Emotional Intelligence (EI) is a relatively new concept in the field of psychology, introduced by Salovey and Mayer in 1990. Research on EI has found associations among EI and social network size, health and well-being, and job performance.(Austin, Saklofske, & Egan, 2003; Brackett, Mayer, & Warner, 2003; Petrides & Furnham, 2003; Saklofske, Austin, & Minski, 2001). Two different types of EI, trait EI and ability EI, have been identified in the literature. Trait EI was identified by Petrides and Furnham, and is a non-cognitive ability which allows an individual to regulate his/her mood, recognize and make the most of emotions, and utilize social skills, and is measured by self report. Ability EI is the ability of an individual to understand, generate, and manage emotions. Ability EI is measured using a performance measure which assesses the capacity of an individual to perceive emotions in him/herself, others, and the environment. Emotional intelligence has been linked to aspects of well-being, such as social network quality. In order to examine how EI related to social networks, both trait and ability EI were measured along with the Big Five factors of personality and social network quality and size. A study of 268 participants investigated the relationships amongst trait EI, personality, and social network quality and size. The Big Five factors of personality were all significantly positively correlated with EI (p< .01), and were also significantly correlated with social network quality and size. EI was significantly related to social network quality and size. When controlling for personality, EI was no longer significantly correlated with any of the social network quality or size variables. A subset of participants (n=78) completed an ability measure of EI, the Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT). There were no significant correlations between MSCEIT scores and any of the other variables. A follow-up study was then carried out looking at the relationship of the original study variables with ability EI (MSCEIT), life stress, measured using the Uplifts and Hassles scale, and depression, measured using the Beck Depression Inventory (BDI), in the original participants. The results from this study indicated that emotional stability was significantly correlated with the Uplifts portion of the life stress scale, but not with Hassles. Conscientiousness was significantly negatively correlated with both the Hassle subscale of life stress and the BDI score. Emotional stability was also significantly negatively correlated with the BDI score. The total ability EI score measured by the MSCEIT did not show significant relationships with any other variables. Given that EI has been linked to social network quality and size, and one of the facets of EI is the capacity of an individual to recognize emotions in others, it would seem that individuals who are high in EI should have larger and better quality social networks as they are theoretically able to recognize and appropriately respond to the emotions of others. In order to test this, a social perception inspection time task was carried out in which participants were required to identify if a face was happy, sad, or angry. The faces used were both Caucasian and Far-East Asian, the hypothesis being that a person high in EI would recognize the facially expressed emotions regardless of whether the face shown was of their own race or not. Results from this study indicated that EI was not related to correctly identifying facial expressions. The results of these studies are discussed along with suggestions for future research in this area.

Emotional Intelligence (EI) has been positively associated with success in the educational and corporate world, and has recently been linked with effective teaching. However, while it has been shown to be a learnable skill, studies of EI development in teachers are relatively rare. The present study explores the impact of a two-year, group-based EI coaching programme upon EI competencies and personal and professional effectiveness in teachers, the processes and experiences induced by the programme, and the elements which contributed to its success. The study was conducted in a single secondary school in Israel, and employed an interpretive, qualitative framework and a mixed-methods approach. In-depth, semi-structured interviews with twenty of the twenty-one training-programme participants were conducted at the end of the training and comprised the main research tool. Additionally, data from pre-post training Bar-On EQ-i assessments served to prompt discussions during the interviews, validate interview findings, and further illuminate the EI development process. The findings confirm links between EI and teachers’ effectiveness and indicate that EI competencies in teachers can be developed through group-based EI coaching. Stages in the EI development process and elements that supported it have been identified. It is suggested that dedicated EI development training programmes have the potential to improve personal and professional effectiveness in teachers and may lead to organisational, school-wide EI implementation. Accordingly, development of personal EI competencies in teachers within school-based CPD programmes should be favourably considered.

Education is, at least, the endeavor to get people to do things they could not previously do, to understand things they did not previously understand, and perhaps, to become the people they did not expect to become. - Sockett, 1998, p. 195 In today’s fast-paced technology driven knowledge-based society, students in the Gulf and abroad, are expected to remain engaged while playing a more invested role in becoming independent, mature learners, no matter what their personal or educational challenges are. It is quite common for students to abandon their EFL studies due to a lack of motivation and/or confidence. There has been extensive research undertaken to better understand how motivation and confidence affect EFL/ESL learners, yet little attention has been paid to a more recent area of educational research in emotional intelligence (EI) and how self-coaching may also contribute to a tertiary EFL/ESL learners’ ability to succeed. It is not unreasonable to hypothesize that everyday occurrences encountered in their personal and academic life may very well, at times, have a detrimental effect on students’ confidence and motivation, and therefore impede their ability to reach set goals. This study explores the possible correlations between the three main constructs, confidence, motivation and EI while investigating female Emirati tertiary EFL students at Zayed University in the U.A.E. and their interest towards self-coaching to reach their academic and personal goals. This exploratory longitudinal interpretive study used a mixed-method approach to gather data generated from a survey (CMEII) constructed and piloted for this study and completed by 199 female Emirati tertiary EFL participants measuring motivation, confidence and EI. In addition, student journals, interviews and progress reports retrieved from CMEI workshops also informed the research questions pertaining to these aforementioned constructs. Results suggest that there is a correlation between confidence, motivation and EI. These results would indicate that when the level of motivation increases, so does the level of confidence in speaking English. Motivation to self-direct in English is positively correlated with problem solving, higher life-satisfaction and confidence levels. Surprisingly the higher the academic anxiety, the more students want to self-direct. Furthermore it was found that students participating in this study found self-coaching methods extremely helpful in supporting them in reaching both their personal and academic goals. The implications of this exploratory study into confidence, motivation and emotional intelligence has laid the foundation for future research in this area. By creating and piloting the first Confidence, Motivation and Emotional Intelligence survey instrument (CMEII) designed for the ESL/EFL learning environment, a primary obstacle has been traversed. The CMEII research instrument and results of this study will no doubt help bring light and understanding to how self-coaching and self-direction can support female EFL students in reaching their personal and academic goals in the U.A.E and abroad.

M.A. / This study set out to investigate the relationship between Emotional Intelligence and martial satisfaction. In the past several years, marriages appear to have undergone much change, moving towards a more egalitarian relationship. Intimacy and conflict resolution appear to play an important role in maintaining marital satisfaction. Skills involved in conflict resolution and intimacy also form part of a greater construct called Emotional Intelligence (EI). Mayer, Salovey, and Caruso (1998), describe a four branch ability model of EI. This model describes EI as the ability to be perceptive of ones own and others emotions, to manage and regulate ones emotions, to be able to effectively express ones emotions and lastly, the ability to use stored emotional information to deal with various situations. To ascertain levels of emotional intelligence and marital satisfaction the Schutte Self Report Inventory (SRI) and the Marital Satisfaction Inventory–Revised (MSI-R) was administered to a group of couples married for longer than one year (n = 61). MANCOVA’s and ANCOVA’s were administered to asses the relationship between EI and various sub-scales of marital satisfaction in the couples. The results showed that there was significant relationship between EI and certain aspects of marital satisfaction. The level of male EI was found to have a significant effect on the couples affective and problem solving communication. It also effected the level of female sexual satisfaction and the ability to cope with family history of distress. The female EI was found to be related to decreased levels of male aggression, a greater ability to deal with her family history of distress and role orientation. It was found that in most circumstances, the level of male EI was responsible for couple’s marital satisfaction. Further results indicate that the greater the gap between each partners level of EI, the greater their level of marital dissatisfaction. For future research, it may be beneficial to do a longitudinal study of the same nature using a larger sample. Measuring instruments that do not rely on self-report may produce other results. Finally, future studies may benefit by using a culturally diverse sample, to assess whether the finding may be generalised to all communities in South Africa.

The main objective of this research was to establish a model for emotional intelligence as a determinant of organisational climate. This model should help companies and organisational psychologists to better understand the interrelatedness of the two constructs in order to optimally enhance organisational performance. This research was conducted in a large organisation, utilising a large sample (n = 1 612) of employees in the financial services industry. During the first phase of this research, emotional intelligence was conceptualised from literature research within the trait paradigm and organisational climate as a molar construct. A theoretical model of emotional intelligence as a determinant of organisational climate was developed and suggested a link to organisational output. During the second phase of this research (empirical research), assessment instruments for emotional intelligence (the Gerber Emotional Intelligence Scale) and organisational climate (the High Performance Climate Questionnaire) were developed and validated. Thereafter an assessment instrument for work output was designed to test the link with performance. The structural equation model (SEM) produced a new best-fitting model of emotional intelligence, organisational climate and work output. The model indicates that emotional intelligence does not correlate with work output as expected, but organisational climate does correlates moderately with work output and explains almost 40% of the variance in work output. The strongest influence seems to flow from teamwork and management. The regression weights between emotional intelligence and organisational climate were trivial, although the model fit indices were all within an acceptable range. The researcher attributed the lack of support for the model to the characteristics of the employees of this type of organisation and concluded that emotional intelligence should not be seen as a determinant of organisational climate in this specific financial services sector. The results further indicate that significant differences exist between the organisational climate experiences of four biographical categories (race, position level, age and geographical region) and also for the categories of position level and age for work output. These differences need to be considered when developing future interventions. This research contributes towards a comprehensive understanding of the relationship between emotional intelligence, organisational climate and work output. The three newly developed questionnaires and the SEM could help researchers and practitioners to apply the research model in other industries and subsequently improve organisational outputs. / Industrial and Organisational Psychology / D. Comm. (Industrial and Organisational Psychology)

The purpose of this current study is to evaluate if there is a relation between Emotional Intelligence, Perceive Stress and Coping Skills in a sample of Mexican employees in a medium size international organization (n =102). The questionnaires used were a compendium of three different instruments; including: 33-item Self-report measure of Emotional Intelligence, four COPE Inventory’ subscales and Perceived Stress Scale (PSS- 14). After analyzing the gathered data, Multiple Regression was applied. Significant correlations in the expected direction were found, indicating that Emotional Intelligence can be useful as a coping skill towards perceive stress.

In recent years behaviroal management literature has created and utilized the concept of group emotional intelligence in work groups and work teams. This dissertation is a re-conceptualization and an empirical analysis of group emotional intelligence in the context of public administration work groups. This dissertation proposes a new conceptualization of GEI and utilizes it for the empirical measurement of GEI. By critically reviewing previous theoretical and empirical literature on group level phenomena and their measurement, this dissertation offers a re-conceptualization of group emotional intelligence. it also defines group emotional intelligence (GEI), creates a model for GEI, provides an empirical means of measuring (GEI) and demonstrates how GEI in groups can afect group performance and group learning ability. / by Umar Ghuman. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

No description available.

The topic of emotional intelligence and effective leadership has attracted considerable interest from researchers for many years. Most of the interest in the area is based on claims that emotional intelligence and organizational culture is linked to leadership effectiveness. Many studies have been conducted on the link between emotional intelligence and leadership effectiveness this studies examines the relationship between three concepts: emotional intelligence, leadership effectiveness and organizational culture. The study concludes with recommendations for further studies in this field.

Coherence of self-concept refers to the ability to stabilize on a clear set of views about oneself. This aspect of self-structure is closely linked self-esteem, and similar evidence in emotion research suggests an intricate connection between the self-system and emotion. Evidence suggests that emotions of seemingly opposing valence such as happy and sad can co-occur (i.e., mixed emotion). This study validated a new set of emotional stimuli particularly to elicit mixed emotion and used these stimuli with a mouse task that allowed participants to report positive and negative emotions simultaneously. The study examined possible individual differences in discrete emotional response associated with self-esteem as well as a possible connection between selfconcept coherence and a differential ability to harbor mixed emotions; specifically that individuals with high coherence in self-concept would tend to disambiguate their emotional response, but those with low coherence would be more susceptible to cooccurring positive and negative emotion. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection