Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale.

Salovey, Peter; Mayer, John D.; Goldman, Susan Lee; Turvey, Carolyn; Palfai, Tibor P.

doi:10.1037/10182-006

Cited by 1,461 publications

(1,922 citation statements)

References 44 publications

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“…In Study 1, heart-located individuals reported higher levels of affect intensity, femininity, and liking of intimacy. In Study 2, heartlocated individuals reported higher levels of attention to emotion (Salovey, Mayer, Goldman, Turvey, & Palfai, 1995) and greater experiential (Epstein, Pacini, Denes-Raj, & Heier, 1996) thinking styles. In Study 3, heart-located individuals reported greater levels of agreeableness, emotionality, and warmth, along with lower levels of logical thinking.…”

Section: Rationality Versus Emotionality and The Head-heartmentioning

confidence: 99%

“…Many of our investigations have focused on affective Personality Psychology 17 processes (Meier & Robinson, 2005). For this reason, we have examined the potential moderating role of attention to emotion (Salovey et al, 1995) in several studies. We have yet to find moderating effects of the latter type either.…”

Section: Investigating Metaphoric Processes In Personalitymentioning

confidence: 99%

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Toward a metaphor-enriched personality psychology.

Robinson

Fetterman

2014

The Power of Metaphor: Examining Its Influence on Social Life.

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Conventional wisdom on metaphor suggests that it is the province of poets, metaphor is an optional way of thinking, or that metaphor merely serves communication purposes. In this chapter, we show that such wisdom is at variance with how human beings actually think and function. We first provide a brief overview of the metaphor representation perspective. We then make a case for the utility of this perspective in understanding how people differ from each other and do so within a broader context of how personality has traditionally been assessed. We then present four lines of personality research inspired by the metaphor representation perspective. We conclude with a discussion of the challenges and unanswered questions involved in translating the metaphor representation perspective to personality psychology.

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Section: Rationality Versus Emotionality and The Head-heartmentioning

confidence: 99%

Section: Investigating Metaphoric Processes In Personalitymentioning

confidence: 99%

Toward a metaphor-enriched personality psychology.

Robinson

Fetterman

2014

The Power of Metaphor: Examining Its Influence on Social Life.

View full text Add to dashboard Cite

show abstract

“…for emotional meta-knowledge, adapted and validated in Spain by Fernández-Berrocal, Extremera, and Ramos (2004), based on the Trait Meta-Mood Scale by Salovey, Mayer, Goldman, Turvey, and Palfai (1995). This scale evaluates three dimensions.…”

Section: Modified Version In Spanish Of the Trait Meta-mood Scale (Tmmentioning

confidence: 99%

Personal and Contextual Factors Related to Internalizing Problems During Adolescence

Oliva

Jiménez

Reina

2014

Child Youth Care Forum

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“…Other self-report measures include the Trait Meta-Mood Scale (Salovey, Mayer, Goldman, Turvey, & Palfai, 1995), a predecessor of the MEIS (see below), Emotional Control…”

Section: Measurement Of Emotional Intelligencementioning

confidence: 99%

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies.The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.Key words: noncognitive, personality, admissions, GRE ® , selection, assessment, new constructs ii Executive SummaryMany GRE ® studies conducted in the past several years have asked faculty members about the qualities that are important to success in graduate school. A consistent finding is that graduate faculty members believe that noncognitive factors, such as motivation, creativity, personality, interests, and attitude, ought to be considered in graduate admissions (e.g., Briel et al., 2000). Many faculty members believe that including such factors would increase both fairness and the validity of the current admissions process. At the same time there is a lack of knowledge about what the scientific literature says on what the noncognitive factors are, how important they are, how they could best be measured, and on whether it might be practical to use them in admissions decisions. The purpose of this review is to address these questions. This report reviews various noncognitive factors and definitions, measures, correlates, and the validity of those measures. Graduate School Outcomes and Their DeterminantsA notional path model illustrates the relationships between noncognitive predictor factors and graduate school outcome factors. Graduate school outcome factors are divided into traditional measures of convenience and performance factors. Traditional measures are attrition, time-to-degree, and grade point average. Performance factors are domain proficiency, general proficiency, communication, effort, discipline, teamwork, leadership, and management. The noncognitive predictor factors are divided into three main categories: personality (e.g., extroversion), quasi-cognitive (e.g., metacognition), and motivation factors (e.g., self-efficacy).In addition, there are two background categories assumed to affect the noncognitive factors:environmental (e.g., mentor support) and group factors (gender and ethnicity). The review is organized according to this model. Personality FactorsA consensus has emerged within the field that there are five major personality factors: extroversion, emotional stability, agreeableness, ...

show abstract

Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale.

Cited by 1,461 publications

References 44 publications

Toward a metaphor-enriched personality psychology.

Toward a metaphor-enriched personality psychology.

Personal and Contextual Factors Related to Internalizing Problems During Adolescence

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

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