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Academic literature on the topic 'Cultural differences in Emotional Intelligence'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Cultural differences in Emotional Intelligence"

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Cabral, Angelo Miguel R., Fernando Manuel P. O. Carvalho, and Jose Antonio V. Ferreira. "EMOTIONAL INTELLIGENCE AND CULTURAL INTELLIGENCE IN TOP MANAGEMENT OF INTERNATIONAL SMES." EURASIAN JOURNAL OF BUSINESS AND MANAGEMENT 8, no. 3 (2020): 240–65. http://dx.doi.org/10.15604/ejbm.2020.08.03.007.

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The psychological characteristics of international firms’ decision-makers are of major importance in an increasingly borderless business world. Cultural intelligence (CQ) and emotional intelligence (EI) endow individuals with critical abilities to interact in multicultural environments. Given the scarcity of empirical studies, this research studies the relationship between CQ and EI and their dimensions respectively. This study focuses on the decisionmakers of international micro, small and medium-sized enterprises. The sample is composed of 307 international top managers. Constructs convergent and discriminant validities were verified and the relationship between them was assessed. Despite difference, the two intelligences are significantly related. In relation to their dimensions, significant relationships emerged as well significant emotional predictors of cultural intelligence. According to the results, the two intelligences emerged as important related capabilities within international top managers. We attested that in international business contexts, cultural and emotional intelligences are important and related capabilities.
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Anjum, Mehmood, Syed Muhammad Zia, and Waheed Ahmed Khan. "Cultural Comparison of Trait Emotional Intelligence among the Provinces of Pakistan (Sindh, Punjab, Khyber Pakhtunkhwa and Balochistan)." Journal of Intercultural Management 7, no. 3 (September 1, 2015): 15–37. http://dx.doi.org/10.1515/joim-2015-0019.

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Abstract The important feature of effective manager is to understand emotions in an effective method. This study looks into cultural variations in trait Emotional Intelligence among the business managers from the provinces of Pakistan i.e. Sindh, Punjab, Khyber Pakhtunkhwa and Balochistan. Comparing rotated component matrixes of these four provinces revealed the four traits emotional intelligence factors, Well-being, Self-control, Emotionality, and Sociability of these provinces. Short-form of Trait emotional intelligence Questionnaire developed by Petrides [2009] has employed to measure the 404 business managers from four provinces in present article. The results revealed evident the cultural differences in trait emotional intelligence scores with the business managers of Sindh scoring consistently higher than other three provinces and the business managers from Balochistan province scores are at lowest. These cross cultural differences may have ramification for global EI trait, well-being, self-control, emotionality and sociability in business manager’s performance, negotiation, conflict management, decision making and organizational development.
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Uludağ, Elanur, and Betül Mumcu. "The effects of cultural and emotional intelligence on care in nursing." HEALTH SCIENCES QUARTERLY 3, no. 1 (January 8, 2023): 1–11. http://dx.doi.org/10.26900/hsq.1721.

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This study was conducted to find out the effects of cultural intelligence, which is one of the strategies used in managing intercultural differences, and emotional intelligence which enables individuals to understand and manage their own emotions, to understand others’ emotions and develop their self-confidence, on care behaviour, which is the basis of the nursing profession. This descriptive and cross-sectional study was conducted in a city hospital between 01.09.2019 and 01.03.2020. The data were collected from nurses in the hospital who volunteered to participate in the study within the dates above. The sample was not selected, and 225 nurses who volunteered to participate in the study were included in the study. The total mean score of the participants from the cultural intelligence scale was 47.558±12.092, while the full scores from the factors were 7.9208±2.857 (min 4-max 20) for metacognitive factor, 15.963±4.89 (min 6-max 30) for cognitive aspect, 12.004±3.656 (min 5-max 25) for motivational factor and as 11.821±3.493 (min 5-max 25) for behavioural factor. The total mean score of the participants from the Caring Behaviors Inventory was 5.053±0.819, while the total scores from the factors were 5.045±0.823 for the assurance factor, 5.208±1.240 for the knowledge and skill factor, 4.994±0.831 for respectful factor and 4.949±0.842 for connectedness factor. The total mean score of the participants from the Emotional Intelligence Scale was 141.367±18.656, while the full scores from the factors were 44.563±5.96 for optimism/mood regulation, 18.940±4.15 for the use of emotions and 33.493±7.565 for evaluation of emotions. Cultural intelligence and emotional intelligence were found to have an effect on caring behaviours of nurses. Although there was no direct significant correlation between cultural intelligence total score and caring behaviours total score, there was a significant correlation between cultural intelligence factors and caring behaviours. There was a significant correlation between caring behaviours of nurses with high emotional intelligence.
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Smith, Kenneth H., Martyn Newman, Stephan Ledain, and Joseph Zajda. "The Emotional Intelligence Sports Inventory (ESi): A cross-cultural analysis - Australia, Wales, and England." World Studies in Education 19, no. 1 (December 1, 2018): 7–28. http://dx.doi.org/10.7459/wse/19.12.02.

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It has been widely documented that psychological constructs, specifically emotional intelligence, significantly contribute to athletic success. Yet the extant literature is limited and often inconsistent. Context-specific exploration of the impact of emotional intelligence on elite athletic performance can provide richer, more informed conclusions. Thus, this study explored the relationship between emotional intelligence (EI) and sport performance among 389 males and females from Australia, Wales, and England. The Emotional Intelligence Sports Inventory-ESi was used to identify EI differences between gender, level of sport participation, and nationality. Results showed there were significant differences between these factors on a number of the 11 ESi subscales. The implications of the results are discussed, and it is concluded that the study’s findings will facilitate a more robust and reliable use of the ESi in future research.
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Molander, Bo, Stefan Holmström, and Vladimir Takšić. "Cross-Cultural Questionnaires and the Necessity of Using Native Translators." Psihologijske teme 29, no. 1 (2020): 191–98. http://dx.doi.org/10.31820/pt.29.1.11.

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In this paper, we discuss problems of comparing two European cultures in a study of emotional intelligence by relying on traditional back translation of the questionnaire and the scales used in the study (Holmström, Molander, & Takšić, 2008; Molander, Holmström, & Takšić, 2009, 2011). We compared Croatian and Swedish university students in using The Emotional Skills and Competence Questionnaire, which is an original Croatian questionnaire (Takšić, 1998; Takšić, Mohorić, & Duran, 2009) based on the emotional intelligence theory of Mayer and Salovey (1997). Initially, we found small differences in responding to emotional items between the two countries as revealed by traditional statistical methods. Here we illustrate a large increase of the initial differences by applying differential item functioning (DIF) procedures (Zumbo, 1999), and then reducing again differences by taken several important steps in analyzing the translated items. Most important in these latter procedures was a new translation to Swedish by a native Croatian-speaking translator.
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Hystad, Sigurd W., Jarle Eid, Anita L. Hansen, Martha Tapia, and Michael D. Matthews. "An Exploratory Study of Differences in Emotional Intelligence in U.S. and Norwegian Undergraduate Students." Psychological Reports 107, no. 3 (December 2010): 891–98. http://dx.doi.org/10.2466/04.09.17.pr0.107.6.891-898.

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The present study explored sex and cultural differences in Emotional Intelligence scores in samples from Norway ( n = 297) and the United States ( n = 234). Significant main effects for sex were found in overall Emotional Intelligence scores and the Empathy factor. In addition, results revealed a small but significant effect for culture in the Self-control factor, as well as support for an interaction between sex and culture in the Handling Relationships factor. The results are discussed in light of cultural differences between U.S. and Norwegian societies.
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Sekwena, Eva Kefilwe, and Johnny RJ Fontaine. "Redefining and assessing emotional understanding based on the componential emotion approach." South African Journal of Psychology 48, no. 2 (June 20, 2017): 243–54. http://dx.doi.org/10.1177/0081246317714681.

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This article reports on a redefinition and a new operationalisation of the construct of emotional understanding based on the componential emotion approach. Emotional understanding was redefined as the ability to understand the likely emotional processes (i.e., appraisals, action tendencies, bodily reactions, expressions, and subjective feelings) that emerge when a person encounters goal-relevant events. In all, 10 emotions were identified to represent the variability in the emotion domain. For each emotion, a scenario was constructed that typically elicits that emotion. For each scenario, participants had to rate the likelihood of five emotions, five appraisals, five action tendencies, five bodily reactions, five expressions, and five subjective feelings. The new instrument, the Components of Emotional Understanding Test–South African Student version, was administered to 132 undergraduate students from diverse cultural backgrounds. Confirmatory factor analysis confirmed the expected one-factorial structure. Emotional understanding correlated positively with verbal cognitive ability, self-report emotional intelligence, and well-being and was negatively correlated with somatic complaints. Moreover, women outscored men, and no difference was observed between respondents with Black African and White cultural backgrounds.
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Alhashemi, Suhaila E. "Measuring Emotional Intelligence of University Students." International Journal of Social and Organizational Dynamics in IT 3, no. 4 (October 2013): 59–76. http://dx.doi.org/10.4018/ijsodit.2013100104.

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Emotional intelligence (EI) is being recognised to be a vital element in many educational institutions today. Tuning into one's feelings and understanding others help to build and strengthen relationships in classrooms. There are some Emotional Intelligence skills most often related to academic success such as assertion, drive, strength, commitment ethic, time management, and stress management. This paper looks at emotional intelligence of students in one of Bahrain's reputable national university. A comparison is made between students in Barhain and participants in China to look at cultural differences and the role of national culture in the levels of emotional intelligence among individuals. The results revealed no direct relationship between scores, grade point average, age and emotional intelligence competencies. Overall the scores were in moderation, reflecting moderate levels of emotional intelligence. However, there some subtle culture issues and variations between the culture in China and Bahrain, where some of the items in the EI instruments were found to be culture bound.
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Cliffe, Joanne. "Emotional intelligence testing for headteachers: globalization or lost in translation." Journal of Professional Capital and Community 3, no. 3 (July 9, 2018): 223–40. http://dx.doi.org/10.1108/jpcc-12-2017-0033.

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Purpose The emotional labor of headteachers and teachers is complex. The purpose of this paper is to explore the relevance of the use of the Mayer-Salovey-Caruso Emotional Intelligence test (MSCEIT) (Mayer, Caruso & Salovey, 2000) when assessing the emotional intelligence of headteachers as part of an investigation which aimed to reveal the ways in which female secondary school leaders were emotionally intelligent and whether it was possible to test for emotional intelligence. Design/methodology/approach Seven female headteachers’ MSCEIT reports are investigated. Semi-structured interviews were held pre- and post-test to explore the headteachers’ emotional labor. In addition, teachers serving under the headteachers were interviewed. Findings The accuracy of the MSCEIT is questioned, rather than taking the results at face value, attention is given to its content, language and cultural differences. The MSCEIT originates from the USA and is used globally. The findings of this investigation suggest it is possible the MSCEIT represents a deficit model due to the test takers’ interpretation of nuanced language. The findings show a disparity in relation to MSCEIT scores and self-reported emotional responses. Research limitations/implications Although the sample size is small and therefore cannot claim generalization from the findings, the use of emotional intelligence tests should be used with caution. Emotional responses are best understood through life experience as the headteachers attach retrospective meaning to their leadership actions. Originality/value Headteachers’ work is multifaceted because emotion is integral to the processes of teaching and learning. The emotional labor of headteachers and teachers impacts and has relevance to their roles as educational landscapes continue to shift.
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Nikoopour, Jahanbakhsh, and Nadimeh Esfandiari. "The Relationship between Emotional, Social, Cultural, Spiritual Intelligence and EFL Teachers’ Teaching Effectiveness." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 138. http://dx.doi.org/10.17507/jltr.0801.17.

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The present study attempted to investigate the relationship between EFL teachers’ emotional, social, cultural, spiritual intelligence and their teaching effectiveness in EFL contexts. Teaching effectiveness was investigated as perceived by EFL teachers, observers and learners based on a data-triangulated procedure. A total of 126 EFL teachers, 266 learners and 31 EFL observers selected randomly from various educational districts in Tehran participated in the study. The EFL teachers were required to answer self-report questionnaires of Teaching Effectiveness Scale (TES), Emotional Intelligence Questionnaire (TEIQue), Cultural Intelligence Scale (CQS), Tromsø Social Intelligence Scale (TSIS) and Integrated Spiritual Intelligence Scale (ISIS) respectively. The EFL observers and learners were also required to answer Teaching Effectiveness Scale (TES) to reveal their perception of their teachers’ teaching effectiveness. The study revealed that among EFL teachers, there was a significant correlation between teaching effectiveness and TEQ, but the correlation between teaching effectiveness and the three other types of intelligence (SQ, CQ, & SPQ) was not significant. The three groups of participants (teachers, observers, and learners) showed a significant difference in their perception of effective teaching. In further analysis, gender made a significant difference in TEQ, but female and male EFL teachers did not show a significant difference in their CQ, SQ, SPQ and effective teaching. University degree caused a significant difference in SQ and TEQ, but not in TE, SPQ and CQ. However, teaching experience and age made a significant difference in all four variables under the study.
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Dissertations / Theses on the topic "Cultural differences in Emotional Intelligence"

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Nikoui, Hossein Reza. "The Effect of Nationality Differences on the Emotional Intelligence of Leaders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1418.

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Previous studies related to manager effectiveness and organizational culture have determined that emotional intelligence (EI) is a critical predictor of intercultural adjustment and business success. However, few investigators have examined the relationship between EI and nationality differences. In today's globalized business environment, such understanding is crucial to the development of more effective leadership programs for international workers. This quantitative study explored the degrees to which the EI of organizational managers varied across nationalities. A theoretical framework, provided by several theories related to personality, leadership, and types of intelligence, created a lens through which to analyze study results. The Trait Emotional Intelligence Questionnaire-Short Form was used to gather data on EI from a random sample of over 200 company leaders. At least 40 participants from each of 5 countries-Canada, Mexico, Slovakia, Turkey, and the United States-were included. The research question was tested using analysis of variance to determine any role of nationality in the EI of company leaders. Findings suggested there was no relationship between nationality and EI. This study contributed to the leadership field by indicating direction for future research. Results suggested that a more effective leadership training model may emphasize cultural factors, rather than nationality. It may also be important to consider how required leadership skills differ between domestic and international employees. A revised model may serve as a guide in the development of tools for educators, trainers, and students working in the modern business world.
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Ibrahim, Habibie. "A study of emotions and emotional intelligence in Malaysian child and family social workers : the contribution of emotions and emotional intellience in working relationships and decision-making processes of child and family social workers : a Malaysian case study." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/14412.

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This research aimed to investigate the contributions of emotions and Emotional Intelligence (EI) to social work practice with children and families in Malaysia. A mixture of methods within an ethnographic approach was used. The Assessing Emotions Scale (AES) (Schutte et al., 2007) was completed by 105 child social workers. The levels of EI and differences in EI according to certain demographic characteristics were identified. Individual interviews with 25 child social workers were conducted to explore their perceptions concerning emotions and EI in the workplace. Observations were carried out over a period of three months to investigate how emotions were expressed in terms of behaviour. The quantitative results showed that levels of EI were high (mean=131.69, SD=12.483). The workers were reported to be emotionally intelligent in perceiving emotions, dealing with their own and others’ emotions and utilising emotions in their professional conduct. There were no significant differences by gender (p-value=0.367 > 0.05), marital status (p-value=0.694 > 0.05), age group F (d=3, 101), P > .05=1.468) or length of service F (d=4,100), P > .05=0.331), but there was a difference with regard to educational level F (d=3,101), P < .05=6.878). The qualitative research findings seemed to show that skills in empathising, expressing and regulating one’s and others’ emotional experiences, as well as religious practice factors, contributed to EI. The qualitative research findings also revealed the strength of religious beliefs in Malaysian social workers, which facilitate the qualities of EI. The present study implies that the spiritual and religious dimension of practice should not be ignored in social work education and training.
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Jaramillo, Richard Raymond. "Differences between African Americans and white Americans on social acuity." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2945.

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This study, conceptually replicating the study by Funder and Harris (1986), examined the difference between African Americans and white Americans on measures of social acuity. Social acuity, as defined in this context, is the ability and inclination to perceive the psychological state of others and guide one's behavior in accordance with that perception.
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Karim, Jahanvash. "Emotional Intelligence : a Cross-Cultural Psychometric Analysis." Thesis, Aix-Marseille 3, 2011. http://www.theses.fr/2011AIX32028/document.

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Malgré la littérature importante dans le champ de l’intelligence émotionnelle, la très grande majorité des études sur le développement et la validation des échelles de mesure de l’intelligence émotionnelle ont été réalisées dans des pays Occidentaux. D’où, une limitation majeure de cette littérature dans son orientation purement occidentale. L’objectif de cette recherche est d’évaluer les propriétés psychométriques du Test d’Intelligence Emotionnelle de Mayer-Salovey-Caruso (MSCEIT), du Questionnaire des Traits d’Intelligence Emotionnelle (TEIQue), et du Test d’auto-évaluation d’Intelligence Emotionnelle (SREIT) dans un contexte comparatif interculturel comprenant des étudiants collectivistes Pakistanais (culture Orientale) et des étudiants individualistes Français (culture Occidentale). Les résultats de cette étude ont démontré que les participants de la culture française ont eu une meilleure performance par rapport aux participants pakistanais au MSCEIT mais pas au TEIQue et au SREIT. Les analyses d’échantillons multiples ont révélé des structures factorielles invariantes du MSCEIT, du TEIQue, et du SREIT à travers les deux cultures. Concernant la validité discriminante, l’auto-évaluation de l’IE, mesurée par le SREIT et le TEIQue, et les mesures de performance de l’IE, évaluées par le MSCEIT, n’ont pas démontré une forte corrélation dans les deux cultures. En autre, les résultats au MSCEIT, au TEIQue, et au SREIT n’ont pas démontré le lien avec l’intelligence cognitive dans les deux cultures. Des corrélations faibles à modérées ont été observées entre les mesures de l’IE et les dimensions de personnalité Big Five. Enfin, les mesures de l’IE se sont révélées indépendantes de styles de communication. Concernant la validité convergente des mesures d’auto-évaluation de l’IE, les résultats au TEIQue ont montré une forte corrélation avec le SREIT dans les deux cultures. En ce qui concerne la validité incrémentale, après un contrôle statistique des dimensions de personnalité Big Five et la capacité cognitive, le MSCEIT et le SREIT n’ont pas démontré le lien avec la satisfaction de vie, l’affect positif, l’affect négatif, et la détresse psychologique dans les deux cultures. En revanche, les facteurs du TEIQue ont expliqué une part significative de la variance dans les variables dépendantes après avoir contrôlé pour les dimensions de personnalité Big Five et l’intelligence cognitive. Cependant, des analyses plus approfondies ont révélé que ces associations ont été en grande partie attribuées au facteur du bien-être du TEIQue. Enfin, les femmes ont montré de meilleurs résultats que les hommes au MSCEIT mais pas au TEIQue et au SREIT dans les deux cultures. En résumé, les résultats de cette étude fournissent les preuves pour validité factorielle, discriminante, et convergente de ces mesures de l’intelligence émotionnelles dans les deux cultures. Toutefois, les résultats concernant la validité incrémentale de ces mesures se sont avérés moins prometteurs que prévu
Despite the rather large literature concerning emotional intelligence, the vast majority of studies concerning development and validation of emotional intelligence scales have been done in the Western countries. Hence, a major limitation in this literature is its decidedly Western focus. The aim of this research was to assess the psychometric properties of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Trait Emotional Intelligence Questionnaire (TEIQue), and the Self-Report Emotional Intelligence Test (SREIT) in a cross-cultural comparative context involving the collectivist Pakistani (Eastern culture) and the individualist French (Western culture) students. Results of this study showed that participants from the French culture scored higher than participants from the Pakistani sample on the MSCEIT but not on the TEIQue and the SREIT. Multi-sample analyses revealed that the MSCEIT, the TEIQue, and the SREIT factor structures remained invariant across both cultures. Regarding discriminant validity, in both cultures, self-ratings of emotional intelligence, as assessed by the SREIT and the TEIQue, and performance measure of emotional intelligence, as assessed by the MSCEIT, were not strongly correlated. Furthermore, in both cultures, scores on the MSCEIT, the TEIQue, and the SREIT revealed to be unrelated to cognitive intelligence and communication styles. Finally, low to moderate correlations were observed between the EI measures and the Big Five personality dimensions. Regarding convergent validity of the self-report EI measures, in both cultures the scores on the TEIQue strongly correlated with the scores on the SREIT. With regard to incremental validity, in both cultures, after statistically controlling for the Big Five personality dimensions and cognitive ability, the MSCEIT and the SREIT revealed to be unrelated to satisfaction with life, positive affect, negative affect, and psychological distress. In contrast, the TEIQue factors accounted for a significant amount of variance in outcome variables after controlling for the Big Five personality dimensions and the cognitive intelligence. However, further analyses revealed that the associations were mainly because of the TEIQue’s well-being factor. Finally, in both cultures, females scored higher than males on the MSCEIT but not on the TEIQue and the SREIT. In sum, the results of this study provide evidence for the factorial, discriminant, and convergent validity of these emotional intelligence measures in both cultures. However, results regarding incremental validity of these measures are less promising than anticipated
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Palmcrantz, Maria. "Emotional Intelligence and Job Insecurity: Gender Differences Between Employees." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75049.

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Emotional intelligence and job insecurity are important to study because they can have an impact both on an individual’s professional and personal life; however, research on emotional intelligence and job insecurity is contradictory. The aim of the present study was to investigate whether there were gender differences in emotional intelligence and job insecurity in employees in a Swedish sample. The aim was also to investigate if emotional intelligence moderated gender differences in job insecurity. The sample consisted of 109 employees, with 33 males (30.30%) and 76 females (69.70%), from four different organizations both from public and private sector. The research question was: “Are there differences in emotional intelligence and job insecurity between female and male employees?” Two questionnaires were used: The Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) and The Job Insecurity Measure. Correlation analysis was performed between emotional intelligence and job insecurity and a medium, negative relationship was found. Gender differences in emotional intelligence and job insecurity were tested with independent samples t-tests. The results indicated no gender differences. Hierarchical regression analysis was performed to investigate if emotional intelligence moderated gender differences in job insecurity; however, the results were non-significant. The present study shows that emotional intelligence and job insecurity are negatively correlated, and since job insecurity is regarded as an environmental stressor and part of job stress, the relationship between emotional intelligence and job stress is also confirmed by this negative correlation.
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McKinley, Sophia Kim. "The Emotional Intelligence of Resident Physicians." Thesis, Harvard University, 2014. http://etds.lib.harvard.edu/hms/admin/view/50.

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Since academic literature indicates that emotional intelligence (EI) is tied to work performance, there is increasing interest in understanding physician EI. We studied the EI of resident physicians in surgery, pediatric, and pathology residency programs at three academic centers to describe the EI profiles of residents in different specialties and determine whether gender differences in resident physician EI profiles mirror those in the general population. 325 residents were electronically invited to complete the validated Trait Emotional Intelligence Questionnaire (TEIQue), a tool comprised of 153 items that cluster to 15 independent facets, 4 composite factors, and 1 global EI score. The overall response rate was 42.8% (n=139, 84 women). Global EI of all residents (mean=101.0, SD=8.0) was comparable to the general population sample and was not statistically different between specialties or genders. EI profiling demonstrated distinct strengths and opportunities for development between specialty groups with an effect of specialty on sociability factor (p=0.005) and five TEIQue facets including optimism, stress management, emotion management, assertiveness, and social awareness (p=0.008-0.043). Women scored higher than men in emotionality factor (p=0.044) and the TEIQue facets impulse control, empathy, relationships, and self-motivation (p=0.004-0.049). Men scored higher than women in sociability factor (p=0.034) and 2 facets including stress management and emotion management (p=0.008-0.023). Linear regression demonstrated that age had a statistically significant predictive relationship with Global EI, though the effect was small (B=0.033, p=0.014). These findings suggest that similar to the general population, male and female residents may benefit from specific training of different EI domains to enhance well-rounded development. EI profiling may also inform future educational programming decisions for each specialty. Future research should focus on the functional relationship between educational interventions that promote targeted EI development and enhanced clinical performance.
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MacCann, Carolyn Elizabeth. "New approaches to measuring emotional intelligence." University of Sydney, 2006. http://hdl.handle.net/2123/934.

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Doctor of Philosophy (PhD)
New scoring and test construction methods for emotional intelligence (EI) are suggested as alternatives for current practice, where most tests are scored by group judgment and are in ratings-based format. Both the ratings-based format and the proportion-based scores resulting from group judgments may act as method effects, obscuring relationships between EI tests, and between EI and intelligence. In addition, scoring based on standards rather than group judgments add clarity to the meaning of test scores. For these reasons, two new measures of emotional intelligence (EI) are constructed: (1) the Situational Test of Emotional Understanding (STEU); and (2) the Situational Test of Emotion Management (STEM). Following test construction, validity evidence is collected from four multi-variate studies. The STEU’s items and a standards-based scoring system are developed according to empirically derived appraisal theory concerning the structure of emotion [Roseman, 2001]. The STEM is developed as a Situational Judgment Test (SJT) with situations representing sadness, fear and anger in work life and personal life settings. Two qualitative studies form the basis for the STEM’s item development: (1) content analysis of responses to semi-structured interviews with 31 psychology undergraduates and 19 community volunteers; and (2) content analysis of free responses to targeted vignettes created from these semi-structured interviews (N = 99). The STEM may be scored according to two expert panels of emotions researchers, psychologists, therapists and life coaches (N = 12 and N = 6). In the first multi-variate study (N = 207 psychology undergraduates), both STEU and STEM scores relate strongly to vocabulary test scores and moderately to Agreeableness but no other dimension from the five-factor model of personality. STEU scores predict psychology grade and an emotionally-oriented thinking style after controlling vocabulary and personality test scores (ΔR2 = .08 and .06 respectively). STEM scores did not predict academic achievement but did predict emotionally-oriented thinking and life satisfaction (ΔR2 = .07 and .05 for emotionally-oriented thinking and .04 for life satisfaction). In the second multi-variate study, STEU scores predict lower levels of state anxiety, and STEM scores predict lower levels of state anxiety, depression, and stress among 149 community volunteers from Sydney, Australia. In the third multi-variate study (N = 181 psychology undergraduates), Strategic EI, fluid intelligence (Gf) and crystallized intelligence (Gc) were each measured with three indicators, allowing these constructs to be assessed at the latent variable level. Nested structural equation models show that Strategic EI and Gc form separate latent factors (Δχ2(1) = 12.44, p < .001). However, these factors relate very strongly (r = .73), indicating that Strategic EI may be a primary mental ability underlying Gc. In this study, STEM scores relate to emotionally-oriented thinking but not loneliness, life satisfaction or state stress, and STEU scores do not relate to any of these. STEM scores are significantly and meaningfully higher for females (d = .80), irrespective of gender differences in verbal ability or personality, or whether expert scores are derived from male or female experts. The fourth multi-variate study (N = 118 psychology undergraduates) distinguishes an EI latent factor (indicated by scores on the STEU, STEM and two emotion recognition ability measures) from a general cognitive ability factor (indicated by three intelligence measures; Δχ2(1) = 10.49, p < .001), although again cognitive ability and EI factors were strongly related (r = .66). Again, STEM scores were significantly higher for females (d = .44) and both STEU and STEM relate to Agreeableness but not to any other dimension from the five-factor model of personality. Taken together, results suggest that: (1) STEU and STEM scores are reasonably reliable and valid tests of EI; (2) EI tests assess slightly different constructs to existing measures of Gc, but more likely form a new primary mental ability within Gc than an entirely separate construct; and (3) the female superiority for EI tests may prove useful for addressing adverse impact in applied settings (e.g., selection for employment, promotion or educational opportunities), particularly given that many current assessment tools result in a male advantage.
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Mumau, Robert W. "Individual Differences in Cultural Intelligence: Self-Monitoring as a Moderator of the Relationship between Personality and Cultural Intelligence." Xavier University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1395252544.

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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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Cox, Brennan Daniel. "Individual differences in the stressor-strain relationship the role of ability-based emotional intelligence /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Theses/COX_BRENNAN_30.pdf.

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Books on the topic "Cultural differences in Emotional Intelligence"

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1970-, Karafyllis Nicole C., and Ulshöfer Gotlind 1967-, eds. Sexualized brains: Scientific modeling of emotional intelligence from a cultural perspective. Cambridge, MA: MIT Press, 2008.

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J, Emmerling Robert, Shanwal Vinod K, and Mandal Manas K, eds. Emotional intelligence: Theoretical and cultural perspectives. New York: Nova Science Publishers, 2008.

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Focus on gender: Parent and child contributions to the socialization of emotional competence. San Francisco: Jossey-Bass, 2010.

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The fragile mind: How it has produced and unwittingly perpetuates America's tragic disparities. Bloomington, Ind: AuthorHouse, 2008.

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de Gelder, Beatrice, and Elisabeth M. J. Huis In 'T Veld. Cultural Differences in Emotional Expressions and Body Language. Edited by Joan Y. Chiao, Shu-Chen Li, Rebecca Seligman, and Robert Turner. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199357376.013.16.

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Hughes, Claretha. Diversity Intelligence: Integrating Diversity Intelligence Alongside Intellectual, Emotional, and Cultural Intelligence for Leadership and Career Development. Palgrave Macmillan, 2019.

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Hughes, Claretha. Diversity Intelligence: Integrating Diversity Intelligence Alongside Intellectual, Emotional, and Cultural Intelligence for Leadership and Career Development. Palgrave Macmillan, 2016.

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Hughes, Claretha. Diversity Intelligence: Integrating Diversity Intelligence Alongside Intellectual, Emotional, and Cultural Intelligence for Leadership and Career Development. Palgrave Macmillan, 2016.

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Moffic, H. Steven, and James Sabin. Ethical Leadership for Psychiatry. Edited by John Z. Sadler, K. W. M. Fulford, and Werdie (C W. ). van Staden. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780198732372.013.50.

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Solutions for the current challenges in mental health care worldwide require improved ethical leadership and administration. Though psychiatrists have the broadest training for stewardship, other disciplines and patient consumers provide their own potential. Business leadership and ethics also need consideration. How to meld the strengths and ethical principles of the various mental health care constituencies is a major global task, but one that can be met. Possible ethical ways to do so are to use emotional intelligence and a culture of compassionate love to prioritize the professional and personal needs of the staff, and to have more leadership provided by formerly disenfranchised prosumers and/or leaders from marginalized cultures. Those responsible for mental health care systems must include the representative viewpoints of all stakeholders. One country, the USA, is highlighted for what can be generalized to other countries, supplemented by some important differences found in other societies.
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Han, Shihui. Cultural differences in neurocognitive processing of others. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198743194.003.0005.

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Chapter 5 examines cross-cultural neuroimaging studies of neural processes underlying social interactions. East Asian and Western cultural experiences produce specific cognitive and neural strategies in perception of face and expression, empathy for others’ emotional states, regulation of one’s own emotion, understanding others’ beliefs, perception of others’ social status, and processing of social feedback. The cultural differences in neurocognitive processing of others have been observed in most part of the social brain network, covering both cortical and subcortical structures, and support culturally specific behavior.
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Book chapters on the topic "Cultural differences in Emotional Intelligence"

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Allen, Jayne L., Kateryna M. Sylaska, and John D. Mayer. "Emotional Intelligence." In Encyclopedia of Personality and Individual Differences, 1305–11. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_975.

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Allen, Jayne L., Kateryna M. Sylaska, and John D. Mayer. "Emotional Intelligence." In Encyclopedia of Personality and Individual Differences, 1–6. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28099-8_975-1.

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Maguire, Erin K. "Emotional Intelligence." In Encyclopedia of Cross-Cultural School Psychology, 423–24. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_159.

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Hughes, Claretha. "Intellectual, Emotional, Cultural, and Diversity Intelligences." In Diversity Intelligence, 15–32. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-52683-0_2.

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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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Jaušovec, Norbert, and Ksenija Jaušovec. "Emotional Intelligence and Gender: A Neurophysiological Perspective." In Handbook of Individual Differences in Cognition, 109–26. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-1210-7_7.

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Steiner, Gary, and Marc Lucht. "Law and Nature: Human, Non-human, and Ecosystem Rights." In Speciesism in Biology and Culture, 127–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99031-2_7.

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AbstractThe major exponents of the Western philosophical tradition have long maintained a conception of rights according to which only human beings can be possessors of rights. On this view, it makes little or no sense to attribute rights to sentient non-human beings, and it makes no sense whatsoever to attribute rights to non-sentient nature. A reflection on the basic commitments motivating this conception of rights reveals that it is based not on robust rational considerations but rather on the unargued anthropocentric prejudice that specifically human forms of rationality are required for full moral status. The tradition's focus on logos leads many exponents of the tradition to exclude non-human animals from the sphere of justice altogether. Recent work in philosophy and ethology, however, has shed light on the intelligence and emotional lives of many non-human animals, and has made it necessary to rethink the moral status of non-human animals. Even more radically, environmental philosophers argue that rejecting anthropocentrism opens the door to the recognition that some even non-sentient and non-living natural phenomena deserve moral consideration and bear rights that ought to be respected. The substantial conceptual differences between ecocentrism and the animal rights approach focus attention on fundamental questions about the very conditions for moral worth and highlight our need for a more satisfactory theory of the world and the proper place of humanity within it.
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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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Koda, Tomoko, and Zsofia Ruttkay. "Cultural Differences in Using Facial Parts as Cues to Recognize Emotions in Avatars." In Intelligent Virtual Agents, 517–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04380-2_70.

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Čok, Vanja, and Jože Duhovnik. "Exploration of Users’ Cross-Cultural Differences by Using the Kansei Engineering Approach." In Emotional Engineering Volume 4, 93–118. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29433-9_6.

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Conference papers on the topic "Cultural differences in Emotional Intelligence"

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Chunlei Wang and Xia Wang. "Notice of Retraction: Differences on emotional intelligence in negotiation: A cross-cultural investigation." In 2010 IEEE International Conference on Advanced Management Science (ICAMS). IEEE, 2010. http://dx.doi.org/10.1109/icams.2010.5553211.

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Sidi-Ali, Muhammad Adamu, Judith Masthoff, Matt Dennis, Jacek Kopecky, and Nigel Beacham. "Adapting Performance And Emotional Support Feedback To Cultural Differences." In UMAP '19: 27th Conference on User Modeling, Adaptation and Personalization. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3320435.3320444.

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Chai, Chunlei, and Xun Wu. "Gender Differences in Driving Anger Emotional Susceptibility." In 2015 8th International Symposium on Computational Intelligence and Design (ISCID). IEEE, 2015. http://dx.doi.org/10.1109/iscid.2015.136.

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Gunness, Sandhya, Rubina Devi Rampersad, Thanasis Daradoumis, and Reena Ittea. "Co-Creating for Resilience – Development of Transdisciplinary Skills and Competencies in Higher Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5478.

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This paper presents the co-creation of a University-wide Open Educational Resource (OER) on Transdisciplinary Skills and Competencies for enhancing graduate employment with the necessary knowledge, values, and attitudes for building a more resilient workforce in an increasingly uncertain future. The four Key Pillars underlying education and life from the highly influential, and increasingly relevant, Delor’s report (1996) underpinned the development of future-thinking stances for the first-year students as they engaged with learning activities that enabled them to: 1. Learn to know: Investigate their own learning and courses with more agency and depth through metacognitive strategies. 2. Learn to do: Relate theoretical knowledge to more relevant, practical, transdisciplinary applications through collaboration on working towards solution-oriented and challenge-based learning. 3. Learn to live together: This entails the cross-fertilization and respect of each-others’ ideas to bring about innovation through a learning environment that is conducive for thriving together. 4. Learning to be: Developing the human potential to its fullest, especially the skills, competencies and attitudes required to work in an increasingly connected world with greater responsibility for the attainment of common goals. // The objective of the action research was to co-create the OER with the input of both academics and students from different faculties. The collaboratively designed learning activities were adapted to different disciplines and educational contexts to enable learners to be assessed for four main value-laden skills and competencies: a) Collaborative Networking (comprising Cultural awareness, Acknowledging differences, Personal branding, Team playing and trust building, Virtuous circles). b) Communication Networking (comprising Social and Emotional Intelligence, Technology-enhanced Communications, verbal and non-verbal communication, conflict management). c) Growth Mindsets (comprising Solution Orientedness, Grit and determination, Opportunity seeking, creative and critical thinking, design thinking. d) Professional and Ethical Practices (comprising case studies and role plays to demonstrate Social responsibility, Sustainable development, Managing ethical dilemmas and transformational leadership). // 9 faculty members and their respective students formed part of the action research and while co-creation is perhaps too innovative and disruptive for certain academics, the students were appreciative of the opportunity of having a voice and participating in the co-creation of the learning activities that would develop their full potential. This study demonstrates the need for engaging with learners so that they are aware of the active role they play in the learning environment and to build resilience and self-efficacy from within.
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Rianto, Rianto, and Agoes Dariyo. "Differences in Youth Students’ Emotional Intelligence from Parent Patterns." In International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210805.023.

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Clavel, Celine, and Albert Rilliard. "Personality differences in the multimodal perception and expression of cultural attitudes and emotions." In 2009 3rd International Conference on Affective Computing and Intelligent Interaction and Workshops (ACII 2009). IEEE, 2009. http://dx.doi.org/10.1109/acii.2009.5349504.

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Chkhikvadze, Tinatin. "CULTURAL AND EMOTIONAL INTELLIGENCE AMONG ASIAN STUDENTS IN RUSSIA." In NORDSCI International Conference. SAIMA Consult Ltd, 2019. http://dx.doi.org/10.32008/nordsci2019/b1/v2/03.

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Şentürk, Hayat Ayar. "The Relationship Among Cultural Values, Emotional Intelligence And Job Outcomes." In Joint Conference ISMC 2018-ICLTIBM 2018 - 14th International Strategic Management Conference & 8th International Conference on Leadership, Technology, Innovation and Business Management. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.02.31.

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Butnaru, Simona. "Relationships Between Emotional Intelligence And Vocational Orientation In Preadolescence: Gender Differences." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.68.

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Ward, Charles B., Mikhail Bautin, and Steven Skiena. "Identifying Differences in News Coverage between Cultural/Ethnic Groups." In 2009 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology. IEEE, 2009. http://dx.doi.org/10.1109/wi-iat.2009.337.

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