Thematische Bibliographien / Trait emotionell intelligens

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Auswahl der wissenschaftlichen Literatur zum Thema „Trait emotionell intelligens“

Autor: Grafiati

Veröffentlicht am 29. Juni 2021

Zuletzt aktualisiert am 17. Februar 2022

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Zeitschriftenartikel zum Thema "Trait emotionell intelligens"

Kornilova, Tatiana, Mariia Shestova und Sergey Kornilov. „Emotional Intelligence, Big Five Traits and Emotional Creativity in latent personality profiles“. Vestnik of Saint Petersburg University. Psychology 11, Nr. 2 (2021): 123–36. http://dx.doi.org/10.21638/spbu16.2021.201.

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Studies in the last decade that examined the relationship among the traits that form a personality profile, identified both the relationship between emotional intelligence and the Big Five traits or focused on arbitrarily identified mediators and moderators in the system of measured traits. However, our current understanding of the associations between Big Five traits and emotional creativity (a trait related to emotional intelligence) is lacking. Thus, the objective of the study was to identify latent profiles which represented homogenous subgroups of individuals based on measured personality traits; and to compare the results from a variablecentered approach and the person-centered approach (latent profile or class analysis). Design: a total of 527 students participated in the study (395 women and 135 men, Min 17, Max 43, M=19.2, SD=2.9), 402 were administered the complete assessment battery. The latter included 1) the Ten Item Personality Measure (TIPI), 2) the Trait Emotional Intelligent Questionnaire (TEIQ), 3) and the Emotional Creativity Inventory (ECI). The study shows that the traits of the Big Five as expected were positively associated with all the subscales of emotional intelligence. The analysis of latent profiles identified 4 distinct classes that do not appear when correlation analysis was used in a variable-centered analysis. Specifically, it was the properties of emotional intelligence that were the main group of discriminating variables when establishing personal profiles. Among the Big Five traits, Emotional Stability and, among the all emotional creativity components, Efficiency were the strongest discriminating factors; the maximum contribution to the identification of personal profiles was made by the traits of emotional intelligence.

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Metaxas, Melinda J. „Are the Most Effective Approaches towards Helping Students with Emotional Behavioural Disorders (EBDs) Predisposed and Trait Based?“ Psychiatry International 2, Nr. 1 (21.03.2021): 85–107. http://dx.doi.org/10.3390/psychiatryint2010007.

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Trait emotional intelligence (EI) may prove to be most valuable as an approach for dealing with others’ behaviours/emotions via its related psychological processes. Personality trait theory posits that an individual’s level of EI affects their cognitive-affective-behavioural reaction towards students with emotional behavioural disorders (EBDs) and influences the level of difficult behaviour. EI would be an essential element in fostering supportive interactions with students as a way of preventing and/or managing disruptive behaviours. The author explores which individuals are more predisposed to discriminate against EBD students using an attribution model framework and identifies the most effective and supportive EI traits. Two hundred and sixty-one teachers from 51 Victorian schools completed self-report questionnaires, including the Trait Emotional Intelligence Questionnaire. A quantitative survey methodology used vignettes (depicting a student with either mild or severe EBD symptoms), with 50/50 surveys randomly distributed. Teacher EI predicted the behaviour towards students with EBDs, whilst bypassing or biasing conscious thought processing. Combinations of EI traits were identified that produced the most desirable outcomes, demonstrating EI’s propensity to direct reactions towards a more effective or dysfunctional helping approach. The findings suggest that the most effective approaches towards helping EBD students are the innate dispositional reactions that establish the necessary psychological foundations for any successful interaction or outcome. The development of an assessment tool (Assessment Screen for Emotionally Intelligent Teachers (ASET)) lays a sound foundation for profiling teachers with these ideal qualities.

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Lonsdale, Adam J. „Emotional intelligence, alexithymia, stress, and people’s reasons for listening to music“. Psychology of Music 47, Nr. 5 (05.06.2018): 680–93. http://dx.doi.org/10.1177/0305735618778126.

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The present study investigated the relationship between people’s reasons for listening to music, trait emotional intelligence, and alexithymia whilst also controlling for the effect of participants’ gender, age, and perceived stress levels. In keeping with previous research, initial findings indicated that emotionally intelligent individuals were less likely to use music to relieve and alleviate negative moods, whilst those who had high scores on a measure of alexithymia were more likely to use music for the same reasons. However, when the effects of gender, age, and perceived stress were controlled for, these relationships were no longer significant and previously non-significant relationships between trait emotional intelligence and using music to manipulate arousal and to reminisce about the past were found to be significant. Together these findings suggest that emotional intelligence is related to the reasons why people listen to music but not in the way that previous research had suggested, and the apparent links between emotional intelligence and mood management might be better explained by the stress experienced by participants at the time of questioning.

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Di Fabio, Annamaria, und Donald Saklofske. „Positive Relational Management for Sustainable Development: Beyond Personality Traits—The Contribution of Emotional Intelligence“. Sustainability 11, Nr. 2 (10.01.2019): 330. http://dx.doi.org/10.3390/su11020330.

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Positive relationships are of major importance in our personal and working lives for promoting well-being, and fostering healthy and sustainable organizations. The research literature suggests that emotional intelligence is a key factor in promoting and maintaining positive relationships. We examined the association between trait emotional intelligence and positive relational management in Italian workers, controlling for the effects of personality traits. Participants were administered the Big Five Questionnaire (BFQ), the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and the Positive Relational Management Scale (PRMS). Hierarchical regression analyses showed that trait emotional intelligence explained an additional 14–16% of the variance beyond personality traits in relation to positive relational management in workers. These results underscore the relationship between trait emotional intelligence and positive relational management, offering new opportunities for promoting both personal well-being and healthy and sustainable organizations.

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Jauk, Emanuel, H. Harald Freudenthaler und Aljoscha C. Neubauer. „The Dark Triad and Trait Versus Ability Emotional Intelligence“. Journal of Individual Differences 37, Nr. 2 (April 2016): 112–18. http://dx.doi.org/10.1027/1614-0001/a000195.

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Abstract. A growing body of studies investigates emotional intelligence (EI) in relation to the Dark Triad (DT) personality traits. DT traits seem to be generally associated with lower EI, but findings are still inconsistent, especially with respect to narcissism. The vast majority of studies investigating EI correlates of DT traits relied on self-report measures in terms of trait EI. Currently, there are only sparse reports of relationships between DT traits, trait EI, and performance measures of ability EI. Thus, we investigated the relationships between these constructs in a sample of N = 540 individuals. We performed analyses separately for both sexes as recent research indicates that correlations might differ between women and men. Results showed that in women, reduced trait and ability EI are linked to psychopathy, but not the other DT traits. In men, the pattern of results was more complex: Narcissism was primarily related to lower ability EI, whereas psychopathy was primarily associated with lower trait EI. Machiavellianism was related to higher levels of trait EI in men. These findings suggest that among the DT traits, psychopathy goes along with reduced EI in women, whereas in men narcissism is associated with lower ability EI.

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Garbenis, Simas. „Positive Psychology: Overview of the Links between Trait Emotional Intelligence and Positive Psychology“. Vilnius University Open Series 3 (28.12.2020): 29–41. http://dx.doi.org/10.15388/sre.2020.3.

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The main purpose of this article is to reveal the interaction between trait emotional intelligence and positive psychology ideas. The article reviews the main idea of positive psychology, examines the 3 main levels of this discipline, and their essential principles. The article also provides brief insights into different theories of emotional intelligence, focusing on the features of trait emotional intelligence, its structure and functions. Theoretical insights revealing the interactions between the ideas of positive psychology and emotional intelligence are presented not only in terms of functions of trait emotional intelligence, but also in terms of its trait structure manifestation at different levels of positive psychology. It has been established that the interaction of trait emotional intelligence and positive psychology exists due to functions of emotional intelligence, its perspectives in predicting life success and the structure of traits manifested at the subjective, individual and group levels of positive psychology.

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Petrides, K. V., Philip A. Vernon, Julie Aitken Schermer und Livia Veselka. „Trait Emotional Intelligence and the Dark Triad Traits of Personality“. Twin Research and Human Genetics 14, Nr. 1 (01.02.2011): 35–41. http://dx.doi.org/10.1375/twin.14.1.35.

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This study presents the first behavioral genetic investigation of the relationships between trait emotional intelligence (trait EI or trait emotional self-efficacy) and the Dark Triad traits of narcissism, Machiavellianism, and psychopathy. In line with trait EI theory, the construct correlated positively with narcissism, but negatively with the other two traits. Generally, the correlations were consistent across the 4 factors and 15 facets of the construct. Cholesky decomposition analysis revealed that the phenotypic associations were primarily due to correlated genetic factors and secondarily due to correlated nonshared environmental factors, with shared environmental factors being nonsignificant in all cases. Results are discussed from the perspective of trait EI theory with particular reference to the issue of adaptive value.

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Luncheon, Amala, und Karina Kasztelnik. „A Qualitative Exploratory Observational Study: An Entrepreneurship Managers’ Emotional Intelligence and Impact on the Financial Organization’s Success in the United States“. Financial Markets, Institutions and Risks 5, Nr. 2 (2021): 14–33. http://dx.doi.org/10.21272/fmir.5(2).14-33.2021.

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This paper summarizes the arguments and counterarguments within the scientific discussion on emotional intelligence. Emotional intelligence is an essential trait for managers to possess to be effective and successful in organizations. Soft skills are becoming as crucial as making quotas. Scholarly literature lacks research on emotional intelligence and employee engagement in retail in St. Lucia. Engaged employees could stay motivated during adversity and help maintain an organization’s culture. This exploratory observational study’s primary purpose was to examine how retail store managers in St. Lucia perceived their emotional intelligence influences employee engagement. The conceptual framework that grounded the study was emotional intelligence and employee engagement from an organizational performance perspective. The data collection process included reviewing archival data. The paper presents empirical analysis results; several patterns and themes emerged from the data analysis, including emotional intelligence, controlling emotions, coaching, legacy, training, hiring well, communication, and personalized relationships. Increased emotional intelligence training emerged as useful in the St. Lucian business landscape and the Caribbean by extension. The research empirically confirms and theoretically proves that researching other sectors at varying levels may give a broader understanding of how emotional intelligence is perceived. This study’s findings may be useful to stakeholders and organizational leaders to allow developing strategies to build more emotionally intelligent and engaged organizations and positively affect social change.

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Tok, Serdar, und Suleyman Morali. „Trait Emotional Intelligence, the Big Five Personality Dimensions and Academic Success in Physical Education Teacher Candidates“. Social Behavior and Personality: an international journal 37, Nr. 7 (01.08.2009): 921–31. http://dx.doi.org/10.2224/sbp.2009.37.7.921.

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The predictive ability of the Big Five personality traits and trait emotional intelligence (EI) of physical education (PE) teacher candidates' academic success was examined. A total of 295 PE teacher candidates aged 23 to 32 completed the Short Form Five Factor Personality Inventory (Tatar, 2005) and the revised and adapted Schutte Emotional Intelligence Scale (Schutte et al., 1998) at the beginning of the 2007-2008 academic year. At the year's end, participants' grade point averages (GPAs) were matched to their trait EI and personality scores. Pearson product-moment correlations and hierarchical regression were used to analyze data. Academic success as GPA was found to be positively related with Openness to Experience and Conscientiousness and negatively related with Neuroticism. Additionally, a regression model consisting of the Big Five personality traits could predict a significant amount of variance in GPA. However, no association was identified between trait EI as measured by the Schutte Emotional Intelligence Scale and GPA. Trait EI also did not make any significant contribution to the predictive ability of the Big Five personality traits.

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Phraudomsitthinayok. „Role of Personality Traits and Education Towards the Entrepreneurial Intentions of Students“. Journal of Computational and Theoretical Nanoscience 16, Nr. 11 (01.11.2019): 4782–88. http://dx.doi.org/10.1166/jctn.2019.8390.

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Positive personality traits have been linked with various positive outcomes such as job performance, job satisfaction etc. However emotional intelligence and creativity have been scarcely linked with the entrepreneurship. Bering in mind the importance of entrepreneurship, present study has investigated the impact of emotional intelligence, entrepreneurial education and creativity on the entrepreneurial intentions. Data were collected from the students who were in their last semester of their degree. Smart-PLS was used for data analysis. The results of the study revealed that emotional intelligence has significant positive impact on the entrepreneurial intentions of students. Furthermore, results also showed a significant positive relationship between creativity and entrepreneurial intentions. Finally results also showed a positive relationship between the entrepreneurial education and entrepreneurial intentions. All the hypothesis was supported by the results of the study. Study findings concluded that students who are emotionally intelligent, creative and when they are provided with the quality education regarding the entrepreneurship, their intentions tend to be more inclined towards the entrepreneurship. Future directions are limitations are provided at the end of the study.

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Dissertationen zum Thema "Trait emotionell intelligens"

Nicklas, Kling, und Julia Sjöblom. „Emotionell Intelligens : En studie baserad på sambandet mellan fastighetsmäklarens arbetsprestation och emotionell intelligens“. Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36554.

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Title: Emotional Intelligence - A study based on the relationship between real estate agents and emotional intelligence Level: Final assignment for Bachelor Degrees in Business Administration Authors: Julia Sjöblom and Nicklas Kling Supervisor: Jonas Kågström Date: 2021 June Aim: The purpose of the study is to investigate if and how emotional intelligence affects the real estate agent's work performance. Method: The study used a quantitative research method done with “"Trait Emotional Intelligence Questionnaire" short form” designed as an survey and this was sent out to real estate agents that are based in Sweden. Result and conclusion: The results of the study show that there exists correlations between Trait EI and real estate brokers work performances. There are correlations between subcategories sociability, self-control, emotionality but there is no correlation to wellbeing on the subscale level. This means that real estate agents who are skilled in social contexts, has easy to interact with other people and are good listeners are more likely to perform better at work. Contribution of the thesis: This study contributes to business economics research by examining how emotional intelligence affects real estate agents' sales performance. Suggestions for future research: Based on the results this study, it would be interesting for further research to investigate the subcategory sociability. Another suggestion is to use Trait Emotional Intelligence Questionnaire measuring instrument in the same industry as this study to find similarities or differences with our results. Finally, further research is proposed regarding the possibility of developing the levels of emotional intelligence to see how this would affect work performance as a real estate agent. Keywords: Emotionell intelligens, Trait emotionell intelligens, Work performance, "Trait Emotional Intelligence Questionnaire", Real estate agent

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Hjalmarsson, Annica. „Samband mellan emotionell intelligens, personlighet och arbetsprestation : en tvärsnittsstudie som validerar den svenskaversionen av TEIQue-SF“. Thesis, Högskolan Väst, Avdelningen för psykologi, pedagogik och sociologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-12478.

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Emotionell intelligens har studerats under flertalet år, i olika länder, och har definierats på olika sätt. Egenskapen emotionell intelligens består av fyra dimensioner; emotionality, self-control, well-being och sociability, och mäts genom mätinstrumentet TEIQue-SF. TEIQue-SF har uppnått god validitet som mätverktyg på olika språk, och valideras för första gången på svenska genom denna studie. Tidigare forskning har uppvisat flertalet samband mellan egenskapen emotionell intelligens (EI), personlighet och arbetsprestation. Dessa tillsammans har dock inte undersökts i Sverige. Syftet med att genomföra denna studie var att undersöka sambanden mellan Trait Emotional Intelligence Questionnaire Short Form (TEIQ-SF), Mini-International Personality Inventory Pool-6 (Mini-IPIP6), Short Dark Triad (SD3) och Individual Work Performance Questionnaire (IWPQ) ytterligare, samt att ta reda på vilka personlighetsdrag och dimensioner inom självupplevd individuell arbetsprestation som bäst förklarar variansen inom TEIQue-SFs dimensioner. Studien genomfördes som en tvärsnittsstudie med 228 svenska deltagare (M = 34 år, SD = 12.6, range 16-71 år, 66% kvinnor) med genomsnittlig arbetslivserfarenhet på 14 år (SD = 11.5). Förväntat resultat var att neuroticism skulle korrelera negativt med TEIQue-SF fyra dimensioner, vilket uppnåddes även i denna studie. Positiva samband med Task performance och Contextual performance fanns mellan samtliga dimensioner av EI. Regressionsanalyser visade även att neuroticism hade negativt samband vid förklaring av varians i samtliga dimensioner tillhörande TEIQue-SF. En preliminär slutsats är att TEIQue-SF visat på teoretiskt och empiriskt rimliga samband med relevanta variabler, och kan anses vara validerat bland yngre personer med relativt hög utbildningsnivå.
Emotional intelligence has been defined differently throughout studies for many years in several countries. The trait emotional intelligence consists of four dimensions; emotionality, self-control, well-being and sociability, and is measured by the TEIQue-SF measuring instrument. TEIQue-SF has achieved good validity as a measurement tool in different languages and is now validated in Swedish through this study. Previous research has shown liaisons between the emotional intelligence (EI), personality and work performance. However, these together have not been investigated in Sweden. The purpose of this study was to investigate correlations between Trait Emotional Intelligence Questionnaire Short Form (TEIQ-SF), Mini-International Personality nventory Pool-6 (Mini-IPIP6), Short Dark Triad (SD3) and Individual Work Performance Questionnaire (IWPQ), and to find out which personality traits and dimensions within self-perceived individual work performance best explain the variance within TEIQue-SF dimensions. The study was conducted as a cross-sectional study with 228 Swedish participants (M = 34 years, SD = 12.6, range 16-71 years, 66% women) with an average work experience of 14 years (SD = 11.5). Expected result was that neuroticism would correlate negatively with TEIQue-SF four dimensions, which was also achieved in this study. Positive correlation with Task Performance and Contextual Performance was found between all dimensions of EI. Regression analysis also showed that neuroticism had a negative relation to explanation of variance in all imensions of TEIQue-SF. A preliminary conclusion is that TEIQue-SF has shown theoretical and empirically reasonable relation to relevant variables and can be considered validated among younger people with relatively high educational levels.

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Gardner, Kathryn Jane. „Ability emotional intelligence, trait emotional intelligence and borderline personality disorder“. Thesis, University of Central Lancashire, 2008. http://clok.uclan.ac.uk/21832/.

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This thesis explored convergent, discriminant, concurrent and incremental validity of four Emotional Intelligence (EI) measures examined were one ability EI measure (Mayer-Salovey-Caruso Emotional Intelligence Test [MSCEIT]); and three self-report/trait EI measures (Schutte Emotional Intelligence Scale [SEIS], Multidimensional Emotional Intelligence Assessment [MEIA] and Trait Emotional Intelligence Questionnaire [TEIQue]). Participants (N = 307) were drawn predominantly from community and student populations. The MSCEIT showed reasonably good validity, although there were only small amounts of incremental validity in predicting psychologica flunctioning of the trait EI measures the SEIS and MEIA performed similarly well, although the former was more distinctive from personality. The TEIQue produced mixed findings: the factors tructurew as inconsistent with the theoreticals tructure (preliminarya nalyses) but incremental validity was favourable. Placed within a theoretical context, results confin-n the distinctiveness of ability andt rait El. In addition, the trait EI measures appear to be assessing the same latent variable, although some small subscale level correlations question this conclusion. Findings also question whether a ll components of ability EI are assessing a type of intelligence, but suggest that trait EI has utility as a personality measure beyond the Big Five. Based on Study 1, the MSCEIT and SEIS were selected for use in more explanatory research. Study 2 (N = 523) examined the role of ability and trait EI in Borderline Personality Disorder (BPD), a disorder that may be attributable to emotion dysregulation. Consistent with this, poor emotion regulation (ability and trait EI) was especially characteristic of non-clinical BPD adults, as were poor emotional understanding and trait emotion perception. Strong evidence was lacking for a differential role of ability El in the disparate BPD feature/criteria, whilst trait EI was most related to 'affective and self dysregulation'. Findings also suggest that low trait emotion regulation is a possible contributing factor to BPD and eating disorder. These findings extend past work regarding the emotional skills and traits of non-clinical persons with BPD features. The greater role of ability and trait emotion manage menitn BPD is consistent with Linehan's (1993a, 1993b) emotion dysregulation theory of the disorder.

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Kővári, Edit Mária. „Don't worry, be emotionally intelligent : hotel functional managers' trait emotional intelligence and its relation to task and contextual performance within organisational culture in Hungary“. Thesis, University of Derby, 2016. http://hdl.handle.net/10545/614995.

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Sinclair, H. E. „Trait emotional intelligence and borderline personality disorder“. Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/855096/.

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Part 1: The Literature Review explores the association between Trait Emotional Intelligence (TEl) and emotion regulation (ER). Twenty-four studies met the review's inclusion criteria and their contributions to the TEl and ER literature are discussed. The studies suggest that high TEl is linked with a greater sensitivity to emotional information and enhanced ER ability. The review concludes that TEl may be an interesting and important concept for further investigation, especially in populations with ER difficulties. Part 2: The Empirical Paper explores the associations between TEl, ER difficulties, and mindfulness ability in those with and without a diagnosis of Borderline Personality Disorder (BPD). TEl, ER difficulty, and mindfulness scores were found to be correlated for the entire sample. Individuals with a diagnosis of BPD reported statistically significantly lower TEl, greater difficulties in ER and reduced mindfulness skills compared to the Non-Clinical sample. The research and clinical implications of the study, along with its limitations, are discussed. Part 3: The Critical Appraisal reflects on the personal motivations for the research. In addition, process issues which arose from the research are discussed. Finally, in reference to the clinical implications of the study, further areas for investigation are considered and recommendations made.

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Thomas, Nicholas Aaron. „Project Manager Trait Emotional Intelligence and Project Success“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4686.

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Project success is a measure of both project manager efficacy and stakeholder satisfaction. One of the primary measures of success for construction projects is meeting cost targets and yet recent data indicates up to 9 out of 10 construction projects fail to meet this target. Unsuccessful construction projects can have ramifications that affect project teams, internal stakeholders, customers and the local community. The purpose of this correlational study was to examine the relationship between project managers' well-being, self-control, emotionality, and sociability and project success using Petrides and Furnham's theoretical framework of trait emotional intelligence. Using the Trait Emotional Intelligence Questionnaire short form self-assessment instrument, data were collected from a sample of 104 construction project managers in the United States who had executed a project in the last 5 years. Data analysis revealed both the combination of the four predictor variables, and the self-control variable taken individually, resulted in a statistically significant relationship to project success at the p < .05 level with each having a p value of .001. Hiring managers and organizational leadership can use this information to guide hiring processes and training programs to help improve success rates in the construction industry. Improved project success could result in positive social change through the stabilization of the job market and improved partnerships between construction organizations, local governments, and the community.

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Roy, Shelly Rose. „Leading with trait emotional intelligence in the higher education classroom| An exploratory study investigating trait emotional intelligence in higher education faculty members“. Thesis, University of Charleston - Beckley, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563237.

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According to Mortiboys (2012) and Powell and Kusuma-Powell (2010) effective college professors have high levels of trait emotional intelligence (trait EI). Consequently, this dissertation performed a one-way Analysis of Variance (ANOVA) in order to determine the existence of a relationship between the trait EI skill levels of those faculty members who received awards for teaching excellence—award-winning professors (AWPs) and their non award-winning counterparts by comparing the scores of these two professor populations on the Trait Emotional Intelligence Questionnaire (TEIQue). The results of this ANOVA did not demonstrate any statistically significant relationship; however, when demographic variables, particularly gender, educational level, and institution entered the calculations, statistically significant relationships emerged. Finally, this dissertation also conducted semi-structured qualitative interviews with AWPs. A thematic analysis of these qualitative interviews demonstrated that AWPs practice trait EI skills when teaching in a variety of different ways, that different experiences enabled these individuals to learn trait EI skills and techniques, and that these AWPs are able to achieve a variety of results through their use of trait EI in the college classroom.

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Vuksanovic, Jelena. „The Relationship Between Trait Emotional Intelligence and L2 Motivation“. Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6775.

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Motivation is considered an important factor in initiating and sustaining the second language (L2) process. Since learning an L2 can be seen as a lengthy process, one that needs sustained motivation over a long period of time, learners need to be able to successfully deal with their and others’ emotions in order to generate and sustain their motivation for learning. The role of learners’ emotions and trait emotional self-efficacy, or trait emotional intelligence (EI), in L2 motivation and language learning has been a relatively unexplored area. To fill this gap, the current study posed three research questions that addressed the relationship between L2 motivation and trait EI, which is based on the trait EI theory (Petrides, 2001) and deals with emotion-related self-perceptions, such as emotion control, emotion expression, empathy, and emotion perception (Petrides, 2001). As Dörnyei (2009) proposed the L2 Motivational Self System (L2MSS) in response to the need to further develop the socio-educational model, the current study further tests the validation of a modified version of the L2MSS by investigating intermediate and advanced international English language learners from diverse backgrounds. Using a quantitative approach, this study examined (a) the relationship between the possible selves (the ideal/ought-to/anti-ought-to) and trait emotional intelligence, including the four broader factors: sociability, emotionality, well-being, self-control; and (b) to what extent can the four factors predict the three different selves, and (c) the relationship between L2 learning experience, possible selves, and trait EI. A total of 143 international ESL students enrolled in an English Language Program in the United States participated in the study. A possible selves questionnaire, L2 learning experience questionnaire, and trait emotional intelligence questionnaire (TEIQue SF) were administered. The underlying factors from the exploratory factor analysis performed on the possible selves questionnaire responses were ‘the ideal L2 self’, ‘the ought-to L2 self’, and ‘the anti-ought-to L2 self.’ The correlation analysis showed significant correlations between (a) trait EI and ideal/ought-to L2 self; (b) ideal L2 self and emotionality/sociability/well-being; (c) ought-to L2 self and emotionality/sociability/well-being; (d) anti-ought-to L2 self and emotionality; (e) L2 learning experience and trait EI; (f) the L2 learning experience and the ideal/anti-ought-to L2 self; (g) L2 learning experience and emotionality/sociability/well-being. A four predictor standard multiple regression model revealed that the trait EI sociability factor was the only significant predictor of the ideal L2 self. On the other hand, the trait EI emotionality factor was the only significant predictor of both the ought-to and anti-ought-to L2 selves. This study illustrates that there are important associations between L2 motivation and constructs of positive psychology, especially emotional intelligence, and that positive psychology might stimulate future L2 motivation research. Lastly, this study offers a number of implications for use of positive psychology in the SLA classroom.

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Andrei, Federica <1985&gt. „Trait emotional intelligence: Evidence from italian adolescents and adults“. Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amsdottorato.unibo.it/6898/.

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Emotional intelligence (EI) represents an attribute of contemporary attractiveness for the scientific psychology community. Of particular interest for the present thesis are the conundrum related to the representation of this construct conceptualized as a trait (i.e., trait EI), which are in turn reflected in the current lack of agreement upon its constituent elements, posing significant challenges to research and clinical progress. Trait EI is defined as an umbrella personality-alike construct reflecting emotion-related dispositions and self-perceptions. The Trait Emotional Intelligence Questionnaire (TEIQue) was chosen as main measure, given its strong theoretical and psychometrical basis, including superior predictive validity when compared to other trait EI measures. Studies 1 and 2 aimed at validating the Italian 153-items forms of the TEIQue devoted to adolescents and adults. Analyses were done to investigate the structure of the questionnaire, its internal consistencies and gender differences at the facets, factor, and global level of both versions. Despite some low reliabilities, results from Studies 1 and 2 confirm the four-factor structure of the TEIQue. Study 3 investigated the utility of trait EI in a sample of adolescents over internalizing conditions (i.e., symptoms of anxiety and depression) and academic performance (grades at math and Italian language/literacy). Beyond trait EI, concurrent effects of demographic variables, higher order personality dimensions and non-verbal cognitive ability were controlled for. Study 4a and Study 4b addressed analogue research questions, through a meta-analysis and new data in on adults. In the latter case, effects of demographics, emotion regulation strategies, and the Big Five were controlled. Overall, these studies showed the incremental utility of the TEIQue in different domains beyond relevant predictors. Analyses performed at the level of the four-TEIQue factors consistently indicated that its predictive effects were mainly due to the factor Well-Being. Findings are discussed with reference to potential implication for theory and practice.

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Dissou, Georgia. „The role of trait emotional intelligence (EI) in the workplace“. Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006505/.

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This thesis applies the concept of trait El within the context of a theoretical framework of emotions (covering e.g. behaviour, personality and decisions) by analysing its relationship with employees' job-related feelings (Job Satisfaction, Organisational Commitment and Emotional Motivation), emotion-related behaviour (Decision-Making, Counterproductivity in work behaviour), and emotion-related personality traits (e.g. Competitiveness, Perfectionist, Socialised Leadership Traits). With regard to the definition of trait El, Petrides and Furnham (2001) have proposed that individuals differ in the extent to which they attend to, process and utilise affectladen information. Its investigation should therefore be primarily conducted within a personality framework, measured using self-report questionnaires. The data used in this thesis were gathered from questionnaires and 3600 feedback assessments distributed in various sectors in the UK and Ireland, and analysed using correlation and regression techniques. Chapter 3 (Study I and 2) and 5 (Study 5) confirmed that trait El's investigation should be primarily conducted within a personality framework, since strong relationships were found between trait El and emotion-related personality traits. The findings of Chapter 4 (Study 3) and Chapter 5 (Study 5) revealed that trait El is positively related to employees' job-related feelings (e.g. Job Satisfaction, Organisational Commitment and Emotional Motivation). From the perspective of emotion-related behaviour, Chapter 4 (Study 4) showed that a person with low trait El is more likely to exhibit deviant behaviour, such as absence and aggressiveness. Chapter 6 (Study 6) showed that positive emotionality such as well-being and emotional awareness clearly influences decision making. Overall comparisons between high and low trait El scorers were also investigated and the results were in line with the theoretical framework of emotions, in terms of negative vs. positive emotionality. In the present thesis, trait El seems to be broadly consistent with the neuropsychological theories where emotions, dispositions and feelings are presented as biological brain functions, linked to behaviour, personality and decisions.

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Bücher zum Thema "Trait emotionell intelligens"

Shaikh, Arshi. Emotional intelligence: Is it intelligence or a personality trait? Sudbury, Ont: Laurentian University, School of Graduate Studies, 2004.

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Roy, Shelly R. Promoting trait emotional intelligence in leadership and education. Hershey, PA: Information Science Reference, an imprint IGI Global, 2015.

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Dufour, Daniel. Rebondir!: Une approche créative pour surmonter les obstacles. Montréal: Éditions de l'Homme, 2010.

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Pérez-González, Juan-Carlos, Donald H. Saklofske und Stella Mavroveli, Hrsg. Trait Emotional Intelligence: Foundations, Assessment, and Education. Frontiers Media SA, 2020. http://dx.doi.org/10.3389/978-2-88963-773-7.

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Bharwaney, Geetu. Emotional Resilience. Pearson Education, Limited, 2015.

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Bharwaney, Geetu. Emotional Resilience. Pearson Education, Limited, 2015.

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Motowidlo, Steve, Harrison Kell, Kamalika Ghosh und Michelle P. Martin. Implicit Trait Policies About Prosocial Professionalism. Herausgegeben von Philip M. Podsakoff, Scott B. Mackenzie und Nathan P. Podsakoff. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190219000.013.14.

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Prosocial elements of organizational citizenship behavior, contextual performance, citizenship performance, extra-role behavior, and organizational spontaneity are driven largely by beliefs about the importance of prosocial behavior for work effectiveness. These beliefs are a person’s prosocial implicit trait policy (ITP). We discuss recent theoretical and empirical work that develops the concept of prosocial ITP and tests hypotheses about relations between (a) prosocial ITPs; (b) their trait antecedents in agreeableness, benevolent values, social vocational interests, and emotional intelligence; and (c) their consequences for prosocial performance. Because prosocial action is especially critical in occupations that involve providing services and help to others, we focus primarily on management and administration, voluntary community service, medical practice, and legal practice. We review studies performed to develop measures of prosocial ITPs and test their relations with basic traits and prosocial performance. We also describe an effort to develop a generic measure of prosocial ITP.

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Buchteile zum Thema "Trait emotionell intelligens"

Petrides, K. V. „Ability and Trait Emotional Intelligence“. In The Wiley-Blackwell Handbook of Individual Differences, 656–78. Oxford, UK: Wiley-Blackwell, 2013. http://dx.doi.org/10.1002/9781444343120.ch25.

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Petrides, K. V. „Psychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue)“. In Assessing Emotional Intelligence, 85–101. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-88370-0_5.

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Petrides, K. V., Alexander B. Siegling und Donald H. Saklofske. „Theory and Measurement of Trait Emotional Intelligence“. In The Wiley Handbook of Personality Assessment, 90–103. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119173489.ch7.

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McRorie, Margaret, Ian Sneddon, Etienne de Sevin, Elisabetta Bevacqua und Catherine Pelachaud. „A Model of Personality and Emotional Traits“. In Intelligent Virtual Agents, 27–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04380-2_6.

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Scalco, Andrea. „Trait Emotional Intelligence: Modelling Individual Emotional Differences in Agent-Based Models“. In Advances in Intelligent Systems and Computing, 237–38. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19629-9_30.

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Petrides, K. V., Maria-Jose Sanchez-Ruiz, Alex B. Siegling, Donald H. Saklofske und Stella Mavroveli. „Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts“. In The Springer Series on Human Exceptionality, 49–81. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90633-1_3.

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Salovey, Peter, John D. Mayer, Susan Lee Goldman, Carolyn Turvey und Tibor P. Palfai. „Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale.“ In Emotion, disclosure, & health., 125–54. Washington: American Psychological Association, 1995. http://dx.doi.org/10.1037/10182-006.

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Alyushin, Alexander M. „Biologically Inspired Physical Model of the Vocal Tract for the Tasks of Recognition of the Current Psycho-Emotional State of a Person“. In Advances in Intelligent Systems and Computing, 15–21. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25719-4_3.

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Dewaele, Jean-Marc, Pernelle Lorette und Konstantinos V. Petrides. „Chapter 11. The effects of linguistic proficiency, Trait Emotional Intelligence and in-group advantage on emotion recognition by British and American English L1 users“. In Emotion in Discourse, 279–300. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/pbns.302.11dew.

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Siegling, Alexander B., Donald H. Saklofske und K. V. Petrides. „Measures of Ability and Trait Emotional Intelligence“. In Measures of Personality and Social Psychological Constructs, 381–414. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-12-386915-9.00014-0.

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Konferenzberichte zum Thema "Trait emotionell intelligens"

Mitevska, Mayiana, und Paulina Tsvetkova. „THE MEDIATING EFFECT OF EMOTIONAL INTELLIGENCE ON THE BIG FIVE PERSONALITY TRAITS AND THE BIG SIX VOCATIONAL INTERESTS“. In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact063.

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"A central theme in the present study is the assumption that the influence on the human behavior is mediated by different internal processes in the career choice. Emotional intelligence is defined as a variable which is a cause for the relationship between personality traits and the choice of a certain career. Three causal paths to the dependent variable were tracked – a path to the direct impact of the emotional intelligence on the career choice, a path to the influence of personality traits on the emotional intelligence as well as a path to the impact of personality traits on the career choice via the emotional intelligence. The aim of the study is to show the mediating role of emotional intelligence in the relationship between personality traits and career choice. A total of 100 Bulgarian secondary and university students (42 males and 58 females), aged 17-40 years, were included in the research. The following measures were used for the purpose of the study - Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF), The Big five questionnaire and the Big six method for career choices. The Bulgarian version of the emotional intelligence questionnaire was translated and adapted for Bulgarian sociocultural context by Antonina Kardasheva (Kardasheva, 2012). The Big five questionnaire and the Big six method for career choices were adapted for Bulgarian conditions by S. Karabelyova (Karabelyova, 2015). The results showed that there was a direct positive impact of the emotional intelligence on the relationship between the enterprising type and conscientiousness, the artistic type and neuroticism and a negative impact on the relationship between the conventional type and extraversion. The conclusions derived from the study could be used for further psychological research in the field, as well as for enhancing the knowledge of one’s personality."

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Motah, Mahendrenath. „The Influence of Intelligence and Personality on the Use of Soft Skills in Research Projects among Final Year University Students: A Case Study“. In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3232.

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The paper examines the moderating influence of the “Big Five” model of personality, emotional intelligence, and the impact of multiple intelligences, on the use of soft skills among final year students. The present work investigates the variables which affect students in the elaboration of their research projects during their final year of study. 187students reading for their final years were asked to fill out questionnaires comprising questions on the personality traits as proposed in the Big Five model and on Multiple Intelligences. This study provides information about how young students use soft skills in their work, and how multiple intelligences and their personality influence the preparation and presentation of their final year project.

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Nikolaeva, Nataliia, Maria Kobzova und Natalia Gorbachevskaya. „SCHIZOTYPAL PERSONALITY TRAITS AND EMOTIONAL INTELLIGENCE“. In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1178.sudak.ns2020-16/347-348.

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Kaliska, Lada. „TRAIT EMOTIONAL INTELLIGENCE DEVELOPMENT POSSIBILITIES OF PRIMARY SCHOOL-AGED CHILDREN“. In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2443.

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Quinn-Hughes, Kelly D., Deborah J. Fisher und Cindy Dooling. „Blaze a new trail to success with emotional intelligence“. In the 36th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1449956.1449960.

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Hervika, Lia, Monty P. Satiadarma und Naomi Soetikno. „The Relationship Between Trait Emotional Intelligence, Emotional Expressiveness, and Hopelessness Among Women Who Experience Domestic Violence“. In International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210805.193.

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Sollarova, Eva, und Lada Kaliska. „THE ROLE OF TRAIT EMOTIONAL INTELLIGENCE IN THE PROCESS OF CAREER DECISION-MAKING“. In International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact031.

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Leshchinskaia, S., und S. Bogomaz. „ANALYTIC, EMOTIONAL INTELLIGENCE AND MEANINGFULNESS OF LIFE IN STUDENTS WITH AUTISTIC TRAITS“. In XV International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2019. http://dx.doi.org/10.29003/m466.sudak.ns2019-15/269-270.

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Mohd Sanusi, Zuraidah, Masniza Supar, Takiah Mohd Iskandar und Ria Nelly Sari. „Organizational commitment and emotional intelligent: Explaining the interaction of personality traits of auditors“. In 2010 International Conference on Science and Social Research (CSSR). IEEE, 2010. http://dx.doi.org/10.1109/cssr.2010.5773916.

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Larrondo Ureta, Ainara, Jesús Ángel Pérez Dasilva, Koldobika Meso Ayerdi und Simón Peña Fernández. „Emotional training of online journalists via multimedia communicative projects linked to sustainable development“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12982.

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This paper describes an innovative pedagogic initiative for training Communication and Journalism university students. This initiative has been designed within the framework of a funded project financed. This has seeked to train future communicators in Transversal Competences (TC) via co-operative multimedia online journalism projects, focussed on subjects linked to the seventeen United Nations’ Sustainable Development Goals, to be accomplished by all member States by the year 2030 (Agenda 2030). As this paper concludes, online journalist work with SDG projects can be a useful teaching strategy in the classroom for promoting learning skills and results sustained by the development of students’ Emotional Intelligence (EI). In addition to contributing to the training of students in emotional competences, this innovative teaching initiative has led to develop other abilities related to EI, such as the capacity to work as part of a team.

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