Training emotional intelligence: Does training in basic emotional abilities help people to improve higher emotional abilities?

Emotional intelligence training for pre-service primary school teachers: a mixed methods research

Introduction

This research devises a training program for developing emotional intelligence focused on social and emotional learning and integrates it into teaching to improve pre-service teachers' emotional intelligence.

Methods

The study used a embedded mixed design. The quantitative dimension of the study used a controlled quasi-experimental design with pre-test/post-test, and the qualitative dimension used an evaluative case study design. The study was conducted with 73 prospective primary school teachers studying at the faculty of education of a Turkish state university. The study group was formed using purposive random sampling. The sample for the quantitative dimension was composed using probability random sampling, whereas the sample for the qualitative dimension was composed using purposive sampling. The program was administered to the experimental group for 10 weeks. Quantitative data were obtained using the Bar-On EQ-i, and qualitative data were obtained using a semi-structured interview questionnaire and participant diaries. Quantitative data were analyzed using normality analysis and one-factor analysis of covariance, whereas qualitative data were analyzed using descriptive and content analysis.

Results

The results found the developed training program to be an effective approach to improve emotional intelligence among pre-service teachers. Moreover, data obtained from documentary sources and focus group interviews during and after the application of the program confirmed and adequately explained the quantitative results.

Discussion

In line with the purpose of the study, the findings obtained from the quantitative part of the study showed that the implementation of the training program for the development of emotional intelligence focused on SEL was an effective approach in increasing the emotional intelligence levels of the pre-service teachers in the experimental group. Similar research results also support that pre-service teachers' emotional intelligence can be improved with additional intervention practices without affecting their curriculum.

Does Social and Organizational Support Moderate Emotional Intelligence Training Effectiveness?

Given the dearth of systematic research and inconclusive results regarding the effectiveness of emotional intelligence (EI) training in adult training, this study was conducted to evaluate the effectiveness of EI training. This study aimed to assess the effectiveness of EI training on learning and transfer outcomes, considering underexplored moderation of social and organizational support with experimental and longitudinal research design. Training transfer was measured through changes in organizational citizenship behavior (OCB) and counterproductive work behavior (CWB). Participants self-assessed their OCB and CWB levels, while their supervisors also provided evaluations, allowing for separate analysis. Data, from a sample comprising 176 government officials, were collected across different periods and analyzed employing diverse analytical tools. The results revealed positive effects of EI training on training outcomes in both samples but positive moderation effect of social and organizational support on the effect of EI training on training outcomes was observed in the self-evaluation sample but not in the supervisor evaluation sample. The findings advance the debate on social exchange theory and organizational support theory by showing the boundary condition of their applicability. Furthermore, this study clarifies the impact of EI training on training outcomes by emphasizing the nuanced role of social and organizational support.

Training Emotional Intelligence Online: An Evaluation of WEIT 2.0

With the growing popularity of online courses, there is an increasing need for scientifically validated online interventions that can improve emotional competencies. We addressed this demand by evaluating an extended version of the Web-Based Emotional Intelligence Training (WEIT 2.0) program. Based on the four-branch model of emotional intelligence, WEIT 2.0 focuses on improving participants' emotion perception and emotion regulation skills. A total of 214 participants were randomly assigned to the training group (n = 91) or a waiting list control group (n = 123) to evaluate short-term (directly after WEIT 2.0) and long-term intervention effects (8 weeks later). Two-way MANOVAs and mixed ANOVAs showed significant treatment effects for self-reported emotion perception of the self, as well as emotion regulation of the self and others, after 8 weeks. No significant treatment effects were found for self-reported emotion perception in others or for performance-based emotion perception or emotion regulation. Moderator analyses revealed no significant effects of digital affinity on training success from the pretest to the posttest. The findings suggest that components of self-reported emotional intelligence can be enhanced through WEIT 2.0, but performance-based emotional intelligence cannot. Further research is needed on the online training of emotional intelligence and the mechanisms that underlie training success.

Optimism and friendship quality as mediators between trait emotional intelligence and life satisfaction in Chinese adolescents: A two-wave longitudinal study

Using a convenience sample of adolescents (N = 1609; 63.5% female; M age  = 16.54), this study explored whether EI predicted adolescent life satisfaction and whether friendship quality and optimism mediated this relationship during the COVID-19 pandemic. The structural equation modeling revealed that EI predicted adolescent life satisfaction, friendship quality, and optimism, friendship quality partially mediated the relationship between EI and life satisfaction, and optimism partially mediated the relationship between EI and friendship quality. These findings prove that psychological or educative approaches focused on EI could increase life satisfaction in adolescents during difficult times such as COVID-19, but EI may be linked with life satisfaction via friendship quality only. Training in optimism approaches and friendship quality enhancement programs could also effectively promote life satisfaction.

Individual differences in social intelligence and perception of emotion expression of masked and unmasked faces

Facial expressions provide key information for successful social interactions. Recent research finds that accurate perception of emotion expressions decreases when faces are presented with face masks. What is unknown is how individual differences in social intelligence may influence perception of masked emotion expressions. In this study, participants (n = 224) completed an emotion perception task of face stimuli presented with and without face masks and completed two measures of social intelligence: the Reading the Mind in the Eyes Test (RMET) and the Tromsø Social Intelligence Scale (TSIS). Face masks were found to significantly decrease the accurate identification of emotion expressions, impacting the perception of disgust and sad expressions the most. Further, the type of emotion misattributed to facial expressions varied across expressions. Performance on the RMET test did predict perception accuracy, while scores on the TSIS did not. As face masks continue to be common globally, we must be aware that they cause interference with our social interactions and perceptions. Further, some individuals may be more negatively impacted by these effects than others. As such, it is important that we find ways to ensure that we are effectively communicating with one another and have patience when perception mistakes arise.

Reading Emotions in Faces With and Without Masks Is Relatively Independent of Extended Exposure and Individual Difference Variables

The ability to read emotions in faces helps humans efficiently assess social situations. We tested how this ability is affected by aspects of familiarization with face masks and personality, with a focus on emotional intelligence (measured with an ability test, the MSCEIT, and a self-report scale, the SREIS). To address aspects of the current pandemic situation, we used photos of not only faces per se but also of faces that were partially covered with face masks. The sample (N = 49), the size of which was determined by an a priori power test, was recruited in Germany and consisted of healthy individuals of different ages [M = 24.8 (18-64) years]. Participants assessed the emotional expressions displayed by six different faces determined by a 2 (sex) × 3 (age group: young, medium, and old) design. Each person was presented with six different emotional displays (angry, disgusted, fearful, happy, neutral, and sad) with or without a face mask. Accuracy and confidence were lower with masks-in particular for the emotion disgust (very often misinterpreted as anger) but also for happiness, anger, and sadness. When comparing the present data collected in July 2021 with data from a different sample collected in May 2020, when people first started to familiarize themselves with face masks in Western countries during the first wave of the COVID-19 pandemic, we did not detect an improvement in performance. There were no effects of participants' emotional intelligence, sex, or age regarding their accuracy in assessing emotional states in faces for unmasked or masked faces.

Can We "Brain-Train" Emotional Intelligence? A Narrative Review on the Features and Approaches Used in Ability EI Training Studies

Recent studies had demonstrated that specific emotional intelligence (EI) abilities (as measured using the MSCEIT) were related to better performance on cognitive tasks that involved emotional information but not on their non-emotional counterparts. These findings suggest that cognitive control and other executive functioning processes (e.g., working memory) contribute to EI abilities. A well-functioning EI ability is crucial for a number of everyday activities and life outcomes. However, the evidence for training ability EI remains vague as to how these improvements occur. The purpose of this narrative review was to synthesize findings from past EI training research, specifically focusing on their methodology. This was to identify key aspects of the interventions used, to determine the prototypical features between them, as well as to propose a compelling research agenda for future EI training studies. Based on the features found in these studies, we identified two possible approaches in which EI improvements occurred. The first approach was through increasing emotional knowledge and related competencies through teaching and practice. These features were found in the majority of training interventions using a workshop-style training format, reflections, role-plays, and practice with other participants. The second approach used brain-training principles to improve basic cognitive processes, such as executive control or emotional inhibition. Using a cognitive training approach to EI training can provide several advantages, such as allowing researchers to examine EI improvements using the theories of (1) transfer; (2) plasticity; and (3) process-specific changes.

Protecting Nurses from Mistreatment by Patients: A Cross-Sectional Study on the Roles of Emotional Contagion Susceptibility and Emotional Regulation Ability

In recent years, patient mistreatment of healthcare workers, especially nurses, has been frequent, endangering the interests of organizations while also threatening nurses’ own development. This study aims to examine from the perspective of nurses’ personal interests whether mistreatment by patients decreases nurses’ workplace well-being and career commitment, and how their susceptibility to emotional contagion and emotional regulation ability might mitigate these negative effects. This study adopted a cross-sectional study design (data were collected through self-reported questionnaires with a two-month time lag between the months of August–October 2017). A total of 289 nurses from three hospitals in Shandong province, China, were recruited to participate in our study. The results reveal that mistreatment by patients is negatively related to nurses’ workplace well-being and career commitment. Emotional contagion susceptibility moderates the relationships between mistreatment by patients and career commitment, while there is no significant buffering effect of mistreatment by patients on workplace well-being. Emotional regulation ability moderates the relationships between mistreatment by patients and both workplace well-being and career commitment. These results suggest that improvements in nurses’ emotional regulation ability and susceptibility to emotional contagion can alleviate the harmful impacts of mistreatment by patients.

Early Education Care from Its Practitioners to Achieve Sustainability

(1) Background: Early intervention professionals are involved in the reconceptualisation of their service due to the exceptional situation caused by the COVID-19 epidemic, within the family context and aware of the children’s needs, with an impact on their emotional well-being to ensure sustainability. An analysis of their socio–emotional profile and training is increasingly needed to face their professional development effectively; (2) Methods: In this study, 209 early intervention professionals participated (n = 209), with an average age of 37.62 (±9.02). The following instruments were used: Satisfaction with Life Scale (SWLS), Wong Law Emotional Intelligence Scale (WLEIS-S) and the Utrecht Work Engagement Scale (UWES-9). The purpose of the study was to examine the relationship between early intervention (EI) and engagement as predictors of greater life satisfaction using Structural Equation Modelling (SEM). (3) Results: There exists a relationship between some dimensions of the instruments used (p < 0.01). The model obtained good structural validity (χ² = 3.264; Root Mean Square Error of Approximation (RMSEA) =.021; Goodness-of-Fit Index (GFI) = 0.991; Comparative Goodness of Fit Index (CFI) = 0.999; Incremental Fit Index (IFI) = 0.999). Subsequently, the results described above were verified through Bayesian statistics, thereby reinforcing the evidence provided; (4) Conclusions: Findings highlight the importance of providing professionals with emotional tools and strategies, from the educational context, in order to carry out their activity effectively and ensure the sustainability within the current situation, while remaining fully engaged.

Revisiting the emotional intelligence and transformational leadership debate: (How) does emotional intelligence matter to effective leadership?

Orientation: Empirical evidence supports the notion that emotional intelligence (EI) and transformational leadership (TFL) are related and confirms the positive effect of this leadership style on follower attitudes and performance. However, more insight is needed into the nomological net of variables that affect outcomes of effective leadership, as experienced by the follower of a leader who exhibits TFL behaviours, being influenced by various EI competencies.Research purpose: This study developed and tested a structural model that depicts the nature of the relationships between EI competencies, TFL behaviours and three outcomes of effective leadership.Motivation for the study: We argued that more insight into how (1) different components of EI affect TFL behaviours, and how (2) different components of TFL behaviours, in turn, affect outcomes of effective leadership, could be valuable in designing targeted interventions to increase employee commitment, job satisfaction (JS) and perceived supervisor support (PSS).Research design/design and method: The cross-sectional data included a sample of 267 respondents, with 85 leader–follower dyads that were analysed with partial least squares modelling. Self and other ratings were employed.Main findings: Nine of the 19 postulated relationships in the structural model were supported. Three of the four TFL components were shown to be influenced by various components of EI. Only PSS was significantly affected by idealised influence as a TFL behaviour.Practical/managerial implications: Increased understanding of which EI competencies influence TFL behaviours may be useful in the development of leaders by guiding targeted EI intervention strategies to increase leadership effectiveness.Contribution / value-add: This study confirmed the notion that EI competencies seem to be hierarchically ordered, whilst also providing insight into the differential impact of these competencies on TFL behaviours.

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.

Emotions as Predictors of Life Satisfaction among University Students

Emotional management is a decisive factor in building stimulating environments for the comprehensive development of individuals. In this study, 338 students enrolled in education degrees (n = 338), with an average age of 22.88 years (±5.50), participated. The following instruments were used: Satisfaction with Life Scale (SWLS), Wong Law Emotional Intelligence Scale (WLEI-S), Trait Meta Mood Scale 24 (TMMS 24) and Emotional Quotient Inventory (EQi-C). The objective was to determine the complementarity of certain dimensions of EI that predict greater life satisfaction based on the multivariate statistics of structural equations. The multi-group model obtained good structural validity (χ² = 103,729; RMSEA = 0.078; GFI = 0.917; CFI = 0.942; IFI = 0.943). In addition, significant correlations were found between life satisfaction and all dimensions were included in the emotional intelligence instruments used (p < 0.01). In terms of gender, we found that women had higher scores in all EI dimensions, in contrast to life satisfaction, where men had higher scores. The findings suggest the importance of working emotions in future educators to become satisfied and effective professionals.