Emotional Intelligence Measures: A Systematic Review

Influence of emotional intelligence on patient-dentist relationships: A questionnaire development, validation and pilot study

Background

The Dentist-Patient relationship is a crucial component of successful dental care. Emotional intelligence (EI) has emerged as an important factor that can shape patient experiences and improve the quality of care. The present study was aimed to develop a questionnaire, validate the questionnaire, and assess how EI influences the dentist-patient relationship.

Materials and methods

This study was conducted in four phases. First phase was a focus group discussion with preliminary questionnaire development. Phase II was validation of the preliminary questionnaire and phase III was a pilot study that assessed the internal consistency of the preliminary questionnaire. Phase IV was the survey conducted to assess the influence of EI on dentist-patient relationship using the final questionnaire. A cross-sectional survey was conducted with 200 dentists in the month of September 2024.

Results

The CVI and CVR of the final questionnaire was found to be > 0.8 with κ = 81 % suggestive of good intra-rater agreement. The internal consistency of the final questionnaire was good with Cronbach's α value > 0.7. More than 40 % of the participants had an opinion that emotional intelligence helps in making ethical decisions in dental practice. Also, 41.5 % of the dentists suggested for a formal training in emotional intelligence in dental schools.

Conclusion

By fostering trust, improving communication, and managing emotional challenges, dental professionals can enhance the quality of care and patient experiences. Implementing EI-focused modules into dental curricula can better prepare future dentists to manage the emotional and psychological aspects of patient care.

Emotional Intelligence in Portuguese Youth: Age and Gender Differences

Emotional intelligence (EI) plays a pivotal role in youth development, influencing well-being, social adaptation, and academic success. This study aimed to assess age- and gender-related differences in perceived EI among Portuguese youth using the Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV), a validated and widely applied tool. A sample of 931 students aged 8 to 16 from various regions of Portugal was evaluated across five EI domains: intrapersonal, interpersonal, stress management, adaptability, and general mood. The results show that emotional intelligence changes during adolescence, with clear age and gender differences. The data shows that as adolescents grow older, their perceived emotional intelligence (PEI) tends to decline, especially in adaptability and intrapersonal skills. While stress management and interpersonal abilities stay steady, they increasingly struggle with self-awareness and emotional regulation. Interpersonal skills remain the strongest, reflecting solid social abilities, while intrapersonal skills are the weakest, pointing to challenges with emotional insight. This means that while social connection and stress resilience hold up, adapting to change and managing emotions become harder with age. Gender differences also emerged, with girls demonstrating higher interpersonal skills and stress management in early adolescence, while boys reported better general mood in mid-adolescence. Despite these differences, no significant variations were found in the global EQi:YV scores. These results challenge the assumption of a linear increase in EI with age and emphasize the importance of a nuanced understanding of EI development. The study highlights the need for interventions that support emotional development throughout adolescence and targeted educational interventions tailored to the specific emotional competencies of different age and gender groups.

The Relationship Between Nurses' Emotional Competence and Evidence-Based Nursing: A Scoping Review

Background: Emerging evidence suggests that emotions significantly influence clinical decision-making among healthcare professionals. Given that evidence-based nursing (EBN) relies heavily on clinical reasoning, and emotions play a critical role in shaping its quality, exploring the relationship between emotional competence and EBN is essential. Objective: This scoping review aims to map and synthesize existing knowledge on the relationship between nurses' emotional competence and EBN, while identifying research methodologies and integration challenges. Methods: Following the Joanna Briggs Institute (JBI) methodology and PRISMA-ScR guidelines, a scoping review was conducted. The search strategy included studies from databases such as Scopus and CINAHL, as well as grey literature. Eligibility criteria included primary and secondary research articles in Portuguese, English, Spanish, and French, published since 1990, focusing on the relationship between emotional competence and EBN in nurses. Data were synthesized thematically. Results: Of 751 publications identified, 11 met the inclusion criteria. Three themes emerged: (1) the relationship between emotional competence and EBN in different healthcare contexts; (2) research methodologies used; and (3) integration challenges and suggestions. Findings suggest that nurses with higher emotional competence are more likely to adopt safer, evidence-based practices, facilitating EBN implementation and improving care quality and safety. Conclusions: The evidence highlights the importance of integrating emotional intelligence and EBN in nursing education and practice. Combined educational programs are recommended to enhance professional safety, performance, and well-being. Future research should further explore this relationship to develop practice models that reconcile emotional competencies with evidence-based nursing.

The impact of nursing work environment, emotional intelligence, and empathy fatigue on nurses' presenteeism: a structural equation model

PURPOSE

This study aimed to investigate the impact of the work environment, emotional intelligence, and empathy fatigue on nurse presenteeism and to examine the mediating roles of emotional intelligence and empathy fatigue.

METHODS

This study employed a cross-sectional research design and conducted a questionnaire survey from April to July 2024 among 1,375 nurses (aged 18-24, 25-34, 35-44, and ≥ 45 years) from six tertiary hospitals in Henan Province. The questionnaire included demographic characteristics, the Nursing Practice Environment Scale, the Emotional Intelligence Scale, the Empathy Fatigue Scale, and the Stanford Presenteeism Scale. Statistical analyses were conducted using SPSS 27.0 and AMOS 26.0. A structural equation model was constructed, and the Bootstrap method was employed to assess the mediating effects.

RESULTS

The average presenteeism score among nurses was 19.49 ± 5.910. A partial mediation effect exists among the four variables: work environment, emotional intelligence, empathy fatigue, and nurse presenteeism. Specifically, the nursing work environment not only directly negatively influences nurse presenteeism but also indirectly affects it through the mediating roles of emotional intelligence and empathy fatigue. Furthermore, emotional intelligence and empathy fatigue serve as a chain mediator between the work environment and nurse presenteeism.

CONCLUSION

The results indicate that the nursing work environment not only directly affects nurse presenteeism but also indirectly influences their presenteeism through emotional intelligence and empathy fatigue. These findings provide theoretical support and guidance for reducing nurse presenteeism rates, emphasizing the importance of optimizing the nursing work environment, enhancing emotional intelligence, and alleviating empathy fatigue in nursing practice.

Emotional Intelligence, Mental Health, and Well-Being Outcomes in the Unemployed: The Moderating Role of Age

The main goal of this study was to examine the moderating role of age in the relationship between emotional intelligence (EI) and mental health indicators among unemployed individuals. A sample of 401 unemployed participants were evaluated per EI, depressive symptoms, and happiness. Moderation analyses showed that age moderated the relationship between EI and depressive symptoms after controlling for gender and length of unemployment, showing a stronger association among the younger participants with lower EI scores. However, this pattern was not found for happiness. These findings address knowledge gaps regarding age-EI interactions within mental health contexts and age's moderating effect on unemployment. Also, the importance of developing targeted EI training interventions to mitigate the negative mental health effects of unemployment is highlighted, especially among vulnerable demographic groups like the young unemployed.

Emotional Intelligence and Behavioural Addictions: A Systematic Review

Background: The role of emotional intelligence on the experience of behavioural addictions is a growing area of research interest. However, there are operationalisation issues in studying both emotional intelligence and behavioural addictions separately. This review aims to report on the existing literature of studies exploring the relationship between these two concepts, and to identify gaps in research practice in order to inform future studies. Methods: A search, covering the date range of 2013-2024, conducted in five databases in August 2024 identified 43 articles, reported according to PRISMA 2020 guidelines. The findings are discussed under four subheadings: technology-related behavioural addiction, internet gaming disorder, eating disorders, and consumer behaviour and compulsive buying. Results: Overall, the results show that emotional intelligence is negatively correlated with behavioural addictions and plays both a moderating and mediating role in the associations between behavioural addictions and other negative outcomes such as suicidal ideation, rumination, fear of missing out, and depression. Conclusions: In addition to summarising studies and controversial discussions on emotional intelligence and behavioural addictions, this review suggests possible roadmaps to ensure more accurate research outcomes by highlighting the importance of theoretical and methodological distinctions between trait and ability models of emotional intelligence.

Emotional Intelligence and Critical Thinking: Relevant Factors for Training Future Teachers in a Chilean Pedagogy Program

Critical thinking has become one of the most notable cognitive skills in education in recent decades since it offers skills for improving knowledge, making decisions, and creativity, among others. While it is considered a mainly cognitive process, recent years have seen strong proposals regarding its relationship with motivational and emotional processes. A study is presented that analyzes the relationship between critical thinking and emotional intelligence, analyzing the relations and influences between these variables. Two instruments were applied to 658 Chilean pedagogy students with ages ranging from 19 to 47 years old. The results indicate a moderate level of critical thinking and a high level of emotional intelligence, along with a positive and significant but moderately low relationship between emotional intelligence and critical thinking. There are no gender differences, meaning that men and women developed these skills in a similar way, but differences were found between age groups. The study highlights the relevance of promoting both critical thinking and emotional intelligence in training future teachers and the need to generate new studies about how these skills are developed in teacher training.

The mediating role of workplace milieu resources on the relationship between emotional intelligence and burnout among leaders in social care

BACKGROUND

This study investigated the connection between emotional intelligence and burnout through the mediating role of workplace milieu resources (a sense of community and mutual trust between employees) among social care leaders in Hungary utilizing the Job Demand-Resources model as a reference. The study evaluated emotional intelligence across three dimensions: understanding our emotions, understanding others' emotions, and positive emotional appraisal.

METHODS

A cross-sectional and quantitative study was conducted from 11th April to 30th November 2019 targeting Hungarian social care leaders. Participants (N = 547) were recruited non-randomly trough a training organized for them. Data collection involved sociodemographic questions, the Assessing Emotions Scale and the Copenhagen Psychosocial Questionnaire. Descriptive statistics, Pearson's correlation, and three saturated serial mediations (ML with percentile bootstrap) were implemented. During the mediations, one dimension of emotional intelligence was used as a predictor in each model with the sense of community and mutual trust as serial mediators, and burnout as the outcome.

RESULTS

The results confirmed the role of the leader's emotional intelligence in creating a supportive workplace atmosphere and its indirect effect on burnout through these workplace milieu resources, while its direct effect was found not to be substantial. Among the three aspects of emotional intelligence, positive appraisal had the largest effect on burnout.

CONCLUSIONS

This study suggests that emotional intelligence' influence on burnout is mediated by workplace milieu resources. Therefore, it is crucial to encourage leaders to use their emotional intelligence to create a positive emotional atmosphere rather than solely concentrating on emotional comprehension.

Metacognitive processes, situational factors, and clinical decision-making in nursing education: a quantitative longitudinal study

OBJECTIVE

This study examined the longitudinal development of metacognitive skills and clinical decision-making abilities in nursing students, focusing on the interactions between metacognitive processes, situational factors, and individual differences.

METHODS

A longitudinal, quantitative design was employed, following 185 third-year nursing students from a major university in China over one academic year. Data were collected at six time points using the Metacognitive Awareness Inventory, Nursing Decision-Making Instrument, and custom-designed clinical scenario assessments. Latent Growth Curve Modeling, Multilevel Modeling, and Moderation Analysis were used to analyze the data.

RESULTS

Significant positive growth trajectories were observed for both metacognitive awareness (mean slope = 0.07, p < .001) and decision-making skills (mean slope = 0.08, p < .001). Metacognitive regulation emerged as the strongest predictor of decision-making outcomes (β = 0.188, p < .001 for quality; β = 0.168, p < .001 for efficiency). Task complexity negatively impacted decision-making quality (β = -0.129, p < .001), while time pressure more strongly affected efficiency (β = -0.121, p < .001). Cognitive style and emotional intelligence moderated the relationship between metacognitive processes and decision-making outcomes. The effectiveness of metacognitive strategies in mitigating the negative effects of situational factors varied across individuals and over time.

CONCLUSION

This study provides robust evidence for the complex interplay between metacognitive processes, situational factors, and individual differences in the development of clinical decision-making skills among nursing students. The findings highlight the importance of tailoring educational interventions to enhance specific metacognitive skills, particularly regulation, while considering the impact of situational factors and individual cognitive styles. These insights can inform the design of more effective, personalized approaches to nursing education, potentially enhancing the preparation of nursing students for the complexities of clinical practice.

Emotional intelligence evaluation tools used in allied health students: A scoping review

INTRODUCTION

Emotional intelligence (EI) is described as the ability to recognise and understand one's own emotions and the emotions of others, and empathically manage emotional responses. While historically not emphasised in undergraduate allied health sciences training, it is increasingly considered an essential graduate trait. This scoping review synthesises existing research on EI outcomes, specifically in undergraduate allied health professions students.

METHOD

Four databases were searched in February 2024 using keywords relating to EI and empathy to identify studies published in English from 1990. Eligible studies needed to include assessment and reported outcomes using validated EI tools in health professions students.

RESULTS

A total of 163 papers met the inclusion criteria. Many studies employed a cross-sectional design (n = 115). Most studies (n = 135) focused on undergraduate students studying medicine (n = 62), nursing (n = 80) and dentistry (n = 13), with some studies (n = 21) evaluating more than one discipline. Many studies investigated one discipline only (n = 64 for nursing, n = 50 for medicine) using no comparator undergraduate degree. The most common EI models evaluated from this review were ability-based (n = 77), followed by trait-based models (n = 36) and mixed social-emotional competence (n = 35). Ability model evaluations of EI most commonly utilised the Schutte Self-Report Emotional Intelligence Test (SSEIT) (n = 44) and the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) (n = 24).

CONCLUSION

Research on EI among undergraduate allied health fields is limited. Existing literature reveals there is some consensus on the importance of EI in healthcare education, but there is considerable variability in how EI is measured. Studies suggest higher levels of EI may correlate with improved student professional skill development in clinical reasoning, empathy and stress management.

The relationship of emotional intelligence to burnout and related factors in healthcare profession students

BACKGROUND

High prevalence of burnout amongst healthcare profession students results in detrimental effects on academic performance, mental health, and quality of life. Emotional intelligence is a trainable skillset demonstrated to protect against burnout, improve psychological well-being, and decrease anxiety and stress, yet it lacks standardized inclusion in many healthcare profession program curricula.

OBJECTIVES

To explore the utility of emotional intelligence as a tool for burnout mitigation, this study aimed to determine the relationship between emotional intelligence and burnout in an interprofessional sample of healthcare profession students and identify related variables.

DESIGN

Cross-sectional survey study.

SETTINGS

Data was collected over 14 weeks in the fall of 2022 via a nationally distributed online survey.

PARTICIPANTS

147 healthcare profession students from the following professional or doctoral programs: Master of Science in Athletic Training (ATC), Doctor of Physical Therapy (DPT), Master of Science in or Doctor of Occupational Therapy (OT/OTD), Master of Science in Speech-Language Pathology (SLP), Doctor of Medicine (MD), Physician Assistant Studies (PA-S), Bachelor of Science in Nursing (RN), or Nurse Practitioner Studies (NP).

METHODS

Participants completed a demographics form (personal/school related variables including prior education and mindfulness habits), the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), Oldenberg Burnout Inventory-Student (OLBI-S), and RU-SATED sleep health scale.

RESULTS

A large negative correlation was noted between emotional intelligence and burnout (r = -0.591, p < .001). Emotional intelligence and age were significant predictors of burnout. Previous emotional intelligence learning and mindfulness practice also demonstrated significant differences in emotional intelligence.

CONCLUSIONS

These findings suggest that greater emotional intelligence may have a positive impact on burnout and wellbeing in healthcare profession students. Educational interventions aimed to improve emotional intelligence should be explored for inclusion in healthcare profession educational program curricula.

A Network Analysis of Emotional Intelligence in Chinese Preschool Teachers

Emotional intelligence significantly influences various aspects of teachers' professional and personal lives, notably affecting preschoolers' social skills and emotional development during formative years. This study utilizes a network analysis approach to explore the complex relationships among four components of emotional intelligence: emotional labor, emotional regulation, professional well-being, and professional identity. Participants included 2069 frontline Chinese teachers (34 males, 2035 females; M = 28.64, SD = 5.98; M years of teaching = 6.88, SD = 5.29) with no leadership roles, categorized into three stages of their careers based on years of teaching experience: novice (0-3 years; n = 612), advanced beginners (4-6 years; n = 537), and competent (7-40 years; n = 920). Findings revealed that joy of teaching, role value, and professional value were identified as the most critical elements within the emotional state network of early childhood education teachers. The strongest connections in teachers' emotional networks were found between school connectedness and joy of teaching (r = 0.474), surface acting behavior and natural acting behavior (r = 0.419), and professional value and professional behavior (r = 0.372). Furthermore, teachers across different career stages exhibited similar characteristics and intrinsic connections among emotional state components. These findings deepen our understanding of the emotional state networks of ECE teachers, highlighting shared features and interconnected mechanisms, and suggest that enhancing teachers' emotional intelligence through targeted professional development can improve both teacher well-being and preschoolers' social-emotional outcomes. Policies that foster strong school connectedness and reduce emotional labor are key to promoting sustained joy in teaching, particularly for novice and advanced beginner teachers.

Impact of Emotional Intelligence on Professional Performance and Stress Resilience Among Healthcare Practitioners

Objectives Emotional intelligence (EI) refers to the ability to perceive, understand, and manage emotions effectively, a skill essential in the high-stress environment of healthcare. Research suggests that healthcare professionals with higher EI are better equipped to handle stress, maintain resilience, and make sound judgments under pressure, ultimately enhancing job performance. This paper examines EI's predictive role in managing job performance and resistance to stress among healthcare professionals, aiming to explore how elevated EI may strengthen their coping abilities and contribute to improved stress management, professional judgment, and resilience in challenging work settings. Method This cross-sectional study was conducted among 108 healthcare providers, including doctors, nurses, and allied workers. It used validated questionnaires to collect data using the Trait Emotional Intelligence Questionnaire (TEIQue) to measure EI, the Perceived Stress Scale (PSS) to determine the level of stress, and other standardized tools to grade job performance and the level of resilience. SPSS analyzed data to find the correlation between EI, stress level, job performance, and resilience. IBM SPSS Statistics, Version 26 (IBM Corp., Armonk, NY, USA), was used to analyze data and determine the correlation between EI, stress level, job performance, and resilience. Results The results showed a high positive correlation between EI and job performance, r = 0.601 and resilience r = 0.626, suggesting that higher levels of EI positively determine effective professional outcomes and greater resilience. Besides, EI was shown to have a moderate positive correlation with stress management, r = 0.624, indicating that higher EI levels enhance the capabilities of health professionals to manage stress effectively. Conclusion This research would establish that EI significantly affects the resilience of healthcare professionals to stress and job performance. This means that EI-enhancing programs implemented in healthcare agencies could result in better health outcomes, low burnout, and higher resilience of healthcare workers. The subsequent studies may examine the long-term outcomes of EI on resilience to stress and job performance in various settings.

A study of the correlation between residents' humanistic care skills and their level of emotional intelligence-A cross-sectional survey

BACKGROUND

There is variability in the structure of junior doctors' knowledge of humanistic medicine. The level of residents' emotional intelligence affects their professional development and the doctor-patient relationship. Currently, there is a paucity of research examining the humanistic competence and emotional intelligence of medical residents, both domestically and internationally.The primary objective of this study was to scrutinize the prevailing status of residents' humanistic competence and emotional intelligence levels, aiming to assess the correlation between humanistic competence and emotional intelligence.

METHODS

A cross-sectional survey using the Demographic Characteristics Questionnaire, the Humanistic Care Competence Scale, and the Emotional Intelligence Scale was conducted in September 2022 among residents of a tertiary general hospital in Sichuan Province. The relationship between humanistic care competence scores and emotional intelligence scores among residents was analyzed using Pearson correlation analysis and multiple linear regression analysis.

RESULTS

The mean score of residents' humanistic care competence was 188.82 ± 20.80, and the mean score of emotional intelligence was 87.08 ± 13.49.The Pearson correlation results demonstrated a significant correlation (r = 0.400, p = 0.000) between the level of emotional intelligence and humanistic care competence. The results of multiple linear regression analysis indicated that self-emotional appraisal, emotional appraisal of others, emotional control, emotional use, and school community work experience independently predicted humanistic care competence.

CONCLUSION

The scores for residents' humanistic care competence were notably low, influenced by a multitude of factors that also exhibited varying levels of impact on emotional intelligence development. Emotional intelligence was positively associated with humanistic care competence. Emotional intelligence is an important consideration in the development, implementation, and evaluation of humanistic care interventions. Residency programs should provide education and training in humanistic competencies to improve residents' levels of emotional intelligence and promote the overall health of society.

Methodological quality of 100 recent systematic reviews of health-related outcome measurement instruments: an overview of reviews

PURPOSE

Systematic reviews evaluating and comparing the measurement properties of outcome measurement instruments (OMIs) play an important role in OMI selection. Earlier overviews of review quality (2007, 2014) evidenced substantial concerns with regards to alignment to scientific standards. This overview aimed to investigate whether the quality of recent systematic reviews of OMIs lives up to the current scientific standards.

METHODS

One hundred systematic reviews of OMIs published from June 1, 2021 onwards were randomly selected through a systematic literature search performed on March 17, 2022 in MEDLINE and EMBASE. The quality of systematic reviews was appraised by two independent reviewers. An updated data extraction form was informed by the earlier studies, and results were compared to these earlier studies' findings.

RESULTS

A quarter of the reviews had an unclear research question or aim, and in 22% of the reviews the search strategy did not match the aim. Half of the reviews had an incomprehensive search strategy, because relevant search terms were not included. In 63% of the reviews (compared to 41% in 2014 and 30% in 2007) a risk of bias assessment was conducted. In 73% of the reviews (some) measurement properties were evaluated (58% in 2014 and 55% in 2007). In 60% of the reviews the data were (partly) synthesized (42% in 2014 and 7% in 2007); evaluation of measurement properties and data syntheses was not conducted separately for subscales in the majority. Certainty assessments of the quality of the total body of evidence were conducted in only 33% of reviews (not assessed in 2014 and 2007). The majority (58%) did not make any recommendations on which OMI (not) to use.

CONCLUSION

Despite clear improvements in risk of bias assessments, measurement property evaluation and data synthesis, specifying the research question, conducting the search strategy and performing a certainty assessment remain poor. To ensure that systematic reviews of OMIs meet current scientific standards, more consistent conduct and reporting of systematic reviews of OMIs is needed.

Individual and group emotional intelligence measurement of sex differences and invariance for individual (WLEIS-S) and group (WEIP-S) emotional intelligence measurement scales

Different international research groups focus on the study of socio-emotional resources and tools to facilitate adequate management of daily challenges and demands among teachers. This allows for better personal and professional performance. One of these resources that has attracted most attention in recent decades has been that of emotional intelligence. In this regard, the present study set out to analyse the psychometric properties of trait emotional intelligence as a construct. For this purpose, the study focused on two EI measurement instruments. One of the instruments (WLEIS-S) measures individual emotional intelligence and the other instrument (WEIP-S) measures group emotional intelligence. Against this background, the possible invariance of both scales with respect to the sex variable is analysed, as well as possible differences in the variables measured by the scales between sexes. To this end, 452 primary education teachers from Southern Spain filled in the WLEIS-S and WEIP-S tests. The results found in the factor analyses carried out with both instruments showed an excellent fit, as well as good internal consistency. Moreover, both instruments showed robust invariance, which indicates that both scales measure the emotional intelligence construct consistently for both women and men. No differences were found in the assessed latent variables between sexes. To conclude, this study shows psychometric evidence supporting the suitability of the WLEIS-S and WEIP-S scales for the accurate assessment of individual and group emotional intelligence in women and men in the teacher population.

Social-emotional competence, social adequacy, and self-regulation among Iranian female high school students

The research aimed to investigate the association between social-emotional competence and social adequacy with the self-regulation of female high school students in Tehran. The sample of the current study consisted of 250 female participants from the student community in different educational areas of Tehran, who were selected using the multi-stage cluster sampling method. The measurement tools were: The social-emotional competence scale, the social adequacy scale and the self-regulation questionnaire. The findings revealed a positive association between social-emotional competence, social adequacy, and self-regulation among Iranian female students. Resulted of regression analysis showed that self-regulation was positively predicted by social-emotional competence and social adequacy. Enhancing social competence, particularly in emotional and psychological aspects, can improve students' adaptation and well-being. This can help prevent issues such as social rejection, substance abuse, and depression in both their school environment and future personal and professional lives. Additionally, it is important to implement various intervention programs targeting parents and teachers to raise awareness about social-emotional competence and social adequacy in adolescent girls, as well as strategies for fostering these skills. This will improve their mental health and help prevent the development of various addictive behaviors.

Implementing a scoping review to explore sport officials' mental health

Introduction

Sport officials are tasked with applying rules, maintaining fairness, and ensuring athlete safety. However, sport officials experience anxiety, burnout, and non-accidental violence, with the incidence of these events increasing worldwide. This has led to rising attrition rates among sport officials, with many sport organizations concerned for their operational capacity. The effects of anxiety, burnout, and non-accidental violence might contribute to or be indicative of sport officials' negative mental health outcomes. To develop a clear understanding of how sport officials' mental health is affected by their occupation, it is necessary to identify the mental health outcomes and predictors they experience, and to what extent. The purpose of this scoping review was to identify and examine the empirical research and policy documents surrounding sport officials' mental health.

Method

One thousand, two hundred six articles were identified across four databases: PubMed, Web of Science, SportDiscus, and PsycINFO. Next, a policy search was conducted on the respective international governing body websites from English-speaking countries for the 60 included sports. Following screening, 18 studies and one policy document met the inclusion criteria for exploring sport officials' mental health.

Results

Participants (N = 7,941) in the studies were mainly European male soccer and basketball referees. Most studies utilized quantitative inquiry (n = 15) rather than qualitative methods (n = 2) or framework development (n = 1). The research demonstrated that sport officials frequently experienced negative mental health outcomes and predictors including anxiety, depression, burnout, lower mental health literacy, and high levels of stigmatization towards mental health.

Discussion

These outcomes were influenced by gender/sex, age, and experience. There is a need to explore personal and environmental (including occupational) factors that cause or contribute to sport officials' mental health symptoms and disorders.

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.

Emotional Intelligence and Breast Cancer: A Systematic Review

Emotional Intelligence (EI), defined as the ability to perceive, identify, understand, and regulate emotional states is related to health outcomes. In this line, some studies examined this personal resource in the cancer area and, specifically, in breast cancer. Also, the different models and measures have led to a categorisation considering the various construct-method pairings of EI. Despite the increased number of studies about EI in the breast cancer context, there are no systematic reviews that summarise the results obtained in the different investigations. Objectives: Hence, the present review aims: to identify and describe the measures that have been used for assessing EI within this field, and to summarise the main results regarding EI in terms of its predictors and outcomes, considering the instruments used to assess it. Methods: The PRISMA guidelines were followed. Database search was conducted in WOS, Scopus, Pubmed, and PSYCArticles. Results: A total of 156 articles were found and 21 met the eligibility criteria. On one hand, one of the most used instruments was the TMMS-24 framed within the self-report ability EI, followed by those framed within the self-report mixed EI. None of the studies measured EI by the performance-based ability EI perspective. On the other hand, EI was related to other variables such as psychological well-being, quality of life, resilience, workability, anxiety, and depression. The majority of the studies were cross-sectional, and some of them included an intervention. Conclusions: This review provides a comprehensive overview of the existing studies concerning EI in the context of breast cancer, highlighting some of its characteristics regarding design, participants, used measures, and related variables. Also, the obtained results can improve the clinical practice and the understanding of the EI as an influencing factor in the health and quality of life of breast cancer populations.

Influence of Pokémon GO on Physical Activity and Psychosocial Well-Being in Children and Adolescents: Systematic Review

BACKGROUND

Pokémon GO, an augmented reality game with widespread popularity, can potentially influence players' physical activity (PA) levels and psychosocial well-being.

OBJECTIVE

This review aims to systematically examine the scientific evidence regarding the impact of Pokémon GO on PA and psychosocial well-being in children and adolescents.

METHODS

Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and the GRADE (Grading of Recommendations, Assessment, Development, and Evaluations) framework, we conducted keyword and reference searches in the PubMed, CINAHL, Web of Science, and Scopus databases. We performed title and abstract screening, full-text review, evidence synthesis, and identified research gaps.

RESULTS

Our review included 10 studies that explored the effect of Pokémon GO on PA or psychosocial well-being among children and adolescents. These studies used diverse designs across multiple countries and regions. Pokémon GO use measures encompassed frequency, experience, adherence, and motivation. PA assessment methods ranged from self-reported questionnaires to technology-based evaluations and qualitative approaches. Psychosocial well-being measures included emotional intelligence, personal well-being, self-control, emotionality, and sociability. In general, the estimated impact of Pokémon GO on PA was positive, with gaming elements and engagement correlating with increased PA levels. However, the effect on psychosocial well-being presented mixed results, with positive associations for sociability but a complex relationship involving well-being and internet gaming disorder. The limitations of these studies comprised the absence of randomized controlled trials, heterogeneity in study designs and outcome measures, and potential confounding bias.

CONCLUSIONS

Overall, Pokémon GO tends to positively affect PA levels, while the impact on psychosocial well-being remains complex and requires further investigation. Future research should investigate the mechanisms connecting Pokémon GO use with PA and psychosocial well-being and the potential risks of excessive gameplay. These findings can help inform public health interventions to harness gaming technologies for promoting PA and enhancing well-being among the younger generation.

TRIAL REGISTRATION

PROSPERO International Prospective Register of Systematic Reviews CRD42023412032; https://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=412032.

Exploring Emotional Intelligence and Sociodemographics in Higher Education; the Imperative for Skills and Curriculum Development

There is increasing interest in understanding the nature and impact of emotional intelligence (EI) in educational institutions and the workplace since EI is associated with academic performance, career success, job satisfaction, and management skills. Here we measured EI levels in students and employees at Qatar University and examined associations with sociodemographic variables. This cross-sectional study used the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) questionnaire to quantify EI. Of 517 respondents, 315 were students and 202 were employees. The mean global EI level across all participants was 4.80 ± 0.78, with EI highest in the well-being domain (5.43 ± 1.04). Overall, older respondents had higher EI than younger respondents. There was no significant effect of gender, marital status, or employment position on EI. However, there were significant two- and three-way interactions. As a standalone variable, age was the most important factor influencing EI development in our cohort. However, three-way interactions revealed complex effects between age, gender, and marital status and EI. Our findings support a need for workshops on EI for employees and integrating dedicated courses into existing curricula to equip students with effective interpersonal relationship skills that foster EI development. Developing such interpersonal skills could help to promote personal, professional, and academic success.

Embracing the Emotion in Emotional Intelligence Measurement: Insights from Emotion Theory and Research

Emotional intelligence (EI) has gained significant popularity as a scientific construct over the past three decades, yet its conceptualization and measurement still face limitations. Applied EI research often overlooks its components, treating it as a global characteristic, and there are few widely used performance-based tests for assessing ability EI. The present paper proposes avenues for advancing ability EI measurement by connecting the main EI components to models and theories from the emotion science literature and related fields. For emotion understanding and emotion recognition, we discuss the implications of basic emotion theory, dimensional models, and appraisal models of emotion for creating stimuli, scenarios, and response options. For the regulation and management of one's own and others' emotions, we discuss how the process model of emotion regulation and its extensions to interpersonal processes can inform the creation of situational judgment items. In addition, we emphasize the importance of incorporating context, cross-cultural variability, and attentional and motivational factors into future models and measures of ability EI. We hope this article will foster exchange among scholars in the fields of ability EI, basic emotion science, social cognition, and emotion regulation, leading to an enhanced understanding of the individual differences in successful emotional functioning and communication.

Correlation between trait emotional intelligence and prefrontal activation during a verbal fluency task: A functional near-infrared spectroscopy study

Stress is inevitable in humans and stress changes our physical and mental states. Stress has been studied epidemiologically, biologically, and psychologically. First defined in 1990, emotional intelligence (EI) affects psychological stress management. In contrast, the prefrontal cortex (PFC) is suggested to play a vital role in stress management. Human PFC activity can be inferred from the balance of oxygenated and deoxygenated hemoglobin in cerebral blood flow, which can be measured and calculated using functional near-infrared spectroscopy (fNIRS). An important cognitive activation task to activate the PFC is the verbal fluency task (VFT). Therefore, if the PFC is activated by the VFT and monitored by fNIRS, and the activity correlates with EI, fNIRS can be used to measure EI. In this study, Psychological tests using the self-rating depression scale, state-trait anxiety inventory (STAI), and trait emotional intelligence questionnaire-short form (TEIQue-SF) were conducted to evaluate the correlation with VFT performance. Relative oxygenated and deoxygenated hemoglobin concentrations were measured using an fNIRS device, and their correlation with VFT performance was tested. Spearman correlation coefficient was used to determine correlations. Results were as follows. Although VFT performance did not correlate with the oxygenated hemoglobin concentration ([Oxy-Hb]) changes, [Oxy-Hb] was elevated in all channels. VFT performance was significantly negatively correlated with the Zung self-rating depression scale (ρ = 0.063, P = .759), trait anxiety or anxiety level as a personal characteristic of STAI (ρ = 0.243, P = .232), and state anxiety or anxiety about an event of STAI (ρ = -0.138, P = .500), whereas no correlation was found with the TEIQue-SF (ρ = 0.303, P = .132). Healthy individuals PFC activity is not severely affected by their mental state and cognitive activation successfully activates the PFC, supporting the hypothesis that EI is correlated with frontal cortical activation during the VFT in a nonclinical population. EI may play a vital role in reducing stress associated with depression and anxiety in our social lives. Although we failed to show a statistical correlation between TEIQue-SF and [Oxy-Hb] due to a sample size shortage, our preliminary study was the first to attempt to show the PFC activity of EI through a hemodynamic response. Future research may elucidate the role of EI in reducing psychological stress in social life.

Beyond emotional intelligence: The new construct of meta-emotional intelligence

Meta-emotional intelligence is a recently developed multidimensional construct that, starting from the original ability model of emotional intelligence, focuses on the cognitive aspects of emotional abilities and on the metacognitive and meta-emotional processes that influence our emotional life. Thus, meta-emotional intelligence is the combination of emotional abilities and meta-emotional dimensions, such as the beliefs about emotions, the self-concept about one's emotional abilities, and the self-evaluation of performance. This article aims to illustrate the theoretical and methodological background of this construct and to describe the IE-ACCME test, an original multi-method tool that has been developed to measure the different variables that compose meta-emotional intelligence. Applications of this construct will be discussed, as well as future directions.

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

Introduction

Emotional Intelligence (EI) is first described by Salovey and Mayer as the ability to perceive and understand emotions and the ability to use them as supports for thoughts. Despite the great notoriety of EI, its definition remains not completely clear. An operative definition of EI can be achieved by studying its connection with other individual characteristics such as gender, personality traits, and fluid intelligence.

Methods

The sample was composed of 1,063 Italian subjects. A total of 330 participants were employed (31.0%; 57.9% men) and 702 were university students (66.0%; 38.7% men). The Emotional Quotient Inventory (EQ-i), one of the most used questionnaires in literature, was used to measure EI. The exploratory structural equation modeling (ESEM) was used to assess the role of personality traits (five-factor model of personality) and fluid intelligence in EI. Statistical analyses on differences between men and women means of total and subscale EQ-i scores were estimated to evaluate whether EI, measured by EQ-i, is influenced by gender. Furthermore, a Multigroup Confirmatory Factor Analysis was conducted to assess measurement invariance in relation to gender groups.

Results

Emotional Intelligence, measured by EQ-i, is prevalently connected with personality traits rather than fluid intelligence. Furthermore, men outperformed women in the Intrapersonal and Stress Management EI factors, and women outperformed men in the Interpersonal EI factor. No difference in the means of the EI total score and EI latent general factor did not differ between gender groups.

Conclusion

Emotional Intelligence, measured by EQ-i, can be conceptually considered as a Trait EI. Furthermore, men are more capable to cope with negative events and to control impulses, while women are more able to distinguish, recognize, and comprehend others' emotions.

Trait emotional intelligence in American pilots

There is a dearth of trait emotional intelligence (trait EI) research within an aviation context. Using the Trait Emotional Intelligence Questionnaire (TEIQue), the present study investigated potential trait EI differences between pilots and general population controls in the United States. The forty-four pilots who volunteered to participate were primarily male (93%) and between 24 and 67 years with a wide range of flight experience (150–5000 + hrs.) They were matched with controls based on age, gender, and ethnicity. Comparisons on global trait EI and the four trait EI factors revealed significant differences, with pilots scoring consistently lower than their matched counterparts in global trait EI, Well-being, Emotionality, and Sociability, but not Self-control. Overall, the findings indicated that pilots felt less connected to their emotional world than controls. Though limited by sample size and participant diversity, the results provide a basis for future studies into the trait EI profile of pilots, which had not been previously investigated.

Psychometric Properties of the Wong and Law Emotional Intelligence Scale in a Colombian Manager Sample

Within the organizational field, emotional intelligence is linked to socially competent behaviors, which allow the development of labor and organizational abilities necessary for professional development. Thus, in workers, emotional intelligence is related to a wide range of organizational variables. The purpose of the present study was to evaluate the psychometric properties of the Wong and Law Emotional Intelligence Scale (WLEIS) in the Colombian context, specifically, in a population of managers. The study was instrumental. The sample consists of 489 Colombian managers, obtained through non-probability sampling (a purposive sample), who work in companies located in Bogota. The results indicated that the four-factor oblique model presents favorable fit indices, as well as the higher-order model, the latter having additional theoretical support. These results indicate that it is possible to consider partial scores for each of the four factors of the WLEIS, as well as an overall emotional-intelligence score. Also, the WLEIS scores have validity evidence based on relations to other variables (convergent and discriminant evidence) and are reliable. These first findings for Colombian managers contribute to the accumulation of international evidence of emotional intelligence measured with the WLEIS.

Trait Emotional Intelligence in Surgeons

Trait emotional intelligence (trait EI or trait emotional self-efficacy) concerns people's perceptions of their emotional functioning. Two studies investigated this construct in surgeons and comparison occupations. We hypothesized that trait EI profiles would differ both within surgical specialties as well as between them and other professions. Study 1 (N = 122) compared the trait EI profiles of four different surgical specialties (General, Orthopedic, Head and Neck, and Miscellaneous surgical specialties). There were no significant differences amongst these specialties or between consultant surgeons and trainees in these specialties. Accordingly, the surgical data were combined into a single target sample (N = 462) that was compared against samples of engineers, executives and senior managers, lawyers, junior military managers, nurses, and salespeople. Surgeons scored significantly higher on global trait EI than junior military managers, but lower than executives and senior managers, salespeople, and nurses. There were no significant differences vis-à-vis engineers or lawyers. A MANOVA confirmed a similar pattern of differences in the four trait EI factors (Wellbeing, Self-control, Sociability, and Emotionality). Global trait EI scores correlated strongly with single-question measures of job satisfaction (r = 0.47) and job performance (r = 0.46) in the surgical sample. These findings suggest that interventions to optimize the trait EI profiles of surgeons can be helpful in relation to job satisfaction, job performance, and overall psychological wellbeing.

Emotional Intelligence as a Predictor of Prosocial Behaviors in Spanish and Colombian Older Adults Based on Path Models

Emotional intelligence (EI), empathy, and prosocial behavior (PB) are widely studied in the early stages of life, up to adolescence. However, there have been few studies in older adults. Using a multivariate methodology, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were applied with structural equation models (SEM) in 271 older adults in Colombia, along with a Spanish sample made up of 139 adults over 60 years of age, for a total sample of 411 older adults. The results confirmed that EI, as measured with the WLEIS, scale is the best predictor of PB, with excellent adjustment criteria (GFI = 0.99; CFI = 0.98; RMSEA = 0.064; PCLOSE = 0.28; SRMR = 0.023; AIC = 57.30). It is concluded that the path model yielded a reliable predictive explanation of PB, including EI as a key variable that explains prosocial tendencies.