Dissertations / Theses on the topic 'Emotional Intelligence'
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Kehoe, Christiane Evelyne. "Parents' meta-emotion philosophy, emotional intelligence and relationship to adolescent emotional intelligence." Swinburne Research Bank, 2006. http://hdl.handle.net/1959.3/4486.
Full text"July 2006". A thesis is submitted in fulfilment of the requirements for the degree Bachelor of Social Science with Honours in Psychology, [Faculty of Life and Social Sciences], Swinburne University of Technology - 2006. Typescript.
Svensson, Helen. "Attachment dimensions as a predictor of emotional intelligence and sociability." Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62733.
Full textGardner, Kathryn Jane. "Ability emotional intelligence, trait emotional intelligence and borderline personality disorder." Thesis, University of Central Lancashire, 2008. http://clok.uclan.ac.uk/21832/.
Full textWarwick, JanetteKaye. "Emotional intelligence is ...? /." Title page, table of contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09SSPS/09sspsw299.pdf.
Full textDoak, Jennifer Nicole. "The effect of character education on emotional intelligence." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=964.
Full textXiao, He. "The Relationship between Emotional Intelligence and Emotion Regulation." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29816.
Full textAngelica, Lim. "MEI: Multimodal Emotional Intelligence." 京都大学 (Kyoto University), 2014. http://hdl.handle.net/2433/188869.
Full textWalker, Alison. "Emotional intelligence in adolescents." Thesis, University of Birmingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435323.
Full textGolubenko, Juliana. "Emotional intelligence among leaders /." Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09SPS/09spsg629.pdf.
Full textAstralaga, Ingrid. "Emergency Room Nurse Perceptions of Emotional Intelligence." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5970.
Full textMcNamara, Justin. "The trainability of emotional intelligence /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18514.pdf.
Full textWebb, Shannon. "Examining emotional intelligence and leadership." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001345.
Full textGardner, Lisa, and lgardner@swin edu au. "Emotional intelligence and occupational stress." Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20060502.131940.
Full textBarkley, M. "Improving ability emotional intelligence measurement." Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546008.
Full textDacre, Pool Lorraine. "Emotional intelligence and graduate employability." Thesis, University of Central Lancashire, 2011. http://clok.uclan.ac.uk/3571/.
Full textIsensee, Emily. "Emotional Intelligence and Teacher Leaders." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264093.
Full textThe purpose of this study was to understand principals’ perceptions and perceived attributes of strong teacher leaders, determine how these attributes link to emotional intelligence and learn how these attributes are developed. In this study, emotional intelligence will be defined as “the abilities to recognize and regulate emotions in ourselves and in others” (Goleman, 2001, p.14). This study summarizes data collected through semi-structured interviews with 11 school principals and assistant principals from a variety of schools, school districts and across multiple states. Overall, this study lead to three main discoveries: 1) top perceived attributes of teacher leaders are closely connected to EI skills 2) teacher leader development strategies that best support EI are comprehensive, job-embedded, sustained over time, peer-focused, goal-focused, differentiated for teacher’s needs and leverage a variety of practices and tools, and 3) teacher leaders with high EI have a positive impact on their schools.
Anderson, Gilma Yannet. "Emotional intelligence and leadership emergence." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3172.
Full textNguyen, Lan Chi <1994>. "Emotional Intelligence and Youth Leadership." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17065.
Full textHultin, Maria. "Emotional Intelligence : The Three Major Theories in the Field." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5231.
Full textWestwell, Nikki. "Autobiographical memory, emotional intelligence, emotion focusing and depression in children." Thesis, Bangor University, 2006. https://research.bangor.ac.uk/portal/en/theses/autobiographical-memory-emotional-intelligence-emotion-focusing-and-depression-in-children(7bb7083c-464b-419c-8a31-a39e4d381070).html.
Full textFarrow, Danielle S. "Emotional intelligence and coping in a high emotional labour occupation /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19386.pdf.
Full textKazak, Sevil. "An Investigation Of The Relationship Between The Tendencies Of Efl Instructors To Use The Emotional Intelligence Skills And Their Attitudes Towards The Teaching Of Emotional Intelligence Skills In Efl Classes." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12611435/index.pdf.
Full texti University and Erciyes University participated. In order for an in-depth interpretation of the questionnaire results, semi-structured interviews were held with 10 EFL instructors. The results of the study revealed that there is a relationship between the tendency of EFL instructors to use the interpersonal skills and their classroom applications related to the teaching of these skills in EFL classes. The tendency of EFL instructors to use the intrapersonal, interpersonal, adaptability and general mood skills were also found to correlate with their beliefs related to the teaching of these skills in EFL classes. Another outstanding finding of the study is that the tendency of EFL instructors&rsquo
to teach EQ skills is lower than both their tendency to use EQ skills and their tendency to believe that EI skills should be taught in EFL classes. Furthermore, the analysis of the demographic information along with the questionnaire results revealed a correlation between the tendency of EFL instructors to teach EQ skills in their classes and their gender, workload and the type of the institution they work. The results also revealed that there is a relationship between the beliefs of EFL instructors related to the teaching of EQ skills in EFL classes and their workload.
King, Clea Larissa. "Concealed intelligence : a description of highly emotionally intelligent students with learning disabilities." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/4133.
Full textThory, Kathryn. "The moral economy of emotional intelligence." Thesis, University of Strathclyde, 2009. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=11255.
Full textLuizza, Theresa. "Exercise, self-esteem, and emotional intelligence." Honors in the Major Thesis, University of Central Florida, 2000. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/199.
Full textBachelors
Arts and Sciences
Psychology
Henderson, Laura Noelle. "Emotional Intelligence and Conflict Management Style." UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/361.
Full textMcKinley, Sophia Kim. "The Emotional Intelligence of Resident Physicians." Thesis, Harvard University, 2014. http://etds.lib.harvard.edu/hms/admin/view/50.
Full textMacCann, Carolyn Elizabeth. "New approaches to measuring emotional intelligence." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/934.
Full textMacCann, Carolyn Elizabeth. "New approaches to measuring emotional intelligence." University of Sydney, 2006. http://hdl.handle.net/2123/934.
Full textNew 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.
Price, Travis Miles. "Emotional Intelligence in Medical Laboratory Science." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1711.
Full textStubbs, Elizabeth Christine. "Emotional Intelligence Competencies in the Team and Team Leader: a Multi-level Examination of the Impact of Emotional Intelligence on Group Performance." online version, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1094241887.
Full textMcLaughlin, Erin B. "An Emotional Business: the Role of Emotional Intelligence in Entrepreneurial Success." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115117/.
Full textCrosby, Robert S. "Effect of Emotional Experiences on Emotional Intelligence Among U.S. Military Leaders." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/2965.
Full textCorso, Lisa. "Social Intelligence: Social Skills Competence and Emotional Intelligence in Gifted Adolescents." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/647.
Full textAllen, Margaret. "Investigating Emotional Intelligence in Children: Exploring its Relationship to Cognitive Intelligence." TopSCHOLAR®, 2000. http://digitalcommons.wku.edu/theses/708.
Full textBotma, Nadia. "Emotion experience, emotional intelligence and well-being in South Africa / Nadia Botma." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4340.
Full textRaza, Ahsan, and Muhammad Kashif. "The Impacts of Emotional Intelligence on Leadership and Teamwork : Whether Action Learning Sets (ALS) Improves Emotional Intelligence (EI)." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-49009.
Full textStockton, Susan L. "Resilience among elementary educators as measured by the personal and organizational quality assessment-revised and the emotional quotient i nventory short /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4416.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 8, 2007) Includes bibliographical references.
Björnström, Martin, and Charlotta Lindvall. "Complex Problem Solving, Creativity and Emotional Intelligence: three success factors forthe 21st century workplace." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-81602.
Full textSyftet med den här studien var att undersöka komplex problemlösning (CPS),emotionell intelligens (EI) och kreativitet för att främja kunskapen om kompetensersom är viktiga för 2000-talets arbetsplats. Vår hypotes var att CPS skulle vararelaterat till både kreativitet och till EI. Dessutom var en hypotes att ålder skulleha en negativ relation till CPS. 39 deltagare rekryterade främst frånbekvämlighetsurval genomförde CPS-testet, kreativitets testet och EI-testet iÖrebro och i Stockholm. Resultaten analyserades med linjära och multiplaregressioner och visade att CPS signifikant predicerade kreativitet och att CPSsignifikant predicerade EI, med ett negativt förhållande. En regression visade attålder signifikant predicerade CPS, med ett negativt förhållande. Teoretiskaförklaringar gavs att arbetsminne och intelligens var viktiga faktorer somförklarade regressionen av CPS och kreativitet. Det oväntade negativa sambandetmellan CPS och EI undersöktes teoretiskt vilket antydde att personlighetsfaktorerkan ha påverkat resultaten.
Codier, Estelle. "The Emotional Intelligence of Clinical Staff Nurses." Diss., University of Hawaii at Manoa, 2006. http://hdl.handle.net/10125/22048.
Full textHoutmeyers, Kimberley. "Attachment relationships and emotional intelligence in preschoolers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ62322.pdf.
Full textBurns, Christopher G. "Electrophysiological correlates of intellectual and emotional intelligence." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3242.
Full text陸靜妍 and Jingyan Lu. "Emotional intelligence and stress related autonomic activity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B42575308.
Full textNowinski, Sabrina Naomi. "Adolescents' emotional intelligence and understanding of attachment." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6937/.
Full textKarri, Suneeta. "Mapping emotional intelligence in product development teams." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118545.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 71-72).
There is no doubt that performance and output of a product development teams can be attributed to creativity, knowledge and leadership. To increase the chances for a successful project outcome, open communications, trust, and judgment should be shared between PMs and their stakeholders (Skulmoski & Hartman, 2010). However, there are several claims about the positive effect of emotional intelligence (EI) on work team performance, both in commercial and scientific literature. Emotional intelligence (EI) plays a role in effecting that trust. Goleman, Boyatzis, and McKee (2002, p. 59) suggest that by cultivating trust El can help one maximize "cooperation, collaboration, and effectiveness." This thesis focuses on Integrated Design and Management program, where engineers, designers and business professionals come together to form teams and develop innovative products. These teams start with same project brief and with a similar goal in mind. In this study, I am assessing emotional intelligence using the mood meter from the RULER course by Yale Center for Emotional Intelligence. Other parameters are collected through observation, surveys and interviews at different stages of the project with individuals enrolled in the IDM program at MIT. This thesis will be mapping individuals' emotional intelligence with their disciplines, roles in the project and at different phases of the project. Teams can lead to positive inferences relating to multidisciplinary teams and competitive work cultures. I believe that studying the correlation between the different parameters can lead to useful inferences relating to team performance and work satisfaction of individuals.
by Suneeta Karri.
S.M. in Engineering and Management
Burger, Trudie. "Emotional intelligence and well-being in teachers." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1727.
Full textENGLISH ABSTRACT: Teachers in the post-apartheid South Africa experience multiple, complex and constantly changing requirements within the teaching context, which contributes to high levels of stress. They are often faced with different challenges than those in more developed countries. For example, a lack of sufficient resources is a common occurrence in schools in South Africa. Furthermore, teachers regularly engage in multiple roles (e.g. that of the educator, social worker, nurse, etc.) Hence, some researchers identify teaching as a particularly stressful occupation, and suggest that teachers experience disproportionately high levels of stress, when compared to other occupations. Some reasons provided for the occurrence of this include long working hours, high workloads, lack of discipline and respect from learners, and the new South African curriculum, enforcing learner-centred or cooperative teaching methods. Consequences of teachers experiencing high levels of stress have ultimately resulted in the South African government admitting that they are facing a shortage in skilled teachers. Therefore, promoting the well-being of teachers is crucial. There is a need to invest in teacher well-being, in order to reduce the occurrence and consequences of stress in the workplace. The central role that emotions play in the stress process is increasingly recognised. It is said that an individual will experience stress and strain, if they perceive the situation as negative or stressful. For this reason, emotional intelligence (EI) has led to a new focus on the role of emotions in the workplace. More specifically, EI involves expressing, recognising, understanding and managing emotions. Research has proven that EI serves a buffering role against stress, and those individuals with higher EI experience better overall health.
AFRIKAANSE OPSOMMING: In ‘n post-apartheid era kom Suid Afrikaanse onderwysers te staan teen ‘n stel vereistes wat voortdurend verander, asook kompleks en veelvoudig van aard is. Binne die opvoedkunde konteks dra hierdie faktore by tot hoë vlakke van stres. In kontras met ontwikkelde lande, staar Suid Afrikaanse onderwysers verskillende uitdagings in die gesig. Een voorbeeld behels die gebrek aan genoegsame hulpbronne, `n algemene verskynsel in Suid Afrikaanse skole. Voorts vervul onderwysers ook voortdurend verskeie rolle (bv. opvoeder, maatskaplike werker, verpleegster ens.). In vergeleke met ander beroepe, het sommige navorsers al uitgewys dat onderwysers aan buitengewone hoë stresvlakke blootgestel word. Hierdie hoë voorkoms van stres kan toe geskryf word aan lang werksure, hoë werkslading, gebrek aan dissipline en respek van leerders, asook die nuwe Suid-Afrikaanse kurrikulum wat leerder-gefokusde en uitkomsgebaseerde metodes afdwing. Gevolglik het die Suid-Afrikaanse regering onlangs erken dat daar tans ‘n gebrek aan opgeleide onderwysers bestaan. Daar is `n behoefte om in onderwysers se welstand te belê, ten einde die voorkoms en gevolge van stres in die werksplek te verminder. Die sentrale rol wat emosies speel in die stres-proses ontvang toenemend meer erkenning. Daar word aangevoer dat individue stres en spanning sal ondervind, indien hulle die situasie as negatief evalueer. Emosionele intelligensie (EI) het dus gelei tot ‘n nuwe bewustheid van die rol wat emosies in die werksplek speel. EI behels die uitdrukking, erkenning, begrip en bestuur van emosies. Navorsing toon dat EI ‘n buffer teen stres vorm, en diegene met hoër vlakke van EI ervaar beter algehele gesondheid. Tot op hede, is daar egter min navorsing gedoen ten opsigte van die rol wat EI vertolk in die stres-proses soos wat dit spesifiek deur onderwysers ervaar word. Hierdie tesis het die verwantskap tussen EI en beroepsverwante stres, spanning (fisiese- en sielkundige welstand), en die uitkomste van stres (werksatisfaksie, organisatoriese toewyding en werk-familie konflik) ondersoek.
Delport, Marthinus. "Developing emotional intelligence for sustained student success." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86478.
Full textENGLISH ABSTRACT: The dire educational situation in South Africa has urged researchers to investigate possible predictors of academic success. There seems to be an increasing emphasis on non–cognitive factors that might play a role in determining the academic performance of students. In this study various unique challenges first-year students face were underlined, followed by possible key psychological resources needed to overcome such challenges. These resources include self-regulatory skills (i.e. self-leadership and emotional regulation), psychological well-being and constructive self-efficacy beliefs that could all ultimately help determine an individual’s academic success. It was hypothesised that Emotional Intelligence (EI) are central to these psychological resources and play a crucial role in the adaption and performance of first-year students in higher educational institutions. In this study an EI development programme was therefore implemented in order to evaluate whether it is possible to provide students with a powerful resource reservoir (i.e. high EI capabilities) in order to empower them to acquire additional personal and psychological resource (i.e. academic self-leadership, academic self-efficacy and well-being) that are needed to attain academic success. The findings of this study revealed that the EI development programme succeeded in elevating students’ EI, which also led to moderate improvements in their psychological well-being (i.e. less perceived stress), as well as the enhancement of their academic self-leadership (ASL) and academic self-efficacy (ASE) skills and abilities. Institutes of higher education should therefore rethink the emphasis they place on cognitive abilities alone and consider the strategy of also providing opportunities to enhance non-cognitive predictors of academic success. For example, by implementing EI development programmes, such as the one tested in this research, students have a greater chance of developing the necessary self-direction and self-regulation skills necessary to reach academic greatness which, most probably, will also facilitate better employability and career success.
AFRIKAANSE OPSOMMING: Die teleurstellende opvoedkundige situasie in Suid-Afrika het navorsers genoodsaak om moontlike voorspellers aangaande akademiese prestasie te ondersoek. Dit blyk dat daar 'n toenemende klem op nie-kognitiewe faktore geplaas word, wat 'n rol mag speel in die bepaling van die akademiese prestasie van studente. In hierdie studie word verskeie unieke uitdagings wat eerstejaarstudente moontlik in die gesig mag staar geïdentifiseer. Daar word dan ook gekyk na moontlike sleutel sielkundige hulpbronne wat kan help om hierdie uitdagings te oorkom. Hierdie hulpbronne sluit selfregulerende vaardighede (bv. self-leierskap en emosionele regulering), sielkundige welstand en konstruktiewe self-doeltreffendheid in, wat almal uiteindelik ʼn bydrae kan lewer tot ʼn individu se akademiese sukses. Dit was veronderstel dat Emosionele Intelligensie (EI) die kern tot hierdie sielkundige hulpbronne is, en dat dit ʼn beslissende rol in die aanpassing en prestasie van eerstejaarstudente in Hoër Onderwys Instellings speel. In hierdie studie is 'n EI-ontwikkelingsprogram geïmplementeer ten einde te evalueer of dit moontlik is om studente te voorsien met ʼn sterk sielkundige hulpbron basis (bv. hoër EI vermoëns) wat hulle behoort te bemagtig om bykomende persoonlike en sielkundige hulpbronne te verkry (bv. beter self-leierskap, self-doeltreffendheid en sielkundige welstand), wat nodig is vir akademiese vooruitgang. Die bevindinge van hierdie studie het getoon dat die EI-ontwikkelingsprogram daarin geslaag het om studente se EI te verhoog, wat tot gematigde verbetering in hul sielkundige welstand (minder waargenome stres) gelei het, sowel as die verbetering van hul akademiese self-leierskap (ASL) en akademiese self-doeltreffendheid (ASE). Instellings van Hoër Onderwys moet dus die klem wat alleenlik op kognitiewe vermoëns geplaas word opnuut deurdink, en strategieë oorweeg om geleenthede te skep wat nie-kognitiewe voorspellers van akademiese sukses sou verhoog. Deur byvoorbeeld die implementering van ʼn EI ontwikkelingsprogram, soos wat getoets word in hierdie navorsing, te implementeer, sou studente 'n beter kans hê om die nodige self-gerigtheid en selfregulerende vaardighede te bekom, wat nodig is vir akademiese sukses en vordering. Hierdie vaardighede sal waarskynlik ook lei tot beter indiensneembaarheid sowel as loopbaansukses.
Walton, Brien C. "Is emotional intelligence predictive or entrepreneurial success?" Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10158700.
Full textThere are more self-made, billionaire entrepreneurs than billionaires who simply inherited their fortunes, but the majority of startup ventures fail within five years. A possible factor in business success or failure could be the emotional intelligence (EI) level of the entrepreneur, defined broadly as the ability to perceive, interpret, and manage emotions. Although there is substantial literature on EI applications in established organizations, there are few empirical studies exploring the predictive value of EI in the context of success for startup entrepreneurs. The purpose of this study was to determine whether EI scores can predict how successful an entrepreneur will be using objective success criteria, as defined in this study (Hypothesis 1), and which, if any, EI competencies are particularly relevant for entrepreneurs (Hypothesis 2). Hypotheses were tested using Spearman correlation and Ordinal regression, with sensitivity testing with Pearson correlation and Ordinary Least Squares regression, respectively. Each analysis controlled for the entrepreneur’s demographic profile and subjective success measures. Regression analysis (n=31); ordinal analysis and correlation analysis revealed a statistically significant effect of only one of the 15 EI scores (Empathy) on entrepreneurial success, as defined in this study, but the exponentiated coefficients from the ordinal regression indicate that improving Overall EI scores can increase Overall Success. Specifically, six of the 15 EI scores were more than two times more likely to increase Overall Success scores (Empathy, Interpersonal Relationships, Social Responsibility, Flexibility, Stress Tolerance, and Optimism), which is consistent with Hypothesis 2. This study is one of the first to empirically examine the EI construct in the context of entrepreneurial success with a population of entrepreneurs seeking assistance using the EQ-i 2.0 emotional intelligence assessment. A key implication of the results is that teachers, emergency services personnel, legal and financial services personnel, even sports coaches and single parents, can all develop competencies to make them more successful in their chosen endeavor, have a sense of fulfillment, and increase the success rate of industries that go far beyond entrepreneurs.
Sinclair, H. E. "Trait emotional intelligence and borderline personality disorder." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/855096/.
Full textKarim, Jahanvash. "Emotional Intelligence : a Cross-Cultural Psychometric Analysis." Thesis, Aix-Marseille 3, 2011. http://www.theses.fr/2011AIX32028/document.
Full textDespite 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