The relationship between trait emotional intelligence and creativity across subject domains

Sánchez‐Ruiz, María‐José; Hernández-Torrano, Daniel; Pérez-González, Juan Carlos; Batey, Mark; Petrides, K. V.

doi:10.1007/s11031-011-9227-8

Cited by 105 publications

(103 citation statements)

References 78 publications

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“…Previous research showed that EI was related to creative personality but not to divergent thinking (Guastello et al, 2004;Sanchez-Ruiz et al, 2011). In addition, Zenasni and Lubart (2009) used measures of divergent thinking about emotional information and showed that EI was negatively related to creativity.…”

Section: Discussionmentioning

confidence: 99%

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Creativity and tolerance for uncertainty predict the engagement of emotional intelligence in personal decision making

Pavlova¹,

Корнилова²

2013

Psych. Rus.

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The current study investigated the relationships among creativity, tolerance for uncertainty (TU), and emotional intelligence (EI) in a selected sample of undergraduate students (n=145). We found differential patterns of intercorrelations among these constructs in students majoring in psychology, music, and stage directing, and we also established group differences in these constructs in the three groups of students. Thus, the use of emotional information in personal decision making in different subsamples is assumed to be achieved through hierarchies of diverse processes. Overall, creativity, EI, and TU acted as predictors of the use of emotional information in decision making.

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Section: Discussionmentioning

confidence: 99%

“…A few studies produced inconclusive results; they linked EI to creative personality rather than to creative ability (measured as divergent thinking) (Guastello, Guastello, & Hanson, 2004;Sanchez-Ruiz, Hernandez-Torrano, Perez-Gonzalez, Batey, & Petrides, 2011). …”

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confidence: 99%

Creativity and tolerance for uncertainty predict the engagement of emotional intelligence in personal decision making

Pavlova¹,

Корнилова²

2013

Psych. Rus.

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“…Aptitudes Mentales Primarias-Factor R "Razonamiento" Thurstone & Thurstone, 1941) La subescala de razonamiento del PMA evalúa la capacidad para resolver problemas lógicos; consta de 30 ítems y tiene una duración de 6 minutos, siendo un buen indicador de razonamiento inductivo (Hertzog & Bleckley, 2001; Sánchez-Ruiz, Hernández-Torrano, Pérez-González, Batey, & Petrides, 2011). Se considera un factor de primer orden (i. e., Estrato 1) en la estructura jerárquica de las capacidades cognitivas, estrechamente vinculado a la inteligencia fluida (Gf) (Carroll, 1993).…”

Section: Instrumentosunclassified

“…Se considera un factor de primer orden (i. e., Estrato 1) en la estructura jerárquica de las capacidades cognitivas, estrechamente vinculado a la inteligencia fluida (Gf) (Carroll, 1993). Así, se utilizó el PMA-R como una aproximación de la capacidad cognitiva general, en línea con estudios previos (Román et al, 2014;Sánchez-Ruiz, Hernández-Torrano, Pérez-González, Batey, & Petrides, 2011). En el presente estudio, la consistencia interna de la subescala fue de 0.87.…”

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Inteligencias múltiples y su relación con inteligencias cognitiva y emocional en adolescentes

2017

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A partir del Inventario de Autoeficacia para Inteligencias Múltiples (IAMI), desarrollado en Argentina por Pérez, Beltramino y Cupani (2003), presentamos una adaptación abreviada para adolescentes españoles (IAMI-M40). IAMI evalúa la autoeficacia que los adolescentes tienen sobre las distintas inteligencias múltiples (IIMM) propuestas por Gardner (1999). En una muestra de estudiantes españoles de educación secundaria de 11 a 19 años (n=313), se evaluó su inteligencia fluida (PMA-R), cristalizada (16-PF-R), y emocional (TEIQue-ASF), y su nivel de IIMM mediante una adaptación española. El análisis factorial exploratorio de la adaptación española identificó ocho factores correspondientes a cada tipo de inteligencia del modelo de Gardner (1999), reteniendo 40 ítems de los 69 originales. Los resultados avalan la fiabilidad y la validez convergente del IAMI-M40.

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“…Well-being facets are happiness, optimism, and self-esteem. Two further facets are adaptability and selfmotivation feed directly into the global trait EI score [18] [19]. The two data mining techniques Association Rule Mining and Multilayer Perceptron were applied in the three resultant data sets.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Object Oriented Programming Skills of Students with respect to Trait Emotional Intelligence based on Students Performance

Martin¹

2012

IJCA

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Data Mining is the exploration and analysis of large quantities of data in order to discover meaningful, trends, relationships and rules. The objective of this study is to evaluate the students" object oriented programming skills and the trait emotional intelligence ("TEI") based on the performance of the individual, this study also engages how skilled a student is in programming in accordance to the factors like academics, locality and gender. The student"s character was divided into five trait emotional intelligence variables using the Trait Emotional Intelligence Questionnaire (TEIQue). These variables are wellbeing, self-control, emotionality, sociability and global trait EI. Likert scale was used to measure the TEI factors. Two Data mining techniques were applied in the resultant data set, (i) Association Rule Mining and (ii) Multilayer Perceptron. In this experiment the programming skills of the students were very strong of those who scored high in self-control, sociability and wellbeing and male students from rural areas, whereas female students who had scored high in sociability achieved first class in the same. This analysis can be used to improve the students" programming skills. They know about their levels and what could be done to improve themselves.

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The relationship between trait emotional intelligence and creativity across subject domains

Cited by 105 publications

References 78 publications

Creativity and tolerance for uncertainty predict the engagement of emotional intelligence in personal decision making

Creativity and tolerance for uncertainty predict the engagement of emotional intelligence in personal decision making

Inteligencias múltiples y su relación con inteligencias cognitiva y emocional en adolescentes

Evaluation of Object Oriented Programming Skills of Students with respect to Trait Emotional Intelligence based on Students Performance

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