Does a self-report measure for emotional intelligence assess something different than general intelligence?

Trait emotional intelligence and resilience: gender differences among university students

BACKGROUND

Previous studies have reported strong correlations of emotional intelligence (EI) with mental health and wellbeing; it is also a powerful predictor of social functioning and personal adaption. Resilience is the ability to adapt to significant life stressors and is also crucial for maintaining and restoring physical and mental health. The aim of this study was to investigate EI and resilience in healthy university students, with a focus on gender differences in EI and resilience components.

MATERIALS AND METHODS

A total of 277 datasets collected via online questionnaire were analyzed. The questionnaire comprised the Self-Report Emotional Ability Scale (SEAS) developed by Freudenthaler and Neubauer for assessing trait EI facets and the Connor-Davidson Resilience Scale (CD-RISC).

RESULTS

Regarding trait EI, females scored significantly higher in the total score for interpersonal emotional skills and in the subscale "Perception of the emotions of others" than males. Men showed significantly higher total scores in intrapersonal emotion-related abilities than women, and in the subscales "Regulation of one's own emotions" and "Control over the expression of one's own emotions." Concerning resilience, female students had significantly higher scores in the CD-RISC subscales "Personal competence and tenacity," "Control," and "Spiritual influence." The intrapersonal trait EI (SEAS) sum score showed a significant positive correlation with the total scores of the CD-RISC (rs = 0.445, p < 0.001). There were also positive correlations between the interpersonal trait EI sum score and the CD-RISC total score (rs = 0.438, p < 0.001).

CONCLUSION

The results indicate gender differences in specific facets of trait EI and resilience, and an interaction between the two psychological constructs was demonstrated regardless of gender. For prevention of mental disorders and to foster wellbeing, it might be helpful to focus on improvement of self-perception in girls and women, and on supporting emotional awareness towards other people's emotions in boys and men. Further studies in the field should address other populations.

Trait Emotional Intelligence and Happiness of Young Adults: The Mediating Role of Perfectionism

Perfectionism or a tendency to aim for an unrealistic standard can impair happiness. However, the potential mechanisms of perfectionism to explain the association between trait emotional intelligence (EI) and happiness are still understudied. This study explores the mediating role of perfectionism in the relationship between trait emotional intelligence (EI) and happiness among young adults. A cross-sectional sample of 259 young adults aged between 18 to 35 years old was recruited. All analyses were conducted using SPSS and AMOS Structural Equation Modeling. High trait EI was linked to low perfectionism and high happiness levels. Furthermore, perfectionism mediated the relationship between trait EI and happiness. Although high trait EI lowered maladaptive perfectionism, the negative impact of maladaptive perfectionism remained and subsequently led to decreasing happiness levels of young adults. This study offers an enhanced understanding of the role of perfectionism in explaining the happiness state of young adults. Moreover, it provides practical implications for using trait EI and managing perfectionism tendency to manage the happiness and wellbeing of the young adult population.

Assessing the Impact of Cultural Intelligence on Sustainable Career Competitive Advantage for Students in College of Design

In culturally diverse career settings, some designers are performing more effectively than others. The competence and intelligence behind their performance are crucial to sustainable career development in the highly competitive and globalized design industry. We believe that cultural intelligence (or CQ as a shorthand label) is highly required in such cross-cultural design situations, and it could be trained and improved through design education. Therefore, to better prepare students in design colleges for sustainable career development, we extend and assess the CQ model in design education. We begin the study by determining the demographic differences of design students in terms of CQ, then clarify associations between CQ and competitive advantage. The results of variance analyses using both a t-test and ANOVA showed that education level had a significant effect on two dimensions of CQ (cognitive and motivational CQs), whereas gender, age, and design field did not have significant effects on any dimensions of CQ. Further, step-wise regression analyses demonstrated that three dimensions of CQ (motivational, metacognitive, and behavioral CQs) had significant impacts on competitive advantage. Based on these results, theoretical and practical implications, as well as suggestions for future studies, are further discussed.

Relationship of Emotional Intelligence, Intelligence Quotient, and Autonomic Reactivity Tests in Undergraduate Medical Students

BACKGROUND

Emotional intelligence is emerging as a determinant of success of an individual in their professions. Therefore, this study was designed to decipher the association of emotional intelligence, intelligence quotient, and autonomic stress reactivity tests in undergraduate medical students.

METHOD

Fifty-two undergraduate medical students were recruited in this study. Validated questionnaires for EI-self report and performance based-and IQ were filled by all the participants. Autonomic reactivity tests-lying to standing, deep breathing (DBT), Valsalva maneuver, cold pressor (CPT), and handgrip tests-were also performed. Correlational analysis was done using GraphPad Prism version 5.00.

RESULTS

Performance-based EI had a positive correlation with DBT responses and an inverse relation with CPT response. Additionally, sub-grouping on the basis of emotional quotient (EQ) and IQ and comparing their autonomic profile revealed an important pattern of parasympathetic reactivity-wherein it was higher in both high > EQ high IQ low > EQ low IQ high > both low .

CONCLUSIONS

Emotional intelligence is associated with autonomic reactivity responses. EQ has a positive relation to parasympathetic system while a negative relation to sympathetic system emphasizing the association of sympatho-vagal balance with the emotional intelligence of an individual. Also, parasympathetic responses in an individual differed significantly in groups based on EQ and IQ which again focuses on the strong relation between higher parasympathetic reactivity and emotional intelligence. This study highlights the probable role of emotional intelligence in medical students in deciphering not only their empathy towards patients, but also their physiological responses and cognitive capacity.

The Mobile Emotional Intelligence Test (MEIT): An Ability Test to Assess Emotional Intelligence at Work

The present study analyzes the Mobile Emotional Intelligence Test (MEIT), a new ability-test to assess emotional intelligence (EI) in a digital way. Taking into account the importance of emotional competencies in the study of employees’ wellbeing and performance, the instrument tested is based on the most supported ability model (Four-branch Mayer and Salovey Model), and it evaluates emotional capacity through nine different emotional tasks. A total of 1549 participants (841 women and 708 men) with an average age of 27.77 (SD = 8.75) fulfilled the MEIT, consisting of 42 items. The score on the test is based on expert judgments: professional psychologists and emotional intelligence specialists. In addition to the MEIT test, a series of questionnaires was used to assess relevant constructs which research has shown to be related to EI (general intelligence, personality traits, and life satisfaction); besides, another measure of emotional intelligence trait (TMMS-24) was included. The results showed that the MEIT is a reliable and valid test that is useful for both scientific research and individual assessment. Statistical analysis provides evidence of the reliability and validity of the three-factor structure of the questionnaire. Moreover, internal consistency measures were high. In line with previous studies, MEIT maintains the expected relationships with the rest of the constructs studied. Finally, the limitations of the present study and the need for future research on emotional intelligence assessment are discussed.

Incremental Validity of the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF)

Abstract. This study examined the incremental validity of the adolescent short form of the Trait Emotional Questionnaire (TEIQue-ASF) in two European secondary-school samples. The TEIQue-ASF was administered as a predictor of socioemotional or academic achievement criteria, along with measures of coping strategies or cognitive ability, respectively. In Dutch high school students (N = 282), the TEIQue-ASF explained variance in all socioemotional criteria, controlling for coping strategies and demographics. In a sample of British preadolescents, the measure showed incremental contributions to academic achievement in the core areas (English, math, and science) of the English curriculum, controlling for cognitive ability subscales and gender (N = 357–491). Implications for the validity and applied utility of the TEIQue-ASF are discussed.

Self-Perceived Emotional Intelligence and Creative Personality

This study examines the relationship between self-perceived emotional intelligence (EI) measured by the Emotional Intelligence Scale (EIS) [1] and other personality measures including the five-factor-model. The EI construct has lately been re-defined as the ability to think intelligently about emotions and to use them to enhance intelligent thinking [2]. Two studies provide support that self-reported EI is mainly associated with personality traits (extraversion, agreeableness, conscientiousness, self-perceived creativity), life satisfaction and thinking styles with only a low relation to verbal intelligence. Furthermore, persons higher in the EI dimension “emotional efficacy” produced more creative performances than persons low in this domain. These findings suggest that self-reported EI cannot be considered as a rational form of intelligence so that it does qualify to fit into the framework of personality traits.

Convergent, Discriminant, and Incremental Validity of Competing Measures of Emotional Intelligence

This study investigated the convergent, discriminant, and incremental validity of one ability test of emotional intelligence (EI)—the Mayer-Salovey-Caruso-Emotional Intelligence Test (MSCEIT)—and two self-report measures of EI—the Emotional Quotient Inventory (EQ-i) and the self-report EI test (SREIT). The MSCEIT showed minimal relations to the EQ-i and SREIT, whereas the latter two measures were moderately interrelated. Among EI measures, the MSCEIT was discriminable from well-studied personality and well-being measures, whereas the EQ-i and SREIT shared considerable variance with these measures. After personality and verbal intelligence were held constant, the MSCEIT was predictive of social deviance, the EQ-i was predictive of alcohol use, and the SREIT was inversely related to academic achievement. In general, results showed that ability EI and self-report EI are weakly related and yield different measurements of the same person.

Affect Consciousness in children with internalizing problems: Assessment of affect integration

Affect integration was operationalized through the Affect Consciousness (AC) construct as degrees of awareness, tolerance, nonverbal expression and conceptual expression of 11 affects. These aspects are assessed through a semi-structured Affect Consciousness Interview (ACI) and separate rating scales (Affect Consciousness Scales (ACSs)) developed for use in research and clinical work with adults with psychopathological disorders. Age-adjusted changes were made in the interview and rating system. This study explored the applicability of the adjusted ACI to a sample of 11-year-old children with internalizing problems through examining inter-rater reliability of the adjusted ACI, along with relationships between the AC aspects and aspects of mental health as symptoms of depression, symptoms of anxiety, social competence, besides general intelligence. Satisfactory inter-rater reliability was found, as well as consistent relationships between the AC aspects and the various aspects of mental health, a finding which coincides with previous research. The finding indicates that the attainment of the capacity to deal adaptively with affect is probably an important contributor to the development of adequate social competence and maybe in the prevention of psychopathology in children. The results indicate that the adjusted ACI and rating scales are useful tools in treatment planning with children at least from the age of 11 years.

The effectiveness of staff training focused on increasing emotional intelligence and improving interaction between support staff and clients

BACKGROUND

Recent research addressed the relationship between staff behaviour and challenging behaviour of individuals with an intellectual disability (ID). Consequently, research on interventions aimed at staff is warranted. The present study focused on the effectiveness of a staff training aimed at emotional intelligence and interactions between staff and clients. The effects of the training on emotional intelligence, coping style and emotions of support staff were investigated.

METHOD

Participants were 214 support staff working within residential settings for individuals with ID and challenging behaviour. The experimental group consisted of 76 staff members, 138 staff members participated in two different control groups. A pre-test, post-test, follow-up control group design was used. Effectiveness was assessed using questionnaires addressing emotional intelligence, coping and emotions.

RESULTS

Emotional intelligence of the experimental group changed significantly more than that of the two control groups. The experimental group showed an increase in task-oriented coping, whereas one control group did not. The results with regard to emotions were mixed. Follow-up data revealed that effects within the experimental group were still present four months after the training ended.

CONCLUSIONS

A staff training aimed at emotional intelligence and staff-client interactions is effective in improving emotional intelligence and coping styles of support staff. However, the need for more research aiming at the relationship between staff characteristics, organisational factors and their mediating role in the effectiveness of staff training is emphasised.

The role of emotional intelligence in symptom reduction after psychotherapy in a heterogeneous psychiatric sample

BACKGROUND

Emotional intelligence of the patient has been claimed to potentially be an important factor in psychotherapy. Empirical studies are largely lacking. The purpose of this study was to examine if (i) pre-intervention emotional intelligence predicts outcome of psychotherapy and (ii) change in emotional intelligence during psychotherapy is associated with change in symptoms in a patient sample with heterogeneous psychiatric symptoms.

METHODS

Participants were 166 patients with different diagnoses who were hospitalized at the Center for Psychological Recovery. Before, after hospitalization and 6months after hospitalization they were asked to complete the BarOn-EQi for emotional intelligence and the Symptom Checklist-90.

RESULTS

Level of emotional intelligence at the start of hospitalization largely did not predict psychological symptoms at post-intervention or at 6month follow-up. However, an increase in the level of emotional intelligence over the course of the intervention was associated with lower levels of psychological symptoms, both immediately post-intervention and at 6-month follow-up.

CONCLUSIONS

The results suggest that while the pre-intervention level of emotional intelligence has no substantial effect on treatment outcome, an increase in emotional intelligence may have a positive effect on symptom decrease and on the preservation of treatment results.

TIE: an ability test of emotional intelligence

The Test of Emotional Intelligence (TIE) is a new ability scale based on a theoretical model that defines emotional intelligence as a set of skills responsible for the processing of emotion-relevant information. Participants are provided with descriptions of emotional problems, and asked to indicate which emotion is most probable in a given situation, or to suggest the most appropriate action. Scoring is based on the judgments of experts: professional psychotherapists, trainers, and HR specialists. The validation study showed that the TIE is a reliable and valid test, suitable for both scientific research and individual assessment. Its internal consistency measures were as high as .88. In line with theoretical model of emotional intelligence, the results of the TIE shared about 10% of common variance with a general intelligence test, and were independent of major personality dimensions.

Trait Emotional Intelligence and Leadership Self-Efficacy: Their Relationship with Collective Efficacy

In this article, a leadership model is presented, with which to investigate the relationship of trait emotional intelligence (trait EI), leadership self-efficacy and leader's task self-efficacy with collective task efficacy and group performance. The sample was made up of 217 undergraduate students, randomly assigned to work teams of 1 leader and 2 followers that were requested to perform a production task. An adapted version of the Schutte Self-Report Inventory (SSRI; Schutte et al., 1998) was used to measure trait EI. Structural equation modeling was used to test the hypothesized relationships. Results indicated that task self-efficacy was a mediator between leadership self-efficacy and collective task efficacy; the latter, in turn, was the best predictor of group performance. No significant relationship was found between trait EI and collective task efficacy although, unexpectedly, trait EI was positively associated with leadership self-efficacy. Implications of the results are discussed.

Does Trait Emotional Intelligence Predict Unique Variance in Early Career Success Beyond IQ and Personality?

In order to determine the contribution of emotional intelligence (EI) to career success, in this study, we analyzed the relationship between trait EI (TEI), general mental ability (GMA), the big five personality traits, and career success indicators, in a sample of 130 graduates who were in the early stages of their careers. Results from hierarchical regression analyses indicated that TEI, and especially its dimension “repair,” has incremental validity in predicting one of the career success indicators (salary) after controlling for GMA and personality. These findings provide support for the use of TEI measures as predictors of career success in the early stage.

Emotional intelligence as a predictor of academic performance in first-year accelerated graduate entry nursing students

AIMS AND OBJECTIVES

To examine the association between trait emotional intelligence and learning strategies and their influence on academic performance among first-year accelerated nursing students.

DESIGN

The study used a prospective survey design.

METHODS

A sample size of 81 students (100% response rate) who undertook the accelerated nursing course at a large university in Sydney participated in the study. Emotional intelligence was measured using the adapted version of the 144-item Trait Emotional Intelligence Questionnaire. Four subscales of the Motivated Strategies for Learning Questionnaire were used to measure extrinsic goal motivation, peer learning, help seeking and critical thinking among the students. The grade point average score obtained at the end of six months was used to measure academic achievement.

RESULTS

The results demonstrated a statistically significant correlation between emotional intelligence scores and critical thinking (r = 0.41; p < 0.001), help seeking (r = 0.33; p < 0.003) and peer learning (r = 0.32; p < 0.004) but not with extrinsic goal orientation (r = -0.05; p < 0.677). Emotional intelligence emerged as a significant predictor of academic achievement (β = 0.25; p = 0.023).

CONCLUSION

In addition to their learning styles, higher levels of awareness and understanding of their own emotions have a positive impact on students' academic achievement. Higher emotional intelligence may lead students to pursue their interests more vigorously and think more expansively about subjects of interest, which could be an explanatory factor for higher academic performance in this group of nursing students.

RELEVANCE TO CLINICAL PRACTICE

The concepts of emotional intelligence are central to clinical practice as nurses need to know how to deal with their own emotions as well as provide emotional support to patients and their families. It is therefore essential that these skills are developed among student nurses to enhance the quality of their clinical practice.

Emotional intelligence, emotions, and feelings of support staff working with clients with intellectual disabilities and challenging behavior: an exploratory study

Working with clients who show challenging behavior can be emotionally demanding and stressful for support staff, because this behavior may cause a range of negative emotional reactions and feelings. These reactions are of negative influence on staff wellbeing and behavior. Research has focused on negative emotions of staff. However, a distinction between emotions and feelings has never been made in the research field of intellectual disabilities. Negative emotions and feelings may be regulated by emotional intelligence, a psychological construct that takes into account personal style and individual differences. The purpose of this study was to explore the relationship between emotional intelligence on the one hand and emotions and feelings on the other. Participants were 207 support staff serving clients with moderate to borderline intellectual disabilities and challenging behavior. Emotional intelligence, emotions, and feelings were measured with questionnaires. The results show that emotional intelligence, emotions, and feelings are related. However, found relationships were weak. Most significant relations were found between feelings and stress management and adaptation elements of emotional intelligence. Because the explored variables can change over time they call for a longitudinal research approach.

Development and validation of the Emotional Self-Awareness Questionnaire: a measure of emotional intelligence

This study examined the psychometric characteristics of the Emotional Self-Awareness Questionnaire (ESQ), a self-report measure of emotional intelligence. The ESQ, Emotional Intelligence Scale, and measures of alexithymia, positive negative affect, personality, cognitive ability, life satisfaction, and leadership aspirations were administered to 1,406 undergraduate psychology students. The ESQ was reduced from 118 to 60 items via factor and reliability analyses, retaining 11 subscales and a normal score distribution with a reliability of .92. The ESQ had significant positive correlations with the Emotional Intelligence Test and positive affect, significant negative correlations with alexithymia and negative affect, and an insignificant correlation with cognitive ability. The ESQ accounted for 35% of the variance in life satisfaction over and above the Big Five, cognitive ability, and self-esteem, and demonstrated incremental validity in explaining GPA and leadership aspirations. The significance of emotional intelligence as a unique contributor to psychological well-being and performance, and applications for the ESQ in assessment and outcome research in couple and family therapy are discussed.

Emotional intelligence of mental health nurses

AIMS

The aim of this study is to gain insight into the level of emotional intelligence of mental health nurses in the Netherlands.

BACKGROUND

The focus in research on emotional intelligence to date has been on a variety of professionals. However, little is known about emotional intelligence in mental health nurses.

METHOD

The emotional intelligence of 98 Dutch nurses caring for psychiatric patients is reported. Data were collected with the Bar-On Emotional Quotient Inventory within a cross-sectional research design.

RESULTS

The mean level of emotional intelligence of this sample of professionals is statistically significant higher than the emotional intelligence of the general population. Female nurses score significantly higher than men on the subscales Empathy, Social Responsibility, Interpersonal Relationship, Emotional Self-awareness, Self-Actualisation and Assertiveness. No correlations are found between years of experience and age on the one hand and emotional intelligence on the other hand.

CONCLUSIONS

The results of this study show that nurses in psychiatric care indeed score above average in the emotional intelligence required to cope with the amount of emotional labour involved in daily mental health practice.

RELEVANCE TO CLINICAL PRACTICE

The ascertained large range in emotional intelligence scores among the mental health nurses challenges us to investigate possible implications which higher or lower emotional intelligence levels may have on the quality of care. For instance, a possible relation between the level of emotional intelligence and the quality of the therapeutic nurse-patient relationship or the relation between the level of emotional intelligence and the manner of coping with situations characterised by a great amount of emotional labour (such as caring for patients who self-harm or are suicidal).

Training emotional intelligence related to treatment skills of staff working with clients with intellectual disabilities and challenging behaviour

BACKGROUND

Staff working with clients with intellectual disabilities (ID) who display challenging behaviour may contribute to the continuation of this behaviour, because it causes emotional reactions such as anxiety, anger and annoyance, which may prohibit adequate response behaviour. To enhance staff behaviour and treatment skills a training that aimed at improving emotional intelligence (EQ) was developed.

AIM

The goal of this study was to assess whether an EQ training in combination with a video-feedback training programme improves emotional intelligence of staff working with clients with ID and challenging behaviour.

METHODS

Participants were 60 staff members working with individuals with ID and challenging behaviour. Thirty-four staff members participated in a 4-month training programme and 26 constituted the control group. A pretest-posttest control group design was used. Effectiveness was assessed by using the Dutch version of the Bar-On EQ-i and the judgments of experts on emotional intelligence.

RESULTS

Emotional intelligence of the experimental group changed significantly more than that of the control group. Judgments of experts on emotional intelligence indicated that the change of emotional intelligence of the experimental group improved positively.

CONCLUSIONS

The positive effect of the training programme on emotional intelligence is consistent with previous research on emotional intelligence and suggests that emotional intelligence of staff working with clients with ID and challenging behaviour can be influenced by training.

Investigation of the construct of trait emotional intelligence in children

This paper discusses the construct of trait emotional intelligence (trait EI or trait emotional self-efficacy) with emphasis on measurement in children. The Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF) is introduced and its development and theoretical background are briefly explained. It is shown in two independent studies that the TEIQue-CF has satisfactory levels of internal consistency (alpha = 0.76 and alpha = 0.73, respectively) and temporal stability [r = 0.79 and r ((corrected)) = 1.00]. Trait EI scores were generally unrelated to proxies of cognitive ability, as hypothesized in trait EI theory (Petrides et al. in Matthews et al. (eds) Emotional intelligence: knowns and unknowns -- series in affective science. Oxford University Press, Oxford, pp 151-166). They also differentiated between pupils with unauthorized absences or exclusions from school and controls. Trait EI correlated positively with teacher-rated positive behavior and negatively with negative behavior (emotional symptoms, conduct problems, peer problems, and hyperactivity).

The Science of Emotional Intelligence

Almost from its inception, the emotional intelligence (EI) construct has been an elusive one. After nearly 2 decades of research, there still appears to be little consensus over how EI should be conceptualized or assessed and the efficacy of practical applications in real life settings. This paper aims at providing a snapshot of the state-of-the-art in research involving this newly minted construct. Specifically, in separate sections of this article, we set out to distinguish what is known from what is unknown in relation to three paramount concerns of EI research, i.e., conceptualization, assessment, and applications. In each section, we start by discussing assertions that may be made with some degree of confidence, elucidating what are essentially sources of consensus concerning EI. We move then to discuss sources of controversy; those things for which there is less agreement among EI researchers. We hope that this “straight talk” about the current status of EI research will provide a platform for new research in both basic and applied domains.

Self-efficacy: a comparison between clinically anxious and non-referred youth

Although diminished self-efficacy has been linked to childhood psychopathology, including depression, it has only recently been studied in relation to childhood anxiety disorders. This study examines the relationship between self-efficacy and self-reported anxiety in children who have been referred for an assessment and possible treatment of anxiety symptoms as well as a comparison group of non-referred children. A self-efficacy questionnaire for children and a childhood anxiety measure were administered to a group of children referred for assessment and treatment of a clinical anxiety disorder (n = 50) and a non-referred control group (n = 50). Results indicate that the two samples differed significantly on measures of emotional self-efficacy, but not in terms of self-reported anxiety or other self-efficacy domains. Potential explanations for observed findings are discussed, including the possibility that self-reports of emotional self-efficacy in children may vary by clinical or referral status, amongst those reporting higher levels of anxiety overall.

Development and validation of a self-report measure of emotional intelligence as a multidimensional trait domain

Psychometric review of 33 peer-reviewed studies of six self-report emotional intelligence (EI) measures supports a multidimensional conceptualization of EI. The nature and number of EI facets, however, and their distinctiveness from more established trait domains is unclear. Building on earlier efforts, three studies were undertaken (Ns = 138, 163, 152) to develop self-report measures of 10 facets of EI proposed by Salovey and Mayer (1990). Results support the reliability (internal consistency, test-retest) and validity (content, criterion, construct, structural) of the proposed scales and their distinctiveness among themselves and with respect to more established trait domains (e.g., personality). Specifically, three satisfaction and four cross-cultural adaptability facets were predicted uniquely by 9 of the 10 proposed subscales, controlling for social desirability, the Big Five, positive and negative affect, and self-monitoring. All told, results confirm that trait-EI can be measured using self-report and conceptualized as a distinct multidimensional domain.

Development and application of a brief measure of emotional intelligence for vocational high school teachers

To develop a psychometrically sound, self-report measure of emotional intelligence and examine the scores of vocational high school teachers by sex and age, 375 Taiwanese vocational high school teachers (186 men, 189 women) completed the 25-item Emotional Intelligence Scale of five domains: Self-awareness, Managing Emotions, Self-motivation, Empathy, and Handling Relationships. Analysis indicated that these teachers reported higher scores on Self-awareness and Empathy but slightly lower on Managing Emotions. The women gave higher self-ratings on Self-awareness and Empathy than the men. There were also significant differences across age groups on Self-awareness, Self-motivation, Empathy and the Total score for the Emotional Intelligence Scale.

Emotional Intelligence and Adaptive Success of Nurses Caring for People With Mental Retardation and Severe Behavior Problems

The emotional intelligence profiles, gender differences, and adaptive success of 380 Dutch nurses caring for people with mental retardation and accompanying severe behavior problems are reported. Data were collected with the Bar-On Emotional Quotient Inventory, Utrecht-Coping List, Utrecht-Burnout Scale, MMPI-2, and GAMA. Absence due to illness and job change were measured across a 2-year period. A clear relation between emotional intelligence and adaptive success was detected at an.01 level of significance. A negative correlation was found between emotional intelligence and both burnout and psychopathology. Emotional intelligence did not appear to be related to absence or job change. Based on these findings, training programs for nurses can possibly help to avoid employee burnout.

General Intelligence as a Domain-Specific Adaptation

General intelligence (g) poses a problem for evolutionary psychology's modular view of the human brain. The author advances a new evolutionary psychological theory of the evolution of general intelligence and argues that general intelligence evolved as a domain-specific adaptation for the originally limited sphere of evolutionary novelty in the ancestral environment. It has accidentally become universally important merely because we now live in an evolutionarily novel world. The available data seem to support the author's contention that intelligent people can solve problems better than less intelligent people only if the problems are evolutionarily novel, and they have no advantage in solving evolutionarily familiar problems. This perspective can also solve some empirical anomalies, such as the "central theoretical problem of human sociobiology" (D. R. Vining, 1986, p. 167) and the geographic distribution of general intelligence throughout the world.