Although there is a handful of research on Emotional Intelligence in organizations, there is a lack of research between Emotional Intelligence and the adjustment process of international students. This research aimed to gain a greater understanding of the adjustment process of international students in the United States.

In this study, the author provided a discussion of international cross-cultural validation studies which reported low internal consistency reliabilities for the self-motivation facet of the Trait Emotional Intelligence Questionnaire (TEIQue). A review of salient models of emotional intelligence (EI) revealed that self-motivation was consistently conceptualised as part of the sampling domain of trait and mixed models of EI, but not ability-based conceptualisations of the construct. The author provided a qualitative evaluation of the ten self-motivation test items as they appeared in the TEIQue with the purpose of exploring the operationalisation of the construct in a multi-cultural South African sample. The exploratory-descriptive research was conducted amongst permanent employees who have all completed the TEIQue as part of on-going employee assessments. The present study found limited support for a satisfactory operationalisation of the self-motivation facet of the TEIQue as it related to a multi-cultural South African research sample. / Psychology / M.A. (Psychology)

Thesis (MBA)--Stellenbosch University, 2007. / ENGLISH ABSTRACT: Traditional notions of leadership have placed great emphasis on a leaders personal vision and intellectual competency. The smartest person is not always the best captain of the team i.e. the class valedictorian may focus on individual achievements, whereas the team captain focuses on motivating a group to accomplish its collective vision. Such leadership is not the product of one's IQ but one's EQ or emotional intelligence, which is defined as "how leaders handle themselves and their relationships". The rationale of the study is to determine the individual and group emotional intelligence profile of a managers' team in an organisation as well as the trends between these profiles and socio-demographic, psychological and work environmental factors. The association between the emotional intelligence and variables such as demographics (age, gender), management position and managers' experience, the number of people reporting directly to the manager, the term of service with the present organisation, perceptions of job satisfaction, job commitment, job security as well as personal style (feeler, intuitor, thinker, sensor) and conflict style (competing, collaborative, compromise, avoid, accommodate) were explored. Data for the study was collected from twenty-seven participants using a survey methodology. Participants were the managers of the Western Cape Clothing Industry Bargaining Council (CIBC). The instruments used were the BarOn EQ-i, a general questionnaire as well as a qualitative questionnaire for the collection of the data. Data was captured on a Microsoft Office 2000 Excel software programme and analysed with descriptive statistics and univariate analysis of variance. The researcher analysed the data from the BarOn EQ-i and General EQ questionnaire using the general linear model (GLM) version of analysis of variance (ANOVA). A qualitative questionnaire was applied to further substantiate the results. This study proved that female managers have on average a higher EQ score than males. No statistically significant difference were found in the emotional intelligence scores of those in the sample comparing age groups, management positions, managerial experience, number of people reporting to the managers, years of service with the organisation as well as conflict style and personal style. In response to job related questions, the majority of managers reflected that they had total job satisfaction while significant proportions indicated a lack of 'job commitment' and 'job security'. Through the qualitative feedback, it was clear that managers at the CIBC identified a place for EQ in the workplace. This study made recommendations to the organisation applicable to the individual level as well as the organisational level. Recommendations on organisational level included investing in EQ on the basis of making it part of the organisational strategy, to get the right people to orchestrate the process and re-evaluation. Recommendations on an individual level were about a personal development plan and reviewing. This study also made propositions for future research. / AFRIKAANSE OPSOMMING: Tradisionele leierskap het meer klem gele op 'n leier se persoonlike visie en intellektuele vaardighede. Die mees skrander persoon is nie altyd die beste aanvoerder van die span nie d.w.s. die klas uitblinker mag fokus op individuele sukses, waar die span aanvoerder meer daarop fokus om die groep te motiveer om die gesamentlike visie te bereik. Sulke leierskap is nie die produk van IK nie, maar wel van EQ of Emosionele Intelligensie, wat gedefinieer word as "hoe leiers hulself en hul verhoudings behartig". Die primere doel van hierdie studie is om die individuele en groep EQ profiele van die bestuurderspan in 'n organisasie sowel as die korrelasie tussen die profiele en sosiodemografiese, psigologiese en werksomgewings faktore te bepaal. Die assosiasie tussen EQ en veranderlikes soos demografie (ouderdom en geslag), bestuursposisie en bestuurservaring, die aantal spanlede wat direk aan die bestuurder rapporteer, die termyn van diens by die huidige organisasie, persepsies van werksbevrediging, werksverbintenis, werksgeborgenheid sowel as persoonlike styl (voeler, intuiter, denker, sensor) en konflik styl (kompeterend, samewerkend, middelweg, ontduikend, versoenend) was bestudeer. Data opname vir die studie was van sewe-en-twintig gevallestudies deur 'n opname metodologie. Die gevallestudie was bestuurders van die Weskaap Klere Industrie Bedingingsraad. Die metings instrumente wat gebruik was vir die opname van die data, sluit in die BarOn EQ-i, 'n algemene EQ vraelys sowel as 'n kwalitatiewe vraelys. Data was saamgestel op 'n Microsoft Office 2000 Excel program en ge-analiseer met beskrywende statistieke en ANOVA. Die navorser het die data van die BarOn EQ-i en die algemene EQ vraelys deur die algemene liniere model (GLM) weergawe van ANOVA ge-analiseer. Die resultate was bevestig deur 'n kwalitatiewe vraelys. Daar was bevind dat vroue bestuurders gemiddeld 'n hoer EQ telling as mans het. Geen statistiese noemenswaardige verskille was gevind in die EQ tellings van die bestuurders in die steekproef vergeleke met ouderdomsgroep, bestuursposisie, bestuurservaring, die aantal spanlede wat direk aan die bestuurder rapporteer, die termyn van diens by die huidige organisasie sowel as persoonlikheid en konflik stylle. In reaksie op werksverwante vrae, het die meerderheid van die bestuurders aangedui dat hulle totale werksbevrediging het, terwyl 'n noemenswaardige aantal aangedui het dat hulle, werksverbintenis en werksgeborgenheid ontbeer. Deur die kwalitatiewe terugvoering, is daar indikasies dat emosionele intelligensie wel bepalend kan wees in die werksomgewing. Die studie het voorstelle aan die organisasie aangevoer toepaslik op 'n individuele vlak sowel as 'n organisasie vlak. Voorstelle op 'n organisasie vlak, het ingesluit die belegging in EQ op die basis dat dit deel gemaak word van die organisasie strategie asook om die regte persone aan te stel om die proses te dryf en evalueer. Voorstelle op 'n individuele vlak sluit in 'n persoonlike ontwikkelingsplan en evaluering. Die studie het ook voorstelle vir verdere navorsing gemaak.

Thesis (MBA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The emphasis in South African schools has always been on the development of cognitive abilities of learners. The following two reasons, amongst others, could be responsible for this emphasis: Firstly, the furore over Grade 12 results each year creates the impression that the academic achievement of learners is the ultimate measure of a school's success, and secondly, there is a general belief worldwide that cognitive ability is responsible for a person's success in life. The introduction of emotional intelligence as a field of study more than a decade ago led to new discoveries with regard to factors contributing to success in life. Studies indicated that while cognitive ability played a role in determining life and job success, it was only one of many factors having an influence on success. Many researchers made the conclusion that emotional quotient (EQ) could be as important, or even more important than IQ in determining success in life and the workplace. Consequently, many education authorities worldwide introduced social and emotional learning (SEL) programmes into their school syllabi to enhance the emotional intelligence of their learners. The purpose of this study is to establish whether secondary school learners in the Somerset East district of the Eastern Cape are emotionally intelligent enough to focus on their academic development, cope with life and be successful in the workplace. An empirical study to determine the EQ of 300 secondary school learners from three secondary schools in Somerset East was conducted. Learners completed the self-report questionnaire, the Bar-On EQ-i:YV, to determine their EQ. The results of the study indicated that: • no conclusive evidence could be found to suggest that learners from secondary schools in Somerset East are not emotionally intelligent enough to focus on their academic development • learners are emotionally intelligent enough to cope with life • learners have a need to improve their ability in the realm of interpersonal skills, which could increase their ability to be successful in the workplace. As a result of this research I propose that further studies be conducted to assess the EI of learners and to determine in which realms of EI learners need improvement. Also that SEL programmes be introduced to address specifically those shortcomings in the realms of EI where learners need improvement. It is important that those teachers responsible for developing the EI skills in learners should have the ability to present SEL programmes. Therefore, evaluation of the EI of teachers and development of the EI skills of teachers where necessary, as well as in-service training of teachers to develop their skills to present the SEL programme should take place. This research therefore calls for a greater focus on the development of emotional intelligence of learners, which could lead to improvement of their academic performance, success in coping with life and greater job success. / AFRIKAANSE OPSOMMING: In Suid-Afrikaanse skole was die klem nog altyd op die ontwikkeling van die kognitiewe vermoëns van leerders. Die volgende twee redes, onder andere, kan verantwoordelik wees hiervoor: Eerstens, die bohaai oor Graad 12 uitslae elke jaar skep die indruk dat akademiese prestasie van leerders die enigste maatstaf is vir 'n skool se sukses, en tweedens, daar is 'n algemene geloof wêreldwyd dat kognitiewe vermoëns verantwoordelik is vir 'n mens se sukses. Die bekendstelling van emosionele intelligensie as 'n studieveld meer as 'n dekade gelede het aan die lig gebring dat ook ander faktore bydra tot sukses in die lewe. Studies het aangetoon dat alhoewel kognitiewe vermoëns 'n rol speel in die bepaling van sukses in 'n persoon se lewe en werk, dit slegs een van 'n reeks faktore is wat 'n invloed het op sukses. 'n Aantal navorsers het tot die gevolg gekom dat emosionele kwosiënt (EQ) net so belangrik of selfs meer belangrik as IK kan wees in die bepaling van sukses in die lewe en die werkplek. Gevolglik het baie opvoedkundige owerhede wêreldwyd sosiale en emosionele leer (SEL) programme by hul sillabusse ingelyf om die emosionele intelligensie van hul leerders te verbeter. Die doel van hierdie studie is om vas te stel of sekondêre skoolleerders in die Somerset- Oos distrik van die Oos-Kaap emosioneel intelligent genoeg is om te fokus op hul akademiese ontwikkeling, opgewasse is vir die lewe en suksesvol kan wees in die werkplek. 'n Empiriese studie om die EQ van 300 sekondêre skoolleerders van drie sekondêre skole in Somerset-Oos te bepaal, was uitgevoer. Om hul EQ te bepaal, het leerders die selfverslag Bar-On EQ-i:YV vraelys voltooi. Die resultaat van die studie toon aan dat: • geen afdoende bewys gevind kon word dat leerders van sekondêre skole in Somerset- Oos nie emosioneel intelligent genoeg is nie, om op hul akademiese ontwikkeling te fokus. • Leerders is emosioneel intelligent genoeg om opgewasse te wees vir die lewe. • Daar is 'n behoefte om leerders se vemoëns met betrekking tot interpersoonlike vaardighede te verbeter, wat kan lei tot 'n verbetering van hul vermoë om suksesvol in die werkplek te wees. Na gelang van hierdie navorsing stel ek voor dat verdere studies gedoen word om die emosionele intelligensie van leerders te bepaal, en sodoende vas te stel in watter areas van emosionele intelligensie leerders ontwikkeling nodig het. Ook dat SEL programme ingestel word om die spesifieke tekortkominge van leerders met betrekking tot die emosionele intelligensie aan te spreek. Dit is verder ook belangrik dat onderwysers wat verantwoordelik is vir die ontwikkeling van EI vaardighede van leerders oor die vermoë moet beskik om SEL programme aan te bied. Daarom is dit nodig dat, waar nodig, evaluering en ontwikkeling van die EI van onderwysers moet plaasvind, sowel as indiens opleiding van onderwysers om hul vaardigheid om SEL programme aan te bied ontwikkel word. Hierdie navorsing vra dus vir 'n groter fokus op die ontwikkeling van die emosionele intelligensie van leerders, wat kan lei tot die verbetering van hul akademiese prestasies, hul beter opgewasse maak vir die lewe, en bydra tot groter sukses in die werkplek.

In this study, the author provided a discussion of international cross-cultural validation studies which reported low internal consistency reliabilities for the self-motivation facet of the Trait Emotional Intelligence Questionnaire (TEIQue). A review of salient models of emotional intelligence (EI) revealed that self-motivation was consistently conceptualised as part of the sampling domain of trait and mixed models of EI, but not ability-based conceptualisations of the construct. The author provided a qualitative evaluation of the ten self-motivation test items as they appeared in the TEIQue with the purpose of exploring the operationalisation of the construct in a multi-cultural South African sample. The exploratory-descriptive research was conducted amongst permanent employees who have all completed the TEIQue as part of on-going employee assessments. The present study found limited support for a satisfactory operationalisation of the self-motivation facet of the TEIQue as it related to a multi-cultural South African research sample. / Psychology / M.A. (Psychology, with specialisation in Research Consultation)

Thesis (MA.)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Worldwide call centres are being used by organisations to provide services and products to their clients in an immediate, interactive and cost-effective way. Taking into consideration the characteristics of call centres, the important contribution they make to the economical success of present day organisations, as well as the demands that this environment makes on employees, the question arises whether emotional intelligence is related to performance in call centres. A literature study of the nature and extent of emotional intelligence, with specific reference to the workplace, was carried out. Focus was further placed on call centres and the influence emotional competencies have on success in this environment. Emotional intelligence is conceptualised, as competencies that may enable individuals to use emotions to their advantage to achieve desired outcomes. In the literature emotional intelligence is regarded as a factor that influences an individual's performance. The primary goal of this study was to determine whether there is a relationship between emotional intelligence and performance in the call centre environment. The sample in this study is compiled of 135 call centre agents, working respectively in client service, sales and administrative environments, in a life assurance company. A questionnaire consisting of biographical items, the "Emotional Competency Inventory" and a performance rating, was used to obtain the necessary data from the subjects. rThe results of this study revealed that a statistically significant and positive correlation exists between emotional intelligence and performance in call centres. No statistical significant difference was found between the correlation of emotional intelligence and performance in the respective call centre environments of client service, sales and administration. A positive and statistically significant correlation was found between performance and the four areas of emotional intelligence, namely self-awareness, self-management, social awareness and social skills. With regard to the mean scores of emotional intelligence and performance, the results of the study suggest no statistically significant difference between the respective call centre environments. It was also established which combination of emotional competencies serves as best predictors of performance in the call centre environment. The main objectives of this study were successfully achieved. General conclusions and possible explanations for the above-mentioned findings are presented. Finally the implementation value of the study is discussed and recommendations for future research are made. / AFRIKAANSE OPSOMMING: Oproepsentrums word wereldwyd deur organisasies aangewend om hul kliente op 'n onmiddellike, interaktiewe en koste-effektiewe wyse van dienste en produkte te voorsien. Teen die agtergrond van die kenmerke van oproepsentrums, die betekenisvolle bydrae wat dit tot die ekonomiese sukses van vandag se organisasies lewer, asook die eise wat hierdie omgewing aan werknemers stel, ontstaan die vraag of emosionele intelligensie met werksprestasie in oproepsentrums verb and hou. 'n Literatuurstudie oor die aard en omvang van emosionele intelligensie, met spesifieke verwysing na die werksplek, is uitgevoer. Verder is op oproepsentrums en die invloed van emosionele bevoegdheid op die werksukses in hierdie omgewing gefokus. Emosionele intelligensie word gekonseptualiseer as bevoegdhede wat individue in staat mag stel om emosie tot hul voordeel aan te wend ten einde die verlangde uitkomste te bereik. Emosionele intelligensie word in die literatuur as 'n faktor wat 'n invloed op 'n persoon se werksprestasie kan he geidentifiseer. Die primere doelstelling van hierdie studie was om te bepaal of daar 'n verband tussen emosionele intelligensie en werksprestasie in die oproepsentrum-omgewing bestaan. Die steekproef in hierdie studie bestaan uit 135 oproepsentrum-agente in 'n lewensversekeringsmaatskappy wat onderskeidelik in klientediens, verkoops- en administratiewe omgewings werksaam is. Daar is van 'n vraelys bestaande uit biografiese items, die "Emotional Competency Inventory" en 'n werksprestasietelling, gebruik gemaak om die nodige inligting van die proefpersone te bekom. Die resultate van hierdie ondersoek toon dat daar 'n statisties beduidende en positiewe verband tussen emosionele intelligensie en werksprestasie in oproepsentrums bestaan. Geen statisties beduidende verskil is aangetref tussen die korrelasies van emosionele intelligensie en werksprestasie in die onderskeie oproepsentrum-omgewings, naamIik klientediens, verkope en administrasie, nie. 'n Positiewe en statisties beduidende verb and is gevind tussen werksprestasie en die vier areas van emosionele intelligensie, naamlik selfbewussyn, selfbestuur, sosiale bewussyn en sosiale vaardigheid. Ten opsigte van die gemiddelde tellings van emosionele intelligensie en werksprestasie dui die resultate van die studie op geen statisties beduidende verskille in die onderskeie oproepsentrurn-omgewings rue. Verder is vasgestel watter kombinasie van emosionele bevoegdhede as die beste voorspellers van werksprestasie in die oproepsentrum-omgewing funksioneer. Die vemaamste doelstellings van hierdie studie IS suksesvol bereik. Algemene gevolgtrekkings en moontlike verklarings vir bogenoemde bevindings word aangebied. Laastens word die implementeringswaarde van die studie bespreek en aanbevelings vir verdere navorsing gedoen.

This thesis explores and describes the relationship between emotional intelligence, job satisfaction and job self-efficacy. The sample was collected between 2007 and 2010 and consists of 1336 South Africans within the workplace. Trait emotional intelligence was assessed using the Trait Emotional Intelligence Questionnaire (TEIQue), while job satisfaction and job self-efficacy were assessed from the biographical questions asked during the TEIQue assessment process. The first hypothesis investigated whether there is a statistically significant relationship between job satisfaction and trait emotional intelligence. A relationship was found that is statistically, but not practically, significant. The second hypothesis centred on the relationship between job self-efficacy and emotional intelligence, with statistically significant results (p<0.001), and a weaker relationship than the one found between job satisfaction and scores on the TEIQue. The third hypothesis, investigating a possible interaction effect between job satisfaction and job self-efficacy, was rejected. In addition to the study’s three hypotheses, exploratory IRT analysis was conducted on a section of the TEIQue items in order to further explore the functioning of the test within the South African context. Findings suggest that there is a relationship between the constructs within the study, but that this relationship is more complex than first assumed, being affected by issues such as social desirability and central tendency bias. / Psychology / M.A. (Psychology)

This thesis explores and describes the relationship between emotional intelligence, job satisfaction and job self-efficacy. The sample was collected between 2007 and 2010 and consists of 1336 South Africans within the workplace. Trait emotional intelligence was assessed using the Trait Emotional Intelligence Questionnaire (TEIQue), while job satisfaction and job self-efficacy were assessed from the biographical questions asked during the TEIQue assessment process. The first hypothesis investigated whether there is a statistically significant relationship between job satisfaction and trait emotional intelligence. A relationship was found that is statistically, but not practically, significant. The second hypothesis centred on the relationship between job self-efficacy and emotional intelligence, with statistically significant results (p<0.001), and a weaker relationship than the one found between job satisfaction and scores on the TEIQue. The third hypothesis, investigating a possible interaction effect between job satisfaction and job self-efficacy, was rejected. In addition to the study’s three hypotheses, exploratory IRT analysis was conducted on a section of the TEIQue items in order to further explore the functioning of the test within the South African context. Findings suggest that there is a relationship between the constructs within the study, but that this relationship is more complex than first assumed, being affected by issues such as social desirability and central tendency bias. / Psychology / M.A. (Psychology)