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Results for “Emotional intelligence”

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PubMed2004

[Postoperative pain and emotional intelligence].

OBJECTIVES: To examine the relation between emotional intelligence (the ability to understand and regulate feelings) and postoperative pain in patients who had undergone abdominal surgery. METHODS: In a prospective intra-subject design we studied 32 patients in a natural context in which they underwent digestive and urological surgery. We used a structured interview, psychometric tests, and two quantitative scales for evaluating pain. RESULTS: Results indicated a significant negative correlation between the variable repair of feelings and pain scores on both verbal and visual analog scales (p < 0.05). The pain scores on each scale were highly correlated (p < 0.01). Likewise, the score on the visual analog scale on the first postoperative day and the overall score correlated (p < 0.01). Regression analysis indicated a significant effect of clarity and repair of feelings on the perception of postoperative pain. CONCLUSION: Patients showing higher emotional intelligence scores (clarity and repair) assessed their postoperative pain as less intense.

Adult↗

PubMed2002

The relationship between emotional intelligence and ego defense mechanisms.

The author examined the relationship between the components of emotional intelligence (perception of emotion, affect regulation, and emotional knowledge) and personality factors associated with adaptation, represented by the hierarchical model of defense mechanisms (M. Bond, S. Gardner, J. Christian, & J. Sigal, 1983). Bivariate correlation analyses yielded mixed results; the adaptive defense styles were correlated with overall emotional intelligence but not with the emotional perception and regulation components, as was hypothesized. Emotional knowledge was correlated with both adaptive and maladaptive defense styles and with general intelligence, as was expected. Implications for counseling and psychoeducational interventions are suggested.

Adolescent↗

PubMedDate not supplied

Enhancing emotional intelligence in the health care environment: an exploratory study.

Emotional intelligence (EI), or knowledge of how emotions function in self and others, is a popular construct in both scientific and professional communities. Current theoretical models suggest that EI is a combination of dynamic skills that can be learned and enhanced through participation in targeted intervention programs. Although popular, few if any of the aforementioned interventions have been subjected to empirical scrutiny. Consistent with calls for efficacy studies of intervention programs, the purpose of this exploratory study was to examine the effect of an adventure-based intervention on the EI of employees of a multisite dental practice. Fifteen individuals completed the Mayer-Salovey-Caruso Emotional Intelligence Test before and after participation in a day-long intervention. Results suggest that the intervention had a small but positive effect on the participants' EI and that improvements in the 4 branches of EI varied within employee subgroups. Implications for future research and practical considerations for the health care environment are discussed.

Adult↗

PubMed2004

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.

Adaptation, Psychological↗

PubMed2003

Emotional intelligence and perceived employability for internship curriculum.

Emotional Intelligence dimensions of motivation as well as social and communication skills were associated with perceived entry-level employability. Feedback from internship hosts was the measure of association for 77 college juniors or seniors between the ages of 18 and 22 (49 women, 28 men), enrolled in a one-semester communications internship. Chi squared supported the hypothesis that interns scoring high on emotional intelligence are more likely to be considered for employment by the internship host than those scoring low. Given replication of this work applications for an internship curriculum can be identified.

Adolescent↗

PubMed2005

Emotional intelligence and acculturation to the United States: interactions on the perceived social consequences of smoking in early adolescents.

High emotional intelligence (EI) is associated with decreased adolescent smoking. Acculturation to the United States is a risk factor for adolescent smoking. High EI may buffer the relationship between acculturation to the United States and perceptions of the social consequences of smoking (PSC). Emotional intelligence is the ability to: accurately perceive, appraise, and express emotion; access and/or generate feelings in facilitating thought; understand emotion and emotional knowledge; and regulate emotions. Emotional intelligence (measured by the Multifactor Emotional Intelligence Scale, Adolescent Version), acculturation, and PSC were assessed in 2001 from 416 Southern California sixth graders (47% boys; mean age = 11.3 yrs; 32% Hispanic/ Latino, 29% Asian/Pacific Islander, 13% White, 19% Multiethnic, 6% Other). There was a significant EI x US acculturation interaction (p < 0.01) suggesting that those with high EI perceived more social consequences associated with smoking. As the U.S. population becomes increasingly diversified, identifying protective variables and designing effective prevention programs for adolescents of diverse ethnic and cultural backgrounds becomes important.

Acculturation↗

PubMedDate not supplied

Building an emotionally intelligent medical practice.

This article reviews each of the five components of emotional intelligence, describes their relevance to the management of contemporary medical practices, and provides some practical steps health professionals and practice managers can take to enhance emotional intelligence. The benefits derived from such a review will necessarily vary from person to person and practice to practice, depending on the baseline from which we begin. Nevertheless, all of us can benefit from learning more about emotional intelligence.

Expressed Emotion↗

PubMed2005

Emotional intelligence in the workplace: exploring its effects on occupational stress and health outcomes in human service workers.

OBJECTIVES: Emotional intelligence, an essential factor responsible for determining success in life and psychological well-being, seems to play an important role in shaping the interaction between individuals and their work environment. The purpose of the study was to explore the relationship between emotional intelligence and perceived stress in the workplace and health-related consequences in human service workers. MATERIALS AND METHODS: A sample of 330 participants (42.4% of men and 57.6% of women), representing various human service professions (physicians, nurses, teachers, probation officers and managers) was eligible for the study. The mean age of the participants was 38.4 years (SD = 8.45), and the employment period was 8.3 years (SD = 6.13). Three methods were used in the study: The Emotional Intelligence Questionnaire--INTE with Polish modification, the Subjective Work Evaluation Questionnaire developed in Poland, and the General Health Questionnaire (GHQ-28) with Polish modification. RESULTS: The results confirmed an essential, but not very strong, role of emotional intelligence in perceiving occupational stress and preventing employees of human services from negative health outcomes. CONCLUSIONS: The ability to effectively deal with emotions and emotional information in the workplace assists employees in coping with occupational stress therefore, it should be developed in stress managing trainings.

Administrative Personnel↗

PubMed2004

Predicting traumatic stress using emotional intelligence.

The study investigated whether emotional intelligence (EI) can predict how individuals respond to traumatic experiences. A random sample of 414 participants (181 male, 233 female) were administered a measure of EI along with the Impact of Event Scale--revised [IES-R; Weiss, D. S. & Marmar, C. R. (1997). The Impact of Events Scale--revised. In J.P. Wilson & T.M. Keane (Eds.), Assessing psychological trauma and PTSD (pp. 399-411). New York: Guilford Press], and the monitoring and blunting questionnaire [MBQ, Anxiety Stress Coping 7 (1994) 53]. The results showed that participants with higher NEIS scores report fewer psychological symptoms relating to their traumatic experiences, that monitors are more likely to have higher NEIS scores than blunters. Traumatic events had a greater impact on females than males, and males had higher EI than females. The implications of these findings for using EI as a predictor for individuals who may experience traumatic stress are discussed.

Adaptation, Psychological↗

PubMed2005

Emotional intelligence: a primer for practitioners in human communication disorders.

Emerging research clearly shows a link between emotions and the overall productivity of the participants in any service organization or business. The ability to understand one's own emotions and the emotions of others, and to express feelings in a proactive manner, is referred to as "emotional intelligence." The purpose of this article is to introduce the essential components of emotional intelligence and provide practical strategies for improving one's own emotional intelligence and that of colleagues, staff, or clients.

Adaptation, Psychological↗

PubMed2005

Incremental validity of a measure of emotional intelligence.

After the Schutte Self-Report Inventory of Emotional Intelligence (SSRI; Schutte et al., 1998) was found to predict college grade point average, subsequent emotional intelligence (EI)-college adjustment research has used inconsistent measures and widely varying criteria, resulting in confusion about the construct's predictive validity. In this study, we assessed the SSRI's incremental validity for a wide range of adjustment criteria, pitting it against a competing trait measure, the NEO Five-Factor Inventory (NEO-FFI; Costa & McCrae, 1992), and tests of fluid and crystallized intelligence. At a broad bandwidth, the SSRI total score significantly and uniquely predicted variance beyond NEO-FFI domain scores in the UCLA Loneliness Scale, Revised (Russell, Peplau, & Cutrono, 1980) scores. Higher fidelity analyses using previously identified SSRI factors and NEO-FFI item clusters revealed that the SSRI's Optimism/Mood Regulation and Emotion Appraisal factors contributed unique variance to self-reported study habits and social stress, respectively. The potential moderation of incremental validity by gender did not reach significance due to loss of power from splitting the sample, and mediational analyses revealed the SSRI Optimism/Mood Regulation factor was both directly and indirectly related to various criteria. We discuss the small magnitude of incremental validity coefficients and the differential incremental validity of SSRI factor and total scores.

Adolescent↗

PubMed2004

[Connection between personality and emotional intelligence in groups of patients after suicidal attempts and ethanol dependent persons].

The aim of the study was to examine relationship between personality and emotional intelligence in two groups. The first group included patients hospitalized for suicide attempts in the Department of Clinical Toxicology CMUJ, the second one included ethanol dependent patients hospitalized in detoxification unit. The study included 103 persons: 52 in the study group of patients after suicidal attempt and 51 in the ethanol dependent patients group. Personality was described according to the one of most popular concepts--Costa and McCrae's Big Five Model, including five major factors: neuroticism, extraversion, openness to experience, agreeableness and conscientiousness. The second problem discussed in this study was emotional intelligence understood as ability to follow one's own and others' emotions, differentiate them and use this information in directing one's own thinking and action. In this study Costa and McCrae's Five-Factor Inventory (NEO) and N. S. Schutte's Emotional Intelligence Questionnaire were used. The analysis of their results in our two groups confirmed the hypothesis of relationship between emotional intelligence and personality.

Adult↗

PubMed2004

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.

Adaptation, Psychological↗

PubMed2000

Measuring emotional intelligence of medical school applicants.

PURPOSE: To discuss the development, pilot testing, and analysis of a 34-item semantic differential instrument for measuring medical school applicants' emotional intelligence (the EI instrument). METHOD: The authors analyzed data from the admission interviews of 147 1997 applicants to a six-year BS/MD program that is composed of three consortium universities. They compared the applicants' scores on traditional admission criteria (e.g., GPA and traditional interview assessments) with their scores on the EI instrument (which comprised five dimensions of emotional intelligence), breaking the data out by consortium university (each of which has its own educational ethos) and gender. They assessed the EI instrument's reliability and validity for assessing noncognitive personal and interpersonal qualities of medical school applicants. RESULTS: The five dimensions of emotional intelligence (maturity, compassion, morality, sociability, and calm disposition) indicated fair to excellent internal consistency: reliability coefficients were .66 to .95. Emotional intelligence as measured by the instrument was related to both being female and matriculating at the consortium university that has an educational ethos that values the social sciences and humanities. CONCLUSION: Based on this pilot study, the 34-item EI instrument demonstrates the ability to measure attributes that indicate desirable personal and interpersonal skills in medical school applicants.

Emotions↗

PubMed2001

Slow down, you move too fast: emotional intelligence remains an "elusive" intelligence.

Commentators on the R. D. Roberts, M. Zeidner, and G. Matthews (2001) article on the measurement of emotional intelligence (EI) made various pertinent observations that confirm the growing interest in this topic. This rejoinder finds general agreement on some key issues: learning from the history of ability testing, developing more sophisticated structural models of ability, studying emotional abilities across the life span, and establishing predictive and construct validity. However, scoring methods for tests of EI remain problematic. This rejoinder acknowledges recent improvements in convergence between different scoring methods but discusses further difficulties related to (a) neglect of group differences in normative social behaviors, (b) segregation of separate domains of knowledge linked to cognitive and emotional intelligences, (c) potential confounding of competence with learned skills and cultural factors, and (d) lack of specification of adaptive functions of EI. Empirical studies have not yet established that the Multi-Factor Emotional Intelligence Scale and related tests assess a broad EI factor of real-world significance.

Adaptation, Psychological↗

PubMedDate not supplied

Emotional intelligence: its role in training.

The ability to manage your own emotions while interpreting other people's is a useful skill in any caring environment, yet emotional intelligence is often overlooked in training programmes. Incorporating it into the curriculum will give nurses greater understanding of themselves and the way they relate to others, enabling more effective interactions with patients. It will also equip them emotionally to deal with highly charged situations. The authors describe a model for nurse education that teaches and promotes emotional intelligence.

Education, Nursing↗

PubMed2003

Measuring emotional intelligence with the MSCEIT V2.0.

Does a recently introduced ability scale adequately measure emotional intelligence (EI) skills? Using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; J. D. Mayer, P. Salovey, & D. R. Caruso, 2002b), the authors examined (a) whether members of a general standardization sample and emotions experts identified the same test answers as correct, (b) the test's reliability, and (c) the possible factor structures of EI. Twenty-one emotions experts endorsed many of the same answers, as did 2,112 members of the standardization sample, and exhibited superior agreement, particularly when research provides clearer answers to test questions (e.g., emotional perception in faces). The MSCEIT achieved reasonable reliability, and confirmatory factor analysis supported theoretical models of EI. These findings help clarify issues raised in earlier articles published in Emotion.

Adaptation, Psychological↗

PubMed2005

Toward an integrated profile of emotional intelligence: introducing a brief measure.

Over the last decade, an increasing number of research studies have focused on the construct of Emotional Intelligence (EI), which may be broadly defined as the capacity to perceive and regulate emotions in oneself as well as those of others. Researchers have generally adopted an organizational or management focus to the study of EI, however studies which adopt a more integrated perspective by combining psychological with biological measures, may help in further elucidating this relatively abstract construct. The first objective of this paper was to report on the psychometric properties of a brief, self-report measure of EI (Brain Resource Inventory for Emotional intelligence Factors or BRIEF), comprising internal emotional capacity (IEC), external emotional capacity (EEC) and self concept (SELF). Second, we further explored the validity of the measure by assessing the relationships between the BRIEF and variables considered relevant to the understanding of EI (including gender, age, personality, cognitive intelligence and resting state electroencephalography, EEG). The BRIEF possessed sound psychometric properties (internal consistency, r=0.68-0.81; test-retest reliability, r=0.92; construct validity with the Self Report Emotional Intelligence Test, r=0.70). As hypothesized, females were found to score higher than males on EI. EI was associated more with personality than with cognitive ability, and EEG was found to explain a significant portion of the variance in EI scores. The finding that low EI is related to underarousal of the left-frontal cortex (increased theta EEG) is consistent with research on patients with depression, as well as attention deficit hyperactivity disorder. Although EI did not display age-related increases, this might relate to the exclusion of adolescents from our sample. In conclusion, examination of the way in which EI measures relate to a complementary range of psychological and biological measures may help to further elucidate this construct.

Adult↗