Perceived Emotional Intelligence, Stress Reactivity, and Symptom Reports: Further Explorations Using the Trait Meta-Mood Scale

The mediating role of perceived emotional intelligence: examining the impact of affective job satisfaction on organizational identification among Chinese technological workers

Introduction

Breaking new ground in the exploration of workplace dynamics, this study pioneers an investigation into the mediating role of perceived emotional intelligence (PEI) in the relationship between affective job satisfaction and organizational identification among Chinese technological workers. This novel focus addresses a critical gap in existing research, particularly in understanding the psychological underpinnings within this specific cultural and professional context.

Methods

Involving 392 workers aged 23 to 60, our research offers a comprehensive examination of how the three subdimensions of PEI - attention, clarity, and emotional repair - interact with job satisfaction to influence organizational identification. Through extensive questionnaires, we assessed these subdimensions alongside affective job satisfaction and the workers' identification with their organization.

Results

Our findings reveal a significant, positive correlation between job satisfaction and all PEI subdimensions. Notably, while emotional clarity and emotional repair showed a positive relationship with organizational identity, attention did not. Further analysis highlighted the substantial direct impact of Affective Job Satisfaction on Organizational Identification, with emotional clarity and emotional repair playing critical mediating roles.

Discussion

These insights illuminate the unique function of Perceived Emotional Intelligence as a mediator and enhancer in the relationship between job satisfaction and organizational commitment. The results underscore the necessity of integrating strategies to cultivate emotional intelligence in the workplace, potentially leading to stronger organizational ties and improved overall worker well-being. By shedding light on these complex psychological mechanisms, our study not only enriches the theoretical landscape but also offers practical guidance for fostering healthier, more productive work environments.

Effects of scaffolding emotion language use on emotion differentiation and psychological health: an experience-sampling study

Emotion differentiation (ED) - complexity in the mental representation and description of one's emotional experiences - is important for mental health. However, less is known whether ED can be enhanced in adults. We investigated if scaffolding emotion language use during affect labelling - initial provision of emotion word prompts (close-ended) followed by free response (open-ended) - impacts ED and psychological health. Utilising a crossover design, 92 college students completed questionnaires assessing psychological health at three time-points and ecological momentary assessment of emotions, affect valence and emotional self-efficacy for 14 days. Participants were randomised to the "scaffolding" group, where they reported emotions using the close-ended (7 days) followed by open-ended (7 days) approach, or the reverse sequence (control group). We extracted two ED indices: traditional intraclass correlation coefficient from close-ended reports and novel specificity index from open-ended reports. Primary analyses examined group differences across weeks while exploratory analyses examined moment-to-moment differences using multilevel modelling. Relative to controls, the scaffolding group demonstrated greater ED during open-ended emotion reporting of negative emotions and associated shifts in negative affect and emotional self-efficacy. There were no significant group differences in psychological symptoms. Results provide preliminary evidence that scaffolding may enhance ED and have implications for psychological intervention.

Cultivating insight and engagement: exploring the role of Trait Emotional Intelligence in Chinese art education

Background

The present study focuses on the unique role of insight and Trait Emotional Intelligence in the realm of art education in China. Insight, traditionally associated with clinical outcomes such as mastering symptoms, developing adaptive behaviors, and enhancing quality of life, is newly contextualized in this study within the framework of art education. The expansion of insight research into areas like Social Psychology reflects its relevance beyond clinical settings, particularly in educational environments where creativity and emotional intelligence are pivotal.

Aim

In Chinese art education, insight is crucial not just for personal growth but also for professional development, integrating the understanding of emotions, culture, and artistic expression. This study explores how Trait Emotional Intelligence fosters insight and engagement in art students, underscoring its transformative impact on their educational and professional journey in the art world.

Methods

Using a sample of Chinese art education students at University level (N = 881), that answered a quantitative self-report questionnaire, statistical procedures are applied to test the relationships between Trait Emotional Intelligence, Insight orientation, and students’ academic engagement.

Results

In the structural model, the path from Trait Emotional Intelligence to Insight Orientation was significant, indicating a positive relationship. Students’ Engagement was significantly predicted by Insight Orientation and Trait Emotional Intelligence.

Implications

This finding corroborates theoretical assertions that individuals with higher emotional intelligence are more inclined to have enhanced insight. The findings of the present study extend beyond the field of Art education, allowing us to provide a broad spectrum of social implications for Higher Education institutions.

Emotional Intelligence and Personality Traits of University Students in Dentistry, Medicine and Pharmacy Degrees

BACKGROUND

This study aimed to characterize dentistry, medicine and pharmacy students in terms of emotional intelligence (EI) and personality traits (PTs). It also sought to identify whether differences existed according to gender and degree program and the relationship between them.

METHODS

Students enrolled in dentistry (115), medicine (85) and pharmacy (57) degree programs participated voluntarily in the research, including 59 men and 198 women. The following questionnaires were used: (1) the Trait Meta-Mood Scale (TMMS-24) to evaluate EI; (2) the NEO Five-Factor Inventory (NEO-FFI) to assess PT. The Qualtrics XM platform was used for data collection.

RESULTS

There were no statistically significant differences between three components of EI, either according to gender or degree program. The only difference in PTs was found in neuroticism, where women scored higher than men. There were statistically significant differences between students on different degree programs in openness to experience and responsibility. The five PTs correlated significantly with the three components of EI, except responsibility and emotional attention. The strongest associations were found between neuroticism and emotional repair (-0.439).

CONCLUSIONS

High percentages of the student population were observed to have weaknesses in emotional clarity and emotional repair. Neuroticism is a personality trait that seems to occur more frequently in women.

Relationship between quality of life, emotional symptomology and perceived emotional intelligence in a sample of burn victims

The main objective of this study is to analyse the association between Quality of Life (QOL), Emotional Symptomology and perceived Emotional Intelligence (EI) in burn patients. Additionally, it is intended determine the predictor models of QOL, and confirm the mediating effect of emotional symptomology between QOL and perceived EI. This is a transversal study developed in the Hospital da Prelada, Porto, Portugal, with a sample of 92 patients that were hospitalized in the Burn Unit and the Reconstructive Plastic Surgery Service. The assessment protocol consisted of a sociodemographic and clinical data sheet. To assess the perception of QOL of the burn patient it was used the Burn Specific Health Scale - Revised (BSHS-R), the emotional symptomology was measured by the Brief Symptom Inventory (BSI) and Trait Met-Mood Scale-24 (TMMS) was used to assess Emotional Intelligence (EI). The cross-sectional and correctional data were analysed through descriptive statistics, correlations, regressions and simple mediations. The results obtained suggest significant associations between QOL, perceived EI and Emotional Symptomology in burn patients. The results of the predictor models of the QOL domains encompass the Positive Symptom Distress Index (PSDI of Emotional Symptomology), where the total variance is explained mainly by the models of QOL Affect and Body Image 46% and Treatment 31%. The mediating effect of the PSDI in the relationship between QOL in the Affect and Body Image dimension and the Mood Repairs (MR) was also tested, having proved to have a total mediation (the Mood Repairs loses its contribution in the QOL model when the PSDI variable is introduced). This study underscores the importance of perceived Emotional Intelligence and its association with the burn impact in the different dimensions of QOL of the patients. The intention of this study is to alert health professionals for patient support in the search for strategies that aim for positive adaptation which promotes QOL and emotional adjustment of burn patients to their new condition.

Trait emotional intelligence and resilience: gender differences among university students

BACKGROUND

Previous studies have reported strong correlations of emotional intelligence (EI) with mental health and wellbeing; it is also a powerful predictor of social functioning and personal adaption. Resilience is the ability to adapt to significant life stressors and is also crucial for maintaining and restoring physical and mental health. The aim of this study was to investigate EI and resilience in healthy university students, with a focus on gender differences in EI and resilience components.

MATERIALS AND METHODS

A total of 277 datasets collected via online questionnaire were analyzed. The questionnaire comprised the Self-Report Emotional Ability Scale (SEAS) developed by Freudenthaler and Neubauer for assessing trait EI facets and the Connor-Davidson Resilience Scale (CD-RISC).

RESULTS

Regarding trait EI, females scored significantly higher in the total score for interpersonal emotional skills and in the subscale "Perception of the emotions of others" than males. Men showed significantly higher total scores in intrapersonal emotion-related abilities than women, and in the subscales "Regulation of one's own emotions" and "Control over the expression of one's own emotions." Concerning resilience, female students had significantly higher scores in the CD-RISC subscales "Personal competence and tenacity," "Control," and "Spiritual influence." The intrapersonal trait EI (SEAS) sum score showed a significant positive correlation with the total scores of the CD-RISC (rs = 0.445, p < 0.001). There were also positive correlations between the interpersonal trait EI sum score and the CD-RISC total score (rs = 0.438, p < 0.001).

CONCLUSION

The results indicate gender differences in specific facets of trait EI and resilience, and an interaction between the two psychological constructs was demonstrated regardless of gender. For prevention of mental disorders and to foster wellbeing, it might be helpful to focus on improvement of self-perception in girls and women, and on supporting emotional awareness towards other people's emotions in boys and men. Further studies in the field should address other populations.

Is Mindful Parenting Associated with School-Aged Children's Meta-Mood? Exploring the Role of Children's Mindfulness

Previous studies have shown that mindful parenting is associated with children's emotional development. The current study explored the association between mindful parenting and school-aged children's meta-mood, with children's mindfulness as a potential mediator. A total of 375 valid parent-child pairs were recruited from two primary schools in China. Parents' mindful parenting and children's meta-mood were measured at baseline. Five months later, children completed measures of mindfulness and meta-mood. The results indicated that mindful parenting directly and indirectly predicted school-aged children's meta-mood, with the latter mediated by children's mindfulness. This study contributes to the field of emotional development in school-aged children. The results of this study imply that intervention in mindful parenting may foster school-aged children's healthy emotional development through children's mindfulness.

State Emotional Clarity Is an Indicator of Fluid Emotional Intelligence Ability

Emotional clarity is one facet of emotional intelligence that refers to one's meta-understanding of and ability to identify and describe feelings. The existing research has largely focused on trait emotional clarity and its benefits for greater psychological well-being, more successful emotion regulation/coping, and diminished psychopathology. Researchers have begun to examine state or momentary emotional clarity in daily life. In this paper, we situate emotional clarity within the larger literature on emotional intelligence abilities. Then, we argue that state clarity relies on the ability to incorporate information from the dynamic contexts that emotions unfold in and should more closely reflect one's emotional intelligence ability relative to traditional trait measures. In addition, we review and make recommendations for measuring state emotional clarity in daily life and propose future research directions, focusing on how state emotional clarity could inform the study of emotion regulation, decision making, and goal pursuit in daily life.

Are Empathic People Better Adjusted? A Test of Competing Models of Empathic Accuracy and Intrapersonal and Interpersonal Facets of Adjustment Using Self- and Peer Reports

Are individuals adept at perceiving others' emotions optimally adjusted? We extend past research by conducting a high-powered preregistered study that comprehensively tests five theoretical models of empathic accuracy (i.e., emotion-recognition ability) and self-views and intra- and interpersonal facets of adjustment in a sample of 1,126 undergraduate students from Canada and 2,205 informants. We obtained both self-reports and peer-reports of adjustment and controlled for cognitive abilities as a potential confounding variable. Empathic accuracy (but not self-views of that ability) was positively related to relationship satisfaction as rated by both participants and informants. Self-views about empathic accuracy (but not actual empathic accuracy) were positively related to life satisfaction as rated by both participants and informants. All associations held when we controlled for cognitive abilities.

Breaking the cycle of emotional flooding: the protective role of women's emotional intelligence in couple's conflict

Introduction

One of the most damaging aspects, both for people's well-being and for close relationships, is conflict. Beyond different stressors, the emotions evoked, their regulation and an appropriate conflict resolution strategy will reduce negative consequences. Emotional Intelligence facilitates social relationships, but little applied research has been done on the relationship with couple conflict and emotional flooding, particularly from the perspective of women. Therefore, the present study analyzes the role of Perceived Emotional Intelligence (PEI) and the mediating effect of Positive Conflict Resolution strategies (PCR) in couples' conflicts from women's perspective, examining its effect on Emotional Flooding (EF) and Satisfaction.

Methods

Through a cross-sectional design, the relationships between variables were analyzed using group comparisons and means of a structural equation model (SEM) in a sample of 692 women.

Results

Significant differences were found between the groups by age, length of relationship, and motherhood. The SEM revealed a good fit. PEI predicted 71.8% of the variance in EF and 35% in Satisfaction through PCR and Conflict.

How Does Social Support and Emotional Intelligence Enhance Life Satisfaction Among Adolescents? A Mediational Analysis Study

Introduction

The decline in life satisfaction throughout adolescence has led research to focus on variables that facilitate life satisfaction, such as social support and trait emotional intelligence. However, the relationship dynamics between the main sources of social support (family, friends and teachers), trait emotional intelligence (emotional attention, clarity and repair), and life satisfaction have yet to be elucidated.

Objective

Therefore, the aim of this study is to test and compare a set of structural models that integrate these three variables.

Methods

A sample of 1397 middle school students (48% males, 52% females) with age range 12-16 years (M = 13.88, SD = 1.27) was selected.

Results

The data showed that trait emotional intelligence significantly mediated the effect of the social support network on life satisfaction, highlighting the greater contribution of family support, emotional clarity, and emotional repair as enabling factors of adolescent well-being.

Discussion

Psychoeducational and social implications of these results are discussed.

Perceived academic performance explained by school climate, positive psychological variables and life satisfaction

BACKGROUND

Adolescents spend a large percentage of their time at school, where learning and achievement are important activities that are vital to their future educational success and subsequent career opportunities. However, studies reveal a significant drop in satisfaction and performance during the teenage years.

AIM

Based on the ecological model, this study aims to explore the relationship dynamics between contextual (school climate) and psychological (emotional intelligence and resilience) variables, life satisfaction and perceived academic performance, analysing, to this end, four theoretical models grounded in previous research.

SAMPLE

The sample comprised a total of 1397 adolescents aged between 12 and 16 years from the Autonomous Community of the Basque Country (northern Spain).

ANALYSIS

The Equations 6.2 program was used to estimate the measurement model and the structural models, using the robust maximum likelihood procedure.

RESULTS

School climate and life satisfaction were found to directly influence perceived academic performance, whereas emotional intelligence and resilience did so indirectly, with the full mediation of life satisfaction.

CONCLUSIONS

These results have important educational implications, since they reveal existing relationship dynamics, which should serve as a basis for the effective implementation of school programs. They also indicate how important it is for adolescents to be psychologically well-adjusted and satisfied with their lives, in order for them to perform optimally at school.

Impaired emotional intelligence is related to symptoms severity and suicidal attempts in depression

OBJECTIVE

Few studies demonstrated the impairment of perceived emotional intelligence 'EI' among depressed patients. This study aimed to assess the perceived EI in a group of depressed patients, and its association with different clinical characteristics.

METHODS

Forty-five patients diagnosed with depression were assessed by the Hamilton Depression Rating Scale and compared to 45 controls that were assessed by the Arabic version of General Health Questionnaire to exclude Psychiatric disorders. The Arabic version of Trait Meta-Mood Scale (TMMS) is used to evaluate EI in both groups.

RESULTS

Patients with depression showed significantly lower EI scores in the three parts of TMMS (repair, clarity and attention) compared to the controls (p < .001). Patients showed significant difference in clarity subscale (p = .005) and attention regarding severity of depression (p < .001). Clarity of feelings was significantly higher in patients who suffered more than two episodes (p = .012). Depressive patients with suicidal attempts showed significantly lower scores of repair (p = .044) and attention (p = .016) subscales. There were no significant differences of TMMS subscales between patients with and without suicidal ideation, sleep disturbance and somatic symptoms.

CONCLUSIONS

The current study demonstrates impaired perceived EI among patients with depression that is correlated with symptom severity and suicidal attempts.

Achieving Workplace Wellbeing Among Indian IT Engineers

The predictors of millennials’ wellbeing at work keep on changing in lieu with their changing career and work orientation. This quantitative research paper focuses on Indian Information Technology employees and aims to identify how their changing career orientation impacts work wellbeing, psychological capital and perceived employability. The proposed conceptual model of protean career orientation is empirically tested among 411 Information Technology engineers working at private companies in India. Findings indicate that the changing career orientation has a positive impact on work wellbeing, psychological capital and perceived employability. The study contributes to vocational psychology literature on enhancing our knowledge on the importance of protean attitude among millennials. The paper indicates further research areas and implications for employers.

Analyzing protective factors for adolescents' mental health during COVID-19 pandemic in Spain: A longitudinal study

OBJECTIVE

This study examined the protective role of self-esteem and perceived emotional intelligence on mental health problems in Spanish adolescents during COVID-19 pandemic.

DESIGN

Participants (N = 139; Mage = 13.83 years, SD = 0.96; 63.8% female) completed measures before the outbreak of COVID-19 (T1) and during the first wave of the pandemic in Spain (T2).

MAIN OUTCOME MEASURES

Participants self-reported emotional intelligence, self-esteem, mental health problems and suicidal behavior.

RESULTS

Adolescent mental health problems were equally affected by COVID-19 pandemic according to gender, age and lockdown conditions. Adolescents with low levels of emotional intelligence and self-esteem at T1 showed a significant decrease in self-reported anxiety, depression, stress and suicidal behavior at T2. However, adolescents with average or high levels of emotional intelligence and self-esteem at T1 showed no significant changes in mental health problems at T2. Self-esteem at T1 meditated the relationships between emotional intelligence at T1 (clarity and repair) and emotional symptoms at T2 (depression, anxiety and stress). Furthermore, the relationship between self-esteem and anxiety symptoms was moderated by the number of people living together during COVID-19 lockdown.

CONCLUSION

Our findings highlight the protective role of pre-pandemic development of self-esteem and emotional intelligence in mitigating the impact of COVID-19 outbreak on adolescent mental health during the pandemic.

The Relations of Attention to and Clarity of Feelings With Facial Affect Perception

Attention to emotions and emotional clarity are core dimensions of individual differences in emotion awareness. Findings from prior research based on self-report indicate that attention to and recognition of one's own emotions are related to attention to and recognition of other people's emotions. In the present experimental study, we examined the relations of attention to and clarity of emotions with the efficiency of facial affect perception. Moreover, it was explored whether attention to and clarity of emotions are linked to negative interpretations of facial expressions. A perception of facial expressions (PFE) task based on schematic faces with neutral, ambiguous, or unambiguous emotional expressions and a gender decision task were administered to healthy individuals along with measures of emotion awareness, state and trait anxiety, depression, and verbal intelligence. Participants had to decide how much the faces express six basic affects. Evaluative ratings and decision latencies were analyzed. Attention to feelings was negatively correlated with evaluative decision latency, whereas clarity of feelings was not related to decision latency in the PFE task. Attention to feelings was positively correlated with the perception of negative affects in ambiguous faces. Attention to feelings and emotional clarity were not related to gender decision latency. According to our results, dispositional attention to feelings goes along with an enhanced efficiency of facial affect perception. Habitually paying attention to one's own emotions may facilitate processing of external emotional information. Preliminary evidence was obtained suggesting a relationship of dispositional attention to feelings with negative interpretations of facial expressions.

Toward Linguistic Recognition of Generalized Anxiety Disorder

Background

Generalized anxiety disorder (GAD) refers to extreme, uncontrollable, and persistent worry and anxiety. The disorder is known to affect the social functioning and well-being of millions of people, but despite its prevalence and burden to society, it has proven difficult to identify unique behavioral markers. Interestingly, the worrying behavior observed in GAD is argued to stem from a verbal linguistic process. Therefore, the aim of the present study was to investigate if GAD can be predicted from the language people use to put their anxious worries into words. Given the importance of avoidance sensitivity (a higher likelihood to respond anxiously to novel or unexpected triggers) in GAD, this study also explored if prediction accuracy increases when individual differences in behavioral avoidance and approach sensitivity are taken into account.

Method

An expressive writing exercise was used to explore whether GAD can be predicted from linguistic characteristics of written narratives. Specifically, 144 undergraduate student participants were asked to recall an anxious experience during their university life, and describe this experience in written form. Clinically validated behavioral measures for GAD and self-reported sensitivity in behavioral avoidance/inhibition (BIS) and behavioral approach (BAS), were collected. A set of classification experiments was performed to evaluate GAD predictability based on linguistic features, BIS/BAS scores, and a concatenation of the two.

Results

The classification results show that GAD can, indeed, be successfully predicted from anxiety-focused written narratives. Prediction accuracy increased when differences in BIS and BAS were included, which suggests that, under those conditions, negatively valenced emotion words and words relating to social processes could be sufficient for recognition of GAD.

Conclusions

Undergraduate students with a high GAD score can be identified based on their written recollection of an anxious experience during university life. This insight is an important first step toward development of text-based digital health applications and technologies aimed at remote screening for GAD. Future work should investigate the extent to which these results uniquely apply to university campus populations or generalize to other demographics.

Family Resilience and Adolescent Mental Health during COVID-19: A Moderated Mediation Model

Background: The COVID-19 pandemic has impacted and is still impacting people’s lives, including physical and mental health. Family plays an important role in adolescent mental health due to the long staying at home. Aims: This paper aimed to investigate the impact of family resilience on adolescent mental health during the COVID-19 pandemic, and the mediation role of pandemic stress perception and the moderation role of meta-mood. Methods: A total of 2691 Chinese adolescents were recruited using convenient sampling. Their mental health, family resilience, pandemic stress perception and meta-mood were surveyed. Multivariate statistics were used to analyze the data. Results: Our results showed that (1) about 36.7% adolescents in our sample have some mental health problems; (2) family resilience can positively predict adolescent mental health, whereas pandemic stress perception can negatively predict mental health; (3) pandemic stress perception mediates the relationship between family resilience and adolescent mental health; (4) meta-mood moderates the relationship between family resilience and pandemic perception, i.e., the first half of the mediation role. Conclusions: Our results indicate that one can either improve family resilience or improve adolescents’ meta-mood to relieve adolescents’ mental health problems.

Stress and Emotional Intelligence Shape Giving Behavior: Are There Different Effects of Social, Cognitive, and Emotional Stress?

Acute stress has been linked with prosocial behavior, yet it is entirely unexplored how different types of stressors may affect individuals’ willingness to help: This is particularly relevant while people is experiencing multiple sources of stress due to the COVID-19 pandemic. Here we explore whether different types of stress influence peoples’ giving behavior and the moderating role of emotional intelligence (EI). Undergraduate students were exposed to experimentally induced social, cognitive, or emotional stress and were asked to self-report on their willingness to help and donate to a charity raising funds for COVID-19 and flu patients. Results showed that when compared to a control condition, after being exposed to a social stress, participants were more willing to help a person in need. Our results also provide evidence that, after experiencing a social stress, participants with high (vs low) trait EI were more willing to help, and, as a result, donated more. Findings indicate that moderate levels of distress are associated with increased donations. Interestingly, when stress is not too threatening, high EI can regulate it and promote prosocial behaviors.

Evidence on the Relationship Between Emotional Intelligence and Risk Behavior: A Systematic and Meta-Analytic Review

The aim of the present study was to carry out a qualitative and quantitative synthesis of the existing literature studying the relationship between emotional intelligence and risk behavior. We conducted a systematic review and meta-analysis of the scientific evidence available relating both constructs. Particular attention was paid to identifying possible differences in this relationship as a function of the different conceptualizations of EI and the risk domain. The study was conducted following the Cochrane and PRISMA guidelines. Our results revealed a significant negative relationship between EI and health-related risk behaviors. However, this relationship was not observed in other risk domains such as finance and gambling. The relationship between EI and risk behavior differed according to the risk domain studied, which supports the notion that risk is a domain-specific construct. The results associated with the health-related risk behaviors are consistent with existing literature about the positive impact of emotional abilities on the health domain. A more complete understanding of the emotional mechanisms that underlie risk behavior could help to establish action guidelines and improve programmes to prevent and reduce the negative effects of risk behavior on our society.

Socioemotional Resources and Mental Health in Moroccan Adolescents: A Person-Centered Approach

Mixture modeling technics are not the one and only to perform person-centered analyses, but they do offer the possibility of integrating latent profiles into models of some complexity that include antecedents and results. When analyzing the contribution of socioemotional resources to the preservation of mental health, it is the variable-centered approaches that are the most often performed, with few examples using a person-centered approach. Moreover, if the focus is on the Arab adolescent population, to our knowledge, there is an absence of such studies. This study aims to extend the research about socioemotional resources by examining: (1) if distinguishable profiles can be identified based on scores about perceptions of different emotional abilities and levels of social support from different sources (e.g., parents, friends, and teachers/counselors); (2) if the identified profiles relate to mental health indicators, such as depression levels and health-related quality of life (HRQoL); and (3) to acknowledge if sociodemographic variables such as age or gender and positive self-views (self-esteem) ascertain the probability of pertaining to the identified profiles. The study was carried out on a large sample of Moroccan adolescents (N = 970). We adopted a person-centered approach using latent profile analysis (LPA) to establish whether different socioemotional resources profiles (e.g., emotional intelligence and social support) are present in Moroccan adolescents. Furthermore, we investigated the role of sociodemographic variables and self-esteem as antecedents of these profiles and the association of these profiles with mental health (depression and HRQoL). Results from LPA revealed three patterns of socioemotional resources (i.e., latent profiles): (1) “High socioemotional resources” (43.09%); (2) “Moderate socioemotional resources” (42.68%); and (3) “Low socioemotional resources” (14.23%). Analyses showed that Moroccan adolescents differed significantly in depression (cognitive-affective and somatic dimensions) and HRQoL depending on the profile membership. Profiles with higher levels of resources contributed positively to preserving mental health. Finally, the results show that self-esteem boosted the probability of pertaining to the profiles related to better mental health. Thus, this study extends previous research about socioemotional resources, highlighting that researchers and health professionals should consider empirically identified profiles of adolescents when explaining mental health outcomes. Therefore, the psychological intervention should be focused on enhancing the self-esteem of adolescents, to favor a high socioemotional resource profile, which results in better mental health.

Meta-Analysis of the Associations Among Constructs of Intrapersonal Emotion Knowledge

To better define the boundaries of conceptually overlapping constructs of intrapersonal emotion knowledge (EK), we examined meta-analytic correlations among five intrapersonal EK-related constructs (affect labelling, alexithymia, emotional awareness, emotional clarity, emotion differentiation) and attention to emotion. Affect labelling, alexithymia, and emotional clarity were strongly associated, and they were moderately associated with attention to emotion. Alexithymia and emotional awareness were weakly associated, and emotion differentiation was unrelated with emotional clarity. Sample characteristics and measures moderated some of the associations. Publication bias was not found, except for the alexithymia-emotional awareness association. This study helped to clarify the extent to which similarly defined constructs overlap or are distinct, which can inform our decision to adequately label important constructs and employ corresponding measures.

Emotional Intelligence and Perceived Health Related to Expressed Compassion Fatigue: A Study in Health Sector at Regional Level

Background: The work of health professionals often involves physical as well as psychological strain. They constantly deal with traumatic situations of pain and suffering, which destabilize the sense of well-being. Compassion fatigue is a feeling that appears in these cases and is related to other variables such as burnout or emotional drain.

Aims: The principal aim of this project was to deepen the analysis of compassion fatigue and how it could be explained through the relationship with other constructs such as emotional intelligence and perceived health.

Methods: This work followed the STROBE checklist for cross-sectional studies. In this study 1,521 nurses (M_age = 47.32; SD = 8.44) participated. The responses reported by the nurses were analyzed by classifying them as high or low compassion fatigue and the differences of both groups were analyzed for the variables of emotional intelligence, perceived health and quality of professional life.

Results: It was obtained significant differences for all factors except for emotional intelligence factor. A linear regression analysis showed both emotional intelligence and perceived health helped to explain (12%) compassion fatigue.

Conclusion: This study provides light on comprehending the conception of compassion fatigue. It highlights the importance of intervention programs that improve the quality of professional life.

OKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation

A positive school climate can directly influence the relationships and social interactions among students while also contributing to the development of socio-emotional skills. Simultaneously, the school climate depends on these said skills. Despite this close relationship, emotional education and school climate improvement programmes have traditionally been studied separately. This study describes and evaluates the effectiveness of a new programme, OKAPI (Organisation, Cooperation, Positive Environment, Participation and Emotional Intelligence), for the development of socio-emotional skills and the improvement of classroom climate for primary school students using a cooperative learning methodology. The total sample comprised 86 students aged 9–11 years. A quasi-experimental design with pre-test and post-test measures with a control group was used. The results show that the program’s implementation is effective both for the improvement of the classroom climate and the acquisition of training in the field of emotional intelligence, as well as for the development of cooperative competences. Among the fundamental pillars of the OKAPI programme are its simplicity and transversality, so that teachers are responsible for its application and monitoring; thus, the programme becomes an agent of change in their educational practice.

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.

Attention to emotion and reliance on feelings in decision-making: Variations on a pleasure principle

Individuals are thought to differ in the extent to which they attend to and value their feelings, as captured by the construct of attention to emotion. The well-being correlates of attention to emotion have been extensively studied, but the decision-making correlates have not been. A three study program of research (total N = 328) sought to examine relationships between stimulus-specific feelings and decisions concerning those stimuli in the context of high levels of within-subject power. Evidence for the pleasure principle was robust, in that individuals placed a virtual self closer to stimuli that they found more pleasant (Study 1) and they wished to re-view such stimuli more frequently (Studies 2 & 3). These relationships, however, were more pronounced at higher levels of attention to emotion. The findings affirm the importance of feelings in decision-making while highlighting ways in which individual differences in attention to emotion operate.

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 Capital and Career Commitment Among Chinese Urban Preschool Teachers: The Mediating and Moderating Effects of Subjective Well-being

This study explored the effects of psychological capital (PsyCap) on career commitment among preschool teachers in China, with a particular focus on the mediating effects of subjective well-being (SWB). A total of 759 teachers were subjected to the PsyCap Questionnaire and Career Commitment Scale. The data were analyzed and used for structural modeling with Mplus Version 7.4. Results indicated that PsyCap positively influenced career commitment, with SWB significantly mediating and moderating this causal association. Thus, the influence of PsyCap on career commitment is improved through enhanced SWB. These findings highlight avenues for improving both PsyCap and career commitment in the Chinese context among urban preschool teachers.

Application of S-1 Bifactor Model to Evaluate the Structural Validity of TMMS-24

(1) Background: Recent studies have shown that the internal structure of TMMS-24 can be conceptualized as a bifactor. However, these studies, based exclusively on the evaluation of the fit of the model, fail to show the existence of a general factor of strong emotional intelligence and have neglected the evaluation of the specific factors of attention, clarity and repair. The main goal of this work is to evaluate the degree of determination and reliability of the specific factors of TMMS-24 using a bifactor S-1 model. (2) Methods: We administered TMMS-24 to a sample of 384 students from middle and high schools (58.1% girls; mean age = 15.5; SD = 1.8). (3) Results: The specific TMMS-24 factors are better determined and present a higher internal consistency than the general factor. Furthermore, the bifactor S-1 model shows the existence of a hierarchical relationship between the attention factor and the clarity and repair factors. The S-1 bifactor model is the only one that was shown to be invariant as a function of the sex of the participants. (4) Conclusions: The S-1 bifactor model has proven to be a promising tool for capturing the structural complexity of TMMS-24. Its application indicates that it is not advisable to use the sum score of the items, since it would be contaminated by the attention factor. In addition, this score would not be invariant either, that is, comparisons by sex would be invalid.

Focusing on Resilience and Renewal From Stress: The Role of Emotional and Social Intelligence Competencies

Individuals are subject to stressful events from daily chronic stress to traumatic life-changing experiences and the resulting impairment. Efforts to reduce stress or stressors are misdirected. Instead, bouncing back or recovering from such experiences, often called resilience is a far more potent way to ameliorate the ravages of chronic stress and move to a state of renewal, thriving and flourishing. Because we infect each other with stress or renewal through emotional contagion, each person's ability to manage their own emotions as well as those of others and their relationships becomes key to health. These capabilities are called emotional and social intelligence. At the trait level, they are personal dispositions but at the behavioral level they are patterns of behavior we call emotional and social intelligence competencies (ESI). This paper is a review addressing the role of emotional and social intelligence competencies in resilience. By focusing on the behavioral level of ESI, designs for more precise research and practical applications as to how to develop ESI and resilience are offered.

EmoTIC: Impact of a game-based social-emotional programme on adolescents

INTRODUCTION

Technologies provide a brilliant opportunity to promote social-emotional competences, well-being and adjustment in adolescence. Game-based programmes and serious games are digital tools that pursue an educational goal in an attractive environment for adolescents. The purpose of this study was therefore to determine the effectiveness of emoTIC, a game-based social-emotional programme designed according to Mayer, Caruso, and Salovey's model of emotional intelligence.

MATERIALS AND METHODS

The participants were 119 adolescents between 11 and 15 years, randomly assigned to the experimental group and the control group. The adolescents completed questionnaires to assess their emotional intelligence, self-esteem, affect balance, difficulties, prosocial behaviour, depression, anxiety and stress.

RESULTS

The MANCOVA results showed that adolescents who completed the game-based programme had improved self-esteem, affect balance, emotional symptoms, behavioural problems, and hyperactivity (Wilks' λ = .77; F = 2.10; p = .035). Hierarchical multiple regression indicated that adolescents in the experimental group had a greater change in self-esteem and affect balance (positive β), while their emotional problems and hyperactivity decreased (negative β). Anxiety moderated the influence of the intervention on self-esteem (b = .04; t = -2.55; p ≤ .05; LLCI = -0.43, ULCI = -0.05). Adolescents with low or medium anxiety improved their self-esteem with the intervention, while those with high anxiety did not develop it.

CONCLUSIONS

The use of technology in social-emotional programmes could be the first step in increasing adolescents' interest in emotions and emoTIC could be considered a useful programme which influences their personal, emotional and social factors.

TRIAL REGISTRATION

Clinical Trial identifier: NCT04414449.

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.

Emotional Awareness in Daily Life: Exploring Its Potential Role in Repetitive Thinking and Healthy Coping

Cross-sectional research has found that emotional awareness, which is composed of one's emotional clarity and attention to emotions, is associated with psychopathology, emotion regulation, and coping. Not surprisingly then, emotional awareness is often a target of cognitive and behavioral therapies. However, little is known about what emotional awareness is related to in daily life, which would inform how and for whom emotional awareness training should be conducted in therapeutic settings. The goal of the current studies was to examine associations among facets of emotional awareness and repetitive thinking (i.e., rumination, worry, and reflection), emotion regulation, and coping in daily life. We conducted two 7-day daily diary studies (n = 172 in Study 1, n = 211 in Study 2) measuring daily experiences of repetitive negative thinking, emotion regulation efforts, and coping. Multilevel models showed that trait levels of emotional clarity were negatively associated, at the between-person level, with daily levels of repetitive negative thinking and positively associated with active coping. Additionally, daily levels of emotional clarity were associated, at the within-person level, with worrying and active coping, whereas daily levels of attention to emotions were associated, at the within-person level, with reflection. Theoretical and clinical implications for emotional awareness, particularly emotional clarity, are discussed.

Emotional awareness, affective dysregulation, and bipolar spectrum psychopathology: A path analysis

Affective dysregulation is present in those with subsyndromal symptoms of hypomania and mania and prospectively predicts the development of bipolar spectrum disorders. A crucial, understudied area related to the experience and regulation of emotion in this population is emotional awareness - emotional clarity (Clarity) and attention to emotion (Attention). We examined whether scores on the Hypomanic Personality Scale (HPS) were associated with deficits in emotional awareness and whether these deficits were associated with heightened intensity and instability of negative (NA) and positive affect (PA). Young adults (n=233), oversampled for high HPS scores completed self-reports and 14 days of experience sampling assessing high and low arousal NA and PA. HPS scores were associated with low Clarity and unassociated with Attention. High HPS scores were associated with greater high and low arousal NA intensity and instability only for those at low and mean levels of Attention. In contrast, there was a significant indirect association between HPS scores and intensity of high and low arousal NA and PA, as well as instability of high arousal NA, through low Clarity. Results highlighted that individual differences exist in the extent to which facets of emotional awareness differentially link scores on the HPS to emotional outcomes.

Kellner's Symptom Questionnaire, a Highly Sensitive Patient-Reported Outcome Measure: Systematic Review of Clinimetric Properties

INTRODUCTION

Patient-reported outcomes (PROs) are of increasing importance in clinical medicine. However, their evaluation by classic psychometric methods carries considerable limitations. The clinimetric approach provides a viable framework for their assessment.

OBJECTIVE

The aim of this paper was to provide a systematic review of clinimetric properties of the Symptom Questionnaire (SQ), a simple, self-rated instrument for the assessment of psychological symptoms (depression, anxiety, hostility, and somatization) and well-being (contentment, relaxation, friendliness, and physical well-being).

METHODS

The PRISMA guidelines were used. Electronic databases were searched from inception up to March 2019. Only original research articles, published in English, reporting data about the clinimetric properties of the SQ, were included.

RESULTS

A total of 284 studies was selected. The SQ has been used in populations of adults, adolescents, and older individuals. The scale significantly discriminated between subgroups of subjects in both clinical and nonclinical settings, and differentiated medical and psychiatric patients from healthy controls. In longitudinal studies and in controlled pharmacological and psychotherapy trials, it was highly sensitive to symptoms and well-being changes and discriminated between the effects of psychotropic drugs and placebo.

CONCLUSIONS

The SQ is a highly sensitive clinimetric index. It may yield clinical information that similar scales would fail to provide and has a unique position among the PROs that are available. Its use in clinical trials is strongly recommended.

Early life stress sensitizes youth to the influence of stress-induced cortisol on memory for affective words

Early life stress (ELS) is a well-established risk factor for psychopathology across the lifespan. Cognitive vulnerability to stress-induced cortisol may explain risk and resilience. The current study aimed to elucidate a psychobiological pathway linking stress to altered memory for affective words among youth with and without exposure to ELS. One hundred and fifteen youth (ages 9-16, 47% female) were randomized either to a psychosocial stressor or a control condition. Immediately following the stress or control condition, participants completed a memory task for affective words. Change in salivary cortisol from immediately before to 25 min after stress onset were used to predict memory for affective words. Exposure to the acute laboratory stressor led to activation of the HPA axis. Greater cortisol reactivity was associated with less accurate recognition of negative valence words. Among youth exposed to ELS, greater cortisol reactivity to acute stress was associated with poorer recognition of dysphoric and neutral words. Acute increases in cortisol may interfere with negatively-valenced information processing that has implications for memory. Youth exposed to high ELS may be particularly vulnerable to the effects of cortisol, which may explain one pathway through which stress leads to psychopathology among at-risk youth.

Lights and Shadows of Trait Emotional Intelligence: Its Mediating Role in the Relationship Between Negative Affect and State Anxiety in University Students

Nowadays, students are experiencing difficult and stressful situations due to the Global Pandemic Alert. This changing world can evoke negative emotions that have been traditionally linked to higher anxiety. Researches have been focused on the positive outcomes of trait emotional intelligence (TEI) preventing psychological disorders. However, the possibility that TEI might have a dark side has been neglected. Hence, this study aimed to explore the mediating effect of the three dimensions of TEI in the relationship between negative affect and anxiety symptoms among college students. Participants of this research were 467 undergraduates who completed an online self-reported questionnaire including the Positive and Negative Affect Schedule (PANAS; Watson et al., 1988), the State-Trait Anxiety Inventory (STAI; Spielberger et al., 1970), and Trait Meta-Mood Scale (TMMS-24, Salovey et al., 1995). The global serial mediation model showed that the total amount of variance explained by the global model was 30.8% (R ² = 0.31). Negative affectivity and age accounted for the 15.1% of state anxiety variance (R ² = 0.15; c: B = 0.63, p < 0.001) while 15.7% of the variance of state anxiety was attributed to the direct or indirect effect of the three dimensions of TEI (R ² = 0.16). Five indirect effects presented statistical significance (95% BootCI). The contrast analyses between mediators showed that three indirect effects had higher statistical weigh; the ability of negative affect to increase state anxiety through (i) emotional attention; (ii) emotional clarity, and (iii) serially through emotional clarity and mood repair. Our results indicated that students' negative emotions lead to higher emotional attention which in turn may enhance state anxiety in two ways: by a direct effect of emotional attention on state anxiety and by a serial effect through emotional clarity. Moreover, when negative affect is associated with lower emotional clarity, anxiety symptoms may also arise. However, when attention and clarity are connected, the negative effect is reversed into a positive one, decreasing state anxiety.

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.

Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students

The psychological well-being of students affects their academic achievement, social relationships and school coexistence and is something that families worry about. This aspect becomes vital when students have atypical development and/or specific needs. Studies on the impact of giftedness on students' self-concept and self-esteem offer mixed results. Emotional Intelligence (EI) is a key factor for their well-being that must be developed by educational institutions. This study analyzes the relationships between emotional intelligence profiles and both self-concept and self-esteem of identified gifted students between 8 and 18 years of age who study in regular Spanish schools and non-identified peers. A total of 118 identified gifted and 122 non-identified subjects participated in the study. The Self-Concept Scale Form 5 (AF5), the Rosenberg Self-Esteem Scale (RSES), and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Clusters of students were identified on the basis of their scores in the three dimensions of EI. Subsequently, the differences in self-esteem and self-concept according to the student's emotional intelligence profile were analyzed. The results showed a taxonomy of three-cluster profiles in both groups and the existence of differences between profiles of EI in the self-esteem and self-concept dimensions in gifted students, not so in the non-identified group. The results have important implications for education and health professionals, both for the evaluation and for the introduction of adjusted intervention programs in case of vulnerability.

A Sequential Path Model Testing: Emotional Intelligence, Resilient Coping and Self-Esteem as Predictors of Depressive Symptoms during Unemployment

The unemployment rate has dramatically increased in southern Europe in the last decade. Although it is well-known that unemployment impairs mental health, the specific roles of personal resources like emotional intelligence (EI) and potential underlying mechanisms remain unclear. Prior studies have shown that resilience and self-esteem are mediators in the link between EI and mental health. The present study aims to bridge these gaps by testing a sequential path model. Specifically, we propose that EI is associated with lower depressive symptoms, which is explained by higher resilient coping strategies and a resulting increased self-esteem among unemployed individuals. A sample of Spanish unemployed persons completed measures of EI, resilience, self-esteem and depression. The results showed that higher levels of EI were positively associated with resilience and self-esteem and negatively related to depressive symptoms. Path analyses showed that resilience and self-esteem mediated the relation between EI and depression in sequence. These findings suggest that EI plays a key role in promoting mental health and provide preliminary evidence regarding potential mechanisms through which EI contributes to mental health during unemployment. Implications for assessing the absence of these positive resources in developing effective job search programs geared toward promoting mental health and re-employment are discussed.

Critical thinking disposition of undergraduate students in relation to emotional intelligence: Gender as a moderator

Undergraduate student, especially first-year students face challenges in the new found academic environment. Critical thinking (CT) has been found to be effective in managing negative experiences. Earlier literature found Emotional intelligence (EI) is accounted for variance in critical thinking (CT) skill irrespective of the gender. However, there is scarcity of research on the relationship between EI and CT disposition with respect to gender. The present research intended to study the effect of EI on CT disposition of students in the transition phase with gender as a moderator. 500 first-year undergraduate students from West Bengal (eastern part of India) were selected to fill up assessment tools; the Profile of Emotional Competence (Brasseur et al., 2013) and Critical Thinking Disposition Assessment (Ricketts & Rudd, 2005). Structural Equation Model (SEM) was followed using AMOS adopting maximum likelihood approach. Path analysis revealed an accepted model fit establishing EI to have significant effect on CT disposition. However, this effect was not moderated by gender. The present research might be helpful in generating awareness regarding the importance of EI and training for developing disposition of CT among college fresher's well-being and emotional health. The study has highlighted the non-significant moderating role of gender in relation to EI and CT disposition that was missing in the existing literature.

Predicting psychological health: assessing the incremental validity of emotional intelligence beyond personality, Type A behaviour, and daily hassles

Although some research has linked emotional intelligence (EI) and psychological health, little research has examined EI's ability to predict health outcomes after controlling for related constructs, or EI's ability to moderate the stressor–strain relationship. The present study explored the relationships among EI (as assessed by a trait‐based measure, the EQ‐i), Big Five personality factors, Type A Behaviour Pattern (TABP), daily hassles, and psychological health/strain factors (in terms of perceived well‐being, strain, and three components of burnout). The EQ‐i was highly correlated with most aspects of personality and TABP. After controlling for the impact of hassles, personality, and TABP, the five EQ‐i subscales accounted for incremental variance in two of the five psychological health outcomes. However, the EQ‐i scales failed to moderate the hassles–strain relationship. Copyright © 2005 John Wiley & Sons, Ltd.