Lintelligence émotionnelle (IE) ou les compétences émotionnelles (CE) désignent la capacité à identifier, comprendre, exprimer, utiliser et réguler ses émotions et celles dautrui. Les nombreuses recherches dans le domaine montrent que lIE joue un rôle essentiel dans la santé mentale et physique, dans les relations sociales mais aussi au niveau de la performance au travail. Eu égard à ces données, il serait primordial daméliorer lIE afin daugmenter le bien-être général de lindividu et ses performances. Limpact des diverses formations destinées à améliorer lIE na pas été, jusquà présent, mesuré de façon rigoureuse et scientifique. Malgré le foisonnement des interventions proposées, aucune ne simpose et aucune na été testée. Lobjectif de ce travail est de développer et de valider un dispositif de formation destiné à optimiser lIE dans une population détudiants. A cette fin, une formation a été créée, elle repose sur différents modèles théoriques et inclut les différentes CE faisant partie du concept de lIE. Ensuite, plusieurs études de validation ont été entreprises afin de tester limpact de notre formation sur lIE, sur les différentes CE et sur diverses variables liées à lIE telles la santé mentale et physique, les relations sociales, le bien-être, etc. Les résultats montrent que notre formation améliore le niveau de lIE, celui des CE, la santé mentale et physique, les relations sociales, la satisfaction dans la vie, le bonheur, certains traits de personnalité ainsi que la probabilité dun futur engagement professionnel. Une dernière étude a permis de montrer que le pattern dactivité cérébrale des individus ayant participé à la formation se modifie après lintervention. Ainsi, en plus de mesures auto-rapportées, une mesure objective a été introduite dans nos études de validation. Ces résultats sont encourageants et ils permettent de mettre en avant lefficacité de notre formation. Les recherches futures devront sattarder à mesurer limpact de notre dispositif de formation dans dautres milieux quils soient scolaire, clinique ou encore professionnel.

Abstract: Title¡GThe Study of Team diversity, conflict and Team performance School¡GNational Sun Yat-Sen University Department ¡G Institute of Human Resource Management Academic year¡G2007 Author¡GJui-Shan Hu Adviser¡GDr. Bih- Shiaw Jaw Due to globalization competition of companies, the team diversity trend of managing team aggravates day by day, and team conflict-generating probability increase greatly. The previous literature related to multi-tonic team concentrates on team specialty and characteristic mainly, rarely focuses on the emotion and discusses it. If any research covers the emotional issues, the scope limits in individual emotion quotient as the major thread. Every person has different emotion, relatively, every team has different emotion also, some discovery indicates the team with higher emotion quotient has better ability to conduct and negotiate opinion difference of members, hence, producing better team performance. (Druskat & Wolff, 2001; transferred from Jordan et al., 2004) Group emotional intelligence establishment enables to encourage open and accept non-identical opinions and argumentation, enables to strengthen the positive effect the crash stimulates and weaken the negative impact the crash also gives (Jehn, 1995), hence, how can team pass through emotion quotient establishment in such culture, to reduce the negative impact the crash brings, so benefit the whole team performance. It is like , each member has his own characteristic, needing to pass collection and consensus reaching to gain the victory, this article is based on such background, envisage in the angle of team performance to understand how the team diversity influences team inharmonic and investigate the interference eclipsing team performance by correlation between group emotional intelligence and team conflict. This article uses questionnaire survey, by 244 effective samples from team¡¦s response, and by iterative analytic skill to process dates analyze, the result shows: 1. The task crash inside the team can boost team performance. 2. The relationship crash inside the team may eclipse team performance. 3. The group emotional intelligence adjustment dominates the relationship between crash and team performance, it approves establishing group emotional intelligence inside the team makes team members produce reliability, it can help reduce the negative impact the crash brings on the performance, for example: the inharmonic and negative temp on people relationship.

Due to the progressive development of science and technology, globalization has become the main trend in the 21st century and, consequently, teamwork cooperation has been the key for achieving successful enterprise organization. However, the individual background and profession as well as other factors will bring out different emotional attitudes and behaviors; conflict within a team will then arise. How a team can be flexible and efficient at low cost, is the critical focus of its existence. Empiricism is employed to analyze the correlation between team performance and the team¡¦s EI, conflict, as well as social capital expenditure on the part of the organization. The results of questionnaires revealed the following: I.Establishing a positive environment and team evaluation system has a significant influence on team performance when the social capital of an organization is involved. II. Conflict has an interference effect on a team¡¦s EI and performance. (a)Task conflict: when multiple performance management is involved in the conflict there¡¦s a significant moderating effect on team performance. (b)Relationship conflict: when feedback is involved in the conflict there¡¦s an insignificant moderating effect on team performance. III. Team conflict has an interference effect on the EI social capital of an organization. A. Task conflict (a)When multiple performance management is involved in moderating conflict there¡¦s a significant influence on the social capital of an organization. (b)When team evaluation is involved in moderating conflict there¡¦s an insignificant influence on the social capital of an organization B. Relationship conflict (a) Establishing a positive environment involved in moderating relationship conflict has a significant influence on the social capital of an organization. (b) Conducting team evaluation involved in moderating relationship conflict has a significant influence on the social capital of an organization.

This study examined the relationships among participants’ emotional intelligence and participants’ sympathy for an alleged rape victim[1], sympathy for a defendant, and verdict in a mock rape case. Participants were 219 (127 female, 92 male) United States jury eligible individuals between the ages of 18 and 66. Participants were given a rape trial summary accompanied by a manipulated emotional facial expression of the alleged rape victim (angry, sad, afraid, or neutral), or no photograph. Participants were asked to render an individual case verdict and complete a questionnaire with measures to test sympathy for the alleged rape victim, sympathy for the defendant, self-emotional intelligence, other-emotional intelligence, and rape-myth acceptance. Results provided evidence that self and other-emotional intelligences are positively correlated; sympathy for rape victim and sympathy for the defendant do have an effect on case verdict; and, participant characteristics including gender, age, and race are predictive of rape myth acceptance, sympathy for the defendant, sympathy for the victim, and emotional intelligence. Further research should expand on emotional intelligence as a juror characteristic in the United States as well as internationally. [1] The term rape victim, rather than rape survivor, is used in this study to refer to an individual’s victim status in the context of the legal system.

Camps provide an avenue for examining positive youth development. Camps represent environments where children can develop their social capital and emotional intelligence insofar as camp activities teach children how to build positive relationships and to relate to others emotionally that lead to positive outcomes. Little research has examined children’s social capital and emotional intelligence and the relationship between them. Using a longitudinal dataset, this study examined the change of social capital and emotional intelligence experienced by campers. Findings revealed that increases in social capital caused increases in emotional intelligence. Differences were found based on gender. Furthermore, residential camps were found to have a stronger effect on the relationship between social capital and emotional intelligence than day camps. This study lends itself to furthering the understanding of the development of emotional intelligence and the importance of camp in children’s development.

Emotional intelligence and self-determined motivation have been independently identified as important personal variables that are liable to foster optimal work functioning. However, the relationship between these two variables has never been assessed. Furthermore, research has also provided evidence that supervisor support, a social variable, is considered to be a significant source of influence on self-determined behaviour regulation. Thus the primary objective of the project was to jointly assess emotional intelligence and supervisor support as antecedents of self-determined work motivation; secondly, to assess the associations of self-determined work motivation on work outcome variables and psychological welfare; and thirdly, to examine the association between emotional intelligence and psychological well-being on 512 police source handlers. Specifically, it was proposed that emotional intelligence would be positively associated to self-determined work motivation and would display a unique association with work motivation, once the variance from supervisor support has been controlled for. It was further proposed that self-determined work motivation would, in turn, be positively associated with positive work outcomes; specifically, job satisfaction, job performance, future work intentions, and psychological well-being. Lastly, it was hypothesized that emotional intelligence would be positively associated to psychological well-being. Data was analyzed using structural equations modeling. Results revealed that emotional intelligence and supervisor support were both uniquely associated with work motivation. Together, these two variables explained a high proportion of the variance of work motivation. Work motivation, in turn, was positively associated with job satisfaction, job performance, future work intention, and psychological well-being. Emotional intelligence and psychological well-being were also positively associated. Overall, the findings of this thesis provide a basis for future research aimed at determining the causal relationship between emotional intelligence and self-determined motivation. It is further suggested that findings gleaned from this study can provide a better understanding of how certain interpersonal behaviours can impact specific work outcomes, which can provide researchers and practitioners with information to improve individual and organizational outcomes of interest.

Theoretical developments of emotional intelligence (EI) are jeopardized by the inability of empirical studies to keep pace with its intense surge to the forefront of both lay and academic communities. Due to the paucity of empirical evidence, claims of the contributions of EI are met with speculation in the scientific community. Furthermore, EI is conceptualized and measured in a variety and often, diverging ways. Subsequent to indications from previous literature that EI shows promise to be linked to the field of health and psychological well-being (Austin, Saklofske, & Egan, 2005), the primary aim of this study was to investigate the concurrent criterion validity of a mixed model conceptualization of EI with self-reported exercise attitudes by comparing two subsamples of university students, (Mean Age = 22 years; 72% Female, 28% Male; NonKinesiology n1 = 271, Kinesiology n2 = 127). The finding of a weak overall correlation fails to provide concurrent criterion validity to the BarOn (2002) conceptualization of EI with exercise attitudes as measured by HBQ (Austin, unpublished), r(398) = .13, p = .013. This finding is further substantiated by the lack of significant findings in an ANOVA and a lack of practical significance in a MANOVA. While the criterion group had significantly stronger beliefs of the benefits of exercise, F(1, 394) = 47.54, p < .001, Å2 = .11; no significant difference between the means of the Composite EI was found between the subsamples for the main effect (field of study) or for the interaction effect (field of study ~ sex): F(1, 394) = 0.08, p = .78; F(1, 394) = 1.82, p = .18, respectively. Additionally, the MANOVA findings determined that only 1.6% of the overall variance could be attributed to the model effect of self-reported activity level and exercise attitude with EI. The secondary purpose of this study was to examine the sex differences in the relationship of EI and exercise attitudes. The scales for the female subsample were not significantly correlated, r(287) = .07, p = .25; whereas, a low and significant correlation was found in the male subsample, r(111) = .37, p = .001. The finding is noteworthy and appears to suggest that the contributing factor to the significant, but weak overall correlation, was obtained from the male sector. Although, the study does find the BarOn EQ-i:S instrument to be a good measure with strong internal consistency reliability and large intercorrelations with its components, the findings point to concerns as to what is being measured and the degree to which the measure overlaps with the personality domain.

People with high levels of emotional intelligence (EI) seem to possess emotional skills that allow them to cope effectively with the challenges they face and promote well-being. Considering the role of EI in coping research may yield significant benefits for individuals because EI has consistently been linked with positive outcome measures, including life and work satisfaction, interpersonal functioning, healthy relationships, job performance, psychological well-being, physical health, and psychophysiological measures of adaptive coping (Martins, Ramalho, & Morin, 2010). Although the theoretical significance of EI to coping has been recognized (e.g., Bar-On & Parker, 2000; Snyder, 1999), relatively few studies explore the relationships among these constructs. The current research explores and compares how emotional intelligence (EI) facilitates adaptive coping across both interpersonal and occupational contexts – two central areas of our lives. It provides evidence in support of an extended adaptational model contextualizing EI within the transactional model of stress and coping (Lazarus & Folkman, 1984). In general, results from an online survey (N = 300) showed that most participants (approximately 66%) did not cope adaptively with stress. Results are consistent with a model which suggests that EI and the coping strategies people use when dealing with interpersonal and occupational stressors have significant effects on psychological well-being. The findings linked EI with adaptive coping behaviour, exposing both similarities and differences in the types of coping strategies people implement across interpersonal and occupational contexts, as well as their relationships to well-being. In addition, the results demonstrated that certain coping strategies (i.e., social support, venting/self-blame, and alcohol/drug use) partially mediated the relationship between emotion skills and well-being in these two contexts. Finally, gender differences in both EI and coping strategies emerged, with the differences being mostly attributed to the socialization of gender role (i.e., the degree of agentic and communal traits) rather than sex (i.e., being male or female). Moderation models suggested that gender did not interact with EI to influence coping strategy choice (i.e., social support, venting/self-blame, alcohol/drug use) or well-being. These results are discussed in terms of their implications for the therapeutic context, organizational policy, theoretical considerations, as well as future research directions.

Emotional intelligence and self-determined motivation have been independently identified as important personal variables that are liable to foster optimal work functioning. However, the relationship between these two variables has never been assessed. Furthermore, research has also provided evidence that supervisor support, a social variable, is considered to be a significant source of influence on self-determined behaviour regulation. Thus the primary objective of the project was to jointly assess emotional intelligence and supervisor support as antecedents of self-determined work motivation; secondly, to assess the associations of self-determined work motivation on work outcome variables and psychological welfare; and thirdly, to examine the association between emotional intelligence and psychological well-being on 512 police source handlers. Specifically, it was proposed that emotional intelligence would be positively associated to self-determined work motivation and would display a unique association with work motivation, once the variance from supervisor support has been controlled for. It was further proposed that self-determined work motivation would, in turn, be positively associated with positive work outcomes; specifically, job satisfaction, job performance, future work intentions, and psychological well-being. Lastly, it was hypothesized that emotional intelligence would be positively associated to psychological well-being. Data was analyzed using structural equations modeling. Results revealed that emotional intelligence and supervisor support were both uniquely associated with work motivation. Together, these two variables explained a high proportion of the variance of work motivation. Work motivation, in turn, was positively associated with job satisfaction, job performance, future work intention, and psychological well-being. Emotional intelligence and psychological well-being were also positively associated. Overall, the findings of this thesis provide a basis for future research aimed at determining the causal relationship between emotional intelligence and self-determined motivation. It is further suggested that findings gleaned from this study can provide a better understanding of how certain interpersonal behaviours can impact specific work outcomes, which can provide researchers and practitioners with information to improve individual and organizational outcomes of interest.

Theoretical developments of emotional intelligence (EI) are jeopardized by the inability of empirical studies to keep pace with its intense surge to the forefront of both lay and academic communities. Due to the paucity of empirical evidence, claims of the contributions of EI are met with speculation in the scientific community. Furthermore, EI is conceptualized and measured in a variety and often, diverging ways. Subsequent to indications from previous literature that EI shows promise to be linked to the field of health and psychological well-being (Austin, Saklofske, & Egan, 2005), the primary aim of this study was to investigate the concurrent criterion validity of a mixed model conceptualization of EI with self-reported exercise attitudes by comparing two subsamples of university students, (Mean Age = 22 years; 72% Female, 28% Male; NonKinesiology n1 = 271, Kinesiology n2 = 127). The finding of a weak overall correlation fails to provide concurrent criterion validity to the BarOn (2002) conceptualization of EI with exercise attitudes as measured by HBQ (Austin, unpublished), r(398) = .13, p = .013. This finding is further substantiated by the lack of significant findings in an ANOVA and a lack of practical significance in a MANOVA. While the criterion group had significantly stronger beliefs of the benefits of exercise, F(1, 394) = 47.54, p < .001, Å2 = .11; no significant difference between the means of the Composite EI was found between the subsamples for the main effect (field of study) or for the interaction effect (field of study ~ sex): F(1, 394) = 0.08, p = .78; F(1, 394) = 1.82, p = .18, respectively. Additionally, the MANOVA findings determined that only 1.6% of the overall variance could be attributed to the model effect of self-reported activity level and exercise attitude with EI. The secondary purpose of this study was to examine the sex differences in the relationship of EI and exercise attitudes. The scales for the female subsample were not significantly correlated, r(287) = .07, p = .25; whereas, a low and significant correlation was found in the male subsample, r(111) = .37, p = .001. The finding is noteworthy and appears to suggest that the contributing factor to the significant, but weak overall correlation, was obtained from the male sector. Although, the study does find the BarOn EQ-i:S instrument to be a good measure with strong internal consistency reliability and large intercorrelations with its components, the findings point to concerns as to what is being measured and the degree to which the measure overlaps with the personality domain.