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PubMed2001

Measuring emotional intelligence.

The purposes of this study were (a) to develop a measure of emotional intelligence, the Emotional Intelligence Inventory and (b) to find the underlying dimensions of the inventory by testing 111 high school students at a bilingual college preparatory school. The inventory has 45 items. After excluding the four weakest items, the reliability coefficient alpha was .83. Subsequently, 319 junior and senior high school students at the same school were administered the 41 items. The reliability coefficient was .81. A maximum likelihood factor analysis with a varimax rotation yielded four factors of empathy, utilization of feelings, handling relationships, and self-control. Psychometric properties were sound, and the revised Emotional Intelligence Inventory can be recommended for use in the investigation of emotional intelligence.

Adolescent↗

PubMedDate not supplied

Emotionally intelligent case managers make a difference.

Emotional intelligence is a skill necessary for case managers because of the diversity of their work, the multiple stakeholders they have to deal with on daily basis, and the increased potential for conflict. Managers and administrators need to be cognizant of the role emotional intelligence plays in employee performance and the importance of developing training programs to assist case managers in learning to deal with change and conflict. Case managers must assume responsibility for their actions and work to develop and improve their emotional intelligence skills set. Ultimately, patients and work associates will appreciate the case manager's efforts. Finally, case managers will find work an enjoyable experience and look forward to new opportunities the future holds.

Case Management↗

PubMed2006

Emotional intelligence as a predictor of academic and/or professional success.

The concept of "emotional intelligence" has been extensively popularized in the lay press and corporate world as individuals purport the potential ability of emotional intelligence to predict various markers of success. Emotional intelligence (EI) most commonly incorporates concepts of emotional expression and regulation, self-awareness, and empathy. The concept has been criticized by some for its loose definition and parallels to personality traits. Additionally, several limitations to the instruments used to measure emotional intelligence have been identified. This review examines the foundations of the definitions of emotional intelligence as well as existing educational research involving emotional intelligence, both within the health professions and externally. Recommendations for future research and research potential are discussed.

Aptitude Tests↗

PubMed2004

The heart of the art: emotional intelligence in nurse education.

The concept of emotional intelligence has grown in popularity over the last two decades, generating interest both at a social and a professional level. Concurrent developments in nursing relate to the recognition of the impact of self-awareness and reflexive practice on the quality of the patient experience and the drive toward evidence-based patient centred models of care. The move of nurse training into higher education heralded many changes and indeed challenges for the profession as a whole. Traditionally, nurse education has been viewed as an essentialist education, the main emphasis being on fitness for practice and the statutory competencies. However, the transfer into the academy confronts the very notion of what constitutes this fitness for practice. Many curricula now make reference in some way to the notion of an emotionally intelligent practitioner, one for whom theory, practice and research are inextricably bound up with tacit and experiential knowledge. In this paper we argue that much of what is described within curriculum documentation is little more than rhetoric when the surface is scratched. Further, we propose that some educationalists and practitioners have embraced the concept of emotional intelligence uncritically, and without fully grasping the entirety of its meaning and application. We attempt to make explicit the manner in which emotional intelligence can be more realistically and appropriately integrated into the profession and conclude by suggesting a model of transformatory learning for nurse education.

Clinical Competence↗

PubMed2006

Gambling control self-efficacy as a mediator of the effects of low emotional intelligence on problem gambling.

This study investigated whether lower emotional intelligence would be related to less self-efficacy to control gambling and more problem gambling and whether gambling self-efficacy would mediate the relationship between emotional intelligence and problem gambling. A total of 117 participants, including 49 women and 68 men, with an average age of 39.93 (SD = 13.87), completed an emotional intelligence inventory, a gambling control self-efficacy scale, and a measure of problem gambling. Lower emotional intelligence was related to lower gambling self-efficacy and more problem gambling. Gambling control self-efficacy partially mediated the relationship between emotional intelligence and problem gambling.

Adult↗

PubMed2001

Emotional intelligence and interpersonal relations.

In 7 studies, the authors examined the link between emotional intelligence and interpersonal relations. In Studies 1 and 2, the participants with higher scores for emotional intelligence had higher scores for empathic perspective taking and self-monitoring in social situations. In Study 3, the participants with higher scores for emotional intelligence had higher scores for social skills. In Study 4, the participants with higher scores for emotional intelligence displayed more cooperative responses toward partners. In Study 5, the participants with higher scores for emotional intelligence had higher scores for close and affectionate relationships. In Study 6, the participants' scores for marital satisfaction were higher when they rated their marital partners higher for emotional intelligence. In Study 7, the participants anticipated greater satisfaction in relationships with partners described as having emotional intelligence.

Adult↗

PubMed2006

Emotional intelligence instruction in a pharmacy communications course.

OBJECTIVES: To determine the benefits of incorporating emotional intelligence instruction into a required pharmacy communications course. DESIGN: Specific learning objectives were developed based upon the emotional intelligence framework and how it can be applied to pharmacy practice. Qualitative data on student perceptions were collected and analyzed using theme analysis. ASSESSMENT: Students found instruction on emotional intelligence to be a positive experience. Students reported learning the taxonomy of emotional intelligence--a concept that previously was difficult for them to articulate or describe, and could use this knowledge in future pharmacy management situations. Students also recognized that their new knowledge of emotional intelligence would lead to better patient outcomes. CONCLUSION: Students had positive perceptions of the importance of emotional intelligence. They valued its inclusion in the pharmacy curriculum and saw practical applications of emotional intelligence to the practice of pharmacy.

Communication↗

PubMed2001

Association of emotional intelligence with alexithymic characteristics.

We examined the association of emotional intelligence and alexithymic characteristics as the personality trait in cohorts of 267 college students and 398 psychiatric outpatients. Score on the Toronto Alexithymia Scale were significantly correlated with those on the Emotional Intelligence Scale, suggesting that alexithymic characteristics are related to lower emotional intelligence. In conclusion, these data suggest that emotional intelligence overlaps with alexithymia.

Adaptation, Psychological↗

PubMed2002

Emotional intelligence and prosocial behaviors in adolescents.

The relationship between emotional intelligence and prosocial behaviors and sex differences in 134 adolescents involved in a 6-wk. training camp run by the military was investigated. They were asked to evaluate themselves on emotional intelligence and randomly chosen peers evaluated them on prosocial behaviors, indicated by organizational citizenship behaviors, a measure used in work organizations. Ratings of emotional intelligence significantly correlated with scores on two of the five organizational citizenship behavior factors: Altruism (r = .25, p < .01) and Civic virtue (r = .24, p < .01). The girls scored somewhat, but not significantly, higher than the boys on Emotional Intelligence, Altruism, Conscientiousness, and Civic virtue, an observation which might be explored further.

Adolescent↗

PubMed1998

Emotional intelligence: in search of an elusive construct.

The view that emotional intelligence should be included within the traditional cognitive abilities framework was explored in 3 studies (total N = 530) by investigating the relations among measures of emotional intelligence, traditional human cognitive abilities, and personality. The studies suggest that the status of the emotional intelligence construct is limited by measurement properties of its tests. Measures based on consensual scoring exhibited low reliability. Self-report measures had salient loadings on well-established personality factors, indicating a lack of divergent validity. These data provide controvertible evidence for the existence of a separate Emotion Perception factor that (perhaps) represents the ability to monitor another individual's emotions. This factor is narrower than that postulated within current models of emotional intelligence.

Adolescent↗

PubMed2000

Emotional intelligence: the most potent factor in the success equation.

Star performers can be differentiated from average ones by emotional intelligence. For jobs of all kinds, emotional intelligence is twice as important as a person's intelligence quotient and technical skills combined. Excellent performance by top-level managers adds directly to a company's "hard" results, such as increased profitability, lower costs, and improved customer retention. Those with high emotional intelligence enhance "softer" results by contributing to increased morale and motivation, greater cooperation, and lower turnover. The author discusses the five components of emotional intelligence, its role in facilitating organizational change, and ways to increase an organization's emotional intelligence.

Emotions↗

PubMed2001

Emotional intelligence: a vital prerequisite for recruitment in nursing.

This paper explores Goleman's (1996) concept of 'emotional intelligence' in relation to recruitment to preregistration nurse education programmes. Current studies consistently demonstrate that emotional intelligence is the common factor which marks out individuals as leaders, innovators and effective managers. The role of the qualified nurse is evolving continually and 'portable' skills are the key qualities demanded by a health care system under pressure to compete. These include the ability to work effectively in teams, the ability to recognize and respond appropriately to one's own and others' feelings and the ability to motivate oneself and others. They are collectively termed 'emotional intelligence'. We believe we need selection processes that will determine levels of emotional intelligence in prospective candidates, as they could be a reliable predictor of success in both clinical nursing practice and academic study. Research indicates that emotional intelligence cannot be developed quickly enough through interpersonal skills training and therefore it is essential that nurse educators create assessment strategies that will identify emotional intelligence at recruitment.

Clinical Competence↗

PubMedDate not supplied

[Emotional intelligence: testing the future nursing].

This study traces the nursing students' profile in order to have a prospective professional vision on the emotional intelligence of these workers. Considering that, nowadays, emotional intelligence is a basic requirement for any kind of profession, this research analysed patterns of cognitive, behavioral and emotional skills among the nursing workers. This is a descriptive exploratory study, accomplished in a public institution in the city of Fortaleza-CE, with 138 students enrolled in the first term of 1999. For this analyses an emotional intelligence questionnaire, available in internet, was applied. The subjects also answered questions related to their behavioral, cognitive and emotional skills. As a result, it was concluded that the majority of the students (78.26%) presented a satisfying level of emotional intelligence and only 16.67% would need improvement. In the classification of the three skills as sufficient, regular and insufficient, the cognitive skill exceeded the other two positively. The research showed that students have the basic characteristics of emotional intelligence. They can be in tune and understanding with patients, and also make themselves understood.

Education, Nursing↗

PubMed2006

Direct and indirect relationships between emotional intelligence and subjective fatigue in university students.

OBJECTIVE: The aim of this study was to examine the direct and indirect relationships between emotional intelligence and subjective fatigue. METHODS: One hundred sixty seven university students completed questionnaires assessing subjective fatigue, emotional intelligence, and a range of other psychosocial factors. A series of regression analyses were used to examine the direct and indirect relationships between subjective fatigue and psychosocial factors. RESULTS: Higher emotional intelligence was associated with less fatigue. The psychosocial variables depression, anxiety, optimism, internal health locus of control, amount of social support, and satisfaction with social support each partially mediated between emotional intelligence and fatigue. Additionally, sleep quality partially mediated between emotional intelligence and fatigue. CONCLUSION: These findings regarding the association between subjective fatigue, emotional intelligence, and other psychosocial factors may facilitate an understanding of the aetiology of fatigue and contribute to future research examining interventions aimed at helping individuals cope with fatigue.

Adolescent↗

PubMed2006

The effect of positive writing on emotional intelligence and life satisfaction.

This study explored the effect of writing about positive emotional experiences on emotional intelligence and life satisfaction. One hundred and seventy-five adults wrote about one of the following three topics: positive experiences with a cue for emotion regulation reflection, positive experiences without this cue, or a control writing topic. Multivariate analysis showed a significant time (pretest, posttest, and follow-up) by group effect. Writing about positive emotional experiences with an emotion regulation cue led to significant increases in emotional intelligence and life satisfaction at posttest and the increase in life satisfaction was maintained at 2-week follow-up. Further, participants who were cued to reflect on emotional regulation while writing about positive experiences rated their emotional intelligence significantly higher than the participants in the control writing group both at posttest and at follow-up. There were no significant differences in emotional intelligence or life satisfaction between those who were cued to reflect on emotional regulation while writing about positive experiences and those who wrote about positive experiences without such a cue.

Adolescent↗

PubMed2006

Frontal electroencephalogram activation asymmetry, emotional intelligence, and externalizing behaviors in 10-year-old children.

The purpose of the present study was to examine the relations among resting frontal brain electrical activity (EEG) (hypothesized to reflect a predisposition to positive versusnegative affect and ability to regulate emotions), emotional intelligence, and externalizing behaviors in a sample of non-clinical 10-year-old children. We found that boys had significantly lower emotional intelligence than girls, and low emotional intelligence was associated with significantly more externalizing behaviors (i.e., aggression and delinquency), replicating previous work. We also found that children with higher reported externalizing behaviors exhibited significantly greater relative right frontal EEG activity at rest compared with children with little to no externalizing behavioral problems. There was, however, no relation between emotional intelligence and the pattern of resting frontal EEG activity. Thus, emotional intelligence and the pattern of frontal EEG activation at rest are independent predictors of externalizing behaviors in children. Findings also suggest that individual differences in emotional intelligence may not be based on differences in levels of emotional regulation or the generation of positive affect as reflected in frontal EEG asymmetries, but rather other social and cognitive competencies required for adaptive behavior.

Affect↗

PubMed2001

Building the emotional intelligence of groups.

The management world knows by now that to be effective in the workplace, an individual needs high emotional intelligence. What isn't so well understood is that teams need it, too. Citing such companies as IDEO, Hewlett-Packard, and the Hay Group, the authors show that high emotional intelligence is at the heart of effective teams. These teams behave in ways that build relationships both inside and outside the team and that strengthen their ability to face challenges. High group emotional intelligence may seem like a simple matter of putting a group of emotionally intelligent individuals together. It's not. For a team to have high EI, it needs to create norms that establish mutual trust among members, a sense of group identity, and a sense of group efficacy. These three conditions are essential to a team's effectiveness because they are the foundation of true cooperation and collaboration. Group EI isn't a question of dealing with a necessary evil--catching emotions as they bubble up and promptly suppressing them. It's about bringing emotions deliberately to the surface and understanding how they affect the team's work. Group emotional intelligence is about exploring, embracing, and ultimately relying on the emotions that are at the core of teams.

Adaptation, Psychological↗

PubMed2003

Low emotional intelligence as a predictor of substance-use problems.

This study explored the relationship between low emotional intelligence and substance-use problems in adults. One hundred and forty-one participants completed the Self-Administered Alcoholism Screening Test, the Drug Abuse Screening Test, an emotional intelligence scale, and a measure of psychosocial coping. Low emotional intelligence was a significant predictor of both alcohol-related problems and drug-related problems. Poorer coping predicted drug-related problems, but not alcohol-related problems. Coping was not found to be a significant mediator between emotional intelligence and substance-use problems. Possible implications for intervention and treatment efforts are discussed.

Adaptation, Psychological↗