Journal articles: 'Trait emotionell intelligens'

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Kornilova, Tatiana, Mariia Shestova, and Sergey Kornilov. "Emotional Intelligence, Big Five Traits and Emotional Creativity in latent personality profiles." Vestnik of Saint Petersburg University. Psychology 11, no. 2 (2021): 123–36. http://dx.doi.org/10.21638/spbu16.2021.201.

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

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Metaxas, Melinda J. "Are the Most Effective Approaches towards Helping Students with Emotional Behavioural Disorders (EBDs) Predisposed and Trait Based?" Psychiatry International 2, no. 1 (March 21, 2021): 85–107. http://dx.doi.org/10.3390/psychiatryint2010007.

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

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Lonsdale, Adam J. "Emotional intelligence, alexithymia, stress, and people’s reasons for listening to music." Psychology of Music 47, no. 5 (June 5, 2018): 680–93. http://dx.doi.org/10.1177/0305735618778126.

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

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Di Fabio, Annamaria, and Donald Saklofske. "Positive Relational Management for Sustainable Development: Beyond Personality Traits—The Contribution of Emotional Intelligence." Sustainability 11, no. 2 (January 10, 2019): 330. http://dx.doi.org/10.3390/su11020330.

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

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Jauk, Emanuel, H. Harald Freudenthaler, and Aljoscha C. Neubauer. "The Dark Triad and Trait Versus Ability Emotional Intelligence." Journal of Individual Differences 37, no. 2 (April 2016): 112–18. http://dx.doi.org/10.1027/1614-0001/a000195.

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

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Garbenis, Simas. "Positive Psychology: Overview of the Links between Trait Emotional Intelligence and Positive Psychology." Vilnius University Open Series 3 (December 28, 2020): 29–41. http://dx.doi.org/10.15388/sre.2020.3.

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

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Petrides, K. V., Philip A. Vernon, Julie Aitken Schermer, and Livia Veselka. "Trait Emotional Intelligence and the Dark Triad Traits of Personality." Twin Research and Human Genetics 14, no. 1 (February 1, 2011): 35–41. http://dx.doi.org/10.1375/twin.14.1.35.

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

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Luncheon, Amala, and Karina Kasztelnik. "A Qualitative Exploratory Observational Study: An Entrepreneurship Managers’ Emotional Intelligence and Impact on the Financial Organization’s Success in the United States." Financial Markets, Institutions and Risks 5, no. 2 (2021): 14–33. http://dx.doi.org/10.21272/fmir.5(2).14-33.2021.

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

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Tok, Serdar, and Suleyman Morali. "Trait Emotional Intelligence, the Big Five Personality Dimensions and Academic Success in Physical Education Teacher Candidates." Social Behavior and Personality: an international journal 37, no. 7 (August 1, 2009): 921–31. http://dx.doi.org/10.2224/sbp.2009.37.7.921.

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

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Phraudomsitthinayok. "Role of Personality Traits and Education Towards the Entrepreneurial Intentions of Students." Journal of Computational and Theoretical Nanoscience 16, no. 11 (November 1, 2019): 4782–88. http://dx.doi.org/10.1166/jctn.2019.8390.

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

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Sordia, Natia, Khatuna Martskvishvili, and Aljoscha Neubauer. "From Creative Potential to Creative Achievements." Swiss Journal of Psychology 78, no. 3-4 (August 2019): 115–23. http://dx.doi.org/10.1024/1421-0185/a000227.

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Abstract. Creative potential realized in creative achievement changes the world and defines progress. Accordingly, the investigation of factors that contribute to the process of achieving creative accomplishments seems essential. The relationship between creativity and personality was a thoroughly studied subject almost from the very beginning of creativity research, yet even today it is still unclear whether emotion-related personality traits – specifically, trait emotional intelligence and emotional creativity – are the driving factors that help individuals with creative potential to gain creative achievements. In this study, 342 participants ( Mage = 21.87, SD = 5.84) took the Alternative Uses and Instances tasks (creative potential); the Inventory of Creative Activities and Achievements (ICAA); the Trait Emotional Intelligence Questionnaire (TEIQue); and the Emotional Creativity Inventory (ECI). Results show that trait emotional intelligence (specifically, the sociability factor) and emotional creativity (namely, the novelty aspect) moderate the relationship between creative potential and creative achievements, while this relationship is mediated by creative activities. The study provides insight into which emotional personality traits can facilitate the path from creative potential to real-life creative achievements.

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Xu, Xiaobo, Wenling Liu, and Weiguo Pang. "Are Emotionally Intelligent People More Creative? A Meta-Analysis of the Emotional Intelligence–Creativity Link." Sustainability 11, no. 21 (November 3, 2019): 6123. http://dx.doi.org/10.3390/su11216123.

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Although emotional intelligence (EI) is positively associated with beneficial outcomes such as higher job performance and better psychological well-being, its relationship with creativity is uncertain. To assess an overall correlation between EI and creativity, in the present study a meta-analysis of 96 correlations obtained from 75 studies with a total sample size of 18,130 was conducted. The results uncovered a statistically significant moderate correlation (r = 0.32, 95% CI, 0.26–0.38, p < 0.01) between these two constructs. Moderation analyses revealed that the link was modulated by the type of creativity/EI measure and sample characteristics, such as gender, employment status, and culture. Specifically, the link was stronger when EI and creativity were measured using subjective reports (EI: trait EI; creativity: creative behavior and creative personality) compared to objective tests (EI: ability EI; creativity: divergent thinking test, remote associate test, and creative product). In addition, the link was stronger in males compared to females, in employees compared to students, and in East Asian samples compared to Western European and American samples. Theoretical implications and future directions are discussed in detail.

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Di Fabio, Annamaria, and Letizia Palazzeschi. "Beyond fluid intelligence and personality traits in scholastic success: Trait emotional intelligence." Learning and Individual Differences 40 (May 2015): 121–26. http://dx.doi.org/10.1016/j.lindif.2015.04.001.

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Anjum, Mehmood, Syed Muhammad Zia, and Waheed Ahmed Khan. "Cultural Comparison of Trait Emotional Intelligence among the Provinces of Pakistan (Sindh, Punjab, Khyber Pakhtunkhwa and Balochistan)." Journal of Intercultural Management 7, no. 3 (September 1, 2015): 15–37. http://dx.doi.org/10.1515/joim-2015-0019.

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Abstract The important feature of effective manager is to understand emotions in an effective method. This study looks into cultural variations in trait Emotional Intelligence among the business managers from the provinces of Pakistan i.e. Sindh, Punjab, Khyber Pakhtunkhwa and Balochistan. Comparing rotated component matrixes of these four provinces revealed the four traits emotional intelligence factors, Well-being, Self-control, Emotionality, and Sociability of these provinces. Short-form of Trait emotional intelligence Questionnaire developed by Petrides [2009] has employed to measure the 404 business managers from four provinces in present article. The results revealed evident the cultural differences in trait emotional intelligence scores with the business managers of Sindh scoring consistently higher than other three provinces and the business managers from Balochistan province scores are at lowest. These cross cultural differences may have ramification for global EI trait, well-being, self-control, emotionality and sociability in business manager’s performance, negotiation, conflict management, decision making and organizational development.

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Lobinger, Babett Helen, and Sinikka Heisler. "Emotionale Intelligenz und Führungsverhalten von Fußballtrainern." Zeitschrift für Sportpsychologie 25, no. 3 (July 2018): 108–14. http://dx.doi.org/10.1026/1612-5010/a000235.

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Zusammenfassung. In der vorliegenden Studie wurden die Emotionale Intelligenz und das Führungsverhalten von Trainern erhoben. Insgesamt 215 Fußballtrainer bearbeiteten die deutsche Kurzversion des Trait Emotional Intelligence Questionnaire (TEIQue-SF; Freudenthaler, Neubauer, Gabler, Scherl & Rindermann, 2008 ) und die Leadership Scale for Sports (LSS; Würth, Saborowski & Alfermann, 1999 ). Neben der inhaltlichen Auseinandersetzung mit der Emotionalen Intelligenz und dem Führungsverhalten von Trainern werden die eingesetzten Verfahren einer kritischen Prüfung unterzogen. Die Prüfung der Testgüte für die vorliegende Stichprobe zeigt akzeptable interne Konsistenzen für den TEIQue und für zwei Subskalen der LSS (Demokratisches Verhalten und Soziale Unterstützung) Trainer der verschiedenen Lizenzstufen unterscheiden sind in ihrer selbstberichteten Emotionalen Intelligenz nicht voneinander. Für die Gesamtstichprobe werden Zusammenhänge zwischen Emotionaler Intelligenz und allen Subskalen (soziale Unterstützung, fachliche Unterweisung, demokratisches Verhalten und positives Feedback) der LSS gefunden. Die Diskussion nimmt sich der Einschätzung der verwendeten Messverfahren an und hebt die Bedeutung von sportspezifischen Instrumenten hervor.

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Clark, Madison, Robert Douglas Waldo, and Robert B. Wharton. "The Measure of Emotional Intelligence in Leaders." Journal of Business and Economics 9, no. 9 (September 22, 2018): 793–98. http://dx.doi.org/10.15341/jbe(2155-7950)/09.09.2018/004.

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A data group of 246 individuals was collected to explore the possible correlations between trait-based and competency-based Emotional Intelligence factors to determine how the development of characteristics can contribute to an individual’s influence potential — their “ReAch”. The study was also conducted to demonstrate how an increase in Emotional Intelligence can occur in aspiring and existing leaders to further the effectiveness and success of the individual and their work environment. The data pool was required to complete two surveys: the SSEIT, which measures trait-based Emotional Intelligence, and the LDP, which measures competency-based factors and the degree to which each trait existed in each individual. This paper explores the relationship between Emotional Intelligence and the traits that are naturally present and those that are a result of learning, development and environmental factors. We are seeking to address the objective of improving leadership abilities and to explore the needed tools to develop rising leaders. The correlations that we are exploring between these two sets of data points could help further present the possibilities of self-improvement in the workplace.

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Petrides, K. V. "Trait Emotional Intelligence Theory." Industrial and Organizational Psychology 3, no. 2 (June 2010): 136–39. http://dx.doi.org/10.1111/j.1754-9434.2010.01213.x.

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Wolfradt, Uwe, Jörg Felfe, and Torsten Köster. "Self-Perceived Emotional Intelligence and Creative Personality." Imagination, Cognition and Personality 21, no. 4 (June 2002): 293–309. http://dx.doi.org/10.2190/b3hk-9hcc-fjbx-x2g8.

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This study examines the relationship between self-perceived emotional intelligence (EI) measured by the Emotional Intelligence Scale (EIS) [1] and other personality measures including the five-factor-model. The EI construct has lately been re-defined as the ability to think intelligently about emotions and to use them to enhance intelligent thinking [2]. Two studies provide support that self-reported EI is mainly associated with personality traits (extraversion, agreeableness, conscientiousness, self-perceived creativity), life satisfaction and thinking styles with only a low relation to verbal intelligence. Furthermore, persons higher in the EI dimension “emotional efficacy” produced more creative performances than persons low in this domain. These findings suggest that self-reported EI cannot be considered as a rational form of intelligence so that it does qualify to fit into the framework of personality traits.

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Kamboj, Kannu Priya, and Pooja Garg. "Teachers' psychological well-being role of emotional intelligence and resilient character traits in determining the psychological well-being of Indian school teachers." International Journal of Educational Management 35, no. 4 (February 23, 2021): 768–88. http://dx.doi.org/10.1108/ijem-08-2019-0278.

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PurposeThe substance of the present study lies in analysing the extent to which intrinsic factors like emotional intelligence and resilient character traits impact the psychological well-being of school teachers. It prominences the mediating role of resilient character traits in the relationship between emotional intelligence and psychological well-being of teachers.Design/methodology/approachThis cross-sectional survey study recruits a sample of 200 school teachers across the state of Haryana, India, with the help of a convenience sampling technique.FindingsThe findings from parallel multiple mediation indicate perseverance as a significant mediator and predictor of psychological well-being among factors of resilient traits, and self-reliance emerges as an inconsistent, yet significant mediator in the relationship between emotional intelligence and well-being of teachers. The direct effect of emotional intelligence on psychological well-being also emerged as statistically significant. Additionally, the female school teachers show higher emotional intelligence and resilience as compared to the male school teachers.Practical implicationsThe research is not an unmitigated work in the exploration of a causal relationship between the study variables. However, the study draws practical suggestions for improving the perseverant and emotionally intelligent behaviour of teachers for better emotional and psychological adjustment at work. It acknowledges the role of school administration and education policymakers in furthering the betterment of teachers' psychological state for improved performance and effectiveness. Also, teamwork, stress reduction and leadership building appeared to be helpful contributors to enhance the perseverance and emotional intelligence among teachers.Originality/valueStudies in the field of school administration rarely address the psychological well-being of school teachers as their concern. This study accentuates the impact of intrinsic antecedents of psychological well-being, which is neither well conceptualised in Indian studies nor is causally related to any psychological constructs. Therefore, it remarkably contributes to the literature in the field of educational management and leadership, providing an insight into the psyche of teachers from “the Orient”.

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Jaksic, Cyril, and Katja Schlegel. "Accuracy in Judging Others’ Personalities: The Role of Emotion Recognition, Emotion Understanding, and Trait Emotional Intelligence." Journal of Intelligence 8, no. 3 (September 18, 2020): 34. http://dx.doi.org/10.3390/jintelligence8030034.

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The ability to accurately judge others’ personality and the ability to accurately recognize others’ emotions are both part of the broader construct of interpersonal accuracy (IPA). However, little research has examined the association between these two IPA domains. Little is also known about the relationship between personality judgment accuracy and other socio-emotional skills and traits. In the present study, 121 participants judged eight traits (Big Five, intelligence, cooperativeness, and empathy) in each of 30 targets who were presented either in a photograph, a muted video, or a video with sound. The videos were 30 second excerpts from negotiations that the targets had engaged in. Participants also completed standard tests of emotion recognition ability, emotion understanding, and trait emotional intelligence. Results showed that personality judgment accuracy, when indexed as trait accuracy and distinctive profile accuracy, positively correlated with emotion recognition ability and was unrelated to emotion understanding and trait emotional intelligence. Female participants were more accurate in judging targets’ personality than men. These results provide support for IPA as a set of correlated domain-specific skills and encourage further research on personality judgment accuracy as a meaningful individual difference variable.

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Šifrar, Tina, Kim Majoranc, and Tanja Kajtna. "Matching of personality traits, emotional intelligence and social skills among dance partners in competitive dancing." Kinesiology 52, no. 2 (2020): 242–49. http://dx.doi.org/10.26582/k.52.2.9.

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We investigated whether there was more matching in personality traits, emotional intelligence, and social skills in better performing dance couples than in their less successful counterparts and if better- and lower-performing dancers individually have more equivalent personality traits, emotional intelligence, and social skills. Twenty-four dance couples (i.e. 24 male and 24 female dancers), performing both the Latin and standard dances at a competitive level, were included in the study. Among the measured metrics were: personality traits (using the Big Five Questionnaire), social skills (using the Interpersonal Skills Questionnaire), and emotional intelligence (using the Emotional Competence Questionnaire). When comparing differences between couples, results showed that the better dance couples were more orderly, agreeable and conscientious than the lower-performing dance couples who seemed to be more open. When comparing differences between individual dancers, results showed that the better-performing dancers tended to be older, more experienced, with a higher “competitive mileage” and better-trained bodies, more diligent with a firm belief in their success, confident in attaining their goals, and more motivated. They were also more emotionally stable – a trait that stemmed from their maturity and many years of competing. Findings obtained by our study will certainly allow us to view competitive dancers from a different, as yet undiscovered and potentially deeper viewpoint of psychology. One of the practical aspects of our research lies in understanding how to keep dance couples together for a longer time, allowing dancers to perform in unison for longer periods than would be otherwise possible.

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Amrhein, Annelie, Julia J. Breuker, and Detlef H. Rost. "„Emotionale Intelligenz“ mit einem Fragebogen messen?" Diagnostica 64, no. 4 (October 2018): 191–202. http://dx.doi.org/10.1026/0012-1924/a000208.

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Zusammenfassung. Die faktorielle Validität des Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF) und der Beitrag der damit erfassten „Emotionalen Intelligenz“ (EI) zur Aufklärung von Schulerfolg wurden an N = 711 deutschen Schülerinnen und Schüler der 6., 7. und 8. Jahrgangsstufe überprüft. Explorative und konfirmatorische Faktorenanalysen ergaben, dass weder das zugrundeliegende theoretische Vier-Faktoren-Modell noch der für die Kurzform vorgesehene globale EI-Wert mit den Daten vereinbar waren. Stattdessen resultierte eine dreifaktorielle Lösung mit 9 Items, welche auch im Vergleich zu Alternativmodellen am besten auf die Daten passte. Jenseits von verbaler Intelligenz und klassischen Persönlichkeitsvariablen lieferte der TEIQue-ASF keinen bedeutsamen Beitrag zur Varianzaufklärung der Schulleistung (Notendurchschnitt). Die Nützlichkeit des TEIQue-ASF wird diskutiert, weitere Validitätsüberprüfungen werden dringend empfohlen.

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Smorti, Martina, Federica Andrei, and Elena Trombini. "Trait emotional intelligence, personality traits and social desirability in dangerous driving." Transportation Research Part F: Traffic Psychology and Behaviour 58 (October 2018): 115–22. http://dx.doi.org/10.1016/j.trf.2018.06.012.

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Petrides, K. V., and Adrian Furnham. "Trait emotional intelligence: psychometric investigation with reference to established trait taxonomies." European Journal of Personality 15, no. 6 (November 2001): 425–48. http://dx.doi.org/10.1002/per.416.

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This paper sets out the theoretical foundation of emotional intelligence (EI) as a constellation of traits and self‐perceived abilities. The discriminant validity of trait EI is explored in two studies. In study 1 (N = 227), the psychometric properties of the BarOn Emotional Quotient inventory were scrutinized through confirmatory factor analysis and the measure was found to be unifactorial. When the EQ‐i was examined concurrently with the Eysenck Personality Profiler, a clear trait EI factor emerged in Eysenckian factor space. In study 2 (N = 166), a modified version of the EQ‐i was examined concurrently with the NEO PI‐R and a truncated trait EI factor was isolated within the Five‐Factor Model. Results are discussed with explicit reference to established personality models and it is concluded that trait EI can be conceptualized as a distinct composite construct at the primary level of hierarchical trait structures. Copyright © 2001 John Wiley & Sons, Ltd.

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Antoñanzas, Jose Luis. "The Relationship of Personality, Emotional Intelligence, and Aggressiveness in Students: A Study Using the Big Five Personality Questionnaire for Children and Adults (BFQ-NA)." European Journal of Investigation in Health, Psychology and Education 11, no. 1 (December 25, 2020): 1–11. http://dx.doi.org/10.3390/ejihpe11010001.

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An analysis of secondary students’ personality traits, along with a description of their emotional intelligence levels and their anger control, could be decisive when educating students to prevent anti-social behavior in academia. Very few studies on personality, emotional intelligence, and aggressive conduct exist in Spain. Some of the studies that do exist, however, only explore the relationship between emotional intelligence, personality, and prosocial behavior in secondary education students. Likewise, there are few studies focusing on personality and aggression control. In this study, using the Big Five personality models as predictors of aggressiveness in subjects and of emotional intelligence, we sought to contribute to the improvement of the education of students on aggressive behavior in education centers. To do this, we conducted a study using the Big Five Personality Questionnaire (BFQ) for Children and Adults (BFQ-NA), the Trait Meta-Mood Scale (TMMS-24) emotional intelligence test, and the State–Trait Anger Expression Inventory (STAXI) anger management test. Our main objective was to analyze the relationship of the BFQ with the variables of emotional intelligence and aggressiveness. This was achieved using a range of bivariate correlation and multiple regression tests. The results showed the correlation and predictive value of emotional intelligence and aggression in the Big Five model of personality. This study coincides with other research linking Big Five questionnaires with emotional intelligence and aggression.

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Furnham, Adrian, and K. V. Petrides. "TRAIT EMOTIONAL INTELLIGENCE AND HAPPINESS." Social Behavior and Personality: an international journal 31, no. 8 (January 1, 2003): 815–23. http://dx.doi.org/10.2224/sbp.2003.31.8.815.

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Participants completed measures of trait emotional intelligence (trait EI), happiness, personality, and cognitive ability. Neuroticism was negatively related to happiness, whereas Extraversion and Openness to Experience were positively related to it. Cognitive ability was not related either to happiness or to trait EI. A three-step hierarchical regression showed that trait EI explained over 50% of the total variance in happiness. The positive relationship between trait EI and happiness persisted in the presence of the Big Five. In contrast, the Big Five did not account for a significant amount of happiness variance when trait EI was partialled out.

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Malterer, Melanie B., Samantha J. Glass, and Joseph P. Newman. "Psychopathy and trait emotional intelligence." Personality and Individual Differences 44, no. 3 (February 2008): 735–45. http://dx.doi.org/10.1016/j.paid.2007.10.007.

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Siegling, Alexander B., Adrian Furnham, and K. V. Petrides. "Trait Emotional Intelligence and Personality." Journal of Psychoeducational Assessment 33, no. 1 (October 6, 2014): 57–67. http://dx.doi.org/10.1177/0734282914550385.

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Andrei, Federica, Martin M. Smith, Paola Surcinelli, Bruno Baldaro, and Donald H. Saklofske. "The Trait Emotional Intelligence Questionnaire." Measurement and Evaluation in Counseling and Development 49, no. 1 (January 2016): 34–45. http://dx.doi.org/10.1177/0748175615596786.

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Davis, Sarah K., and Neil Humphrey. "Ability Versus Trait Emotional Intelligence." Journal of Individual Differences 35, no. 1 (March 1, 2014): 54–62. http://dx.doi.org/10.1027/1614-0001/a000127.

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Emotional intelligence (EI) is reliably associated with better mental health. A growing body of evidence suggests that EI acts as a protective buffer against some psychosocial stressors to promote adaptation. However, little is known about how the two principle forms of EI (trait and ability) work together to impact underlying stressor-health processes in adolescence. One thousand one hundred and seventy British adolescents (mean age = 13.03 years; SD = 1.26) completed a variety of standardized instruments assessing EI; coping styles; family dysfunction; negative life events; socioeconomic adversity; depression and disruptive behavior. Path analyses found that trait and ability EI work in tandem to modify the selection and efficacy of avoidant coping to influence the indirect effect of stressors on depression but not disruptive behavior. Nevertheless, actual emotional skill (ability EI) appears dependent on perceived competency (trait EI) to realize advantageous outcomes. Findings are evaluated and discussed with reference to theoretical and practical implications.

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Hubscher-Davidson, Séverine. "Trait Emotional intelligence and translation." Target. International Journal of Translation Studies 28, no. 1 (April 20, 2016): 132–57. http://dx.doi.org/10.1075/target.28.1.06hub.

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A study of 155 professional translators was carried out to examine the relationship between trait emotional intelligence (trait EI) and literary translation, job satisfaction and career success. Participants were surveyed and their answers were correlated with scores from an emotional intelligence measure, the TEIQue. The analysis revealed that literary and non-literary translators have different trait EI profiles. Some significant correlations were found between trait EI and the variables of job satisfaction, career success, and literary translation experience. This is the first study to examine the effect of EI on translator working practices. Findings illustrate that trait EI may be predictive of some aspects of translator behaviour and highlight the relevance of exploring the emotional intelligence of professional translators.

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Pashang, Batool, and Mridula Singh. ""The Role of Emotional Intelligence in Relation to Traits of Anxiety "." Artha - Journal of Social Sciences 6, no. 2 (June 1, 2007): 1. http://dx.doi.org/10.12724/ajss.11.1.

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The present study examines the role of Emotional intelligence, as measured by Emotional Intelligence Scale (EIS), in relation to Traits of anxiety (Emotional instability, Suspiciousness, Guilt proneness, Low integration and Tension), as measured by Anxiety Scale (IPAT). A total of 599 adults, between the ages of 20 to 50 were asked to complete the questionnaires. The mean score on total anxiety verified that the highest level of El tolerated the lowest anxiety, which was followed by subjects with medium and low levels of El. The results of the Low self control (Q3) and Emotional Instability(C) traits, displayed that the highest level of El yielded the lowest scores on those traits. The findings reported that the trait of Suspicion was tolerated same among the groups. On the other hand both the Apprehension and Tension traits pushed up on the high level of El. In the case of medium level of El, people were engaged with all of the traits on an average but the Apprehension was increased in this group in comparison to the other traits.

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Petrides, K. V., and Adrian Furnham. "Trait emotional intelligence: behavioural validation in two studies of emotion recognition and reactivity to mood induction." European Journal of Personality 17, no. 1 (January 2003): 39–57. http://dx.doi.org/10.1002/per.466.

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This paper presents two experiments concerning trait emotional intelligence (‘trait EI’). In study 1, ten high and ten low trait EI individuals were selected from a sample of 85 persons to participate in a computerized experiment involving the recognition of morphed emotional expressions. As hypothesized, high trait EI participants were faster at identifying the expressions than their low trait EI counterparts. In study 2, trait EI scores from 102 persons were residualized on the Big Five and subsequently 15 high and 15 low trait EI individuals were selected to participate in a mood induction experiment. As hypothesized, high trait EI participants exhibited greater sensitivity to the mood induction procedure than their low trait EI counterparts. The findings are discussed in terms of the construct validity of trait EI, with particular emphasis on the issue of incremental validity vis‐à‐vis broad personality traits. Copyright © 2002 John Wiley & Sons, Ltd.

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Olderbak, Sally, Christina Bader, Nicole Hauser, and Sabina Kleitman. "Detection of Psychopathic Traits in Emotional Faces." Journal of Intelligence 9, no. 2 (June 4, 2021): 29. http://dx.doi.org/10.3390/jintelligence9020029.

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When meeting someone at zero acquaintance, we make assumptions about each other that encompass emotional states, personality traits, and even cognitive abilities. Evidence suggests individuals can accurately detect psychopathic personality traits in strangers based on short video clips or photographs of faces. We present an in-depth examination of this ability. In two studies, we investigated whether high psychopathy traits are perceivable and whether other traits affect ratings of psychopathic traits in the sense of a halo effect. On the perceiver’s end, we additionally examined how cognitive abilities and personality traits of the responders affect these ratings. In two studies (n1 = 170 community adults from the USA, n2 = 126 students from Australia), participants rated several targets on several characteristics of psychopathy, as well as on attractiveness, masculinity, sympathy, trustworthiness, neuroticism, intelligence, and extraversion. Results show that responders were generally able to detect psychopathy. Responders generally came to a consensus in their ratings, and using profile similarity metrics, we found a weak relation between ratings of psychopathy and the targets’ psychopathy level as determined by the Psychopathy Checklist: Short Version. Trait ratings, though, were influenced by the ratings of other traits like attractiveness. Finally, we found accuracy in the perception of psychopathy was positively related to fluid intelligence but unrelated to emotion perception ability.

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WEN, GOH YI, and TAN KOCK WAH. "Trait Emotional Intelligence and Mathematics Achivements among Undergraduates in Higher Learning Instituition of Sarawak." Trends in Undergraduate Research 1, no. 1 (December 17, 2018): e1-8. http://dx.doi.org/10.33736/tur.1188.2018.

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Emotional Intelligence appears to be a significant influencing factor in academic achievements. This study aims to identify the relationship between trait emotional intelligence and mathematics achievements (a relatively sparse research areas of academic achievements) among undergraduates in higher learning institution of Sarawak. 100 respondents from a higher-level institution of Sarawak participated in this study. Trait Emotional Intelligence Questionnaire (TEIQue) is used to measure the trait emotional intelligence of the undergraduates. The result was analysed using descriptive analysis and inferential analysis, namely two-way ANOVA and Pearson’s correlation. Two-way ANOVA was used to test if there is significant difference in demographic attributes (gender and place of residence) towards maths achievements and trait emotional intelligence of the undergraduates. Pearson Correlation was used to test the relationship between trait emotional intelligence and mathematics achievements of the undergraduates. Generally, this study found that there is no significant difference for factors related to demographic attributes (gender and place of residence) against maths achievements and trait emotional intelligence of the undergraduates. Meanwhile, a relationship was found between trait emotional intelligence and mathematics achievements among undergraduates in higher learning institution in Sarawak. The outcome of the study appears to suggest that trait emotional intelligence can help undergraduates to understand themselves more and to control and manage their emotions and feelings and have better relationship with their surroundings. And this could positively impact on their maths achievements.Keywords: trait emotional intelligence, mathematics achivements, undergraduates

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Szczygieł, Dorota, and Róża Bazińska. "Emotional intelligence as a moderator in the relationship between negative emotions and emotional exhaustion among employees in service sector occupations." Polish Psychological Bulletin 44, no. 2 (June 1, 2013): 201–12. http://dx.doi.org/10.2478/ppb-2013-0023.

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AbstractTraditionally, most of the research on occupational burnout has focused on organizational stressors, such as workload and time pressure, and has overlooked the emotional nature of customer service work and its effect on burnout. This study was designed to examine the effects of individuals’ affective traits (i.e., dispositional affectivity and emotional intelligence) and affective states (i.e., emotions experienced at work) on burnout. The main hypothesis of this study was that emotional intelligence acts as a moderator in the relationship between negative emotions felt by employees during their interactions with clients and emotional exhaustion. A total of 137 service sector employees rated the extent to which they felt four positive emotions (i.e., contentment, enthusiasm, joy, and liking) and four negative emotions (i.e., irritation, annoyance, antipathy, and anger) while interacting with clients. The results indicated that negative affectivity was significantly associated with higher levels of emotional exhaustion, whereas high positive affectivity showed the reverse pattern. It was also observed that employees who declared greater intensity of negative emotions reported more symptoms of emotional exhaustion. However, as predicted, this effect was observed only among employees who were low in the trait of emotional intelligence. Negative emotions and emotional exhaustion were unrelated among employees who were high in trait emotional intelligence.

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Alzoubi, Haitham M., and Ramsha Aziz. "Does Emotional Intelligence Contribute to Quality of Strategic Decisions? The Mediating Role of Open Innovation." Journal of Open Innovation: Technology, Market, and Complexity 7, no. 2 (May 10, 2021): 130. http://dx.doi.org/10.3390/joitmc7020130.

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Purpose—The purpose of this research is to explore the direct relationship between the emotional intelligence of top management and the quality of strategic decisions they take for their companies. This relationship is further examined by the mediating role of open innovation in the context of intelligent information systems that can impact the way top managers take decisions. This research adopted a survey design as cross-sectional data were taken through questionnaires from top management of the UAE national banks. A final sample size of 213 questionnaires completed by managers was obtained and analyzed. As predicted, there was a strong, positive relationship between managers’ emotional intelligence and the quality of their strategic decisions. Open innovation has revolutionized the way top managers of banks take decisions that are later transformed into policies. Decision-makers are required to possess the skill of decision-making by being vigilant of their surroundings. Hence, they have emotional intelligence and intelligent information systems (IIS) only enhances the trait. IIS is the glorified version of open innovation that further contributes to the decision-making process and the quality of decisions. This research is one of a kind as no one has explored these dimensions of emotional intelligence in the UAE.

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Di Fabio, Annamaria, Letizia Palazzeschi, Ornella Bucci, Andrea Guazzini, Chiara Burgassi, and Eleonora Pesce. "Personality Traits and Positive Resources of Workers for Sustainable Development: Is Emotional Intelligence a Mediator for Optimism and Hope?" Sustainability 10, no. 10 (September 25, 2018): 3422. http://dx.doi.org/10.3390/su10103422.

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The 21st century is characterized by unpredictable and changing environments that require individuals and organizations to adapt to these challenges and prepare for continuous transitions in the work environment. Optimism and hope are positive resources that are key factors in navigating this post-modern work scenario. Emotional intelligence can be considered as another important variable in this context and furthermore, research has shown it can be increased through specific training. The aim of the present study is to examine the contribution of emotional intelligence in mediating the relationship between personality traits and both optimism and hope. The Big Five Questionnaire (BFQ), the Trait Emotional Intelligence Questionnaire (TEIQue-SF), the Life Orientation Test Revised (LOT-R), and the Hope Scale (HS) were administered to 201 Italian workers. Correlations among variables were calculated and mediation analyses were performed. The results showed that the relationships between personality traits and both optimism and hope are mediated by emotional intelligence. In particular, the contribution of emotional stability, agreeableness, and extraversion on optimism was mediated by emotional intelligence; the contribution of extraversion, emotional stability, and conscientiousness on hope was mediated by emotional intelligence. These results open new possibilities for research and interventions to enhance the personal resources of workers in the fluid scenario of the 21st century by promoting optimism and hope that are facilitated by emotional intelligence in the perspective of enhancing psychological aspects of sustainability and sustainable development.

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Schutte, Nicola S., and John M. Malouff. "Comment on Developments in Trait Emotional Intelligence Research: A Broad Perspective on Trait Emotional Intelligence." Emotion Review 8, no. 4 (August 20, 2016): 343–44. http://dx.doi.org/10.1177/1754073916650499.

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Carvalho, Daniela, Félix Neto, and Stella Mavroveli. "Trait Emotional Intelligence and Disposition for Forgiveness." Psychological Reports 107, no. 2 (October 2010): 526–34. http://dx.doi.org/10.2466/02.09.20.21.pr0.107.5.526-534.

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The association of trait emotional intelligence with a disposition for forgiveness was explored. In addition, the relationship between emotional intelligence and affect was also examined. A sample of 268 Portuguese students completed measures of trait emotional intelligence, disposition to forgive, and affect. Results demonstrated that trait emotional intelligence scores were negatively associated with lasting resentment and negative affect and positively associated with positive affect.

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Costa, Ana, and Luísa Faria. "Implicit Theories of Emotional Intelligence, Ability and Trait-Emotional Intelligence and Academic Achievement." Psihologijske teme 29, no. 1 (2020): 43–61. http://dx.doi.org/10.31820/pt.29.1.3.

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This study examines the effect of the implicit theories of emotional intelligence and of emotional intelligence (EI; ability and trait EI) on students’ academic achievement (GPA). Five hundred twenty-three 10th graders (Mage = 15.5; SD = 0.67) completed measures of implicit theories (IT) and EI (performance and self-report). The results confirmed the direct effect of EI (ability and trait EI) on students’ GPA. Moreover, implicit theories of EI affected students’ trait EI and only indirectly affected students’ achievement. Multigroup analyses indicated that the IT and EI effects on students’ GPA were similar across students’ gender and socio-professional status. These findings underline the relevance of students’ implicit theories and EI and suggest their usefulness as strategies to foster academic success.

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Godoy Rojas, Ingrid Arely, and Marita Sánchez Moreno. "Estudio sobre la inteligencia emocional en educación primaria." Revista Fuentes 2, no. 23 (2021): 254–67. http://dx.doi.org/10.12795/revistafuentes.2021.12108.

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Dada la relevancia de las competencias emocionales en el proceso de enseñanza-aprendizaje, se presenta este artículo cuyo propósito es comparar, en función del género, los niveles de inteligencia emocional del alumnado de 5to. básico de las escuelas de Temuco (Chile). La investigación se enmarca en el paradigma positivista, nivel descriptivo, diseño no experimental y transeccional. Para lograr el objetivo se aplicó la escala Trait Meta Mood Scale-24 (TMMS-24) a una muestra de 450 estudiantes de 12 escuelas de Temuco. La mayoría de los estudiantes presenta niveles adecuados de inteligencia emocional en las tres dimensiones de la escala: atención, claridad y regulación emocional. Respecto de los niveles de inteligencia emocional de hombres y mujeres, no se encontraron diferencias estadísticamente significativas en las dimensiones de atención y regulación emocional; en cambio, en la dimensión de claridad emocional las mujeres se ubican en un nivel superior al de los hombres. En cuanto a la relación entre inteligencia emocional y género, existe relación estadísticamente significativa entre género y atención y claridad emocional, pero en la dimensión reparación no se observó tal relación. En conclusión, como no se hallaron resultados concluyentes sobre la relación entre los niveles de inteligencia emocional y el género, se sugiere realizar más investigación.

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Sheppard, Lily, and Richard Hicks. "Maladaptive Perfectionism and Psychological Distress: The Mediating Role of Resilience and Trait Emotional Intelligence." International Journal of Psychological Studies 9, no. 4 (November 20, 2017): 65. http://dx.doi.org/10.5539/ijps.v9n4p65.

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University students experience significantly high levels of psychological distress. Maladaptive perfectionism has been identified as a common trait among students that leads to diagnosed conditions such as depression and anxiety. Resilience and trait emotional intelligence have also been identified as common predictors of psychological illness and mediators between related maladaptive perfectionism. However, no current research has investigated maladaptive perfectionism’s relationship with a more general psychological distress experienced by university students. Therefore, the current study aimed to investigate maladaptive perfectionism, resilience and trait emotional intelligence association with psychological distress in 171 university students (29 males; 138 females; Mage = 28.48 years; SD = 11.58). Results identified maladaptive perfectionism to significantly, positively correlate with psychological distress in university students. The combination of increased maladaptive perfectionism, low resilience and low trait emotional intelligence significantly predicted psychological distress. Additionally, resilience and trait emotional intelligence significantly added to the prediction of psychological distress, above and beyond maladaptive perfectionism. Finally, resilience and trait emotional intelligence both partially mediated the relationship between maladaptive perfectionism and psychological distress in university students. Findings suggest resilience and trait emotional intelligence to be important factors in predicting general psychological distress in student maladaptive perfectionists. The current study provided additional supporting evidence for the importance of resilience and trait emotional intelligence in intervention and prevention strategies for psychological distress in maladaptive perfectionist students.

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De Raad, Boele. "The trait-coverage of emotional intelligence." Personality and Individual Differences 38, no. 3 (February 2005): 673–87. http://dx.doi.org/10.1016/j.paid.2004.05.022.

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Costa, Sebastiano, K. V. Petrides, and Taavi Tillmann. "Trait emotional intelligence and inflammatory diseases." Psychology, Health & Medicine 19, no. 2 (June 2, 2013): 180–89. http://dx.doi.org/10.1080/13548506.2013.802356.

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Petrides, K. V., Moïra Mikolajczak, Stella Mavroveli, Maria-Jose Sanchez-Ruiz, Adrian Furnham, and Juan-Carlos Pérez-González. "Developments in Trait Emotional Intelligence Research." Emotion Review 8, no. 4 (June 22, 2016): 335–41. http://dx.doi.org/10.1177/1754073916650493.

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Petrides, K. V. "Four Thoughts on Trait Emotional Intelligence." Emotion Review 8, no. 4 (August 20, 2016): 345. http://dx.doi.org/10.1177/1754073916650504.

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Di Fabio, Annamaria, and Donald H. Saklofske. "Comparing ability and self-report trait emotional intelligence, fluid intelligence, and personality traits in career decision." Personality and Individual Differences 64 (July 2014): 174–78. http://dx.doi.org/10.1016/j.paid.2014.02.024.

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Doktorová, Dominika, and Ľubica Varečková. "An Investigation into Interrelations Between Trait Emotional Intelligence and Perfectionism in Middle School Aged Children." Postmodern Openings 12, no. 3 (August 10, 2021): 336–49. http://dx.doi.org/10.18662/po/12.3/343.

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This research focuses on the detection of interrelations between perfectionism and trait emotional intelligence in children of middle school age. The Frost multidimensional scale of perfectionism (F-MPS) for the detection of the perfectionism level was used. The global level of trait emotional intelligence was measured with the trait emotional intelligence questionnaire for children (TEIQue-CSF). The research sample consisted of 120 middle school children between 10 to 12 years old. The sample comprised of 80 girls and 40 boys. The results of the research failed to reveal any statistically significant relations between perfectionism and trait emotional intelligence.

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Newton, Cameron, Stephen T. T. Teo, David Pick, Marcus Ho, and Drew Thomas. "Emotional intelligence as a buffer of occupational stress." Personnel Review 45, no. 5 (August 1, 2016): 1010–28. http://dx.doi.org/10.1108/pr-11-2014-0271.

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Purpose – The purpose of this paper is to examine the role of emotional intelligence (EI) as a buffer to job stressors on employee adjustment. Design/methodology/approach – Based on the job demands resources model, this study examined 306 nurses in the healthcare sector to test a model of job stressors, EI, and their interactions nursing adjustment outcomes (i.e. job satisfaction and psychological health). The hypothesized model predicted that higher trait EI would act as a buffer to the potential negative effects of stressors on employee adjustment. Two-way moderated hierarchical multiple regression analyses was used to test the model in addition to interaction effects. Findings – The results of this study revealed mixed results in terms of the expected main effects of EI and the five significant moderating effects. While some interactions support a buffering hypothesis; contrary to expectations, a buffering effect was also found for those with low EI. Research limitations/implications – The findings enable a better understanding how EI moderates the effects of stressors on important work outcomes in healthcare. Additionally, the implications from this study allows healthcare administrators and managers to improve staffing and work outcomes through identifying and selecting staff who are characterized by higher trait EI or alternatively, train staff in self-awareness and dealing with emotional behaviors. Practical implications – HR managers could focus on selecting staff, who possessed higher trait EI for roles where overload and ambiguity are endemic to the job performed. Training could also be used to enhance EI among managers to focus on self-awareness and dealing with emotional behaviors. Originality/value – This study makes several contributions to understanding how EI moderates the relationships between work stressors and workplace adjustment and wellbeing.

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Journal articles on the topic 'Trait emotionell intelligens'

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