Trait Emotional Intelligence: Moving Forward in the Field of EI

Petrides, K. V.; Furnham, Adrian; Mavroveli, Stella

doi:10.1093/acprof:oso/9780195181890.003.0006

Cited by 127 publications

(156 citation statements)

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“…AEI also impacts the use of ongoing feedback so that the person makes changes to that coping response. TEI is important for university adjustment primarily because emotional self-efficacy is an important aspect of that construct (Petrides, Furnham, & Mavroveli, 2007;Petrides, Pita, & Kokkinaki, 2007), which should influence how students persevere in the face of academic difficulties and how resilient they are to academic stressors.…”

Section: Adjustment To University: the Importance Of Emotional Intellmentioning

confidence: 99%

Trajectories of university adjustment in the United Kingdom: Emotion management and emotional self-efficacy protect against initial poor adjustment

Nightingale

Roberts

Tariq

et al. 2013

Learning and Individual Differences

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Little is known about individual differences in the pattern of university adjustment. This study explored longitudinal associations between emotional self-efficacy, emotion management, university adjustment, and academic achievement in a sample of first year undergraduates in the United Kingdom (N=331). Students completed measures of adjustment to university at three points during their first year at university. Latent Growth Mixture Modeling identified four trajectories of adjustment: (1) low, stable adjustment, (2) medium, stable adjustment, (3) high, stable adjustment, and (4) low, increasing adjustment. Membership of the low, stable adjustment group was predicted by low emotional self-efficacy and low emotion management scores, measured at entry into university. This group also had increased odds of poor academic achievement, even when grade at entry to university was controlled. Students who increased in adjustment had high levels of emotion management and emotional self-efficacy, which helped adaptation. These findings have implications for intervention.

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Section: Adjustment To University: the Importance Of Emotional Intellmentioning

confidence: 99%

Trajectories of university adjustment in the United Kingdom: Emotion management and emotional self-efficacy protect against initial poor adjustment

Nightingale

Roberts

Tariq

et al. 2013

Learning and Individual Differences

View full text Add to dashboard Cite

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“…As such, we can not conclude that it necessarily informs us about the ability of participants to engage in different aspects of processing (e.g., shifting their attention). It can only reveal whether they perceive themselves as "paying attention to how they feel" (see Petrides, Furnham, & Mavroveli, 2007). Related, there is growing support (see Petrides & Furnham, 2003) for distinguishing Trait ("trait emotional self-efficacy") and Ability ("cognitiveemotional ability") EI as separate constructs.…”

Section: Limitationsmentioning

confidence: 99%

Psychopathy and trait emotional intelligence

Malterer

Glass

Newman

2008

Personality and Individual Differences

103

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Psychopathic individuals are infamous for their chronic and diverse failures of social adjustment despite their adequate intellectual abilities. Non-cognitive factors, in particular trait emotional intelligence (EI), offer one possible explanation for their lack of success. This study explored the association between psychopathy and EI, as measured by the Psychopathy Checklist -Revised (PCL-R; Hare, 2003) and Trait Meta-Mood Scale (TMMS, Salovey, Mayer, Golman, Turvey & Palfai, 1995). Consistent with the Response Modulation (RM) model of psychopathy (Newman & Lorenz, 2003), low-anxious psychopathic individuals had significantly lower scores on TMMS Repair and Attention compared to controls. Consistent with proposals by Patrick and Lang (1999) regarding PCL-R factors, these EI deficits related to different aspects of the psychopathy construct. Correlations revealed significant inverse associations between PCL-R factor 1 and Attention and PCL-R factor 2 and Repair. We propose that the multi-dimensional EI framework affords a complementary perspective on laboratory-based explanations of psychopathy.

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“…Cependant, la lecture des auteurs cités précédemment [5,[23][24][25] favorise une vision intégra-trice des trois principales définitions qui conduit à les présenter selon trois niveaux, qu'il ne faut pas nécessairement comprendre comme traduisant des séquences successives d'un développement linéaire (tableau III).…”

Section: Les Concepts De Compétence Et De Compétence éMotionnelleunclassified

Intégration du concept d’intelligence émotionnelle à la logique de l’approche pédagogique par compétences dans les curriculums de formation en santé

et al. 2012

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Résumé -Contexte et problématique : L'évolution récente des programmes d'études amène à considérer l'approche par compétences comme un nouveau cadre de référence en éducation, qui tente de dépasser certaines limites de la pédagogie par objectifs. C'est dans ce contexte que l'intégration du concept d'intelligence émotionnelle (IE) à la logique de l'approche pédagogique par compétences dans les curriculums de formation en santé est interrogée. Objectifs : 1/ Réexa-miner de façon critique plusieurs référentiels de compétences (RC) revendiquant une prise en compte du champ de l'IE et dégager quelques principes directeurs visant à les reformuler de façon plus explicite et plus précise en termes de compétences émotionnelles (CE) visées, au regard des apports récents de la psychologie des émotions ; 2/ Vérifier corollairement si la mise en correspondance analytique d'une taxonomie des CE en émergence et du cadre général de l'approche par compétences intégrée (APCi) apporte des données qui contribuent à consolider réciproquement leurs validités de construit respectives. Abstract -Context and issue:Recent developments in educational programs introduced a new concept framework in education, that of the competence-based approach. The framework challenges the limits of the objective-based approach in pedagogy. This paper discusses integrating the emotional intelligence concept in the reasoning of the competence-based approach in health training curriculums. Objectives: 1) To critically assess a number of comptency frameworks (CF) that claim to take into account the field of emotional intelligence and to develop a number of basic guidelines in order to more clearly and specifically reframe them in terms of emotional competence (EC) in accordance with recent developments in the psychology of emotions; 2) To verify if the analytic mapping of an emerging taxonomy of EC and a general framework of an integrated competence-based approach (ICBA) provides data that mutually consolidate the construct validity. Methods: An interpretative and comprehensive qualitative approach based on content analysis of preexisting data was used. Material was made up of four SRC stemming from a methodical and systematical planning of health professional training. The interpretative analysis and thematic categorization of the SRC content was based on an analytical grid that drew on relevant and specific scientific literature. Results: The fields and taxonomical levels of emotional competence are well documented in general, but they are sometimes over-or under-represented according to the various CF. In addition some statements are unclear. The temporary taxonomy of the EC provides an adequate categorization of EC detailed in the four CF. There is consistency between the temporary taxonomy of EC and the APCi, which mutually validate each other. Conclusion:The temporary taxonomy of the EC allows the adequate categorization of EC explicited in the four CF. There is a real concordance between the temporary taxonomy of EC and ICBA which trends to validat...

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Trait Emotional Intelligence: Moving Forward in the Field of EI

Cited by 127 publications

References 0 publications

Trajectories of university adjustment in the United Kingdom: Emotion management and emotional self-efficacy protect against initial poor adjustment

Trajectories of university adjustment in the United Kingdom: Emotion management and emotional self-efficacy protect against initial poor adjustment

Psychopathy and trait emotional intelligence

Intégration du concept d’intelligence émotionnelle à la logique de l’approche pédagogique par compétences dans les curriculums de formation en santé

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