abstract: The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to: (1) explore high school students’ perceptions of their role as part of a team during teamwork; (1a) investigate how perceptions differed by EI level; (2) examine how students’ perceptions of their role in teamwork were influenced by being paired with more advanced (ability EI) peers or less advanced peers, based on ability emotional intelligence test scores; (3) determine if ability emotional intelligence related skills could be developed over the course of a 7-week intervention. The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants. Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

Magister Artium - MA / The Transformational Leadership style has shown that it elicits improved performance in followers and that emotion plays an important part in the leadership process. The goal of the present study is to investigate the role of emotional intelligence in the effectiveness of leadership in organisations through high Leader Member Exchange (LMX) relationships. The overarching research initiating question can be framed as “Does high emotional intelligence in leaders lead to higher LMX relationships?”. Through the synthesis of literature, the study proposes that leadership style and high-quality leader member exchange relationships have a profound impact on follower performance. It is hypothesized that emotional intelligence in both leaders and followers would have a positive impact in the quality of the exchange. Transformational leaders make use of emotional intelligence to understand the emotional needs of their followers, which in turn results in a high-quality relationship between the leader and their followers. High quality LMX relationships typically result in higher levels of follower commitment and performance. However, the mediating role of emotional intelligence between Transformational Leadership, LMX and follower performance have not been explored fully in the management literature and to date, there has been very little research exploring the sequential chain of influence between these variables. The current study aims to contribute to the body of knowledge in the fields of leadership, emotional intelligence, LMX and unit level performance. The research follows a quantitative approach. The sample for this research project consists of managers and employees in the banking sector. The biographical characteristics of the sample will include age, gender, educational level, years of service, type of employment and job level. The targeted sample size is between 300-350 employees working in the financial services industry in the Western Cape. The goal of the study was to examine the complex nomological network of relationships between Transformational Leadership, LMX, Emotional Intelligence, and unit level performance. The findings of the study indicate that the proposed model could be considered a credible representation of how emotional intelligence, LMX, and transformational leadership interact to influence unit level performance.

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Emotional intelligence (EI) lies at the intersection of emotion and cognition and is seen as beneficial to our relationships and well-being. Yet, there is a gap in knowledge regarding the neural correlates of EI. There are three prevailing models defining the psychological construct of EI, the trait model, the ability model, and the mixed model. According to the ability model, EI consists of two facets - experiential and strategic EI. Experiential EI refers to abilities of perceiving and using emotions to facilitate thoughts, whereas strategic EI refers to abilities of understanding and managing emotions. This systematic review aims to investigate whether, and to what extent, the neural correlates of experiential and strategic EI rely on similar or different neural substrates. Five peer-reviewed studies met the inclusion criteria and were included. All the studies used Mayer-Salovey-Caruso Emotional Intelligence Test to measure EI. The brain imaging techniques used included structural and functional magnetic resonance imaging and diffusion tensor imaging. The findings of the review suggest that experiential and strategic EI rely partly on distinct and partly on common neural circuitry. Neural correlates associated primarily with strategic EI were gray matter volumes of ventromedial and ventrolateral prefrontal cortex and anterior and posterior insula. Both strategic and experiential EI were found to correlate with the rostral anterior cingulate cortex gray matter activation, and the effective connectivity of the anterior prefrontal cortex. Further research and development of measurement methodology are needed to deepen the understanding of strategic and experiential EI and their neural correlates.

Магистерская диссертация выполнена из введения, трех частей, заключения, библиографического списка, приложений. В теоретической части представлена теория интеллектуального и эмоционального интеллектуального капитала, модель интеллектуального капитала, оценка уровня развития интеллектуального капитала и методы оценки эмоционального интеллекта, ключевого элемента интеллектуального капитала. В практической части на примере Уральского федерального университета представлены характеристики университета как учебного заведения, особенности состава студентов университета, проведена оценка эмоционального интеллекта студентов университета, оформлены результаты исследования, проанализированы сильные и слабые стороны, и на основе полученных данных даны рекомендации по внедрению развития эмоционального интеллекта в университетской среде. В заключении подведены итоги в соответствии с поставленными задачами. / The Master's thesis consists of an introduction, three parts, conclusions, bibliographic list, appendices. The theoretical part presents the theory of intellectual and emotional intellectual capital, a model of intellectual capital, an assessment of the level of intellectual capital development and methods for assessing emotional intelligence, a key element of intellectual capital. In the practical part, using the example of the Ural Federal University, the characteristics of the university as an educational institution, the features of the composition of university students are presented, an assessment of the emotional intelligence of university students is carried out, the results are drawn up research, strengths and weaknesses are analyzed, and based on the data obtained, recommendations are given for the implementation of the development of emotional intelligence in the university environment. In conclusion, the results are summed up in accordance with the tasks set.

The objective of this study was to investigate the construct validity of the Emotional Intelligence Scale (EIS) from a wellness perspective. The conceptualisation and measurement of emotional intelligence has recently received much attention due to its applicability to various workplace variables. The theoretical component of this study covers the definition and measurement of emotional intelligence, and integrates this with the concepts of salutogenesis and psychological well-being. The empirical study investigates the relationship between emotional intelligence and three wellness-related constructs. Measures of these constructs were administered to a non-random sample of 118 employees at a South African software development organisation. Statistical analysis confirmed the relationship between emotional intelligence and sense of coherence, locus of control and three of the five emotion-focused coping strategies measured. / Industtrial and Organisation Psychology / M.Comm. (Industrial and Organisational Psychology)

Emotional intelligence (EI) encompasses abilities (ability EI; AEI) and self-perceptions (trait EI; TEI) related to the expression, understanding, and management of emotions. Research on its developmental dynamics remains heavily weighted by the AEI perspective, whereas TEI has received virtually no attention in the developmental literature. This is a major oversight, as the two EI components are conceptually distinct and contribute independently to the prediction of important outcomes. Using multi-wave data from the Canadian National Longitudinal Survey of Children and Youth, this project examined rank-order stability (Study 1) and mean-level change (Study 2) in TEI over a 6-year period from late childhood (age 10-11) to adolescence (age 16-17). Longitudinal measurement invariance of the TEI assessment was also tested (Study 1). Longitudinal mean and covariance structures models (Study 1) and latent growth curve models (Study 2) were fitted to the data from 773 children (51% girls) who completed the Emotional Quotient Inventory–Youth Version Brief form at four biannual waves. Principles from the self-concept literature were used to outline an integrative theoretical framework within which the developmental dynamics of TEI could be studied and understood. Study 1 found that three of the four TEI domains could be measured consistently and reliably over time, and that individual differences in these domains became progressively more stable with age. Contrary to the maturity principle guiding the development of AEI, Study 2 found that mean-level changes in TEI followed a curvilinear trajectory characterizing the development of self-concepts: EI self-perceptions declined between late childhood and early adolescence and then increased later in adolescence. These findings provide, for the first time, important validity evidence for the TEI construct as developmentally distinct from AEI and developmentally similar to self-concept. From an applied standpoint, this implies that enhancing EI abilities alone may not necessarily result in concomitant increases in EI self-concepts, and vice versa. Instead, both AEI and TEI may need to be targeted to maximize the effectiveness of intervention efforts. From a theoretical standpoint, the conceptual link between TEI and self-concept theories suggests that other properties of self-concepts might also generalize to TEI – an important avenue for future research. / Thesis (Ph.D, Psychology) -- Queen's University, 2013-01-29 17:40:30.322

The need for greater understanding of international leadership models has escalated in tandem with the globalization of trade and commerce. This dissertation presents the comparative-cultural study undertaken to address these two critical issues; employing the Russian Federation as the cultural context for the investigation. Cross-cultural research highlights a deficit of up-to-date comparative data on Russian organizational leadership, whilst practitioners articulate the demand for Russia-appropriate leadership development expertise. Increasingly, scholars advocate the application of integrated theories for assessing organizational leadership; contributing to several scholars updating trait theory into competency terms (including emotional competencies). Recent studies in the UK have established linkages amongst the competencies required for effective leadership, executives' emotional competencies, and the demonstrated leadership styles of managers. This research extends these UK findings, investigating the possible relationship between the leadership competencies, Emotional Intelligence (EI), and leadership styles of Russian managers working within domestic and foreign MNCs. The researcher employed the Leadership Dimensions Questionnaire (LDQ) as the standardized measurement instrument for conducting this "etic" (comparative) study. The LDQ assesses managers based on 15 dimensions, representing cognitive (IQ), Emotional Intelligence (EQ), and managerial competencies (MQ); generating a leadership style "profile" based on the respondent's scores. A combination of online and paper-based self-report versions of the LDQ (recently validated and utilized in several key UK studies) facilitated the data collection from the participating Russian managers (n = 152), over a 12- month period. Major findings of this research include: the identification of a clear leadership style preference by the Russian manager-sample ("participative"); statistically significant differences between the Russian and UK samples - on 14 of the 15 dimensions; distinctive differences in the competencies required for senior versus junior managers; "communication" was predictive of Russian leader performance, whilst follower commitment was predicted by leaders' levels of "sensitivity" and "communication". Contributions of this research to theory include: the identification of an up-to-date leadership profile of Russian managers, in competency terms, which can be compared with other cultures; a comparative cultural assessment of Russian managers' based on EI; a comparison of Russian managers at different levels of large companies, with special attention to their similarities and differences. Implications of this research for practitioners include: the ability for organizations operating in Russia to identify/develop leaders based on their personal leadership profiles (executive training and development), as assessed by the LDQ; the potential for identifying and fostering competencies required of managers at higher levels within the organization (promotion; as roles and responsibilities differ at various levels within an organization); the opportunity for matching appropriate leadership styles to conform with organizational strategies and the surrounding business environment (strategic leadership style/context fit).

This thesis is offered as a series of three studies which applies the 3 + 1Cs relationship model (Jowett, 2007) to the study of the trainer-client interpersonal relationship in structured health-related fitness environments. The proposition that a rewarding and enjoyable working relationship should play an essential role in developing a client s motivation for, and commitment to, exercise is intuitive. However, the conceptual basis of this relationship, along with its determinants and consequences, remains to be investigated in trainer-led exercise settings. By establishing the theoretical suitability of the 3 + 1Cs model for this context, the thesis provides a valid framework for future study of this topic. It addresses a gap in the extant research by investigating whether the trainer-client relationship is a significant social variable which has the potential to promote adaptive motivation towards exercise and psychological well-being. The first study interviewed trainer client dyads to determine how the underlying constructs of the 3 + 1Cs model were expressed in the context of their interpersonal working relationship and to evaluate the applicability of the model. The second study used the code categories generated in the first study to develop and validate a questionnaire designed to measure relationship quality in client-trainer dyads. Evaluation of the structural validity of the questionnaire was used to provide further confirmation of the relevance of the 3C + 1 relationship model to this context. The third study used this questionnaire to investigate some of the antecedents and determinants of the trainer-client relationship in a sample of exercisers. Client perceptions of the trainer s trait emotional intelligence was investigated as a relationship antecedent. The psychological consequences of the relationship were tested using Self-Determination Theory (SDT: Deci & Ryan, 2000) by examining the association of relationship perceptions with need satisfaction, intrinsic and identified motivational regulation and psychological well-being (subjective vitality). The findings of these studies support the conceptual validity of the 3Cs for the study of client-trainer relationships in health-related exercise. The validation of the 12-item Client-Trainer Relationship Questionnaire (CTR-Q) and confirmation of its structural and criterion validity endorses this conclusion. Clients perceptions of their working relationship were found to be significantly and positively related to their perceptions of their trainer s trait emotional intelligence (a relationship antecedent). Relationship quality was also significantly and positively associated with the psychological consequences of psychological need satisfaction. In turn psychological need satisfaction was significantly associated with autonomous motivational regulation and subjective vitality. In conclusion, the thesis has shown that the client-trainer relationship operates as a key social variable congruent with SDT propositions to affect clients motivation and psychological well-being. The effectiveness of this relationship can be influenced by a potentially modifiable personal characteristic of the trainer, namely trait emotional intelligence.