Emotions are recognized as central to organizational life. The dialogue on the role of emotion in organizational life is furthered here by addressing the role that gendered display rules and associated expectations play in shaping individuals' expressed (rather than felt) responses to emotional exchanges within the organization. The role of gender in shaping intraorganizational emotional display rules is examined as it interplays at social, organizational and individual normative levels. In this context, emotions and emotional displays at work are seen as affecting individual's subjective social place in organizations. It is argued that gendering influences within the organization make social place marking more difficult and may result in increased forms of emotional labor, particularly surface acting/emotional dissonance, which may lead to emotional exhaustion in employees. A laboratory experiment was conducted using videotaped vignettes to represent more and less levels of gendering in emotional interactions. Findings indicate that there were no main effects for level of gendering as operationalized by this study on emotional dissonance, emotional exhaustion and subjective social place. Exploratory data analyses conducted further examine these relationships and point out the importance of the sex of the employee involved in the emotional exchange. This study points towards theoretical and empirical implications for how emotions are interpreted not only by members of different sex categories, but also for other dimensions of diversity in the organization and associated consequences.

Alexithymia is a personality trait associated with impairments in emotional processing. This study investigated the influence of alexithymia and sex in the ability to recognize emotional expressions presented in faces, voices, and their combination. Alexithymia was assessed by the Toronto Alexithymia Scale (TAS-20) and participants (n = 122) judged 12 emotions displayed uni- or bimodally in two sensory modalities as measured by the Geneva Multimodal Emotion Portrayals Core Set (GEMEP-CS). According to their scores, participants were grouped into low, average, and high alexithymia. The results showed that sex did not moderate the relationship between alexithymia and emotional recognition. The low alexithymia group recognized emotions more accurately than the other two subgroups, at least in the visual modality. No group differences were found in the voice and the bimodal tasks. These findings illustrate the importance of accounting for how different modalities influence the presentation of emotional cues, as well as suggesting the use of dynamic instruments such as GEMEP-CS that increment ecological validity and are more sensitive in detecting individual differences, over posed techniques such as still pictures / Genetic and neural factors underlying individual differences in emotion recognition ability

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.

No description available.

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

The focus of this study was on the regulation and management of emotions among professional nurses in a critical care unit in a private hospital in Gauteng. The aim of this project is to explore and describe the level of resilience of professional nurses, in this case specifically, critical care nurses. The background portrays a journey from emotions and emotional experiences as main focus. The main focus was transformed into sequential emotion regulation and management as precursors to emotional intelligence. An initial literature investigation into emotional intelligence among professional nurses in general indicated that: Much international and national research has been conducted on emotional intelligence among nurses; emotional intelligence is an essential aspect of nursing, as an emotion-laden profession; and emotional intelligence implies positive benefits for nurses. The purpose of this study was to enhance professional nurses‟ regulation and management of their emotions in a critical care unit in a private hospital in Gauteng in order to enhance the level of emotional intelligence. Methodology: A qualitative, phenomenological research design was most suitable for this research that was also explorative, descriptive and contextual and within a case study strategy, combined with the use of interviews. C purposive sampling (Botma, et al., 2010:126) was used to select participants. ASE records included incident reports; organisational records of employee satisfaction, as well as documents that portrayed the care rendered in the unit. Participants were informed about the research by means of a PowerPoint presentation. The sample size was established once the research by saturation of data (Botma et al., 2010:200). Participants were informed about the research by means of a slideshow. Conclusion The results re-confirmed the existence of emotional labour in the critical care unit, as well as the different emotions experienced in the critical care unit. Results reflect the strain critical care nurses need to cope with, and the different ways they use to regulate these emotions and emotional experiences. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013

The focus of this study was on the regulation and management of emotions among professional nurses in a critical care unit in a private hospital in Gauteng. The aim of this project is to explore and describe the level of resilience of professional nurses, in this case specifically, critical care nurses. The background portrays a journey from emotions and emotional experiences as main focus. The main focus was transformed into sequential emotion regulation and management as precursors to emotional intelligence. An initial literature investigation into emotional intelligence among professional nurses in general indicated that: Much international and national research has been conducted on emotional intelligence among nurses; emotional intelligence is an essential aspect of nursing, as an emotion-laden profession; and emotional intelligence implies positive benefits for nurses. The purpose of this study was to enhance professional nurses‟ regulation and management of their emotions in a critical care unit in a private hospital in Gauteng in order to enhance the level of emotional intelligence. Methodology: A qualitative, phenomenological research design was most suitable for this research that was also explorative, descriptive and contextual and within a case study strategy, combined with the use of interviews. C purposive sampling (Botma, et al., 2010:126) was used to select participants. ASE records included incident reports; organisational records of employee satisfaction, as well as documents that portrayed the care rendered in the unit. Participants were informed about the research by means of a PowerPoint presentation. The sample size was established once the research by saturation of data (Botma et al., 2010:200). Participants were informed about the research by means of a slideshow. Conclusion The results re-confirmed the existence of emotional labour in the critical care unit, as well as the different emotions experienced in the critical care unit. Results reflect the strain critical care nurses need to cope with, and the different ways they use to regulate these emotions and emotional experiences. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013

No description available.

No description available.

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.