Performance-based ability emotional intelligence benefits working memory capacity during performance on hot tasks

This study aims to investigate the model of emotional intelligence and its use in computer games. Video games can be used to enhance emotional intelligence through active and deep learning. This article explores how emotional intelligence and gaming intersect, offering insights into how higher feelings can be formed through active and deeper learning. The analysis of existing scientific literature highlights the growing interest in creating emotional intelligence models, particularly within the realm of serious games. As part of this investigation, the author introduces a classification of emotional intelligence models that demonstrates their conceptuality. This work proposes the integration of emotional intelligence into game dynamics to enrich the landscape of emotional intelligence assessment and development. One key aspect of this approach is viewing emotional intelligence as a means to cultivate higher-order feelings, such as moral, aesthetic, social, intellectual, and the joy of knowledge and empathy. These emotions are integral elements of a “hot” system, emphasizing their relevance to authentic, non-digital cultural experiences. The dynamic emotional intelligence model introduced here serves to nurture essential skills, including situational cognitive reassessment and “emotional work”, leading to congruence in felt and expressed emotions. This model identifies the interplay of game aesthetics, mechanics, and dynamics as pivotal zones for the formation of higher feelings. The article argues that games intended to stimulate emotional intelligence should not induce a flow state that narrows the player's cognitive scope and inhibits critical thinking. To counteract this, the author suggests incorporating pauses, live communication, and reflective analysis of one's emotions within the gaming experience. The article explores the transformation of impersonal emotional intelligence test questions into game components encompassing mechanics, dynamics, and aesthetics. It outlines strategies for active and deeper learning, facilitating an enriched understanding of emotional intelligence through gaming. The recommendations derived from this discussion can be applied to an array of games under the dynamic emotional intelligence model, making it a valuable resource for educational game design. The proposed dynamic model of emotional intelligence within computer games emerges as a universal and versatile tool. It can function as a pedagogical framework for the development of student's emotional intelligence, enabling educators to harness the power of games for emotional growth. This model serves as a canvas for game designers, offering creative possibilities for the development of new computer-based educational games that target emotional intelligence. This article demonstrates that playing games can indeed stimulate emotional intelligence by fostering active and deeper learning. By incorporating emotional intelligence into gaming dynamics, it is possible to create more engaging and effective learning experiences, ultimately promoting the formation of higher feelings and a deeper understanding of emotional intelligence.

EmoSocio: An open access sociometry-enriched Emotional Intelligence model

A dysfunction in the processing of emotional material has been suggested to underpin the concept of psychopathy, hence we hypothesized that individuals high in psychopathic traits should have low scores on measure of emotional intelligence (EI). We measured EI by using both an ability-based measure (Mayer-Salovey-Caruso Emotional Intelligence Test) and a self-report measure (Trait Meta-Mood Scale) in a sample of offenders. Psychopathy was measured by using both a clinical checklist (Psychopathy Checklist-Revised) and a self-report scale (Psychopathy Personality Inventory-Revised). We also took a measure of intellectual ability (Wechsler Abbreviated Scale of Intelligence) to assess any unique contribution from EI over that of IQ. We found that the concepts of EI (both ability-based and self-report) were related to IQ. We also found that there was a negative relationship between self-report EI and ability EI. In relation to psychopathy, the results did not support the hypotheses of a general deficit in EI. While the results relating different facets of psychopathy to different aspects of EI were complex, there was some evidence that some aspects of psychopathy were positively related to the unique variance related to EI once IQ was partialled out. We suggest that there is not a general deficit in EI in psychopathy, and that future research needs carefully to carefully consider just what aspects of psychopathy and of EI are being measured, and the influence of intellectual ability, before drawing conclusions on this matter.

This study aimed to contribute towards understanding the extent to which the emotional intelligence (EI), measured as an ability, of biological mothers and fathers was associated with the global EI of their offspring as young adults using a performance test of ability EI: the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). These questions were assessed using a cross-sectional sample (total N = 333), which was composed of 111 biological parents (111 mothers and 111 fathers) aged between 37 and 73 years (M = 51.26; SD = 5.91), and 111 offspring (54 men and 57 women) aged between 18 and 45 years (M = 22.56; SD = 3.26). There is an intergenerational gap between parents and offspring, with offspring having higher scores in EI than their fathers and mothers. The EI of parents was associated with that of their offspring, although the link with maternal EI was greater than the link with paternal EI, even controlling for certain demographic covariates such as the gender of the offspring. Moreover, the EI of fathers has an effect on the EI of their offspring especially when the EI of the mothers was low. These findings suggest that parental EI — particularly that of the mother — was significantly associated with the ability EI of their offspring during the lifespan.

What is the secret of human happiness and fulfilment? Philosophers, prophets, and other sages have debated this questioned since ancient times without arriving at a satisfactory resolution. The advance of Psychology in the last century has raised the hope of a scientific answer. Systematic, empirical study of human success and failure will tell us how we should live. Recently Psychologists have proposed that understanding the emotions in oneself and others is the key to a satisfying life. Those people who are self aware and sensitive to others manage their affairs with wisdom and grace, even in adverse circumstances. On the other hand those who are emotionally illiterate blunder their way though lives marked by misunderstandings, frustrations and failed relationships. A scientific understanding of Emotional Intelligence allows us to train our emotional skills so that we can live more fulfilling and productive lives. El refers to the competency to identify and express emotions, understand emotions, assimilate emotions in thought, and regulate both negative and positive emotions in self and others. Although the concept first appeared in Psychological literature nearly two and a half decades ago, it is only in the past ten years or so that Emotional Intelligence has received widespread attention. The result is that today there are many models which explain Emotional Intelligence.Review of literature suggests there are five main models of Emotional Intelligence-Mayer, Salovey and Caruso Conceptualization, Bar-On's Model of Emotional Intelligence, Daniel Goleman's Model of Emotional Intelligence, The Four Cornerstone Model of Emotional Intelligence and the Six Seconds' Model of Emotional Intelligence. A brief discussion of these five models will be followed by a comparison among them.Mayer salovey caruso conceptualizationThe work of Mayer Salovey Caruso has been the most influential in scientific genesis. These researchers were the first to publish extensive accounts of El in peer reviewed psychological journals (Mayer, DiPaolo, & Salovey, 1990). These researchers suggest that their specific of the term stresses the concept of an intelligence that processes and benefits from emotions. From this perspective, El is composed of mental abilities, skills or capacities (Mayer, Salovey et al., 1997). A major assumption of the Mayer Salovey Caruso model is that El resembles other forms of ability in terms of concepts, assessment vehicle, developmental trajectories, lawful phenomena associated with patterns of interrelationships with other measures and further empirical instantiations. In this system, El represents an intelligent system for the processing of emotional information and thus it resembles central parts of well established intelligent systems. According to Mayer and Mitchell (1998), an intelligent system consists of a capacity for inputting information and a capacity for processing information, through both immediate manipulation of symbols and reference to expert knowledge. El cuts across the cognitive and emotional systems and is at one time unitary and multidimensional, being sub divisible into four branches.Perceiving Emotions (Branch 1)- The ability to perceive emotions in oneself and others, as well as in objects, art, stories, music and other stimuli.Facilitating Thought (Branch 2)- The ability to generate, use and feel emotion as necessary to communicate feelings or employ them in other cognitive processes.Understanding Emotions (Branch 3)- The ability to understand emotional information, how emotions combine and progress through relationship transitions and to appreciate such emotional meanings.Managing Emotions (Branch 4)- The ability to be open to feelings, and to modulate them in oneself and others so as to promote personal understanding and growth.Multi-branch Emotional Intelligence Scale (MEIS, 1999) was developed for empirical testing of the model. …

BackgroundEmotional intelligence is the ability to quickly and correctly recognize the emotional expressions of other people and to express and manage one’s own emotions. It contributes to the success of a person in activities related to communication and interaction with people. Emotional intelligence has been studied largely in the context of organizational and education psychology, but less is known about the influence of genetics on it.ObjectiveWe aim to study emotional intelligence in carriers of different СОМТ, BDNF, DRD2, and HTR2A genotypes.DesignWe used three methods to measure emotional intelligence. Mayer-Salovey-Caruso Emotional Intelligence Test is a set of tasks with forced choice and frequency-based correct responses. We also applied two self-report questionnaires by Lyusin and Hall. We recruited 280 participants who took part in all three measures. We also identified their genotypes of the СОМТ, BDNF, DRD2, and HTR2A genes.ResultsCarriers of the Val/Met genotype of the COMT gene, A/A genotype of the HTR2A gene and C/C genotype of the DRD2 gene showed the highest level of emotional intelligence, while no differences were found between carriers of the BDNF genotypes. These data were obtained by using the Mayer-Salovey-Caruso Emotional Intelligence Test. Self-report scores of emotional intelligence did not differ between carriers of different genotypes across all four of the genes in question.ConclusionMayer-Salovey-Caruso Emotional Intelligence Test scores were differed for carriers of some genotypes, whereas self-reported emotional intelligence scores did not differ between according to genotype.

Head teachers are exposed to a highly emotional and stressful job, and they need a sufficient combination of professional competencies in order to deal with daily challenges in schools. Recent studies have shown the importance of developing emotional competencies such as emotional intelligence (EI) in teachers in order to improve their professional development and to ensure the adequate functioning of the school. However, rather less is known about the ability EI of head teachers. The aim of the present study was to evaluate the ability EI of public school head teachers and compare this ability with those working in other positions within the school. For these purposes, 393 participants (35 head teachers, 39 middle leaders, 236 tutors, and 86 teachers) aged between 24 and 62 years (M = 40.26; SD = 9.27) completed the mayer-salovey-caruso emotional intelligence test (MSCEIT). The results revealed a significantly higher total EI for head teachers than teachers, along with higher scores in the understanding branch of the MSCEIT for the head teachers compared with workers in other positions. In addition, on this EI branch, tutors also achieved higher scores than the teachers. We also evaluated the alternative hypothesis that years of teaching experience could explain the relationship between work position and the EI scores, and found no evidence in support of this possibility. Limitations and future lines of research are discussed.

Theorists have constructed emotional intelligence differently, based on which the literature reveals different diversified scales to measure emotional intelligence. These scales are quite lengthy to respond and have been criticized for producing varying results. The current paper projects the findings of 3 consecutive studies carried out to summarize and simplify the existing models of emotional intelligence and to produce a brief measure in this regard. Based on the review of the earlier models of emotional intelligence, emotional intelligence was comprehended as an "ability to express and regulate emotions for intrinsic and extrinsic emotional satisfaction". "Emotional Intelligence Scale (EIS)", comprising 12 items in English, was developed and validated through principal component analysis, exploratory factor analysis, and confirmatory factor analysis through a series of 3 consecutive studies which involved 1894 participants from Pakistan. The validity of EIS was tested step by step for its face, content, factorial, convergent, and discriminant validity. The reliability was measured through internal consistency and item-total and item-scale correlations. EIS was revealed to be a valid and reliable scale to measure emotional intelligence through 4 core factors, ie, emotional expression, emotional regulation, intrinsic emotional satisfaction, and extrinsic emotional satisfaction. The additional findings revealed significantly higher levels of emotional intelligence among men as compared to women; significantly positive correlation of emotional intelligence with social intelligence, positive emotional effects, age, and education; and a significantly inverse correlation between emotional intelligence and the negative emotional effects. The current paper reported the development and validation of a new scale on emotional intelligence by comprehending and summarizing the earlier models of emotional intelligence.

Emotional intelligence (EI) has seen a rapid growth in the past decade and affects every aspect of human life. Academic performance is a key indicator of a students’ progress in higher education. This study is rooted in Bar-On et al.’s (2006) model of EI. The research aims to study the relationship between EI and academic performance of MBA students. Review of Literature has been done from 2010 to 2020, which spans across a decade. A total of 25 research articles were reviewed to identify the research gap. A conceptual model was framed and a research objective was identified. Hypotheses were formulated, in line with the objective of this study. This empirical study is based on a sample drawn from 960 MBA students across Karnataka using stratified sampling. Warrier’s EI Scale ( a = 0.887) has been adapted, developed, and utilized for gathering the EI responses from the participants. Pearson’s correlation analysis reports that there is a direct relationship between academic performance and EI ( r = 0.520). The study implicates that EI has a significant influence on academic performance. The findings are relevant to students, teachers, professors, educators, consultants, and parents who need to understand the role of EI in academics. It is recommended that the Ministry of Human Resource Development (MHRD) introduce EI as a subject for high school students, to enhance their academic performance as well as the quality of life. EI is effective and imperative for success in any job. Students deal with the emotions of faculty, non-teaching staff, peers, and family, therefore they need emotional management skills, to handle situations, that make for a healthier, productive, and rewarding life. JEL Classification: I21, J24

Higher levels of emotional intelligence have been associated with better inter and intrapersonal functioning. In the present study, 59 healthy men and women were randomized into either a three-week online training program targeted to improve emotional intelligence (n = 29), or a placebo control training program targeted to improve awareness of nonemotional aspects of the environment (n = 30). Compared to placebo, participants in the emotional intelligence training group showed increased performance on the total emotional intelligence score of the Mayer-Salovey-Caruso Emotional Intelligence Test, a performance measure of emotional intelligence, as well as subscales of perceiving emotions and facilitating thought. Moreover, after emotional intelligence training, but not after placebo training, individuals displayed the ability to arrive at optimal performance faster (i.e., they showed a faster learning rate) during an emotion-guided decision-making task (i.e., the Iowa Gambling Task). More specifically, although both groups showed similar performance at the start of the Iowa Gambling Task from pre- to posttraining, the participants in the emotional intelligence training group learned to choose more advantageous than disadvantageous decks than those in the placebo training group by the time they reached the "hunch" period of the task (i.e., the point in the task when implicit task learning is thought to have occurred). Greater total improvements in performance on the Iowa Gambling Task from pre- to posttraining in the emotional intelligence training group were also positively correlated with pre- to posttraining changes in Mayer-Salovey-Caruso Emotional Intelligence Test scores, in particular with changes in the ability to perceive emotions. The present study provides preliminary evidence that emotional intelligence can be trained with the help of an online training program targeted at adults; it also suggests that changes in emotional intelligence, as a result of such a program, can lead to improved emotion-guided decision-making.

Background: Following a shift in the exam mode from face-to-face to online exams during the COVID-19 pandemic, test anxiety became more prevalent among students. Emotional intelligence is one of the factors that may be effective in controlling anxiety. To this end, the present study examined the relation between emotional intelligence and anxiety caused by online exams in students of paramedical sciences during the COVID-19 epidemic. Methods: This descriptive-analytical and cross-sectional study was conducted in June 2021 during the final-semester exams of the students at the Faculty of Paramedicine of Qom University of Medical Sciences. The data in this study were collected using a demographic information questionnaire, the Schutte Self-Report Emotional Intelligence Test (SSEIT), and the FRIEDBEN Test Anxiety Scale. The questions were developed in Google Form and sent to the students. The collected data were analyzed using descriptive statistics and inferential statistics, including analysis of variance (ANOVA), independent samples t-test, and Pearson’s correlation test at a significance level of 0.05. Results: The participants in this study were 193 undergraduate students. The mean scores of the students’ online test anxiety and emotional intelligence were 42.03±10.90 and 97.05±14.36, respectively. There was a statistically significant relation between test anxiety scores with age (P=0.020), gender (P=0.010), field of study (P=0.001), and place of residence (P=0.034). However, there was no statistically significant relation between the students’ emotional intelligence and test anxiety (r=0.042; P=0.563). Conclusion: The paramedical students in this study had high online test anxiety and a moderate level of emotional intelligence. However, the students’ emotional intelligence had no relation with their online test anxiety. Thus, other strategies should be adopted to reduce students’ online test anxiety.

The major purpose of the present study was to investigate the relationships between two measures of emotional intelligence: performance-based ability test, self-reported measure of ability emotional intelligence, and transformational leadership. Base on a sample of 177 middle-level and low-level leaders, in 16 organizations, the study tries to explain the role of emotional intelligence in the variance of transformational leadership style, after controlling for cognitive ability and five factors of personality. Vocabulary Emotion Test (VET-3), representing performance-based ability test of emotional intelligence, and Emotional Skills and Competence Questionnaire (ESCQ-45), representing self-report measure of emotional intelligence, TN-10 test of fluid intelligence and BFI - inventory of personality traits were administered to all supervisors in identifying their emotional intelligence, cognitive ability and personality traits. To evaluate the transformational leadership style, the short version of a Multifactor Leadership Questionnaire (MLQ X5) was used for 177 selfratings. The results show that VET-3 as the measure of ability EI has no relationship with transformational style. The results obtained in hierarchical regression analysis of self-ratings transformational leadership show that the personality traits were significant predictors but that selfreport measure of EI incrementally explained 5% of the variance of transformational leadership.

This study investigates the influence of emotional intelligence competencies on students’ GPAs and overall academic performance. A structured questionnaire was developed using Daniel Goleman’s model of emotional Intelligence (Self-awareness, Emotion Management, Self-motivation, Empathy & Social Skills). Data were collected using a convenience sampling method from 114 students in the Faculty of Business Studies at Arab Open University, Oman, where around 700 full-time students have been enrolled for the academic year 2022. The study's hypotheses were examined and validated using descriptive and inferential statistical tools such as the "t"-test, ANOVA, and Multiple Regression. The results indicate that, out of the five emotional intelligence skills, the “Social Skill” has the most decisive influence on students' academic performance. Additionally, a significant correlation has been found between students' emotional Intelligence, GPA, and overall academic performance. This study further offers suggestions for improving students' emotional intelligence abilities to improve students’ overall academic performance.

In this chapter, we bridge work on positive organizational scholarship (POS) and emotional intelligence by focusing on their common element—an emphasis on how people navigate social interactions and relationships. We put forth a synthesis—social-emotional intelligence—based on two assumptions: (a) a useful integration of POS and emotional intelligence needs to describe the social context in order to understand when and why people apply their emotional intelligence skills; and (b) a useful model of emotional intelligence needs to be based on agreed upon conceptions of how the mind works—namely, by defining the interaction between intuitive (automatic) and deliberative (controlled) processes that underlie emotional intelligence abilities (e.g., emotional recognition and control). Our synthesis adds flexibility and adaptability to the emotional intelligence process and takes into account how it interacts with the presence or absence of positive organizational environments.

Emotional intelligence (EI) refers to a set of competencies that are essential features of human social life. Although the neural substrates of EI are virtually unknown, it is well established that the prefrontal cortex (PFC) plays a crucial role in human social-emotional behavior. We studied a unique sample of combat veterans from the Vietnam Head Injury Study, which is a prospective, long-term follow-up study of veterans with focal penetrating head injuries. We administered the Mayer-Salovey-Caruso Emotional Intelligence Test as a valid standardized psychometric measure of EI behavior to examine two key competencies of EI: (i) Strategic EI as the competency to understand emotional information and to apply it for the management of the self and of others and (ii) Experiential EI as the competency to perceive emotional information and to apply it for the integration into thinking. The results revealed that key competencies underlying EI depend on distinct neural PFC substrates. First, ventromedial PFC damage diminishes Strategic EI, and therefore, hinders the understanding and managing of emotional information. Second, dorsolateral PFC damage diminishes Experiential EI, and therefore, hinders the perception and integration of emotional information. In conclusion, EI should be viewed as complementary to cognitive intelligence and, when considered together, provide a more complete understanding of human intelligence.