The location of emotional intelligence measured by EQ-i in the personality and cognitive space: Are there gender differences?

Validation of the Turkish version of the Chronic Stress Scale: assessing social role-related stressors and their impact on psychopathology

Introduction

Chronic social-role-related stress plays a crucial role in the development and progression of mental and medical disorders, making it an important factor to consider. This study aimed to translate and validate The Chronic Stress Scale (CSS) adapted by Turner for a Turkish population and explore its role in depression, anxiety, and perceived stress.

Methods

A total of 524 participants (mean age 31.59 years, 68% women) were recruited from Koç University and Basaksehir Cam Sakura City Hospitals, including 260 from the general population and 264 with depressive or anxiety disorders. The 51-item CSS was translated into Turkish and validated through reliability and validity analyses, including Cronbach's alpha, exploratory factor analysis, and correlations with the Beck Depression Inventory (BDI), Beck Anxiety Inventory (BAI), and Perceived Stress Scale (PSS-14).

Results

The Turkish CSS showed good internal consistency (Cronbach's alpha = 0.90) and identified 13 dimensions of chronic stress (partner, children, work, loneliness, finances, workload, debt, relationship inoccupancy, family health, residence, family, ex-partner, and others). Dimensions were named based on the content of the items included. Significant correlations were found between CSS and BDI (r = 0.611, p < 0.001), BAI (r = 0.558, p < 0.001), and PSS-14 (r = 0.222, p < 0.001). Discriminant validity revealed significant score differences between clinical and general populations.

Conclusion

The Turkish CSS is a reliable and valid tool for assessing chronic social role-related stressors, supporting its use for both research and practice.

Exploring the Links Between Coping Strategies, Emotional Intelligence, and Age in Adolescents with Neuromotor Disabilities

BACKGROUND/OBJECTIVES

The aim of this study is to explore the relationship between emotional intelligence and coping strategies used by adolescents with disabilities, on the one hand to understand how emotional skills influence stress management and everyday challenges and, on the other hand, considering that it could help specialists to develop interventions and educational programs that support the improvement of emotional skills and coping strategies among adolescents with disabilities.

METHODS

This cross-sectional study included 100 Romanian adolescents with neuromotor disabilities aged 13 to 18 years (M = 15.2) divided into three groups according to the stages of adolescence: Group 1 (13 years-46 respondents), Group 2 (14 to 17 years-26 respondents), and Group 3 (18 years-28 respondents). They completed a questionnaire that assessed the emotional intelligence of the adolescents (positive impression, interpersonal, intrapersonal, stress management, adaptability, and general mood) as well as another one that assessed the possible cognitive emotional coping strategies (e.g., "blame self", "acceptance", "rumination", "positive refocusing", "refocus on planning", "positive reappraisal", "putting into perspective", "catastrophizing", and "blaming others") that they may adopt in managing life situations related to their health problem.

RESULTS

Group 3 has significantly higher scores than Group 2 on the Interpersonal subscale and also significantly higher scores than Group 1 on the Stress management. Our analysis also revealed significant correlations between adaptive coping strategies and emotional intelligence domains across all groups, with positive associations between acceptance and stress management, as well as between positive refocusing and adaptability. Regression analysis identified adaptive coping strategies as significant predictors of emotional intelligence, explaining 29% of its variance.

CONCLUSIONS

Our findings underscore the critical importance of targeted interventions to enhance emotional regulation and adaptive coping strategies in adolescents with neuromotor disabilities. By focusing on strengthening emotional intelligence and tailoring interventions to developmental stages, these programs can promote better emotional and social functioning, particularly in challenging situations.

Emotional Intelligence May Be Associated with Some Forms of Creative Potential

The current study examined the relationship between creative potential, estimated with tests of divergent thinking (DT), and emotional intelligence (EI). Previous research has hinted at a relationship, but the EI-DT relationship may differ as a function of the tasks and the specific components of EI. With this in mind, the present investigation compared two DT tests (Social Games vs. Titles Games) and examined whether or not the Interpersonal and Intrapersonal subscales of EI were more associated with DT than the Adaptability and Stress Management EI subscales. The youth version of the Bar-On Emotional Quotient Inventory (EQ-i: YV) was used to measure EI. The measure of EI and the two DT tests were administered to 244 male and female gifted (N = 125) and nongifted (N = 119) high school students in Saudi Arabia. The first objective was to examine whether the EI-DT relationship differs based on the nature of the task of the two DT tests used in the current study (Social Games vs. Titles Games). The second objective was to test whether the Interpersonal and Intrapersonal subscales of EI are more associated with DT than the Adaptability and Stress Management EI subscales. Canonical correlation analysis showed that the relationship between the Social Games test and EI was stronger than the relationship between the Titles Games test and EI. Two path analyses were run: one for the total sample and the second for the gifted sample. The likelihood ratio test showed that the Social Games test was more associated with EQ-i subscales than the Titles Games test for both samples. As expected, the Inter- and the Intrapersonal subscales of the EQ-i were more highly related to Social Games fluency and originality scores compared with the Stress Management and Adaptability subscales. Limitations and future directions are discussed.

Emotional intelligence training among the healthcare workforce: a systematic review and meta-analysis

Background

The healthcare sector is acknowledged as a complex and challenging field. Increasingly, research highlights the importance of healthcare workers' internal social and emotional skills in managing their well-being and enhancing their capacity to provide patient care and support to colleagues. Emotional Intelligence (EI) has been identified as a key factor in improving the health and performance of healthcare workers, leading to the implementation of numerous programs aimed at enhancing EI.

Objective

This meta-analysis aims to evaluate the effectiveness of EI training interventions among healthcare workers, focusing on various intervention designs and their impact on EI improvement.

Methods

The review encompassed 17 longitudinal studies, each implementing EI training interventions for healthcare workers aged 18 and over. The studies employed a variety of research designs.

Results

All studies demonstrated an increase in EI following the intervention. However, methodological limitations within these studies might have led to an overestimation of the actual effects of the interventions.

Conclusion

While the reviewed studies indicate a positive trend in EI enhancement post-intervention, the potential overestimation of effects due to methodological flaws necessitates caution. The findings underline the need for future research to explore the optimal duration and delivery methods for EI training in healthcare settings.

Systematic review registration

The systematic review and meta-analysis have been pre-registered with PROSPERO [CRD42023393760]. Further details can be accessed at: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023393760.

Emotional intelligence training for pre-service primary school teachers: a mixed methods research

Introduction

This research devises a training program for developing emotional intelligence focused on social and emotional learning and integrates it into teaching to improve pre-service teachers' emotional intelligence.

Methods

The study used a embedded mixed design. The quantitative dimension of the study used a controlled quasi-experimental design with pre-test/post-test, and the qualitative dimension used an evaluative case study design. The study was conducted with 73 prospective primary school teachers studying at the faculty of education of a Turkish state university. The study group was formed using purposive random sampling. The sample for the quantitative dimension was composed using probability random sampling, whereas the sample for the qualitative dimension was composed using purposive sampling. The program was administered to the experimental group for 10 weeks. Quantitative data were obtained using the Bar-On EQ-i, and qualitative data were obtained using a semi-structured interview questionnaire and participant diaries. Quantitative data were analyzed using normality analysis and one-factor analysis of covariance, whereas qualitative data were analyzed using descriptive and content analysis.

Results

The results found the developed training program to be an effective approach to improve emotional intelligence among pre-service teachers. Moreover, data obtained from documentary sources and focus group interviews during and after the application of the program confirmed and adequately explained the quantitative results.

Discussion

In line with the purpose of the study, the findings obtained from the quantitative part of the study showed that the implementation of the training program for the development of emotional intelligence focused on SEL was an effective approach in increasing the emotional intelligence levels of the pre-service teachers in the experimental group. Similar research results also support that pre-service teachers' emotional intelligence can be improved with additional intervention practices without affecting their curriculum.

Relationship of emotional intelligence and capability of answering higher-order knowledge questions in physiology among first-year medical students

Emotional intelligence (EI) has a positive correlation with the academic performance of medical students. However, why there is a positive correlation needs further exploration. We hypothesized that the capability of answering higher-order knowledge questions (HOQs) is higher in students with higher EI. Hence, we assessed the correlation between EI and the capability of medical students to answer HOQs in physiology. First-year undergraduate medical students (n = 124) from an Indian medical college were recruited as a convenient sample. EI was assessed by the Schutte Self-Report Emotional Intelligence Test (SSEIT), a 33-item self-administered validated questionnaire. A specially designed objective examination with 15 lower-order and 15 higher-order multiple-choice questions was conducted. The correlation between the examination score and the EI score was tested by Pearson's correlation coefficient. Data from 92 students (33 females and 59 males) with a mean age of 20.14 ± 1.87 yr were analyzed. Overall, students got a percentage of 53.37 ± 14.07 in the examination, with 24.46 ± 9.1 in HOQs and 28.91 ± 6.58 in lower-order knowledge questions (LOQs). They had a mean score of 109.58 ± 46.2 in SSEIT. The correlation coefficient of SSEIT score with total marks was r = 0.29 (P = 0.0037), with HOQs was r = 0.41 (P < 0.0001), and with LOQs was r = 0.14 (P = 0.19). Hence, there is a positive correlation between EI and the capability of medical students to answer HOQs in physiology. This study may be the foundation for further exploration of the capability of answering HOQs in other subjects.NEW & NOTEWORTHY This study assessed the correlation between emotional intelligence (EI) and the capability of medical students to answer higher-order knowledge questions (HOQs) in the specific context of physiology. The finding reveals one of the multifaceted dimensions of the relationship between EI and academic performance. This novel perspective opens the door to further investigations to explore the relationship in other subjects and other dimensions to understand why students with higher EI have higher academic performance.

Self-Rated Confidence in Vocal Emotion Recognition Ability: The Role of Gender

PURPOSE

We studied the role of gender in metacognition of voice emotion recognition ability (ERA), reflected by self-rated confidence (SRC). To this end, we guided our study in two approaches: first, by examining the role of gender in voice ERA and SRC independently and second, by looking for gender effects on the ERA association with SRC.

METHOD

We asked 100 participants (50 men, 50 women) to interpret a set of vocal expressions portrayed by 30 actors (16 men, 14 women) as defined by their emotional meaning. Targets were 180 repetitive lexical sentences articulated in congruent emotional voices (anger, sadness, surprise, happiness, fear) and neutral expressions. Trial by trial, the participants were assigned retrospective SRC based on their emotional recognition performance.

RESULTS

A binomial generalized linear mixed model (GLMM) estimating ERA accuracy revealed a significant gender effect, with women encoders (speakers) yielding higher accuracy levels than men. There was no significant effect of the decoder's (listener's) gender. A second GLMM estimating SRC found a significant effect of encoder and decoder genders, with women outperforming men. Gamma correlations were significantly greater than zero for women and men decoders.

CONCLUSIONS

In spite of varying interpretations of gender in each independent rating (ERA and SRC), our results suggest that both men and women decoders were accurate in their metacognition regarding voice emotion recognition. Further research is needed to study how individuals of both genders use metacognitive knowledge in their emotional recognition and whether and how such knowledge contributes to effective social communication.

Implicit theories of women preschool pre-service teachers and emotional intelligence

Introduction

Pre-service teachers should be prepared to face the emotionally demanding situations associated with the profession. The previous literature suggests that two variables are important for managing teaching demands: emotional intelligence (EI) or the ability to perceive, facilitate, understand, and manage emotions and implicit theories (ITs). ITs refer to the beliefs about the malleability of various life domains. Individuals can be divided into incremental theorists (believing that attributes are malleable) and entity theorists (attributes are fixed).

Objective

This study aimed to evaluate the influence of ITs of intelligence and EI on self-report and ability EI in a sample of female preschool pre-service teachers.

Method

In total, 224 participants (M = 21.27, SD = 4.72) were assessed on ability EI (performance and self-report instruments), ITs of intelligence, ITs of EI, age, and parental education.

Results

In our sample, incremental EI-but not intelligence-theories predicted higher scores on self-report and ability EI. In particular, being an incremental theorist of EI predicted 11 and 20% of the variance of the global EI and the managing branch of the ability EI, respectively.

Conclusion

Our findings suggest the importance of ITs of EI for pre-service teachers' emotional intelligence and open the door to implementing ITs of EI training in this population. These theoretical and practical implications are discussed.