Improving emotional intelligence and emotional self-efficacy through a teaching intervention for university students

Pool, Lorraine Dacre; Qualter, Pamela

doi:10.1016/j.lindif.2012.01.010

Cited by 177 publications

(99 citation statements)

References 43 publications

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“…Recently, there has been an increase in interventions designed to increase emotional functioning (Durlak et al, 2011;Nelis, Quoidbach, Mikolajczak, & Hansenne, 2009), but the emphasis is often only on increasing emotional skills to improve social and emotional functioning. Those interventions designed to increase both ESE and EI have been shown to be effective (Dacre Pool & Qualter, 2012b). Other authors support this need for the development of ESE and EI, arguing that both promote positive ways of coping with stressful situations (Davis & Humphrey, 2012), which leads to effective adaptation (Keefer, Parker, & Saklofske, 2009).…”

Section: Discussionmentioning

confidence: 99%

The Emotional Self-Efficacy Scale

Qualter

Pool

Gardner

et al. 2014

Journal of Psychoeducational Assessment

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Emotional self-efficacy (ESE) is an important aspect of emotional functioning, with current measures for children and adolescents focused on the measurement of self-beliefs in relation to the management of emotions. In the present study, we report the psychometric properties of the first adaptation of the Emotional Self-Efficacy Scale for youth (Youth-ESES) that measures additional aspects of ESE, such as perceiving and understanding emotions and helping others modulate their emotions. Participants were 192 young adolescents aged 11 to 13 years from a U.K. state school. They completed the Youth-ESES and measures of ability emotional intelligence (EI) and cognitive ability. Results support the same four-factor structure that has been previously documented using the adult version of the ESES, with the four subscales being largely independent from cognitive ability and only moderately related to ability EI. However, the four subscales were less differentiated in the present study compared with adult data previously published, suggesting that there is a strong general factor underlying young adolescents' ESE scores. Overall, the results suggest that the adapted Youth-ESES can be reliably used with youth, and that confidence in how a young person feels about his or her emotional functioning remains distinct from emotional skill.

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Section: Discussionmentioning

confidence: 99%

The Emotional Self-Efficacy Scale

Qualter

Pool

Gardner

et al. 2014

Journal of Psychoeducational Assessment

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“…The idea that EI and ESE are changeable has found recent support, with evidence from work with university students revealing that both EI and ESE can be developed. [34,35] The associations between ESE and theory of intelligence, persistence and learning goal orientation for males and females suggest that interventions focused on improving ESE may improve learning strategies towards mathematics. Downloaded by [National Pingtung University of Science and Technology] at 13:52 03 January 2015…”

Section: Discussionmentioning

confidence: 99%

Mathematical literacy in undergraduates: role of gender, emotional intelligence and emotional self-efficacy

Tariq¹,

Qualter

Roberts

et al. 2013

International Journal of Mathematical Education in Science and

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This empirical study explores the roles that Emotional Intelligence (EI) and Emotional Self-Efficacy (ESE) play in undergraduates' mathematical literacy, and the influence of EI and ESE on students' attitudes towards and beliefs about mathematics. A convenience sample of 93 female and 82 male first-year undergraduates completed a test of mathematical literacy, followed by an online survey designed to measure the students' EI, ESE and factors associated with mathematical literacy. Analysis of the data revealed significant gender differences. Males attained a higher mean test score than females and out-performed the females on most of the individual questions and the associated mathematical tasks. Overall, males expressed greater confidence in their mathematical skills, although both males' and females' confidence outweighed their actual mathematical proficiency. Correlation analyses revealed that males and females attaining higher mathematical literacy test scores were more confident and persistent, exhibited lower levels of mathematics anxiety and possessed higher mathematics qualifications. Correlation analyses also revealed that in male students, aspects of ESE were associated with beliefs concerning the learning of mathematics (i.e. that intelligence is malleable and that persistence can facilitate success), but not with confidence or actual performance. Both EI and ESE play a greater role with regard to test performance and attitudes/beliefs regarding mathematics amongst female undergraduates; higher EI and ESE scores were associated with higher test scores, while females exhibiting higher levels of ESE were also more confident and less anxious about mathematics, believed intelligence to be malleable, were more persistent and were learning goal oriented. Moderated regression analyses confirmed mathematics anxiety as a negative predictor of test performance in males and females, but also revealed that in females EI and ESE moderate the effects of anxiety on test performance, with the relationship between anxiety and test performance linked more to emotional management (EI) than to ESE.

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“…The criteria for the initial pool of items were the same as for social self-efficacy only using them towards emotional tasks and situations. Consulting experts familiar with self-efficacy theory and research in work life psychology the following inclusion criteria then was used for screening the items: (a) items from all four facets from emotional intelligence (perceiving, understanding, regulating and using emotions) should be represented; (b) items focusing on negative emotions (and not positive emotions) should be included with the argument that these would be most relevant for the emphasis on developing healthy organizations; and (c) building on previous research (Choi et al, 2012;Dacre Pool & Qualter, 2012;Eklund et al, 2012) showing a distinction between confidence in emotional functioning related to oneself and to others both self-oriented and other-oriented items should be included for each of the four facets. Finally, the emotional self-efficacy scale for this study included eight items, of which four were self-oriented and four otheroriented.…”

Section: Methodsmentioning

confidence: 99%

“…Kirk, Schutte and Hine (, , ) developed and validated a one dimensional measure of emotional self‐efficacy (ESES), building on research in both areas of emotional intelligence (Mayer & Salovey, ; Mayer, Salovey & Caruso, ) and self‐efficacy, but clearly separating the two constructs (cf., Petrides & Furnham, , ; Petrides, Pérez‐Gonzales & Furnham ). Dacre Pool and Qualter () established a multidimensional structure of the ESES that primarily showed a distinction between confidence in emotional functioning related to oneself and to others. Choi, Kluemper and Sauley () used a shorter version (ESES‐24) and also found this distinction to some extent.…”

Section: Introductionmentioning

confidence: 99%

Social and emotional self‐efficacy at work

Loeb

Stempel

Isaksson

2016

Scandinavian J Psychology

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Research has shown that self-efficacy is often one of the most important personal resources in the work context. However, because this research has focused on cognitive and task-oriented self-efficacy, little is known about social and emotional dimensions of self-efficacy at work. The main aim of the present study was to investigate social and emotional self-efficacy dimensions at work and to compare them to a cognitive and task-oriented dimension. Scales to measure social and emotional self-efficacy at work were developed and validated and found to be well differentiated from the cognitive task-oriented occupational self-efficacy scale. Confirmatory factor analyses of data from 226 Swedish and 591 German employees resulted in four separate but correlated self-efficacy dimensions: (1) occupational; (2) social; (3) self-oriented emotional; and (4) other-oriented emotional. Social self-efficacy explained additional variance in team climate and emotional self-efficacy in emotional irritation and emotional exhaustion, over and above effects of occupational self-efficacy. Men reported higher occupational self-efficacy, whereas social and emotional self-efficacy revealed no clear gender differences. The scales have strong psychometric properties in both Swedish and German language versions. The positive association between social self-efficacy and team climate, and the negative relationships between self-oriented emotional self-efficacy and emotional irritation and emotional exhaustion may provide promising tools for practical applications in work settings such as team-building, staff development, recruitment or other training programs aiming for work place health promotion. The next step will be to study how social and emotional self-efficacy relate to leadership, well-being and health over time.

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Improving emotional intelligence and emotional self-efficacy through a teaching intervention for university students

Cited by 177 publications

References 43 publications

The Emotional Self-Efficacy Scale

The Emotional Self-Efficacy Scale

Mathematical literacy in undergraduates: role of gender, emotional intelligence and emotional self-efficacy

Social and emotional self‐efficacy at work

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