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 prévuDespite 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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Bicking, Karen L. "Exploring the Influence of Team Emotional Intelligence on How Virtual Teams Handle Differences." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603171.
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Advancement in technologies, including communications, makes virtual work a possibility for many. Although abundant research on team dynamics exists and research on virtual teams is growing, a considerable volume of existing empirical data on virtual teams is conducted in laboratory settings using temporary teams, often at MBA or undergraduate levels. In addition, very few of these studies discuss how conflict is handled in a virtual team. Discovering how virtual teams deal with differences and conflicts will advance our understanding of these crucial issues. This mixed-methods study included surveys, semi-structured interviews, and ethnographic observation and field notes. Data was collected from 31 virtual teams. This study discovered that teams with higher team emotional intelligence approach differences by perspective taking, information sharing, and monitoring and adjusting of team behaviors. Virtual teams with lower team emotional intelligence are more likely to view each other as competitors and have a tendency to avoid conflict and vent without resolution. In addition, teams who meet regularly have more open communications, which enables a collaborative approach to conflict management.
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Diehl, Caren. "Emotional intelligence in diverse populations : theory to intervention." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/109994.
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This research tested the relationship between Emotional Intelligence (EI) and mood states prior to performance, using two culturally diverse populations and using a mixed methodology. The objective was to explore whether there were cultural differences between the two samples thereafter exploring whether EI can be enhanced in the two cultures, using a psychological skills intervention. Phase 1 and 2 used the BRUMS-32 (Terry et al., 1999), and the EIS (Schutte et al., 1998) to investigate mood states and EI among a sample of UK wheelchair basketball players (phase 1: n = 51), and Ghanaian footballers (phase 2: n = 70). Five semi-structured interviews were also completed in phase 1. In phase 3 interventions (goal-setting, self-talk, relaxation and daily diaries) were used to enhance EI in a sample of UK wheelchair basketball players (n = 6) and Ghanaian football players (n = 8). Self-talk questionnaires, daily diaries, EIS and structured interviews were used to collect data during the intervention. Phase 1 MANOVA results showed that EI was related to mood states associated with optimal and dysfunctional performance (Wilks' Lambda 8.7 = .01, F = 74.76, P = .00, Partial Eta2 = .99) and indicated that optimism and utilisation of emotions contributed significantly to variation in mood by performance. Four key themes emerged from semi-structured interviews: antecedents of emotions; emotion and performance; emotional intelligence; and coping with emotions. Results suggested that EI correlated with performance. Phase 2, MANOVA results showed that EI was related to mood states associated with optimal and dysfunctional performance (Wilks' Lambda 8.40 = .50, F = 7.82, P < .00, Partial Eta2 = .50) and indicated that emotion regulation and appraisal of other‟s emotions contributed significantly to variations in mood by performance. When seen collectively, results of phase 1 and 2 indicate that there were cultural differences between the two populations.Phase 3 indicated that in both populations EI could be enhanced for some of the participants. Culture could be an explanation for the intervention only partially working. The EI theory or the EIS may only work in the culture it was developed in as it did not seem to detect changes in the Ghanaian sample.
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Berry, Douglas Odell. "Differences in emotional intelligence and team cohesiveness in men's and women's community college athletic teams." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601436.
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This study contributes to the sports psychology literature by examining an existing paucity in the application of Emotional Intelligence (EI) theory and models to the athletic domain. Four branches of the ability model of EI (perceiving emotions, using emotions, understanding emotions, and managing emotions) were examined in relation to team cohesiveness (task, social, and overall) and team performance disaggregated by gender. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) was used to assess the EI level of participants. Team cohesiveness was measured using the Group Environment Questionnaire (GEQ). The findings indicted that EI only had a significant effect on team cohesiveness social when moderated by gender, while the other relationships were not found to be statistically significant when moderated by gender. No significant relationship was discovered between EI and team cohesiveness in female athletes. No significant difference existed between males and females on a model containing four branches of emotional intelligence. A significant difference between gender and team cohesiveness was found. The final analysis of emotional intelligence, team cohesiveness, and team performance indicated that a significant relationship did exist. Team cohesiveness task made the strongest contribution to team performance. Managing emotions made a significant negative contribution to team performance.
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Chen, Yueh-Ti. "Relationships Among Emotional Intelligence, Cultural Intelligence, Job Performance, and Leader Effectiveness: A Study of County Extension Directors in Ohio." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374064106.
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Heckman, Abby L. "Age differences in emotion regulation in interpersonal situations." Thesis, Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/8075.
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Gaylard, Emma K. "Cross-cultural differences in IQ test performance: extension of an existing normative database on WAIS-III test performance." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1002488.
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Prior research (Shuttleworth-Edwards et al., 2004) presented preliminary normative data for the Wechsler Adult Intelligence Scale – III (WAIS-III) for Southern Africa, stratified according to gender (female vs. male), language (black African vs. white English), level of education (matric/12+ years of education vs. Graduate/15+ years of education) and quality of education (disadvantaged – Department of Education and Training vs. advantaged - Private/Model C). IQ scores for black African language and white English Southern Africans were comparable with the United States of America (USA) standardization when level and quality of education were equitable. (‘White English’ is the term used to denote those of European descent whose first language is English). A limitation of the research was the lack of control for language for most of the black groups and particularly in the Private/Model C Graduate group, where sixty percent of the participants originated from Zimbabwe. These represented a particularly elite group whose education was equitable to that of the white participants throughout their education (i.e. at primary, secondary and tertiary level). In order to rectify the lack of homogeneity of language, all non- Xhosa first language participants were excluded from the black sample and sixteen additional Xhosa first language participants were tested on the WAIS-III. Data analyses found no significant differences between the original and new groups, except in the comparison between Mixed African language Private/Model C Graduates and the Xhosa first language Private/Model C Graduate/15+ years of education, where there was a lowering of WAIS-III subtest, index and IQ scores in the newly constituted group. This lowering in test performance is explained in that the new Xhosa first language 15+ years of education group was a less advantaged group than the original Mixed African Language Private/Model C Graduate group, as the new group generally had less advantaged primary school education and had generally studied less at a tertiary level. Overall, these results demonstrate an incremental increase in WAIS-III test performance for sample groups on a continuum of quality of education from least to most advantaged education. This was true for both verbal and non-verbal subtests.
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Gullekson, Nicole L. "Cultural Distance, Perception of Emotional Display Rules, and Their Influence on Sojourner Adjustment." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1186409258.
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Harris, Kevin A. "Investigating the Relationship between Emotional Intelligence and Cultural Intelligence to Attitudes towards Team-Based Learning in Undergraduate Pre-health Profession Students." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5182.
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Improving patient outcomes has long been the rationale supporting calls to reform health care delivery systems and health profession education programs (Greiner, 2002; Institutes of Medicine, 2001, 2004; O’Neil & Pew Health Professions Commission, 1998). In 2003, the Institute of Medicine shared its vision statement for health professions education, asserting that “[a]ll health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches and informatics” (Knebel & Greiner, 2003, p. 3).
Despite the importance placed on teamwork in health sciences education, little attention has been devoted to understanding underlying factors influencing student attitudes towards team learning (Curran, Sharpe, Forristall, & Flynn, 2008). The purpose of this study is to explore the importance of emotional and cultural intelligence in shaping pre-health students’ attitudes towards team-based learning.
A non-experimental, cross-sectional study design was used employing correlational and multivariate regression analysis. Findings indicate: a) significant relationships between emotional and cultural intelligence to the value students place on group work; and, b) emotional intelligence accounts for approximately 3% of variance above and beyond the Big Five personality factors in predicting student attitudes towards group work.
This study will inform interprofessional education policy and practice in two fundamental ways. First, the study provides insight on the importance of non-academic factors in shaping students’ attitudes towards team-based learning. Secondly, increasing understanding of emotional and cultural intelligence in early stagse of a student’s development influences their preparation for health professions careers.
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Van, den Bergh Riana. "Cultural intelligence a comparison between managers in South Africa and the Netherlands /." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-06032008-102941/.
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Kirstein, Marina. "Differences in accounting students' perceptions of their development of generic skills and emotional intelligence in a heterogeneous classroom." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60497.
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Aspiring professional accountants need to develop certain competencies comprising
both technical knowledge and professional skills (also referred to as generic skills),
during their initial professional development (IPD). However, despite interventions to
develop these competencies, there is still a gap between employers' expectations and
graduates' competencies. It has been argued that Emotional Intelligence (EQ) may be
the missing link in the IPD of professional accountants. It has been suggested that
instructors should adopt specific non-traditional pedagogical approaches to develop
professional skills and EQ. The effectiveness of these approaches may, however, be
compromised by the diversity in the classroom. Instructors should take cognisance of
the demographic differences of the individuals within the student group and the impact
of these differences on the development of professional skills and EQ, when selecting
the pedagogical approaches. Instructors should also take cognisance of the interaction
between demographic variables within the demographic groups. This dissertation
explored demographic differences in students' perceptions of the professional skills
developed at the end of their IPD. Statistically significant differences were noted
between different demographic groups of students on whether they have developed
professional skills. This dissertation further explored the differences in EQ between
demographic groups of students. Statistically significant differences were not only
noted in EQ between these demographic groups of students but also within these
demographic groups. Although this dissertation considers South African students, the
results may be of interest to other multicultural and multilingual environments,
particularly environments that have a history of socio-economic inequity and racial
injustice.Dissertation (MCom)--University of Pretoria, 2016.
Accounting
MCom
Unrestricted
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Tan, Lin. "Cross-Cultural Differences in the Determinants of Maternal Emotion Coaching: Role of Maternal Emotional Awareness and Emotion Regulation." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/77541.
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Despite many positive outcomes associated with emotion coaching, factors related to individual differences in emotion coaching have yet to be explored. The current study examined cultural differences in the role of maternal characteristics, specifically emotional awareness and emotion regulation, as determinants of emotion coaching. These findings will facilitate culturally desired emotion socialization practices leading to optimal emotional development of children.
In the current study, I translated two English-based questionnaires into Chinese to assess maternal emotional awareness and emotion coaching. Next, I examined relations of reappraisal, suppression, and emotional awareness to maternal emotion coaching. I also investigated the role of maternal emotional awareness as a mediator in the relation of maternal use of reappraisal and suppression to maternal emotion coaching in both Chinese and American cultures.
Participants included American (n=164) and 163 Chinese (n=163) mothers. Maternal emotional awareness was measured using subscales of Toronto Alexithymia Scale 20 and Difficulties in Emotion Regulation Scale. Emotion regulation strategies were assessed using Emotion Regulation Questionnaire. To measure emotion coaching, mothers completed Parents' Beliefs about Children's Emotions questionnaire. Structural equation models were estimated to examine how maternal emotional awareness and emotion regulation related to emotion coaching.
Results confirmed the reliability and validity of the Chinese questionnaires. Maternal emotion coaching did not include mothers' views about negative emotions because equivalence could not be established across Chinese and American cultures; therefore, the emotion coaching discussed in this study is different from previous research on emotion coaching that typically involves responses to negative emotions. Maternal emotional awareness was associated with their emotion coaching in both samples and the strength of the association was not different across cultures. However, relations of reappraisal and suppression to emotional awareness and emotion coaching were different across Chinese and American samples. Emotional awareness mediated the relation of reappraisal to emotion coaching only in the American sample. Additionally, emotional awareness was a mediator of the relation of suppression to emotion coaching in both samples. Overall, the findings of this study supported that maternal emotional awareness and use of emotion regulation strategies are important determinants of maternal emotion coaching in both cultures.Ph. D.
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Van, Genderen Eric. "An investigation into the relationship between the leadership competencies, emotional intelligence, and leadership styles of Russian managers working for MNCs." Thesis, Brunel University, 2008. http://bura.brunel.ac.uk/handle/2438/5835.
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The need for greater understanding of international leadership models has escalated in tandem with the globalization of trade and commerce. This dissertation presents the comparative-cultural study undertaken to address these two critical issues; employing the Russian Federation as the cultural context for the investigation. Cross-cultural research highlights a deficit of up-to-date comparative data on Russian organizational leadership, whilst practitioners articulate the demand for Russia-appropriate leadership development expertise. Increasingly, scholars advocate the application of integrated theories for assessing organizational leadership; contributing to several scholars updating trait theory into competency terms (including emotional competencies). Recent studies in the UK have established linkages amongst the competencies required for effective leadership, executives' emotional competencies, and the demonstrated leadership styles of managers. This research extends these UK findings, investigating the possible relationship between the leadership competencies, Emotional Intelligence (EI), and leadership styles of Russian managers working within domestic and foreign MNCs. The researcher employed the Leadership Dimensions Questionnaire (LDQ) as the standardized measurement instrument for conducting this "etic" (comparative) study. The LDQ assesses managers based on 15 dimensions, representing cognitive (IQ), Emotional Intelligence (EQ), and managerial competencies (MQ); generating a leadership style "profile" based on the respondent's scores. A combination of online and paper-based self-report versions of the LDQ (recently validated and utilized in several key UK studies) facilitated the data collection from the participating Russian managers (n = 152), over a 12- month period. Major findings of this research include: the identification of a clear leadership style preference by the Russian manager-sample ("participative"); statistically significant differences between the Russian and UK samples - on 14 of the 15 dimensions; distinctive differences in the competencies required for senior versus junior managers; "communication" was predictive of Russian leader performance, whilst follower commitment was predicted by leaders' levels of "sensitivity" and "communication". Contributions of this research to theory include: the identification of an up-to-date leadership profile of Russian managers, in competency terms, which can be compared with other cultures; a comparative cultural assessment of Russian managers' based on EI; a comparison of Russian managers at different levels of large companies, with special attention to their similarities and differences. Implications of this research for practitioners include: the ability for organizations operating in Russia to identify/develop leaders based on their personal leadership profiles (executive training and development), as assessed by the LDQ; the potential for identifying and fostering competencies required of managers at higher levels within the organization (promotion; as roles and responsibilities differ at various levels within an organization); the opportunity for matching appropriate leadership styles to conform with organizational strategies and the surrounding business environment (strategic leadership style/context fit).
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Coetzee, Lindi-Lee. "'n Ondersoek na die stand van emosionele intelligensie van 'n groep graad 7-leerders / deur Lindi Coetzee." Thesis, North-West University, 2009. http://hdl.handle.net/10394/3676.
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Grade 7-learners are continuously exposed to challenges that influence their developmental tasks and general social adaptation. Mastering these challenges sculpt the learners and will influence the ways in which learners develop to adults. Through developing and improving the emotional intelligence skills of learners, learners can be enabled to maintain a successful subsistence. Learners with adequate emotional intelligence will demonstrate effective functioning in many areas of life. The aim of this investigation was to determine what emotional intelligence is and how it relates to wellbeing in the early development of adolescents, the state of a certain Grade 7-learner group's emotional intelligence and the relation in terms of race and gender. In the study, 50 learners from the Grade 7-classes of four schools were selected randomly based on availability. The schools involved were Swartruggens Combined School, Swartruggens Primary, Koster Combined School and Koster Primary. The BarOn EQ-i:YV was conducted on the learners. The quantitative data was processed by the Northwest University's Statistical Consultation Services. Results indicate that, amongst other things, the girls in the study posses more adequate emotional intelligence and skills than the boys in the study. Black boys show the least adequate emotional intelligence and skills. Thus, race and gender play an important role in the development of emotional intelligence of the group of learners.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
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Malik, Aiysha. "Resilience and emotional distress in young people : risk, promotive and cultural factors." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:6e035fb1-ca6a-4fab-a462-c8cb989af1a1.
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Resilience, as a trait, process or outcome, is the negation of an undesirable outcome or of an expected maladjustment in the context of an adversity. Young people represent a developmental stage in which there is a vulnerability to experience deleterious outcomes during adversity. The literature on risk and promotive factors for resilience in youth is compounded by narrative reviews which have not applied a rigorous search methodology and which have failed to operationalise resilience. To date, the majority of research in resilience for emotional distress has focussed on data collected in high income countries. The first paper presents a systematic review of the literature on risk and promotive factors for trait resilience in youth. The findings indicate that there are differences in the magnitude of association between trait resilience and various risk and promotive factors, which were conceptualised into biological, intrapersonal, interpersonal and environmental factors. The largest body of evidence reviewed pertained to intrapersonal risk and promotive factors for trait resilience. Factors predicting trait resilience were also identified. Implications for future research include addressing the methodological and sampling limitations of the reviewed studies. The second paper presents an empirical study investigating factors within a microsystem which differentiate adolescents with resilience for emotional distress and those vulnerable to emotion distress in India (N = 967) and in Peru (N = 606). Factors which predict low emotional distress in each country and factors which differentiate between low emotional distress Indian and Peruvian adolescents were additionally investigated. A cross-sectional exploratory investigation of secondary data was employed. The findings suggest that the profile of low vulnerability for emotional distress differs between different cultural contexts and contribute to an extraordinarily limited evidence-base in low and middle income contexts. Extensive additional research is required to delineate culturally-specific profiles of resilience for emotional distress in a bid to develop culturally-sensitive treatment targets.
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Deng, Ling, and ling deng@rmit edu au. "EQ and CQ of Expatriate Transformational Leaders: a Qualitative Study of Cross-cultural Leadership Effectiveness for Australian Business Managers Working in China." RMIT University. Graduate School of Business, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080805.161224.
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China is a highly attractive destination for foreign direct investment, especially to Australia with which it has a strong complementary commercial relationship. Although the need for cross-cultural leadership effectiveness presents a major challenge to Australian businesses operating in China, most extant studies emphasize cultural dimensions and cultural influences on expatriate leadership effectiveness. In contrast, this study investigates the importance and implementation of transformational leadership (TL), emotional intelligence (EQ) and cultural intelligence (CQ) as key components of cross-cultural leadership capabilities within the context of Australian-Chinese cultural differences. Specifically, it answers one overarching question: What key factors contribute significantly to cross-cultural leadership effectiveness in Australian businesses operating in China? Following an interpretivist research philosophy, this inductive study employed qualitative individual and focus group interviews with a final sample of 32 expatriate managers and 19 local Chinese managers working in 30 Australian organizations. The individual participants were top- and middle-level executives of Australian businesses operating in China in different industry sectors, including minerals and energy, manufacturing, consulting, building and construction, banking, legal services and education. Participants based their responses on their own experiences and observations. These perspectives were supplemented with equally important input from the focus group interviewees, who were Chinese local managers that work closely with the expatriates. Based upon the findings of the study, the researcher developed a holistic pragmatic heuristic model of cross-cultural leadership effectiveness for Australian businesses operating in China, which emphasizes the developmental process underlying the emergence of effective expatriate leadership. This model defined and categorized three sets of cognitive, attitudinal and behavioural characteristics of effective cross-cultural leaders: personal (intrapersonal) competencies, social (interpersonal) competencies and cross-cultural competencies. Because the model is pragmatic as well as heuristic, its framework provides practitioners (e.g. Western and especially Australian expatriate leaders) with an informed understanding of the complexity of cross-cultural leadership issues in China, the importance of having theoretical knowledge on this topic, and the need to be flexible and pragmatic in applying this knowledge in daily practice. Thus, the model offers Australian firms currently investing or intending to invest in China a specific strategy to assist expatriate selection and leadership development in that the competencies it contains can be used to recruit and develop suitable candidates and training criteria. Likewise, the model provides business coaches or business consultants serving Western organizations in China a comprehensive fundamental framework for developing competent global leaders. Hence, future research should concentrate on developing and validating cross-cultural leadership effectiveness in China model using diverse approaches.
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Nguyen, Linh M. "The Effects of Emotional Intelligence and Cultural Orientations on Job Satisfaction: A Comparison of Vietnamese and the U.S. Manufacturing Workers." Wittenberg University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1469110755.
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Tawhid, Mosawi Nora. "Emotionell intelligens och autobiografiskt minne: : Jämförelse av individers könsskillnader, åldersgruppsskillnader, kön och ålder interaktionseffekter." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-43342.
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Syftet med studien var att testa om det fanns åldersgruppsskillnader, könsskillnader, samt om ålder och kön hade interaktionseffekter när det gäller emotionell intelligens och autobiografiskt minne mellan manliga (n=106) och kvinnliga (n=231)studenter på Örebro Universitet är från 18 till 45 år(n=299). Data samlades via emotionell intelligensens enkätformulär Andrew m.fl. (2010) och Waldfogel (1948) autobiografiska minnens test. Det fanns inga könsskillnader och åldersgruppsskillnader i total emotionell intelligens, men det fanns interaktion mellan kön och ålder det vill säga att ålder och kön hade effekter på varandra. Det fanns könsskillnader i totala autobiografiska minnen då flera kvinnor rapporterade autobiografiska minnen än män, men det fanns inga åldersgruppsskillnader. Ålder och kön hade inte effekter på varandra när det gäller autobiografiska minnen. Det fanns inga skillnader mellan grupperna som rapporterade låg, medel och hög autobiografiskt minne och emotionell intelligens.The purpose of this study was to test whether there were age differences, gender differences, and if the age and gender had interaction effect on each other when it comes to groups’ emotional intelligence and autobiographical memories. The participants were male (n = 106), women (n = 231) students at Örebro University who were from 18 to 45 years (n = 299). The students responded to emotional intelligence, short version of the Andrew et al. (2010) and Waldfogel (1948) autobiographical memories test. There were no gender differences and age differences in overall emotional intelligence, but there was an interaction between gender and age meaning that gender and age had effects on each other when it comes to students' emotional intelligences. There were gender differences in the overall autobiographical memories meaning that women reported several autobiographical memories than men in the study, but there were no age differences. Age and gender had no effects on each other in terms of autobiographical memories. There were no differences in autobiographical memories among those who reported low, medium and high emotional intelligence. There were no differences in emotional intelligence between those who reported low, medium and high autobiographical memories.
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Rindermann, Heiner, David Becker, and Thomas R. Coyle. "Survey of Expert Opinion on Intelligence: Causes of International Differences in Cognitive Ability Tests." Universitätsbibliothek Chemnitz, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-209100.
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Following Snyderman and Rothman (1987, 1988), we surveyed expert opinions on the current state of intelligence research. This report examines expert opinions on causes of international differences in student assessment and psychometric IQ test results. Experts were surveyed about the importance of culture, genes, education (quantity and quality), wealth, health, geography, climate, politics, modernization, sampling error, test knowledge, discrimination, test bias, and migration. The importance of these factors was evaluated for diverse countries, regions, and groups including Finland, East Asia, sub-Saharan Africa, Southern Europe, the Arabian-Muslim world, Latin America, Israel, Jews in the West, Roma (gypsies), and Muslim immigrants. Education was rated by N = 71 experts as the most important cause of international ability differences. Genes were rated as the second most relevant factor but also had the highest variability in ratings. Culture, health, wealth, modernization, and politics were the next most important factors, whereas other factors such as geography, climate, test bias, and sampling error were less important. The paper concludes with a discussion of limitations of the survey (e.g., response rates and validity of expert opinions).
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Karlsson, Linda, and Kayleigh Shepherd. "Culture’s influence on Emotional Intelligence among leaders in Multinational teams : A Qualitative study with a focus on Mexico and Sweden." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96306.
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The purpose of this thesis was to analyze culture’s influence on emotional intelligence between Mexican and Swedish leaders among multinational teams. The theoretical chapter has presented relevant theories relating to the field of research. Starting with globalization and internationalization, continuing with leadership and management. Thereafter, emotional intelligence and culture were defined. Followed by crosscultural management and multinational teams. A conceptual framework was illustrated to understand the logic behind the concepts. To gain a deeper understanding a qualitative method was applied. Further the thesis has pursued a deductive research approach. Purposive sampling was done to ensure the quality of the thesis. Furthermore, the empirical chapter presents the cases, followed by the operationalization, to establish a coherent order. In the analysis, the empirical material is linked to the theoretical framework. Lastly, the final chapter includes conclusions, implications, limitations, and suggestions for future research are discussed. The outcome of this study has provided an understanding of the high importance of emotional intelligence amongst international business leaders. Furthermore, the findings in this thesis indicate that there are more similarities than differences regarding emotional intelligence between Mexican and Swedish leaders among multinational teams. Moreover, the thesis material emphasizes that nationality has a minor influence on emotional intelligence. It is rather other cultural aspects that have a greater impact.
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Steurenthaler, Jochen, and Lieshout Sjors van. "Effective Multi-Cultural Project Management : Bridging the gap between national cultures and conflict Management styles." Thesis, University of Gävle, Department of Business Administration and Economics, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-131.
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This study identifies the competencies needed by a multi-cultural project manager, and investigates a potential link between conflict management styles and national culture. It takes as its base the assumption that cultural differences are demonstrated during conflict, and may in fact be the cause of the conflict. As a result, the manager of a multi-cultural project team must be able to manage conflict constructively in order to realise the full potential of the team.
The research begins by reviewing literature on project management, national culture, and conflict. A survey was performed on over 60 individuals from various cultural backgrounds, to analyse patterns in their methods of handling conflict. The study shows that there is in fact a link between different cultures and different management styles.
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Ou, Chun Tsen, and Luong Le Phuoc. "Iconic Brand: its componential factors and impacts on brand community : A cross-cultural study in Sweden, Taiwan and Vietnam." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-56647.
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Iconic brand is a new topic in the field of branding that has started to attract researchers’ attentions; yet, it is still mostly discussed in the non-academic field. Brand community is also an evolving topic in marketing. These two new concepts are the focuses of this research. The main subject of this research is to explore the componential factors of iconic brand and brand community and the influences of the former ones on the latter ones. Even though there are few books and articles related to iconic brand, so far no quantitative research has been conducted. Thus, in this study, quantitative method is used to explore the componential factors of iconic brand. The same method is applied to brand community as well to explore the impacts of iconic brand on brand community. This research also accounts for a fact that cultural differences of the three countries (Sweden, Taiwan, and Vietnam) may affect respondents’ perceptions on the factors of iconic brand and brand community, as well as the impact levels between them. This study starts with examining the relevant literatures of branding, iconic brand, brand community, and cultural aspects of branding. Then, the hypotheses and research model are proposed based on theories. Questionnaires are distributed to Swedish, Taiwanese, and Vietnamese respondents in accordance with convenience sampling and snowball sampling. A total collection of 486 accepted questionnaires (which includes 171 questionnaires from Sweden, 163 ones from Taiwan, and 152 ones from Vietnam) is coded and analyzed by using SPSS and AMOS. Factor Analysis (EFA and CFA) and Cronbach’s Alpha are used to test the measurement reliability and consistency. Together with them, other statistical techniques, such as ANOVA and SEM (Structural Equation Modeling) are employed to test the proposed hypotheses. Semi-structured interviews are then conducted, based on the results of quantitative analysis, with six dynamic consumers from the three countries to explore further the cultural differences for the topic in Sweden, Taiwan, and Vietnam. The results show that iconic brand has three componential factors: brand personality, brand myth, and brand storytelling, while brand community has two factors: brand loyalty and emotional attachment to brand community. Also, the findings reveal that brand personality has the most positive impacts on brand loyalty while brand storytelling has the lowest positive impact on brand loyalty. Other impacts of iconic brand’s factors on brand community’s factors are positively moderate. Furthermore, both quantitative and qualitative results confirm the hypotheses of cultural differences in respondents’ perceptions (in the three countries) on iconic brand’s factors, brand community’s factors, and the positive impact levels between them.
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Nicholls, Tanja. "Emotion lexicon in the Sepedi, Xitsonga and Tshivenda language groups in South Africa : the impact of culture on emotion / T. Nicholls." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2141.
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Enkh-Amgalan, Rentsenkhand. "The Indulgence and Restraint Cultural Dimension: A Cross-Cultural Study of Mongolia and the United States." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/honors/329.
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This research focuses on one of the least studied cultural dimension, “indulgence versus restraint” (IVR) and how it affects consumer behavior, international marketing, and global business operations in the U.S. and Mongolia. This project is the first research on IVR in Mongolia since the country is rarely studied and there is no available data for this cultural dimension. Samples of undergraduate business students (as consumers) from both countries were studied through surveys. The findings support that Mongolians and Americans are different regarding the “indulgence” cultural dimension. This paper has a significant contribution to the cross-cultural literature regarding the indulgence cultural dimension and its applications in global business and marketing and advertising strategies.
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Smarr, Cory-Ann. "Emotion and motion: age-related differences in recognizing virtual agent facial expressions." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42800.
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Technological advances will allow virtual agents to increasingly help individuals with daily activities. As such, virtual agents will interact with users of various ages and experience levels. Facial expressions are often used to facilitate social interaction between agents and humans. However, older and younger adults do not label human or virtual agent facial expressions in the same way, with older adults commonly mislabeling certain expressions. The dynamic formation of facial expression, or motion, may provide additional facial information potentially making emotions less ambiguous. This study examined how motion affects younger and older adults in recognizing various intensities of emotion displayed by a virtual agent. Contrary to the dynamic advantage found in emotion recognition for human faces, older adults had higher emotion recognition for static virtual agent faces than dynamic ones. Motion condition did not influence younger adults' emotion recognition. Younger adults had higher emotion recognition than older adults for the emotions of anger, disgust, fear, happiness, and sadness. Low intensities of expression had lower emotion recognition than medium to high expression intensities.
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Bandelli, Adam C. "Facilitating Communication and Effective Interpersonal Relationships at Work: A Theoretical Model of Socio-Affective Competence." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002500.
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He, Ling. "The perceived personal characteristics of entrepreneurial leaders." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1338.
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The concept of entrepreneurial leadership has attracted growing interest from leadership scholars but research is still in an early stage and empirical studies are rare. This thesis explores this new concept in an empirical study of the personal characteristics of entrepreneurial leaders (ELs). The study is underpinned by the “common characteristics” model in which ELs have characteristics of both entrepreneurs and leaders. Semi-structured interviews and a short questionnaire were used to explore business owners’ and corporate managers’ perceptions of the personal characteristics of ELs. Responses were summarised with thematic analysis and descriptive statistics.
The findings show participants perceived EL as a distinctive leadership style applicable to both small ventures and large organisations. ELs were differentiated from non-leader entrepreneurs in motivation and leadership capabilities, and integrity was considered particularly important in ELs as entrepreneurs were seen to have questionable ethics. ELs were differentiated from non-entrepreneurial leaders in managerial style, for example being less risk-adverse and more achievement-driven. These findings partially support the common characteristics model, but also suggest ELs have some unique attributes not shared with entrepreneurs and/or leaders.
EL’s characteristics are categorised into more fixed distal attributes (e.g., cognitive abilities, motives, values and personality) and more changeable proximal attributes (e.g., problem solving skills and attitudes). A model linking distal to proximal attributes was created to enable future researchers to predict the effects of individual difference variables on leader effectiveness. The most important proximal attribute is having a growth-oriented, values-based vision. Several distal characteristics of entrepreneurs appear particularly important to leading in turbulent times. ELs are perceived to be more pragmatic and more resilient in the face of failure than non-entrepreneurial peers. The attributes of pragmatism, resilience and ethical leadership appear to give EL’s a unique leadership ‘style’. These attributes are related to recent studies of emotional intelligence and authenticity in leadership.
ELs can be either business owners or corporate managers. Respondents perceived that business-owner ELs were more likely to succeed in venture growth and also more ethical than pure entrepreneurs. Corporate ELs were perceived to be more effective in achieving results and acting as a driving force for corporate entrepreneurship. Overall the findings suggest that entrepreneurship scholars should see EL as a distinct form of leadership of great relevance to research and training programs in today’s entrepreneurial economy. Implications for both leader and entrepreneur development are presented.
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Lippels, Thomas Werner. "Discussion and argumentation about the impact of cultural experience on emotional intelligence measurement questionnaires." Master's thesis, 2009. http://hdl.handle.net/10071/2046.
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The objective of this dissertation is to evidence the correlation between cultural
experience and Emotional Intelligence (EI) which can influence the outcome of
Emotional Intelligence Questionnaires (EIQ). To do so, three defined variables, such as
age, language abilities and foreign experience have been taken into consideration to
present Cultural Intelligence [CI] and students from different nationalities have taken
one elected EIQ in two different languages. The correlation between the two test results,
based on the participants age, language abilities and foreign experience have been
observed, and discussed. The results of the study indicate that all three variables have an
impact on EI, whereas age and foreign experience seemed to be more important than
language abilities. As it is proposed that EI contributes to effective leadership, it is
required to study if this theory is culturally influenced. This discussion is needed as the
construct of EI became widely used in Psychology and Human Resource Management
(HRM) to evaluate individual and team performance, while most accessible
questionnaires have been constructed by North American researchers and are usually
available in English. Therefore the use of well established EI questionnaires, evaluating
trait or ability EI needs to be investigated to avoid conclusions neglecting possible
cross-cultural differences and influencing evaluation standards. It is necessary to
mention, that because of the limitation of the work, the cultural dependency of EI
questionnaires will be studied while focusing on verbal understanding and by using one
specific Questionnaire as example, namely the Wang and Law Emotional Intelligence
Scale [WLEIS].O objectivo desta dissertação é comprovar a existência de uma correlação entre a experiência cultural e a Inteligência Emocional (IE), e a forma como esta pode influenciar o resultado de um Questionário de Inteligência Emocional (QIE). Para alcançar este objectivo, três variáveis foram consideradas como indicadores de Inteligência Cultural (IC), nomeadamente, idade, conhecimentos linguísticos e experiência no estrangeiro. Para tal, estudantes de diferentes nacionalidades responderam a um QIE específico em duas línguas distintas. A correlação entre os resultados dos dois testes, baseados na idade, na capacidade linguística e na experiência no estrangeiro foi examinada e discutida. A conclusão é que as três variáveis têm impacto sobre a IE, embora pareça que a idade e a experiência no estrangeiro são mais importantes do que os conhecimentos linguísticos. Sendo sugerido que a IE contribui para a capacidade de liderança, é necessário estudar se esta teoria é influenciada pelas diferenças culturais. Esta discussão torna-se inevitável uma vez que a IE se tornou numa ferramenta amplamente utilizada na área de Psicologia e de Recursos Humanos para avaliar a eficiência individual e de grupos. No entanto a maioria dos questionários disponíveis foram criados por cientistas norte-americanos e normalmente estão unicamente disponíveis em inglês. Desta forma é essencial investigar a utilização dos QIE que avaliam qualidades e aptidões da IE, para evitar conclusões que negligenciam possíveis diferenças culturais influenciando os critérios de avaliação. É necessário mencionar, que devido às limitações associadas à dissertação, a dependência entre os Questionários de Inteligência Emocional e a experiência cultural vai ser investigada, focando-se na compreensão verbal e apenas utilizando o questionário de Wang e Law, a Escala de IE [WLEIS].
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Wang, Hsin-Yi, and 王心怡. "The Emotional Intelligence Differences between Students from the High vs. Low Emotional Intelligence Teachers’ Classes." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/16093470184341551993.
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碩士國立新竹教育大學
教育心理與諮商研究所
95
The main purpose of this study was to investigate the emotional intelligence differences between students from the high vs. low emotional intelligence teachers’ classes. A 2 (classes) × 2 (gender) × 3 (test time) design was used to examine students’ emotional intelligence differences in five dimensions of Goleman’s Emotional Intelligence Theory. A total of 159 (male 81, female 78) elementary students from six classes of the 5th grades were sampled to respond to ‘Self-Report Scales of Children's Emotional Intelligence’, in which three classes were guided by high emotional intelligence teachers and the other three classes were guided by low emotional intelligence teachers. Subjects filled out the emotional intelligence questionnaire three times in six months. Three-way MNOVAs were conducted to analysize the obtain data. The main findings of this study are as follows: (1) No significant differences between students from high emotional intelligence teachers’ classes and those from low emotional intelligence teachers’ classes in self-awareness, in self-management, and in self-motivation of Goleman’s emotional intelligence theory. Yet, students from low emotional intelligence teachers’ classes reported significantly higher ratings in social awareness and in relationship management dimensions than those from high emotional intelligence teachers’ classes. (2)Females reported significantly higher ratings in all dimensions than males. (3) Students’ reported ratings increased as a function of time in self-awareness, in social awareness, and in relationship management dimensions, decreased as a function of time in self-management dimension, and unchanged in self-motivation dimension.
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Sung, Yi-Chen, and 宋怡貞. "A Study of the Relationship among Cultural Intelligence, Emotional Intelligence, Cultural Shock, and Cross-cultural Adjustment." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/18941774790561099508.
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碩士國立中興大學
企業管理學系所
97
The purpose of this study is to understand international students’ adjustment in a different culture environment. We studied the relationship among cultural intelligence, emotional intelligence, cultural shock, and cross-cultural adjustment by using paper-based survey 549 questionnaires were distributed in three months with a return rate of 53.4%. The data supports the following findings: first, cultural intelligence predicted cross-cultural adjustment; second, cultural intelligence predicted cultural shock; third, cultural shock predicted cross-cultural adjustment; fourth, cultural shock mediated the relationships between CQ and cross-cultural adjustment; and fifth, emotional intelligence moderated the relationships between cultural intelligence and cross-cultural adjustment. At the end, conclusions, recommendations, and limitations were provided.
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Moon, Sue. "East Meets West: The Cultural-relativity of Emotional Intelligence." Thesis, 2011. http://hdl.handle.net/1807/29817.
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My dissertation examines a fundamental but poorly understood aspect of emotional intelligence: its potential cultural-relativity. Significant differences in emotional intelligence test scores have been found between different cultural groups. To explain these past findings, I develop a theory of how and why different cultural groups—specifically, Westerners and East Asians—hold different conceptions of emotional intelligence. In effect, I argue that what is considered emotionally intelligent behaviour by members of one ethnic group may not be considered emotionally intelligent behaviour by members of another group due to contrasting cultural values and beliefs.
Empirically, I test this theory through a two-part investigation. In Study 1, I measure cultural values and show that they mediate the relation between ethnicity and emotional intelligence test scores. In Study 2, I experimentally manipulate (prime) cultural beliefs to test whether they cause different judgments of what is considered emotionally intelligent behaviour. Some evidence for the hypothesis that culture helps account for ethnic differences in emotional intelligence was found through Study 1’s measurement-of-mediation design, however, not through Study 2’s experimental-causal-chain design. Theoretically, my dissertation helps challenge the implicit assumption that emotional intelligence is universal by explaining how and why it is culturally-relative. Practically, my dissertation provides some evidence that current tests of emotional intelligence may be culturally-biased and hence adversely impact non-Western candidates when used as part of selection and promotion decisions.
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Arauz, Samuel David Norales, and 陳大山. "The Effect of Emotional Intelligence as a Moderator on the Relationship between Cultural Intelligence and Cross-Cultural Adjustment." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/rvbp4e.
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碩士國立臺灣師範大學
國際人力資源發展研究所
99
This research intended to empirically test whether emotional intelligence has a moderating effect on the relationship between cultural intelligence and cross-cultural adjustment. In addition, this study examined whether cultural intelligence predicts cross-cultural adjustment. The sample in this study is Thai worker categorized into the level of blue collar workers in Taiwan. The participants were conveniently selected. They have been working more than three months for the manufactory industry in Central Taiwan. A total of 500 questionnaires were distributed, and a total of 323 (64.6%) of them responded. The questionnaire contained demographic information and three variables measuring emotional intelligence, cultural intelligence and cross-cultural adjustment. Hierarchical regression analysis was used to test two hypotheses of this research. The results were summarized as follows: 1. Cultural intelligence had a positive relationship with cross-cultural adjustment. 2. Emotional intelligence significantly and negatively moderated the relationship between cultural intelligence and cross-cultural adjustment.
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TRAM, TRUONG THI THUY, and TRUONG THI THUY TRAM. "Self-initiated Expatriate Job Satisfaction in Vietnam: The Influence of Cultural Intelligence, Emotional Intelligence and Cross Cultural Adjustment." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2k59ef.
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碩士國立雲林科技大學
企業管理系
107
The significant increasing in global mobility over the past two decades has driven the growth in expatriate assignments. The academic literature has focused on the “organizational expatriates” while there is emerging knowledge of self-initiated expatriate phenomenon in an organizational context. Regarding to the recent trends in testing the psychological aspects of employees, this study is the first attempt to examine the influence of both emotional intelligence and cultural intelligence in facilitating self- initiated expatriate job satisfaction through mediating role of cross cultural adjustment. The survey results from 204 self-initiated expatriates working in Vietnam are analyzed by Structural Equation Modeling. This finding contributes to explore the under-researched aspect of self-initiated expatriates by providing empirical evidence that cultural intelligence, emotional intelligence and cross cultural adjustment positively impact job satisfaction. Moreover, cross cultural adjustment fully mediates the linkage between cultural intelligence with self-initiated expatriate job satisfaction. Finally, recommendations and limitations are provided along with future directions.
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SHEN, YU-TSUEN, and 沈育存. "The Effect of Cultural Intelligence and Emotional Intelligence on Tour Guide Work Related Results." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5v2dr5.
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碩士銘傳大學
國際企業學系碩士班
106
The development of science and technology now makes transportation more convenient, which in turn shortens the distance between people and accelerates the development of globalization. The purpose of this study is to understand the effects of cultural intelligence and emotional intelligence on work-related outcomes, to verify the effects of cultural intelligence and emotional intelligence on work-related outcomes, and to examine the mediating effect of cultural intelligence on emotional intelligence and consumer work outcomes. This study uses narrative statistics, linear regression and Pearson correlation coefficient. The empirical results show that (1) the age of the guides in the sample size is “50-59 years old”, and that the tour guide’s marriage is “married”(65%). (2) Emotional intelligence and cultural intelligence each positively influence the job performance, communication effectiveness, and job satisfaction of the tour guides. (3) Emotional intelligence and cultural intelligence each negatively affect the working pressure on the tour guides. (4) Cultural intelligence can be as the mediating effect of work performance, job satisfaction, communication effectiveness, and work stress in various aspects, the work results of this study include aspects
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Markom, Lee-ann Verushka. "Generational differences in the military : a focus on job satisfaction and emotional intelligence." Diss., 2018. http://hdl.handle.net/10500/27107.
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The aim of the study was to explore the differences between generations X and Y in the military by exploring whether belonging to a particular generational cohort influences perceptions of job satisfaction and emotional intelligence (EI). Data on generational groupings, job satisfaction and EI was drawn from a convenience sample of 187 members from the Human Resources (HR) Division in the South African National Defence Force (SANDF). Descriptive statistics, correlations and t-tests for independent samples were used to analyse the data. Analysis revealed that job satisfaction has a significant positive relationship with EI. Furthermore, the empirical study also yielded evidence to support a difference between Gen X and Gen Y in relation to two job satisfaction facets, namely promotion and supervision. The findings, however, did not support a difference between Gen X and Gen Y in terms of overall job satisfaction and total EI. The leadership of the SANDF may be able to use the study’s findings to guide effective organisational policies and processes to maintain and retain a loyal and productive human resources pool working in cohesion despite underlying differences.Industrial and Organisational Psychology
M. Com (Industrial and Organisational Psychology)
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Sawangpattanakul, Airin, and 吉惠玲. "The Effect of Cultural Intelligence, Culture Shock and Emotional Intelligence on Foreign Labors’ Adjustment and Performance." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/28409450312212388958.
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碩士國立中興大學
企業管理學系所
97
This study examined the effect of cultural intelligence on the individuals’ adjustment and job performance in a cultural diversity situation and further examined the mediating effect of culture shock and the moderating effect of emotional intelligence. We used paper-based questionnaires to survey 388 Filipino labors in Taiwan’s manufacturing industries, resulting a return rate of 77.6%. The results of hierarchical linear regression analysis prove that cultural intelligence is positively related to cross-cultural adjustment and job performance. The result also found culture shock mediated the relation of cultural intelligence and job performance but did not mediate the relation of cultural intelligence and cross-cultural adjustment. In addition, emotional intelligence partly moderated the relationship of cultural intelligence and job performance. At the end, conclusions, recommendations, and limitations were provided.
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Sun, Chia-wei, and 孫嘉薇. "Cross-cultural differences on consumer emotional and behavioral responses in negative service encounters." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/24655183814797052407.
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碩士國立高雄第一科技大學
行銷與流通管理所
97
Due to the trend that global corporations shift their business model toward service-centered economy, cross-cultural studies on service encounters become more and more important. The purpose of this research is to examine cross-cultural differences on consumers emotional and behavioral responses to negative service encounters. This study conducted an experiment using embarrassing shopping scenarios as negative service encounters to explore the differences between Taiwan and Austria consumers. Firstly, this study found that the characteristics of Taiwanese are high in power distance, high in uncertainty avoidance, masculinity and high in confucian dynamism. On the contrary, the characteristics of Austrian are low in power distance, low in uncertainty avoidance, femininity and low in confucian dynamism. The results indicate that Taiwanese (versus Austrian) are more dissatisfied with an embarrassing service encounter and prefer to express their dissatisfaction in indirect ways, such as leaving the store, disseminating negative word of mouth and switching to other providers. However, Austrian consumers tend to express their dissatisfaction in direct ways, such as engaging in voice and retribution behaviors. This gives insights into how culture features influence consumers to respond to embarrassing service encounters and to discover that the explicit behaviors consumers adopt may not absolutely mean the real meanings consumers feel.
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Calitz, Magdalena Gertruide. "A cultural sensitive therapeutic approach to enhance emotional intelligence in primary school children." Thesis, 2005. http://hdl.handle.net/10500/1648.
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The difficulties experienced by children in their middle school age resemble problems with emotional intelligence. It is increased by cultural differences between the child, therapist and social environment.
This research problem led to a culturally sensitive Gestalt play therapy intervention programme, to enhance primary school children's emotional intelligence.
An intervention was developed, applied and the outcomes thereof studied. The outcomes relate to play therapy techniques, emotional intelligence and cultural sensitivity.
The researcher made use of applied research, and thus focused on solving the social problem as stated above, and making a contribution to real life issues.
A literature study, related to the concepts of the unit of analysis showed the following:
The primary school child has high energy levels and presents concrete reasoning abilities. His self-esteem is based on good interpersonal relationships and achieving tasks.
Emotions and other physical and cognitive systems are interdependent. Emotional intelligence is the awareness, management and control of emotions, relate to the functions of the frontal lobes and also to the requirements of a healthy individual according to Gestalt therapy.
Culture is connected to the field in Gestalt theory. Cultural sensitivity in this research study meant an attitude of acceptance of cultural differences.
Gestalt therapy is based on holism, which includes the environment or field. Gestalt play therapy in a group context was found to be an effective way to teach emotional intelligence skills in a culturally sensitive way to primary school children.
The intervention programme was applied to pilot- and research groups, compiled from children who were assessed with the Das-Naglieri Cognitive Assessment System (Naglieri and Das, 1997a) and who presented weaker frontal lobe processes in relation to their other cognitive skills.
The outcomes of the research study identified the most effective Gestalt play therapy techniques, which are:
The healing therapeutic relationship
The use of experiential learning
The Gestalt principle of "biding one's time"
The study also delivered some unsuspected outcomes namely a relation between right-hemisphere processes and emotional intelligence.
This study is still open for further research relating to the concepts discussed above, the intervention programme as well as the unsuspected outcomes.Social Work
D.Diac.
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Chen, Wei-Yang, and 陳威仰. "The Moderating Effects of Chinese Cultural Characteristics on Emotional Intelligence and Negotiation Outcome." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/02096193394539927446.
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碩士國立東華大學
國際企業學系
97
This study investigated the effects of emotional intelligence on negotiators’ outcome under purchasing scenarios by Chinese cultural characteristics. Moreover, the moderating effect of Chinese cultural characteristics on the relationships between emotional intelligence and negotiation outcome are also explored. By questionnaire and the experimental design, we simulate the negotiation situation for subjects to depict the impacts of Chinese cultural characteristics. In the first part of the result, three dimensions of EI—self-awareness、other-awareness and self-management are significantly impact on negotiation reward. Besides, significant relationships are exist between self-awareness, other-awareness, other-management and negotiation satisfied. On the other hand, we adopt Chinese cultural characteristics as a moderator to investigate if there is any moderating effect on the relationship between EI and negotiation outcome. The results demonstrate the partially moderating effect on the relationship between Bao、Mianz、Chaxu-Geju and negotiation outcome. 350 surveys were conducted, and 258 ones were valid. The result exhibited managers can enhance their negotiating techniques while meeting Chinese negotiator if they realize culturally Asian characteristics. With EI and designed situation test, managers can examine those interviewees abilities of controlling emotional intelligence and and increase the negotiating satisfaction.
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Long, Hoang-Thi, and 黃氏龍. "Effects of Cultural Intelligence and Emotional Intelligence on the Effectiveness of Expatriation: The Moderating Role of Psychology Contract." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/00935380862069076812.
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碩士國立成功大學
國際企業研究所碩博士班
97
International work experience has gained increasing significance and is widely recognized as a vital asset for multinational companies and also for individuals. The competitive advantage for firms is competing in the global marketplace and for expatriates in developing their careers. For expatriates, cross-cultural adjustment is the key factor toward organizational involvement. International assignments constitute an important set of work experiences and how expatriate adjustment with host culture through the knowledge sharing. The main purpose of such policy is to help knowledge workers create important business knowledge, to organize it, and to make it available whenever and wherever it is needed in the companies (Griffith, Zeybek, & O’Brien, 2001). Knowledge sharing is the process in which individuals mutually exchange their implicit and explicit knowledge and jointly create new knowledge. Knowledge sharing plays a critical role in the development of the company and in order to differentiate themselves with others, to achieve the updated technology and to increase individual performance, knowledge sharing should implemented gradually that will support to anyone who work abroad. In addition, this current study would like to assess whether factors that significantly influence to the effectiveness of expatriate such as: cultural intelligence and emotional intelligence, how the expatriate can adjust well with host culture through the knowledge sharing, and the moderating effect of psychology contract. The study especially wants to explore the factors affecting knowledge sharing and to see the improvement of employees’ performance after receiving knowledge sharing. 210 questionnaires from expatriate respondents in Taiwan business companies were used for the thesis investigation with the support of the software SPSS 15.0 and Amos 15.0. Multiple regression analysis also was used to assess the relationships in the model.
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Gaylard, Emma K. "Cross-cultural differences in IQ test performance : extension of an existing normative database on WAIS-III test performance /." 2005. http://eprints.ru.ac.za/504/.
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