Meta-Emotional Intelligence in Pre-adolescents' Well-Being and Sociometric Status

The study examined the relationships among emotional and meta-emotional intelligence, well-being, and sociometric status in 105 pre-adolescents. Emotional and meta-emotional intelligence were measured using the Intelligenza Emotiva: Abilità, Credenze e Concetto di Sé Meta-Emotivo (IE-ACCME) test (D’Amico, 2013), allowing to measure ability emotional intelligence (EI), emotional self-concept, meta-emotional knowledge, meta-emotional ability in self-evaluation, and meta-emotional beliefs. Meta-emotional dimensions refer to the awareness of individuals about their emotional abilities and to their beliefs about the functioning of emotions in everyday life. Eudemonic well-being and sociometric status were, respectively, measured using the well-known Psychological Well-Being (PWB) scale by Ryff’s (1989) and registering the levels of acceptance/rejection from peers (Moreno, 1960). Results demonstrated that: pre-adolescents’ meta-emotional beliefs are positively associated to eudemonic well-being: pre-adolescents with higher levels of ability EI, meta-emotional knowledge and meta-emotional self-evaluation are more accepted by others while those that overestimate their emotional abilities are more refused by peers. These results evidence that meta-emotional variables may play a crucial role in well-being and sociometric status, encouraging future studies on this issue.

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

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.

Correlates of emotional intelligence among Lebanese adults: the role of depression, anxiety, suicidal ideation, alcohol use disorder, alexithymia and work fatigue

BACKGROUND

Relationship between emotional intelligence and emotional variables such as stress, depression, anxiety and mental health has been well documented in child and adult samples. New insights into the association between emotional intelligence and different components of mental health in one study (cognitive, emotional and behavioral dimensions) can help patients, therapists, relatives, and friends to understand, explain, and cope with symptoms. There have been no studies assessing the association between the emotional intelligence (EI) with various factors in Lebanon. This study principal aim was to evaluate how EI is related to mental health issues: social anxiety, depression, alcohol use disorders (AUD), work fatigue, stress and alexithymia in Lebanon.

METHODS

789 participants were enrolled in a cross-sectional study between November 2017 and March 2018. A cluster analysis was used to evaluate participants' profiles with the help of emotional intelligence subscales, to separate the Lebanese population into equal limited units with different characteristics using the K-mean technique.

RESULTS

Three clusters were computed dividing participants into low EI (cluster 1; 24.5%), moderate EI (cluster 2; 43.7%) and high EI (cluster 3; 31.7%) respectively. Fitting into the cluster 1 (low EI) was significantly associated with higher AUD, alexithymia, anxiety, depression, perceived stress, social phobia, emotional, mental and physical work fatigue, suicidal ideation compared to cluster 3 (high EI). Fitting into the cluster 2 (moderate EI) was significantly correlated with higher AUD, depression, alexithymia, anxiety, perceived stress, social phobia, mental work fatigue and suicidal ideation compared to cluster 3 (high EI).

CONCLUSION

This study results suggest that emotional intelligence is related to different variables, warranting interventions to limit/decrease alcohol abuse and mental/psychological illnesses as much possible.

Trait emotional intelligence and emotional experiences during the COVID-19 pandemic outbreak in Poland: A daily diary study

The study examined trait emotional intelligence as a predictor for emotional reactions experienced during the first full week of the lockdown in Poland (from 16th to 22nd March). One hundred and thirty persons (101 women and 25 men; 4 did not report their gender)participated in the baseline measurement of trait emotional intelligence, positive and negative affect, and affect intensity and in a one-week daily diary. Trait emotional intelligence correlated positively with baseline positive affect and positive intensity, while negatively with baseline negative affect and negative intensity. Trait emotional intelligence marginally significantly predicted a lower frequency of anger, disgust, and sadness during the first week of the pandemic. Trait emotional intelligence predicted a lower intensity of fear, anxiety and sadness. The study showed a complex dynamics of emotional experiences during the first week of the COVID-19 pandemic. Positive states of relaxation and happiness were experienced more frequently and more intensely compared to the negatively-valenced emotions. The protective role of trait emotional intelligence during the COVID-19 pandemic outbreak was mainly associated with experiencing negative emotions (fear, anxiety, and sadness) less intensely, but not less frequently.

When Emotional Intelligence Backfires

Abstract. While emotional intelligence is generally associated with positive outcomes, little is known about the specific contribution of its intra- and interpersonal dimensions, even less about their interaction. By taking a variable that a priori involves both dimensions, that is, parenting, this study aimed to examine the possibility that intra- and interpersonal emotional competencies (EC) sometimes interact in such a way that the highest is not always the best. In this study, 842 parents (92% of mothers) completed self-reported measures of EC and parental burnout. Hierarchical multiple regression and moderation analyses showed that the level of intrapersonal EC mainly and negatively predicted parental burnout. On the other hand, the level of interpersonal EC positively predicted parental burnout and moderated the relation between intrapersonal EC and parental burnout. As interpersonal EC increased, the protective effect of intrapersonal EC on parental burnout decreased. Our findings therefore highlight the fact that intra- and interpersonal EC do not always work in a cumulative manner and emphasize the importance of studying intra- and interpersonal EC separately. As mothers were overrepresented in our sample, more data on fathers are needed to further generalize these findings.

How gratitude inhibits envy: From the perspective of positive psychology

With the development of positive psychology, gratitude, as a typical positive emotion, has attracted significant attention. Gratitude has a profoundly positive effect on cultivating people's positive traits, and negative emotions affect many aspects of people's daily lives. Many studies have explored the inhibiting effect of gratitude on negative emotions. In this study, based on the coping theory and the broaden-and-build theory of positive emotion, we used scenario method to discuss the inhibiting effect of trait gratitude and state gratitude on a common and typical negative emotion: situational envy. We randomly recruited 326 undergraduate students as participants and asked them to complete the Gratitude Questionnaire, Dispositional Envy Scale, state gratitude materials, and situational envy materials. Our results showed that (1) state gratitude inhibits situational envy and (2) state gratitude plays a partial mediating role between trait gratitude and situational envy. This article suggests educational field for future school should devote more attention to gratitude, and lay a good foundation for students' future development in society. Taken together, these results verify the positive role of gratitude, help to expand relevant theories about inhibiting envy, and provide a theoretical reference for cultivating people's positive traits and countering negative emotions.

Reliability and Validity Testing of the Trait Emotional Intelligence Questionnaire-Short Form to Predict Nurses' Job Satisfaction

BACKGROUND AND PURPOSE

Assessing factors related to nurses' job satisfaction may help to address nursing shortages and high turnover rates. Job satisfaction is complicated and may be related to several issues, including trait emotional intelligence. This study examined the reliability and validity of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) in a sample of nurses working in the United Arab Emirates, and tested its ability to predict job satisfaction.

METHODS

The TEIQue-SF was tested against its original long form and as a predictor of the Nurse Satisfaction Scale.

RESULTS

The TEIQue-SF showed acceptable reliability at factor and global levels and a medium positive correlation with job satisfaction.

CONCLUSION

The TEIQue-SF showed acceptable validity and reliability.

Personality, trait EI and coping with COVID 19 measures

The study views the preventive measures undertaken by government to combat COVID 19 as stressor for individuals, and examines how individuals' personal traits including emotional intelligence and personality factors influence their coping strategies. The concept of trait EI is used in this study to understand its relationship with personality factors and their respective effects on the opted outcomes. Coping strategies in this study are categorised into task, emotion and avoidance-oriented coping. The results show that emotional intelligence is significantly related to all coping strategies whereas only certain personality factors make unique variances. When both emotional intelligence and personality are in the same equation, with the latter being controlled, the former shows incremental variance and the influence of personality factors is reduced. Detailed discussion of these findings and implications for policy makers and researchers are highlighted and conclude the paper.

Relationships between Trait Emotional Intelligence, mood states, and future orientation among female Italian victims of Intimate Partner Violence

Objective

Trait Emotional Intelligence (EI) has been associated with psychological outcomes in many conditions; however, it has received little attention in the field of Intimate Partner Violence (IPV). We explored the relationship between trait EI, mood states, and future orientation in a sample of Italian women victims of IPV.

Method

We recruited 409 help-seeking women who were victims of IPV. They completed the Trait Emotional Intelligence Questionnaire, Positive Affect-Negative Affect Schedule, Long-Term Personal Direction Scale, and Achievability of Future Goals Scale.

Results

The results showed that trait EI was associated with the future orientation of IPV victims both directly and indirectly through the mood states.

Conclusions

Our findings suggest potential paths for developing future psychoeducation methodologies designed at improving the quality of life of women IPV victims.

Be aware, make it clear, and take the Lead: emotion regulation difficulties and emotional intelligence as moderators of cognitive reappraisal

Two research traditions explain the way we deal with emotional situations: emotional intelligence (EI) and emotion regulation (ER). EI refers to the individual differences in the knowledge, identification, and regulation of emotions. ER describes processes in which emotions are experienced, expressed, and altered. Our study examined the EI-ER link and their moderating role on affective responses. We used self-report questionnaires and a cognitive reappraisal (CR) task, in which subjective affective responses were registered. We found that higher levels of ER difficulties correlated with lower EI. Gender had an overall impact on affective changes, indicating a more unpleasant and more arousing affective state for women compared with men. Regarding the moderating role of EI and ER difficulties, the ability to utilize emotions (Utilization) decreased the valence into a more unpleasant direction, similar to the effect of the inability to identify and differentiate emotions (Clarity). A weak control over emotions (Impulse), however, increased the valence into a more pleasant direction. The lack of attention to emotional signals (Awareness) marginally decreased the initial intensity (i.e., lower level of arousal). We demonstrated that EI and ER have distinctive routes and a different influence on the affective outcome defined by valence and arousal ratings: (1) EI has an impact through the utilization of emotions mainly on the valence dimension; and (2) individual differences in ER have a moderating effect on both valence and arousal dimensions. This study provided evidence on how individual differences contribute to a successful ER process when using a CR strategy.

A trait emotional intelligence perspective on schema modes

Schema modes (or modes) are a key concept in the theory underlying schema therapy. Modes have rarely been related to established models of personality traits. The present study thus investigates the associations between trait emotional intelligence (TEI) and 14 modes, and tests a global TEI-mode factors-general psychological distress mediation model. The study draws on self-report data from 173 inpatients from a German clinic for psychosomatic medicine. Global TEI correlated positively with both healthy modes (happy child and healthy adult) and negatively with 10 maladaptive modes. When modes were regressed on the four TEI factors, six (emotionality), five (well-being), four (sociability), and four (self-control) significant partial effects on 10 modes emerged. In the parallel mediation model, the mode factors internalization and compulsivity fully mediated the global TEI-general psychological distress link. Implications of the results for the integration of modes with traits in general and with TEI in particular as well as implications of low TEI as a transdiagnostic feature of personality malfunctioning are discussed.

Emotional intelligence and cognitive skills protecting mental health from stress and violence among Ghanaian youth

This study investigates the protective mental health function of high emotional intelligence (EI), and cognitive skills (CS) among Ghanaian adolescents when exposed to stressful life-events and violence. It examines, first, how exposure to stressful life-events and violent experiences is associated with mental health, indicated by depressive and psychological distress symptoms, and, second, whether EI and CS could serve as possible moderators between stress, violence and mental health problems. Participants were 415 Ghanaian secondary education students. They reported about their depressive symptoms (Bireleson), psychological distress (Strength and Difficult Questionnaire, SDQ), and emotional intelligence (Trait Emotional Intelligence Question-naire, TEIQue), cognitive skills (The Amsterdam Executive Function Inventory). They also reported their stressful life-events and violent experiences. Statistical analyses were conducted using structural equation modeling (SEM). As hypothesized, high level of stressful life events were associated with high levels of depressive symptoms and psychological distress. Yet violent experiences did not associate with mental health problems. Against hypothesis, high levels of EI and CS could not protect adolescents mental health from negative effects of stressful life events or violent experiences. A direct effects were found between low level of EI and CS and high level of mental health problems. The results are discussed in relations to psychological and cultural factors present in EI and CS in adolescence.

Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School

The main aim of the current study was to investigate the role of trait emotional intelligence (TEI) in preventing students’ school burnout directly and indirectly via anxiety and academic resilience. The data were derived from a sample of 1235 high school students (962 females and 273 males), ranging in age between 13 and 17 years (mean = 15.46; stand deviation = 1.22). Structural equation modelling revealed a strong indirect effect of TEI on school burnout, mediated via anxiety and resilience. Overall, students with high TEI were less likely to experience school anxiety and more likely to exhibit resilience which, in turn, reduced school burnout risk. Findings are discussed with reference to the wider role of TEI in educational contexts and highlight the need and potential for scientifically driven interventions to enhance emotional adjustment at school and in life, more generally.

An Examination of Ability Emotional Intelligence and Its Relationships with Fluid and Crystallized Abilities in a Student Sample

This study investigated correlative, factorial, and structural relationships between scores for ability emotional intelligence in the workplace (measured with the Geneva Emotional Competence Test), as well as fluid and crystallized abilities (measured with the Intelligence Structure Battery), carried out by a 188-participant student sample. Confirming existing research, recognition, understanding, and management of emotions were related primarily to crystallized ability tests measuring general knowledge, verbal fluency, and knowledge of word meaning. Meanwhile, emotion regulation was the least correlated with any other cognitive or emotional ability. In line with research on the trainability of emotional intelligence, these results may support the notion that emotional abilities are subject to acquired knowledge, where situational (i.e., workplace-specific) emotional intelligence may depend on accumulating relevant experiences.

Psychological Empowerment and Work Engagement as Mediating Roles Between Trait Emotional Intelligence and Job Satisfaction

The majority of research indicates that trait emotional intelligence (EI) plays a crucial role in personal well being; however, the deeper mechanisms of this link remain unclear. The study explored the impact of psychological empowerment and work engagement in the link between trait EI and job satisfaction. Female nurses (370) completed the EI Scale, the Psychological Empowerment Scale, the Utrecht Work Engagement Scale, and the Brief Index of Affective Job Satisfaction. The results of structural equation modeling demonstrated that work engagement partially mediated the association between trait EI and job satisfaction. Moreover, the serial one mediator model revealed that trait EI could influence job satisfaction via the serial mediating impact of “psychological empowerment–work engagement.” These results help to a better understanding of the association between these variables and demonstrate that high trait EI may improve occupational well being from emotional perspectives.

Thinking about feeling: Using trait emotional intelligence in understanding the associations between early maladaptive schemas and coping styles

OBJECTIVES

Maladaptive interpersonal schemas can trigger distressing emotions and drive dysfunctional behaviour that leads to difficulties in interpersonal relationships and perpetuates the original maladaptive schemas. This study sought to identify patterns of association between trait emotional intelligence (TEI), early maladaptive schemas (EMS), and coping styles in a non-clinical sample. Emotionality profiles were hypothesized to be associated with EMS severity and poorer coping, as early experiences can shape an individual's self-perceptions through reinforcement by maladaptive responses.

DESIGN

Cross-sectional study with 142 undergraduate students.

METHODS

We obtained self-reports of TEI, coping styles, and EMS.

RESULTS

Disengagement coping was strongly correlated with EMS severity (r = .565, p < .01). TEI was negatively correlated with EMS (r = -.660, p < .01) and Disengagement (r = -.405, p < .01). Emotionality, Impaired Autonomy, and Overvigilance partially mediated the relationship between Disconnection and Emotion-Focused Disengagement. Self-Control fully mediated the relationship between Impaired Limits and Problem-Focused Disengagement.

CONCLUSIONS

The findings suggest that lower TEI is associated with the likelihood for maladaptive coping in response to EMS. The preference for certain coping styles associated with a particular domain of EMS may be explained by an individual's perceived metacognitive ability to regulate their stress and emotions. When individuals' needs for love, safety, and acceptance from others are not met, there might be poorer perceived self-efficacies in Emotionality and the tendency to cope through emotional avoidance. Individuals with difficulties establishing internal limits are more likely to respond with problem avoidance, possibly due to deficient distress tolerance. Longitudinal studies with a clinical population are warranted to replicate these findings.

PRACTITIONER POINTS

Clinicians will likely find it helpful to consider their clients' TEI to facilitate more individualized formulation and treatment planning, by considering whether related emotional regulation problems might be innate or a deficit in skills Implies the need to do more basic emotional regulation work to supplement and strengthen the established imagery work in schema therapy (ST).

Are Trait Emotional Competencies and Heart Rate Variability Linked to Mental Health of Coronary Heart Disease Patients?

PURPOSE

Depression and anxiety have been extensively associated with adverse outcomes in coronary heart disease patients. However, psychological and physiological processes underlying the persistence of these troubles in coronary heart disease patients attending cardiac rehabilitation are poorly investigated. Trait emotional competencies and heart rate variability could be some of these processes. Thus, the aim of this study was to assess the predictive value of trait emotional competencies and heart rate variability on depression and anxiety symptoms persistence in coronary heart disease patients.

METHODS

Eighty-four patients who recently presented a myocardial infarction were evaluated at the beginning of cardiac rehabilitation. Forty-two patients continued their rehabilitation program and were then assessed three months later. They completed the Profile of Emotional Competence as well as the Hospital Anxiety and Depression Scale and underwent a 5-minute resting heart rate variability measure.

RESULTS

Low trait emotional competencies score predicted depression symptoms persistence, but unexpectedly, high trait emotional competencies score was also associated with withdrawal from cardiac rehabilitation. Contrary to our expectations, heart rate variability did not predict depression or anxiety symptoms persistence and was not associated with trait emotional competencies.

CONCLUSIONS

This study is the first to report an association between trait emotional competencies and depression symptoms persistence in coronary heart disease patients. However, heart rate variability was not associated with either depression or anxiety supporting the idea of mixed literature and highlighting the need of future research.