Research suggests that there are now two distinct approaches to Emotional Intelligence (EI): ability and trait. To date, however, the literature indicates that the construct remains poorly defined and not always adequately measured. Focusing on trait EI, the current thesis identifies a number of research questions that centre on what it is that defines EI in relation to existing definitions and other constructs, namely, happiness, self-esteem, mood and personality. Moreover, a programme of empirical study investigates whether a training intervention can enhance levels of EI and thus contribute to the emerging applied field of enquiry. This has been achieved through the employment of a series of studies. The initial study used the Repertory Grid Technique (RGT) and Principal Component Analysis (PCA) to generate a definition of EI, which directed this thesis towards alignment with the trait approach. The second study aimed to identify correlations and explore possible predictor variables through the application of Pearson’s r and Hierarchical Regression analysis. Moreover, a Mediation and Moderation analysis investigated whether EI has a mediating or moderating role when combined with other predictors. Two further experimental studies examined whether EI could be experimentally enhanced through a programme of relaxation and positive thinking when compared with a control group engaged in a non-demanding reading task. The results of the first study produced a definition of EI that included descriptions of work-related qualities with the second study yielding results of high correlations between EI, happiness and self-esteem, which were also identified as predictor variables. EI was found to act as a mediator and moderator. Analysis of Variance generated results for the first experimental study that showed overall non-significant interactions. To investigate beyond these findings, the second programme showed that the training programme induced positive changes. It was concluded that, overall, the results contribute to a definition beyond existing definitions of EI, demonstrating EI’s strong associations particularly with happiness, self-esteem and, its mediating and moderating role with other predictors. Primarily, the results from the second experimental study demonstrate the potential of EI in the applied field, including education, work and health.

Die sportpsychologische Forschung zum Zusammenhang zwischen der emotionalen Intelligenz (EI) und der sportlichen Leistung im Wettkampfsport ist durch eine breite Vielfalt konzeptioneller EI-Modelle sowie eine heterogene Verwendung von EI-Inventaren gekennzeichnet. Die Befunde zum Einfluss der EI auf sowohl Mannschafts- als auch individuelle Leistungsindikatoren weisen in unterschiedliche Richtungen. Dies erschwert die Ableitung eindeutiger Schlussfolgerungen und die Bewertung des konkreten Beitrags des Konzepts der EI für den Wettkampfsport. Die vorliegende Dissertation trägt dazu bei, dieses Forschungsdesiderat anzugehen und die empirische Evidenz im Bereich der sportpsychologischen Forschung zum Zusammenhang zwischen der EI und der sportlichen Leistung zu präzisieren. Ausgangspunkt ist die theoretische Auseinandersetzung über die Rolle von Emotionen im Wettkampfsport und der notwendigen Fähigkeiten, diesen zu begegnen. Dies führt zur eingehenden Auseinandersetzung mit dem Konstrukt der EI, der sich gegenüberstehenden theoretischen Perspektiven der EI und deren Methoden zur EI-Operationalisierung. Es werden allgemeine Forschungsbefunde zur EI und repräsentative Auszüge empirischer Studien in der Sportpsychologie zur EI im Sport und konkret zum Zusammenhang mit der sportlichen Leistung dargestellt. Den Kern meiner kumulativen Dissertation bilden drei wissenschaftliche Studien (eine Metaanalyse und zwei empirische Querschnittsanalysen), von denen zwei in internationalen Zeitschriften mit Peer-Review-Verfahren veröffentlicht und eine eingereicht wurden. Das Ergebnis der quantitativen Metaanalyse, welches auf 22 Effektgrößen basiert, zeigt eine schwache, positive Verbindung zwischen dem Gesamtwert der EI und der sportlichen Leistung, was die Bedeutung der EI als möglichen Prädiktor für die sportliche Leistung im Wettkampfsport unterstreicht. Darüber hinaus empfiehlt die gemeinsame Analyse der eigenschafts- und fähigkeitsbasierten EI in einem quantitativen Querschnittsdesign (Studie 2) die Verwendung der Eigenschafts-EI, gemessen durch den „Trait Emotional Intelligence Questionnaire“ (TEIQue), für die Vorhersage subjektiver Leistungsparameter im Wettkampfsport. Es wurde auch festgestellt, dass weder ein erhöhtes Niveau der eigenschaftsbasierten EI noch der fähigkeitsbasierten EI ausschließlich für Spitzensportler:innen charakteristisch ist. In der dritten Studie wurden in einem ersten Schritt emotionale Herausforderungen in verschiedenen Sportarten unter der Verwendung von Bewertungstheorien der Emotionen identifiziert und daraus ein Kategorisierungssystem für Sportarten theoretisch abgeleitet. Darauf aufbauend wurde in einer quantitativen Querschnittsanalyse nachgewiesen, dass nicht der Gesamtwert der eigenschaftsbasierten EI, sondern einzelnen Dimensionen – insbesondere die Dimension Selbstkontrolle, geeignet sind, zwischen Sportartengruppen zu differenzieren. Dies legt nahe, dass eine gezielte Fokussierung auf spezifische Aspekte der EI in Bezug auf bestimmte Sportgruppen sinnvoll sein kann. Die Ergebnisse der Einzelstudien werden zum theoretischen Diskurs in Bezug gesetzt. Es erfolgt eine kritische Reflektion der methodischen Limitationen der einzelnen Studien, die im Hinblick auf die Wahl der Forschungsmethoden zur Beantwortung der Forschungsfrage aufgetreten sind. Gleichzeitig werden mögliche Lösungsansätze für empirische Forschungsprojekte vorgestellt. Abschließend werden die zukünftigen Forschungsansätze und Handlungsempfehlungen für die sportpsychologische Praxis präsentiert. / The field of sport psychology has explored the relation between Emotional Intelligence (EI) and athletic performance in competitive sports, characterized by a diverse range of conceptual EI models and heterogeneous use of EI inventories. Findings on the influence of EI on both team and individual performance indicators have yielded varied results, complicating the derivation of definitive conclusions and the assessment of the specific contribution of the EI concept to competitive sports. This dissertation addresses this research gap by contributing to a more precise understanding of the empirical evidence in the domain of sport psychological research on the relationship between EI and athletic performance. The investigation commences with a theoretical examination of the role of emotions in competitive sports and the requisite skills to navigate them. This leads to a thorough exploration of the EI construct, the opposing theoretical perspectives of EI, and their methods of operationalization. General research findings on EI, along with representative excerpts from empirical studies in sport psychology on EI in sports, particularly in relation to athletic performance, are presented. The core of this cumulative dissertation comprises three scientific studies, a meta-analysis, and two empirical cross-sectional analyses, with two studies published in international peer-reviewed journals and one submitted. The results of the quantitative meta-analysis, based on 22 effect sizes, reveal a moderate, positive association between the overall score of EI and athletic performance, underscoring the significance of EI as a potential predictor for athletic performance. Additionally, the joint analysis of trait-based and ability-based EI in a quantitative cross-sectional design (Study 2) recommends the use of trait-based EI, measured by the "Trait Emotional Intelligence Questionnaire" (TEIQue), for predicting subjective performance parameters in competitive sports. It was also observed that an elevated level of either trait-based EI or ability-based EI is not exclusive to elite athletes. In the third study, emotional challenges in various sports were initially identified using appraisal theories of emotions, leading to the theoretical derivation of a categorization system for sports. Subsequently, a quantitative cross-sectional analysis demonstrated that it is not the overall score of trait-based EI but individual dimensions—particularly the dimension of self-control—that are suitable for differentiating between sports groups. This suggests that a targeted focus on specific aspects of EI concerning certain sports groups may be meaningful. The results of individual studies are contextualized within the theoretical discourse, followed by a critical reflection on the methodological limitations of each study in terms of the choice of research methods to answer the research question. Simultaneously, potential solutions for empirical research projects are presented. Finally, future research avenues and recommendations for sport psychological practice are discussed.

Emotional intelligence has attracted a considerable amount of attention over the past few years specifically with regard to the nature of the underlying construct and the reliability and validity of the psychometric tools used to measure the construct. The present study explored the reliability and validity of a trait measure of EI in relation to an ability measure in order to determine whether the tools can be considered as measuring conceptually valid constructs within an occupational environment. The study also examined the overlap with a trait measure of cognitive thinking styles to determine the potential for separating the trait and ability EI into two unique and distinguishable constructs. Participants included 308 employees from four different workforces within a diverse South African consulting firm. The results of the study identified a number of psychometric concerns regarding the structural fidelity of the instruments as well as concerns about the cultural bias evident in both measurement instruments. Evidence for the discriminant and incremental validity of the two instruments was, however, provided and recommendations are made for the reconceptualisation of trait EI as an emotional competence and ability EI as an emotional intelligence. / Psychology / D. Litt. et Phil. (Psychology)

Emotional intelligence has attracted a considerable amount of attention over the past few years specifically with regard to the nature of the underlying construct and the reliability and validity of the psychometric tools used to measure the construct. The present study explored the reliability and validity of a trait measure of EI in relation to an ability measure in order to determine whether the tools can be considered as measuring conceptually valid constructs within an occupational environment. The study also examined the overlap with a trait measure of cognitive thinking styles to determine the potential for separating the trait and ability EI into two unique and distinguishable constructs. Participants included 308 employees from four different workforces within a diverse South African consulting firm. The results of the study identified a number of psychometric concerns regarding the structural fidelity of the instruments as well as concerns about the cultural bias evident in both measurement instruments. Evidence for the discriminant and incremental validity of the two instruments was, however, provided and recommendations are made for the reconceptualisation of trait EI as an emotional competence and ability EI as an emotional intelligence. / Psychology / D. Litt. et Phil. (Psychology)