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Managing emotions - an ability of emotional intelligence.

Correia, Ana Almeida; Veiga-Branco, Augusta
Fonte: Center for Crosscultural Research and development of Emotional and Social Competences. Faculty of Humanities and Social Sciences, University of Rijeka Publicador: Center for Crosscultural Research and development of Emotional and Social Competences. Faculty of Humanities and Social Sciences, University of Rijeka
Tipo: conferenceobject
Português
Relevância na Pesquisa
66.51%
This study focuses on the concept Managing Emotions from Emotional Intelligence (I.E.), (Mayer-Salovey, 1990, 1997, Goleman, 1995), also identified as Emotional Regulation (Bisquerra, 2000), to obtain recognition and practical use of this concept, through the use of Emotional Fitness charts (Bimbela-Pedrola, 2008), to develop these abilities and manage emotions in contexts of practical life. Objective: To train preschool teachers, as well as primary and lower secondary school teachers to confront negative emotions by using selfregulatory strategies (identifying errors of thought and changing negative emotions/thoughts to positive thoughts/emotions). Method: A transversal, descriptive and qualitative study, using "grounded theory" methodology, with semi-structured interviews conducted to a purposive sample of 60 subjects: 7 preschool teachers and 53 primary and lower secondary school teachers, aged 22 to 59, from January to March 2011. To operationalise the Emotions Management concept the proposed work consisted of two activities: firstly, to identify the nine most common errors of thought (Bimbela-Pedrola, 2008), namely: Mental filter, Labelling, Overgeneralisation, Overreacting, Catastrophism, Mind reading, Error of control in excess...

Teacher skills – emotional intelligence skills profile

Correia, Ana Almeida; Veiga-Branco, Augusta
Fonte: Center for Crosscultural Research and development of Emotional and Social Competences. Faculty of Humanities and Social Sciences, University of Rijeka Publicador: Center for Crosscultural Research and development of Emotional and Social Competences. Faculty of Humanities and Social Sciences, University of Rijeka
Tipo: conferenceobject
Português
Relevância na Pesquisa
56.28%
The current situation of education has changed: the social, economic and personal circumstances of the population require a more complex and demanding teacher than a few years ago (Hernández, 2007). Objective: To know the variables assigned to the competent teacher – through the perception of a sample of teachers - in order to create a profile in terms of effective teaching practice, for the present day. Method: A transversal, descriptive and qualitative study, using "grounded theory" methodology, with semi-structured interviews conducted to a purposive sample of 60 subjects: 7 preschool teachers and 53 primary and lower secondary school teachers aged 22 to 59, within 4 to 30 years of working experience. The discursive contents obtained were subjected to a content analysis, from which a "categorical tree" emerged defining the profile of the ideal teacher. Conclusions: The skills profile obtained shows three main categories: "Emotional Competence", "Personality Traits" and "Scientific and Teaching Competence". - The first, "Emotional Competence" with 226 discursive references (knowing how to read nonverbal language; paying attention, managing emotions/relationships; learning how to put oneself in the shoes of the student...

Emotional competence profile in a higher education students sample

Veiga-Branco, Augusta; Antão, Celeste; Ribeiro, Maria Isabel; Vaz, Josiana A.; Ferro-Lebres, Vera
Fonte: Center for Crosscultural Research and development of Emotional and Social Competences. Faculty of Humanities and Social Sciences, University of Rijeka Publicador: Center for Crosscultural Research and development of Emotional and Social Competences. Faculty of Humanities and Social Sciences, University of Rijeka
Tipo: conferenceobject
Português
Relevância na Pesquisa
56.55%
Recent research emphasizes the relationship between emotional responses, cognitive functioning and learning (Ruthig et al., 2007; Chung, I., 2010), and others authors presented emotional intelligence correlated with better academic performance but not with the highest levels of intelligence quotient (Barchard, 2003; Izard, 2001; O’Connor 2003; in Mayer, J., Roberts, and Barsade, 2008). Aim: to define the Emotional Competence profile in higher education students. Method: A cross-sectional survey was carried out in a probabilistic sample including 461 students of higher education from five schools of Polytechnic Institute of Bragança, Portugal. The instrument was based on the model of Emotional Competence developed by Veiga-Branco (2004, 2007). Data was analyzed using descriptive statistics. Factor analysis was used to identify capacities. Additionally, a multiple regression analysis was conducted to determine the relationship between capacities and Emotional Competence and to establish the capacities that were the strongest predictors of Emotional Competence. All senior students had participated in this study, about 33.6% male and 66.2% female, aged between 17 and 39 years old. Conclusions/Results: Five competencies were identified in this study. The ranking of the correlations was as follows: Emotions Management in Group (r=0.789; p

How different an emotional competence profile can be, when we became slim? – longitudinal case study

Veiga-Branco, Augusta
Fonte: Center for Crosscultural Research and development of Emotional and Social Competences. Faculty of Humanities and Social Sciences, University of Rijeka Publicador: Center for Crosscultural Research and development of Emotional and Social Competences. Faculty of Humanities and Social Sciences, University of Rijeka
Tipo: conferenceobject
Português
Relevância na Pesquisa
56.33%
This case study focuses on Emotional Competence (Saarni, 2000; Veiga Branco, 2004, 2007), the concept redefined from the initial Emotional Intelligence (Mayer-Salovey, 1990, 1997, Goleman, 1995), here applied, to perceive the behavioral differences when someone lost 43Kg of body weight, without pathology associated. The longitudinal research compares, the behavior profile, before (obese) and after (non obese) a weight loss, through Self-conscience, Self-motivation, Emotions Management, Empathy and Emotions Management in Group Qualitative and longitudinal study (three years), conducted through deep interviews with two instruments: Firstly, "Emotional Competence Veiga Scale" and an "Interview guide", along these years. The case study is about a 22-26 year old, male, with 122Kg (initially) and 69Kg now. The weight loss was personally induced by phytotherapy treatment in healthy process, 8 months long.The CE profile shows some differences, in attitudes and way of life, that have as a consequence the different behaviour of the subject. - The initial (obese) Self-conscience profile was focused in external joy evidences and social relational interaction, but - when alone - with episodes of rumination and negative emotions...

Inteligência emocional : teoria, pesquisa, medida, aplicações e controvérsias; Emotional Intelligence: theory, research, measurement, applications, and controversies

Woyciekoski, Carla; Hutz, Claudio Simon
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
66.66%
A Inteligência Emocional (IE) constitui um construto psicológico recente, e um dos aspectos da inteligência mais discutidos na atualidade. Ela reflete, sobretudo, o estudo das interações entre emoção e inteligência, o que nos permite inferir a complexidade do campo conceitual, bem como as dificuldades metodológicas daí decorrentes. Este artigo visa informar ao leitor o corrente status da IE do ponto de vista científico, apresentando-se os modelos teóricos correntes desta forma de inteligência, bem como suas principais características, qualidades, falhas, críticas à teoria, aplicações e correlações com outros construtos psicológicos. Além disso, apresenta-se uma discussão acerca dos tipos de instrumentos de medida da IE que têm sido utilizados, incluindo aspectos e pesquisas relacionadas à capacidade destas escalas de predizer comportamentos, de forma independente das medidas psicométricas existentes. Embora sejam notáveis a ampliação do campo e os progressos no desenvolvimento da teoria da IE, bem como dos testes que se propõem medi-la, ainda há problemas a serem sanados e melhor investigados (como os referentes à validade de construto e aos tipos de escalas de IE existentes). Estes e outros aspectos serão relatados e problematizados ao longo do artigo.; Emotional Intelligence (EI) is a recent psychological construct...

Prática desportiva e inteligência emocional : estudo da influência do desporto na aquisição de aptidões e competências de inteligência emocional

Kerkoski, Marcio José
Tipo: Tese de Doutorado
Publicado em 22/05/2009 Português
Relevância na Pesquisa
46.76%
Tese de doutoramento em Estudo da Criança (ramo de conhecimento em Educação Física, Lazer e Recreação); O fenômeno desportivo é um campo em que se entrelaçam emoções, inteligência, imaginação, criatividade, relações, o que o caracteriza como um campo privilegiado para o estudo de Inteligência Emocional. Os objetivos gerais do estudo foram: determinar qual a contribuição do Desporto para a formação das dimensões relacionadas com a Inteligência Emocional à luz da proposta de QE de Bar-On & Parker (2000) pelas comparações entre atletas do mesmo gênero e diferentes desportos, entre atletas de gêneros diferentes de um mesmo desporto e entre atletas e não-atletas; e Identificar qual a contribuição dos Desportos, suas representações e práticas para a formação de aptidões e competências da Inteligência Emocional a partir da perspectiva de treinadores, pais ou responsáveis e da própria criança. A metodologia utilizada teve características quantitativas e qualitativas. Na abordagem quantitativa foi aplicado o questionário EQ-i: YV (Bar-On Emotional Questionnaire Inventory: Young Version) de Bar-On & Parker (2000) com 221 praticantes de Voleibol, Basquetebol e Natação e com 233 não-praticantes de nenhum tipo de desporto. Os resultados quantitativos demonstraram que cada modalidade desportiva produz um efeito distinto nas dimensões da Inteligência Emocional...

Adaptação pessoal e emocional em contexto universitário: o contributo da personalidade, suporte social e inteligência emocional; Personal and emotional adaptation in university’s environment: contribution of personality, social support and emotional intelligence; Ajuste Personal y Emocional en el Contexto de la Universidad: La Contribución de la Personalidad, el Apoyo Social y la Inteligencia Emocional

Tomás, Rita Antunes; Ferreira, Joaquim Armando; Araújo, Alexandra Maria Dantas de Castro; Almeida, Leandro S.
Fonte: Universidade de Coimbra. Faculdade de Psicologia e de Ciências da Educação Publicador: Universidade de Coimbra. Faculdade de Psicologia e de Ciências da Educação
Tipo: Artigo de Revista Científica
Publicado em //2014 Português
Relevância na Pesquisa
66.68%
A adaptação ao ensino superior tem sido amplamente estudada, dadas as dificuldades vivenciadas por uma percentagem significativa de estudantes, e que resultam em insucesso escolar e abandono. O objetivo do presente trabalho é analisar em que medida a personalidade, o suporte social e a nteligência emocional se relacionam com a adaptação pessoal e emocional dos estudantes ao contexto universitário. Participaram neste estudo 217 estudantes do primeiro ano da Universidade de Coimbra. Os resultados mostram que existem diferenças significativas entre sexos no que respeita aos fatores de personalidade – amabilidade e neuroticismo ?,bem como na dimensão atenção às emoções da variável inteligência emocional. As análises preditivas permitem concluir que a personalidade e o suporte social exercem poder preditivo sobre a adaptação pessoal e emocional dos estudantes à universidade.; Adaptation to college has been widely studied, due to the level of problems experienced by many students, which translate into academic failure and attrition. This study analyses the impact of personality, social support and emotional intelligence on personal and emotional adjustment in higher educa? tion. Participants were 217 first year students from the University of Coimbra. The results show that there are differences between men and women regarding personality factors – agreeableness and neuroticism ?...

Adaptação pessoal e emocional em contexto universitário: o contributo da personalidade, suporte social e inteligência emocional; Personal and emotional adaptation in university’s environment: contribution of personality, social support and emotional intelligence; Ajuste Personal y Emocional en el Contexto de la Universidad: La Contribución de la Personalidad, el Apoyo Social y la Inteligencia Emocional

Tomás, Rita Antunes; Ferreira, Joaquim Armando; Araújo, Alexandra Maria Dantas de Castro; Almeida, Leandro S.
Fonte: Universidade de Coimbra. Faculdade de Psicologia e de Ciências da Educação Publicador: Universidade de Coimbra. Faculdade de Psicologia e de Ciências da Educação
Tipo: Artigo de Revista Científica
Publicado em //2014 Português
Relevância na Pesquisa
66.68%
A adaptação ao ensino superior tem sido amplamente estudada, dadas as dificuldades vivenciadas por uma percentagem significativa de estudantes, e que resultam em insucesso escolar e abandono. O objetivo do presente trabalho é analisar em que medida a personalidade, o suporte social e a nteligência emocional se relacionam com a adaptação pessoal e emocional dos estudantes ao contexto universitário. Participaram neste estudo 217 estudantes do primeiro ano da Universidade de Coimbra. Os resultados mostram que existem diferenças significativas entre sexos no que respeita aos fatores de personalidade – amabilidade e neuroticismo ?,bem como na dimensão atenção às emoções da variável inteligência emocional. As análises preditivas permitem concluir que a personalidade e o suporte social exercem poder preditivo sobre a adaptação pessoal e emocional dos estudantes à universidade.; Adaptation to college has been widely studied, due to the level of problems experienced by many students, which translate into academic failure and attrition. This study analyses the impact of personality, social support and emotional intelligence on personal and emotional adjustment in higher educa? tion. Participants were 217 first year students from the University of Coimbra. The results show that there are differences between men and women regarding personality factors – agreeableness and neuroticism ?...

Se o coração pensasse pararia? – Desenvolvimento de um instrumento de avaliação da Inteligência Emocional Grupal; If the heart thought, would he stop? Development of a group emotional intelligence scale

Correia, Carmen; Dimas, Isabel; Lourenço, Paulo Renato
Fonte: Universidade de Coimbra Publicador: Universidade de Coimbra
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
66.75%
O modelo de Inteligência Emocional Grupal de Druskat e Wolff (2001a; 2001b) apresenta seis dimensões caracterizadoras da Inteligência Emocional, situadas a três níveis de análise, e constituídas por normas que, teoricamente, despertam e regulam as emoções nos grupos/equipas. No presente estudo, foi adaptado para a língua portuguesa o Group Emotional Intelligence Questionnaire (Hamme, 2003), questionário ancorado no modelo referido e que comporta cinco dimensões (Regulação dos Membros sobre o Grupo, Auto-Consciência do Grupo, AutoRegulação do Grupo, Consciência Social do Grupo, e Competências Sociais do Grupo). Contando com uma amostra de 333 indivíduos pertencentes a 74 grupos, foi testada a validade de constructo do Questionário de Inteligência Emocional Grupal (QIEG), através de uma Análise em Componentes Principais (ACP). Os resultados evidenciaram a emergência de quatro dimensões interpretáveis, em vez das cinco previstas com base no instrumento original. As dimensões avaliadas no QIEG – Regulação dos Membros sobre o Grupo, Auto-Consciência do Grupo, Auto-Regulação do Grupo, e Consciência/Competências Sociais do Grupo – apresentaram valores de consistência interna satisfatórios...

Intragroup conflict and effectiveness: the moderate role of group emotional intelligence

Antunes, Teresa; Dimas, Isabel; Lourenço, Paulo Renato
Fonte: Associação Portuguesa de Sociologia Publicador: Associação Portuguesa de Sociologia
Tipo: conferenceobject
Português
Relevância na Pesquisa
66.65%
There is a lot of research done about the impact of intragroup conflict on team effectiveness (e.g., Dimas, 2007; Jehn, 1995, 1997; Jehn&Mannix, 2001). However, the results are inconsistent. With our study we intend to contribute for a better understanding of the relationship between intragroup conflict (task conflict and relationship conflict) and team effectiveness (team performance and team satisfaction) by adopting a contingencial approach. The main purpose is to test the role of group emotional intelligence, as we hypothesized that it works as a moderating variable in the relationship between the two variables. To test this hypothesis, we conducted a non-experimental research using a sample of 72 working teams from different functions and organizational contexts. Our results showed that task conflict had a negative impact on both team’s outcomes, while some dimensions of group emotional intelligence had a positive impact on team outcomes. The results also showed an unexpected negative impact of group regulation of members in team performance. Moreover, we found that this dimension of group emotional intelligence moderated the relationship between task conflict and team performance, such as that in teams with high levels in this dimension the effect of task conflict on team performance was positive. Possible explanations of our findings and implications for future research are discussed.; Existe um volume significativo de investigações no âmbito do conflito intragrupal e da eficácia grupal (eg....

Socio-emotional competences in Portuguese youngsters: Developing of assessment tools for parents

Pires, H.; Candeias, A. A.; Rebelo, N.; Varelas, D.; Diniz, A. M.
Tipo: lecture
Português
Relevância na Pesquisa
56.42%
Social Competence (SC): ability to manage behavior, cognition and affection in order to achieve their social objectives (Waters & Sroufe, 1983). Is multifold and involve positive relationships with others; social cognition appropriate to age; deprivation of maladaptive behaviors and effective social skills (Candeias, 2001). Emotional Intelligence (EI): is a cross-section of interrelated emotional and social competencies, skills and facilitators that determine how effectively we understand and express ourselves, understand others and relate with them, and cope with daily demands. (Bar-On, 2006) .

Desempenho e inteligência emocional em contexto policial: Construção e validação da escala de conceção de desempenho profissional para polícias

Silva, Joviano Hério Medina
Tipo: info:eu-repo/semantics/masterthesis
Publicado em 14/11/2013 Português
Relevância na Pesquisa
46.83%
Dissertação de Mestrado, Psicologia da Educação (Contextos Educativos), 14 de Novembro 2013, Universidade dos Açores.; A inteligência emocional é uma temática que tem vindo a ser pesquisada desde 1990, embora a investigação científica ainda apresente muitas críticas quanto a sua existência, visto levantar-se a questão de saber se a inteligência emocional é realmente um novo construto ou será um novo nome para traços já estudados nas teorias da personalidade. Diversos investigadores referem que a inteligência emocional influencia o desempenho profissional, no entanto, são escassas as pesquisas que suportem essa afirmação. Serão assim, necessárias pesquisas de validade para uma melhor compreensão desse construto. Partindo dessa questão, os objetivos deste estudo foram investigar os níveis de inteligência emocional dos polícias, compreender se a inteligência emocional influi no desempenho profissional e perceber se a inteligência emocional nos polícias apresenta características semelhantes à população em geral. Este estudo procura também ser um quadro inicial de referência para subsequentes investigações sobre a Inteligência Emocional e Desempenho Profissional na Polícia de Segurança Pública. Para a caracterização do presente estudo foi necessário proceder-se à validação da Escala de Conceção de Desempenho Profissional dos Polícias (ECDP-P). Os resultados apontam para que exista uma correlação significativa entre a inteligência emocional e o desempenho profissional. Indicam também que os polícias têm níveis elevados de inteligência emocional...

Discussion and argumentation about the impact of cultural experience on emotional intelligence measurement questionnaires

Lippels, Thomas Werner
Tipo: info:eu-repo/semantics/masterthesis
Publicado em //2009 Português
Relevância na Pesquisa
66.73%
Mestrado em Gestão Internacional; The objective of this dissertation is to evidence the correlation between cultural experience and Emotional Intelligence (EI) which can influence the outcome of Emotional Intelligence Questionnaires (EIQ). To do so, three defined variables, such as age, language abilities and foreign experience have been taken into consideration to present Cultural Intelligence [CI] and students from different nationalities have taken one elected EIQ in two different languages. The correlation between the two test results, based on the participants age, language abilities and foreign experience have been observed, and discussed. The results of the study indicate that all three variables have an impact on EI, whereas age and foreign experience seemed to be more important than language abilities. As it is proposed that EI contributes to effective leadership, it is required to study if this theory is culturally influenced. This discussion is needed as the construct of EI became widely used in Psychology and Human Resource Management (HRM) to evaluate individual and team performance, while most accessible questionnaires have been constructed by North American researchers and are usually available in English. Therefore the use of well established EI questionnaires...

Estudo exploratório da inteligência emocional em adolescentes

Oliveira, Elisabete Sofia Meelind de
Tipo: info:eu-repo/semantics/masterthesis
Publicado em //2008 Português
Relevância na Pesquisa
46.79%
Dissertação de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada; O presente estudo teve como principal objectivo estudar a Inteligência Emocional numa amostra de adolescentes com idades compreendidas entre os 14 e os 18 anos. Pretendeu-se averiguar a existência de correlações entre a Inteligência Emocional, a idade, o género, o número de retenções vs nenhuma retenção escolar, a inteligência geral, o ser aluno dos Cursos Educação e Formação vs. alunos do Ensino Regular, o auto – conceito e o estatuto sócio económico. Para concretizar o objectivo, usou-se o Emotional Intelligence Scale (EIS), as Matrizes Progressivas de Raven (SPM), a Escala de Auto-Conceito de Song & Hattie e a Classificação Social Internacional de Graffar. As restantes variáveis foram obtidas mediante preenchimento de dados colocados no início dos instrumentos atrás mencionados. Como principais resultados obteve-se uma correlação não significativa entre a Inteligência Emocional e a idade e o género, grupo (ser aluno dos CEF vs do ensino regular), o número de retenções vs. nenhuma retenção a inteligência geral e o estatuto sócio económico (verificou-se no entanto que estas três últimas variáveis relacionam-se entre si). A Inteligência Emocional mostrou-se então correlacionada unicamente com a variável Auto-Conceito.; ABSTRACT: The main objective of this study is to analyse Emotional Intelligence within a sample of adolescents of ages ranging between 14 and 18 years old. It is aimed to examine the existence of the correlation between Emotional Intelligence...

Attitudes of nursing professionals towards suicidal behavior: influence of emotional intelligence

Carmona-Navarro,Mª Carmen; Pichardo-Martínez,Mª Carmen
Fonte: Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo Publicador: Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/12/2012 Português
Relevância na Pesquisa
66.68%
OBJECTIVE: To assess attitudes and the influence of emotional intelligence is the objective of this work. METHOD: Nursing professionals answered a questionnaire that assessed the attitude towards suicide and emotional intelligence. RESULTS: The results show a general adverse attitude towards suicidal behavior. The moral dimension of suicide makes the differences between mental health and emergency professionals. CONCLUSIONS: Possessing a higher degree of mental health training and a high level of emotional intelligence is associated with a more positive attitude towards patients with suicidal behavior. The formation and development of emotional skills are essential for care delivery to patients with suicidal behavior.

Emotional intelligence in incarcerated men with psychopathic traits

Ermer, Elsa; Kahn, Rachel E.; Salovey, Peter; Kiehl, Kent A.
Tipo: text
Português
Relevância na Pesquisa
46.83%
The expression, recognition, and communication of emotional states are ubiquitous features of the human social world. Emotional intelligence (EI) is defined as the ability to perceive, manage, and reason about emotions, in oneself and others. Individuals with psychopathy have numerous difficulties in social interaction and show impairment on some emotional tasks. Here we investigate the relation between emotional intelligence and psychopathy in a sample of incarcerated men (n=374), using the Psychopathy Checklist—Revised (PCL-R; Hare, 2003) and the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; Mayer, Salovey, & Caruso, 2002). The MSCEIT is a well-validated ability-based emotional intelligence measure that does not rely on self-report judgments of emotional skills. The Hare PCL-R is the gold-standard for the assessment of psychopathy in clinical populations. Controlling for general intelligence, psychopathy was associated with lower emotional intelligence. These findings suggest individuals with psychopathy are impaired on a range of emotional intelligence abilities and that emotional intelligence is an important area for understanding deficits in psychopathy.

Distributed neural system for emotional intelligence revealed by lesion mapping

Barbey, Aron K.; Colom, Roberto; Grafman, Jordan
Fonte: Oxford University Press Publicador: Oxford University Press
Tipo: text
Português
Relevância na Pesquisa
46.8%
Cognitive neuroscience has made considerable progress in understanding the neural architecture of human intelligence, identifying a broadly distributed network of frontal and parietal regions that support goal-directed, intelligent behavior. However, the contributions of this network to social and emotional aspects of intellectual function remain to be well characterized. Here we investigated the neural basis of emotional intelligence in 152 patients with focal brain injuries using voxel-based lesion-symptom mapping. Latent variable modeling was applied to obtain measures of emotional intelligence, general intelligence and personality from the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT), the Wechsler Adult Intelligence Scale and the Neuroticism-Extroversion-Openness Inventory, respectively. Regression analyses revealed that latent scores for measures of general intelligence and personality reliably predicted latent scores for emotional intelligence. Lesion mapping results further indicated that these convergent processes depend on a shared network of frontal, temporal and parietal brain regions. The results support an integrative framework for understanding the architecture of executive, social and emotional processes and make specific recommendations for the interpretation and application of the MSCEIT to the study of emotional intelligence in health and disease.

The role of cognitive versus emotional intelligence in Iowa Gambling Task performance: What’s emotion got to do with it?

Webb, Christian A.; DelDonno, Sophie; Killgore, William D.S.
Tipo: text
Publicado em //2014 Português
Relevância na Pesquisa
46.78%
Debate persists regarding the relative role of cognitive versus emotional processes in driving successful performance on the widely used Iowa Gambling Task (IGT). From the time of its initial development, patterns of IGT performance were commonly interpreted as primarily reflecting implicit, emotion-based processes. Surprisingly, little research has tried to directly compare the extent to which measures tapping relevant cognitive versus emotional competencies predict IGT performance in the same study. The current investigation attempts to address this question by comparing patterns of associations between IGT performance, cognitive intelligence (Wechsler Abbreviated Scale of Intelligence; WASI) and three commonly employed measures of emotional intelligence (EI; Mayer–Salovey–Caruso Emotional Intelligence Test, MSCEIT; Bar-On Emotional Quotient Inventory, EQ-i; Self-Rated Emotional Intelligence Scale, SREIS). Results indicated that IGT performance was more strongly associated with cognitive, than emotional, intelligence. To the extent that the IGT indeed mimics “real-world” decision-making, our findings, coupled with the results of existing research, may highlight the role of deliberate, cognitive capacities over implicit, emotional processes in contributing to at least some domains of decision-making relevant to everyday life.

Emotional Intelligence is a Protective Factor for Suicidal Behavior

Cha, Christine Boram; Nock, Matthew K.
Fonte: Lippincott, Williams & Wilkins Publicador: Lippincott, Williams & Wilkins
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
66.46%
Objective: Little is known about what factors protect against the occurrence of suicide ideation and attempts. We tested whether emotional intelligence (EI)—the ability to perceive, integrate, understand, and manage one’s emotions—decreases the likelihood of suicide ideation and attempts among those at risk. Method: Adolescents (N=54) aged 12-19 were recruited from local psychiatric clinics and the community to participate in this cross-sectional laboratory-based study. Analyses examined whether the relations between childhood sexual abuse (CSA) and suicide ideation and attempts were moderated by adolescents’ EI. These constructs were assessed using self-report, structured interviews, and performance-based tests, respectively. Results: Analyses revealed that EI is a protective factor for both suicide ideation and attempts. Specifically, CSA was strongly predictive of these outcomes among those with low EI, weakly predictive among those with medium EI, and completely unrelated among those with high EI. Follow-up analyses revealed that the protective effect of EI was driven primarily by differences in Strategic EI (i.e., ability to understand and manage emotions) but not Experiential EI (i.e., ability to perceive emotions and integrate emotions into thoughts). Conclusions: This study provides preliminary evidence that EI is a protective factor for suicide ideation and attempts. Important next steps include testing the moderating influence of EI on a wider range of stressful life events and self-injurious behaviors...

The Emotional Intelligence of Resident Physicians

McKinley, Sophia Kim
Tipo: thesis or dissertation; text Formato: application/pdf
Português
Relevância na Pesquisa
66.57%
Since academic literature indicates that emotional intelligence (EI) is tied to work performance, there is increasing interest in understanding physician EI. We studied the EI of resident physicians in surgery, pediatric, and pathology residency programs at three academic centers to describe the EI profiles of residents in different specialties and determine whether gender differences in resident physician EI profiles mirror those in the general population. 325 residents were electronically invited to complete the validated Trait Emotional Intelligence Questionnaire (TEIQue), a tool comprised of 153 items that cluster to 15 independent facets, 4 composite factors, and 1 global EI score. The overall response rate was 42.8% (n=139, 84 women). Global EI of all residents (mean=101.0, SD=8.0) was comparable to the general population sample and was not statistically different between specialties or genders. EI profiling demonstrated distinct strengths and opportunities for development between specialty groups with an effect of specialty on sociability factor (p=0.005) and five TEIQue facets including optimism, stress management, emotion management, assertiveness, and social awareness (p=0.008-0.043). Women scored higher than men in emotionality factor (p=0.044) and the TEIQue facets impulse control...