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.

Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (BA(Hons) (Psychology)) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2006. / "October 2006". A thesis is submitted in fulfilment of the requirements for the degree Bachelor of Arts in Psychology (Honours), Faculty of Life and Social Sciences, Swinburne University of Technology - 2006. Typescript.

"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, September 2008." / Advisor(s): Powley, Edward H. ; King, Cynthia L. "September 2008." "MBA professional report"--Cover. Description based on title screen as viewed on November 4, 2008. Includes bibliographical references (p. 49-54). Also available in print.

Thesis (Ed. D.)--Victoria University (Melbourne, Vic.), 2007. / Includes bibliographical references.

Thesis (PhD) - Swinburne University of Technology, School of Biophysical Sciences and Electrical Engineering, Centre for Neuropsychology, 2003. / [Submitted for the degree of Doctor of Philosophy], Centre for Neuropsychology, School of Biophysical Sciences and Electrical Engineering, Swinburne University of Technology, 2003. Typescript. Includes bibliographical references (p. 193-209).

Thesis (M.S.)--California Polytechnic State University, 2009. / Title from PDF title page; viewed on June 11, 2009. "June 2009." "In partial fulfillment of the requirements for the degree [of] Master of Science in Agriculture with a specialization in Recreation, Parks & Tourism Management." "Presented to the faculty of California Polytechnic State University, San Luis Obispo." Major professor: Jeffrey A. Jacobs, Ph.D. Includes bibliographical references (p. 49-53). Also available on microfiche.