The purpose of the study was to examine the relationship between emotional intelligence and leadership styles among Texas AgriLife Extension Service mid‐managers. A web based three part instrument was administered to participants. A general questionnaire about demographics, work history and views of leadership was part one. The Multifactor Leadership Questionnaire (MLQ form 5x) developed by Avolio and Bass examined the leader’s self reported leadership style. The MLQ identifies scores for transformational, transactional and laissez‐faire leadership styles and those were compared with scores on the BarOn Emotional Quotient Inventory Test (EQ‐i). An independent samples t test was performed to assess whether the mean EI subscales scores for the high transformational leadership group differed significantly from the low transformational leadership group. Six EI constructs were statistically significant in relation to transformational leadership behavior. The six were: optimism, happiness, empathy, interpersonal relationships, self‐regard, and stress tolerance. An independent samples t test was performed to assess whether the mean EI subscales scores for the high transactional leadership group differed significantly from the low transactional leadership group. Social responsibility was the one EI construct that was statistically significant in relation to transactional leadership behavior. The findings from this study indicate the leaders can develop and strengthen emotional intelligence and in doing so can more likely exhibit the use of transformational leadership behaviors. Further study would be needed to demonstrate the extent of possible application, but it is commendable that if leaders are trained in EI and those skills are fostered, they will be more likely to utilize transformational leadership further resulting in organizational effectiveness and follower satisfaction.

Thesis (Ed.S.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains v, 31 p. Includes bibliographical references p. 24-26.

In this study, the researchers investigate the relationship between thinking style preference, emotional intelligence and leadership effectiveness in an institution of higher education. The measuring instruments used were the Neethling Brain Preference Profile (NBPP) and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT), as well as the Kouzes and Posner Leadership Practices Inventory (LPI). The sample comprised 138 managers within a higher education institution. The researchers found some evidence to support the relationship between thinking style, emotional intelligence (EI) and leadership effectiveness. The researchers concluded that facets of brain dominance and emotional intelligence may be potentially useful predictors of transformational leadership behaviours.

This multiple case study describes students who are highly emotionally competent yet have learning disabilities. The study sheds light on how such students perceive their educational experience and begins to answer inter-related questions, such as how emotional strengths assist with learning disabilities. A multiple case study design was used. The participant group ranged from 11 to 16 years of age and came from two separate schools which actively work with students diagnosed with learning disabilities. The study was divided into two phases. In the first phase, the Mayer—Salovey—Caruso Emotional Intelligence Test-Youth Version (MSCEIT-YV) was given to students in the two participating classes. The two students from each class who achieved the highest scores on the MSCEIT-YV were then asked to participate in the second phase of the study. Here, the researcher conducted observations of the participants within the school environment. Additionally, the participants attended a semi-structured interview, with interview questions based on the MSCEIT-YV and school related scenarios. Themes that emerged were then analyzed and compared within and between cases as well as with emotional intelligence research. Case study descriptions emerged from this analysis and a brief follow up interview was conducted with one family member and the participating student as a means of sharing and verifying findings. Participants revealed varying ability with emotional intelligence. However, all students demonstrated strong abilities with the ‘Strategic Emotional Reasoning’ Skills associated with Mayer, Salovey and Caruso’s (2004) theory of emotional intelligence. Moreover, all students showed a strong ability to use their emotional intelligence to improve academic functioning, with one student in particular displaying outstanding abilities and insights into emotional intelligence. The study contributes to our understanding of the complexity of ability and disability that can exist within students diagnosed with learning disabilities; this understanding, in turn, may be reflected in how these students are perceived and understood by researchers and teachers alike.

The purpose of this study was to determine if the emotional intelligence of gifted adolescents contributes significantly to their social and academic success, and specifically if emotional intelligence was of importance above and beyond traditional psychometric intelligence (IQ). This study tested the claims of Goleman (1995) who argued that emotional intelligence was critical to our understanding of human success, and often times more important than IQ. A group of 39 adolescents (mean age = 16 years 6 months) who were enrolled in a residential high school for gifted youths participated.The Adolescent Multifactor Emotional Intelligence Scale (AMEIS) (Mayer, Salovey, and Caruso, 1996) and the Test of Cognitive Skills (2nd ed.) (CTB MacMillan/McGraw-Hill, 1993) were utilized to attain overall levels of emotional intelligence and IQ, respectively. The Behavior Assessment System for Children - Self-Report - Adolescent Version (BASC-SRP-A) (Reynolds & Kamphaus, 1992) was used to measure two types of social success: interpersonal relations and social stress. Academic success was determined by student grade point averages.The results of hierarchical multiple regression analyses revealed that emotional intelligence did not contribute significantly to the social and academic success for these gifted adolescents. These results suggest that Goleman's argument about the significance of emotional intelligence may be overstated, at least when studying this sample of gifted adolescents. However, future research will need to address the need for improved measurement of emotional intelligence, possibly studying specific components of emotional intelligence. Larger samples that include gifted students from more common settings may also help clarify the importance of emotional intelligence in this population. / Department of Educational Psychology

Much has been written in the popular media about the importance of emotional intelligence (EI) in determining exceptional leadership. The present research contributes to the academic literature by studying the direct and indirect effects of leader EI on a number of organisational variables. Study 1 was the main focus of the research and progressed in three stages. The first involved the development of a measurement model of an employee survey. Respondents reported on their leaders' EI and transformational leadership (TL), and self reported on their own attitudes and intentions. Drawing on exploratory (n = 218) and confirmatory factor analysis (n = 230) results, an eight dimensional model was supported. The emergent factors consisted of EI-perception, EI-management, TL-inspiring influence, TL-concern/behaviour, change cynicism and intention to leave. Secondly, a structural model of relationships between the emergent factors was examined then compared to alternative models (n = 448). The best-fitting model showed that leader EI was associated with employees' intentions to leave and change cynicism via TL and trust. Significant relationships between both EI variables and each TL factor were evidenced. At both stages, the results were successfully cross-validated in a sample from a different organisation (n = 339) and controlled for dispositional trust levels and geographic location. Third, the structural relationships were shown to hold longitudinally over a twelve months (n = 210). Study 2 aimed to assess the effects of leader EI from an ability perspective by matching leader scores on EI tests with employee survey responses. Total leader scores on the AO-MEIS (n = 102) and MSCEIT V2 (n = 102) were not significantly correlated with employee perceptions of leader EI. Total scores on both EI tests were significantly yet weakly related to transformational leadership ratings. At the total-test level, there were no significant relationships between leader EI and trust in manager, trust in organisation, change cynicism or intention to leave. At the branch level, leader scores on MSCEIT-emotion perception were positively associated with employees' trust in both the manager and organisation. Leader MSCEIT-emotion management scores were also related to lower change cynicism. Theoretical and practical implications are discussed. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1241864 / Thesis (Ph.D.)-- University of Adelaide, Adelaide Graduate School of Business, 2006.

Emotional Intelligence ( EI ) is held to explain how emotions may function to advance life goals, with the basic proposition being that individuals monitor and discriminate emotions within themselves and others to solve problems. A number of different theories of EI have been proposed and consequently there is still controversy about the best way in which to conceptualise and measure EI. It is, nonetheless, agreed that the relevance of EI is largely dependent on it being able to predict significant life outcomes. Academic achievement, life satisfaction, coping, problem - solving ability and anxiety are variables that have relevance in academic, occupational and interpersonal situations. The relationship between these variables and EI was assessed in two diverse populations ( University sample : N = 246 ; mean age = 19.9 ; Older community sample : N = 212 ; mean age = 51.6 ). The magnitude and direction of findings in both studies were found to be remarkably similar. As expected, older adults ( community sample ) were found to score significantly higher on EI than younger adults ( University sample ). Few gender differences in EI, however, were apparent, but those that were significantly favoured females. Previously identified relationships suggesting that self - report EI measures are moderately - to - highly correlated to personality, whereas ability EI is reasonably distinct from other constructs, were also upheld. Inconsistent with previous research, however, differential associations between EI and verbal and abstract reasoning ability were not observed. Fitting theoretical expectations, in both studies EI was low - to - moderately correlated with higher life satisfaction, problem and emotion focused coping and perceived problem solving ability and with lower avoidance coping and anxiety. However, the correlations for academic achievement were not significant. These correlations were found to be higher for self - report EI than they were ability EI, perhaps due to method variance with the life skills. Nevertheless, despite these low - to - moderate correlations, hierarchical regression analyses controlling for personality and cognitive abilities revealed that the incremental predictive validity of EI was 7 % at most. This finding was found for all life skills regardless of the EI measure involved. This raises some implications for the field of EI and highlights that personality and cognitive abilities should be taken into account when making assertions about EI ' s predictive power. / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2006.

Much has been written in the popular media about the importance of emotional intelligence (EI) in determining exceptional leadership. The present research contributes to the academic literature by studying the direct and indirect effects of leader EI on a number of organisational variables. Study 1 was the main focus of the research and progressed in three stages. The first involved the development of a measurement model of an employee survey. Respondents reported on their leaders' EI and transformational leadership (TL), and self reported on their own attitudes and intentions. Drawing on exploratory (n = 218) and confirmatory factor analysis (n = 230) results, an eight dimensional model was supported. The emergent factors consisted of EI-perception, EI-management, TL-inspiring influence, TL-concern/behaviour, change cynicism and intention to leave. Secondly, a structural model of relationships between the emergent factors was examined then compared to alternative models (n = 448). The best-fitting model showed that leader EI was associated with employees' intentions to leave and change cynicism via TL and trust. Significant relationships between both EI variables and each TL factor were evidenced. At both stages, the results were successfully cross-validated in a sample from a different organisation (n = 339) and controlled for dispositional trust levels and geographic location. Third, the structural relationships were shown to hold longitudinally over a twelve months (n = 210). Study 2 aimed to assess the effects of leader EI from an ability perspective by matching leader scores on EI tests with employee survey responses. Total leader scores on the AO-MEIS (n = 102) and MSCEIT V2 (n = 102) were not significantly correlated with employee perceptions of leader EI. Total scores on both EI tests were significantly yet weakly related to transformational leadership ratings. At the total-test level, there were no significant relationships between leader EI and trust in manager, trust in organisation, change cynicism or intention to leave. At the branch level, leader scores on MSCEIT-emotion perception were positively associated with employees' trust in both the manager and organisation. Leader MSCEIT-emotion management scores were also related to lower change cynicism. Theoretical and practical implications are discussed. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1241864 / Thesis (Ph.D.)-- University of Adelaide, Adelaide Graduate School of Business, 2006.

Thesis (M.S.)--Auburn University, 2007. / Abstract. Includes survey instruments. Includes bibliographic references (ℓ. 49-55)

Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on Mar. 11, 2008). Includes bibliographical references.