A further step towards unpacking the variance in trait and ability emotional intelligence: The specific contribution of attachment quality

Dimitrijević, Ana Altaras; Marjanović, Zorana Jolić; Dimitrijević, Aleksandar

doi:10.1007/s12144-018-9837-3

Cited by 6 publications

(16 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The strength of neuroticism as a predictor declined in all three regression models following the inclusion of trait EI. This was expected considering both dimensions reflect emotional stability and wellbeing, and are consistently inversely related ( Alegre et al., 2019 ; Dimitrijević et al., 2018 ; Siegling et al., 2015b ). However, both were still unique contributors in all three regression models, demonstrating they are related, but distinct concepts.…”

Section: Discussionmentioning

confidence: 90%

“…Subsequently, trait-based EI models have drawn considerable criticism and scepticism due to lack of psychometric robustness ( Brody, 2004 ). Trait EI measures have been found to produce results that too closely resemble those obtained using well established personality self-report measures, such as the five factor model of personality (FFM, i.e., extraversion, neuroticism, openness, agreeableness, and conscientiousness; Dimitrijević et al., 2018 ; Parker et al., 2011 ).…”

Section: Introductionmentioning

confidence: 93%

“…EI has been operationalised as both an “ability” based model, and a “trait” based model. Interestingly, the two perspectives of EI are found to weakly correlate ( Ferguson and Austin, 2010 ; Qualter et al., 2012 ) and show different patterns of associations with other cognitive constructs (e.g., personality, Dimitrijević et al., 2018 ; theory of mind, Ferguson and Austin, 2010 ; intelligence, Karim and Shah, 2014 ; academic ability, Qualter et al., 2012 ).…”

Section: Introductionmentioning

confidence: 98%

“…(2015b) showed across numerous samples and measures of the FFM, neuroticism, extraversion, openness, agreeableness, and conscientiousness, were significantly associated with global trait EI. Recent studies continue to highlight that TEIQue scores are correlated strongly with neuroticism, and moderately correlated with the remaining FFM personality traits ( Dimitrijević et al., 2018 ; Hjalmarsson and Dåderman, 2020 ; Pérez-González and Sanchez-Ruiz, 2014 ). A clear pattern has emerged across several studies showing that trait EI demonstrates significant, moderate-to-strong correlations with each of the personality traits from the FFM ( Arteche et al., 2008 ; de Haro García and Costa, 2014 ; Gannon and Ranzijn, 2005 ; Prentice and King, 2013 ; Saklofske et al., 2007 ).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Distinguishing between trait emotional intelligence and the five-factor model of personality: additive predictive validity of emotional intelligence for negative emotional states

Sambol

Suleyman

Scarfo

et al. 2022

Heliyon

View full text Add to dashboard Cite

There is ongoing debate on the utility of trait emotional intelligence and whether it is distinguishable from the five-factor model of personality. In study 1, we investigated the incremental validity of trait emotional intelligence in predicting negative emotional states, after controlling for the five-factor model personality traits. The TEIQue, Mini-IPIP, and DASS-21 were administered to a community based Australian sample. Three significant predictive models emerged: (1) wellbeing, and neuroticism predicting depression; (2) emotionality, and neuroticism predicting anxiety; and (3) self-control, and neuroticism predicting stress. In Study 2, we further explored the relationship between TEIQue domains, neuroticism, and negative emotional states. Three partial mediation models were found: (1) wellbeing mediated the relationship between neuroticism and depression; (2) emotionality mediated the relationship between neuroticism and anxiety; and (3) self-control mediated the relationship between neuroticism and stress. The findings highlight that trait emotional intelligence is related to, and yet distinct from extraversion, conscientiousness, agreeableness, neuroticism, and openness. They also provide support for the incremental validity of the TEIQue domains in predicting depression, anxiety, and stress, beyond the five-factor model personality traits in a community based Australian sample, with the domains of trait emotional intelligence potentially operating as protective factors from pervasive negative moods.

show abstract

Section: Discussionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Distinguishing between trait emotional intelligence and the five-factor model of personality: additive predictive validity of emotional intelligence for negative emotional states

Sambol

Suleyman

Scarfo

et al. 2022

Heliyon

View full text Add to dashboard Cite

show abstract

“…More precisely, Joseph and Newman’s model also assumes a partial mediation effect, with intelligence and personality predicting the criterion both directly and through EI. As both intelligence and personality were more recently shown to explain nontrivial variance in EI [ 31 ], there is further justification for the hypothesized mediation.…”

Section: The Interplay Between Intelligence Personality and Ei As Predictors Of Academic Achievementmentioning

confidence: 98%

The Role of Strategic Emotional Intelligence in Predicting Adolescents’ Academic Achievement: Possible Interplays with Verbal Intelligence and Personality

Marjanović

Dimitrijević

Protić

et al. 2021

IJERPH

Self Cite

View full text Add to dashboard Cite

As recent meta-analyses confirmed that emotional intelligence (EI), particularly strategic EI, adjoins intelligence and personality in predicting academic achievement, we explored possible arrangements in which these predictors affect the given outcome in adolescents. Three models, with versions including either overall strategic EI or its branches, were considered: (a) a mediation model, whereby strategic EI partially mediates the effects of verbal intelligence (VI) and personality on achievement; the branch-level version assumed that emotion understanding affects achievement in a cascade via emotion management; (b) a direct effects model, with strategic EI/branches placed alongside VI and personality as another independent predictor of achievement; and (c) a moderation model, whereby personality moderates the effects of VI and strategic EI/branches on achievement. We tested these models in a sample of 227 students (M = 16.50 years) and found that both the mediation and the direct effects model with overall strategic EI fit the data; there was no support for a cascade within strategic EI, nor for the assumption that personality merely moderates the effects of abilities on achievement. Principally, strategic EI both mediated the effects of VI and openness, and independently predicted academic achievement, and it did so through emotion understanding directly, “skipping” emotion management.

show abstract

Adult attachment, emotional intelligence, affect regulation, and self-reported distress in first-year college students at a predominantly White university.

Jeong,

Shimono,

Mallinckrodt

et al. 2024

Professional Psychology: Research and Practice

View full text Add to dashboard Cite

The transition to college presents developmental challenges for young adults similar to those presented by Ainsworth et al. (1978) laboratory "strange situation" for young children. For both, adaptation to an unfamiliar environment is facilitated by managing anxiety that otherwise interferes with exploration. According to the Mikulincer and Shaver (2018) model of attachment dynamics, when coping with threats, adults who cannot recruit support from a secure attachment figure engage in one of two secondary strategies: hyperactivation or deactivation. Each strategy is associated with unique patterns of affect regulation deficits that lead to psychological distress (Nielsen et al., 2017). In our study, undergraduates (N = 122; 83% White) 2 months after starting college at a predominantly White university completed survey measures of adult attachment, emotional intelligence, emotion regulation, and psychological distress. More than 25% reported symptoms above a clinical cutoff for significant distress. Cross-sectional correlation findings supported a model with associations between adult attachment insecurity and psychological distress, mediated by emotional intelligence and affect regulation deficits. Consistent with the Mikulincer and Shaver (2018) attachment hyperactivation and deactivation model, attachment anxiety, but not avoidance, was associated with problems in impulse control and repairing negative moods. Avoidance, but not anxiety, was associated with devaluing attending to feelings. Two variables appear to be especially important mediators: lack of clarity about feelings and lack of strategies for emotion regulation. Counseling interventions that address these skills deficits may assist new students with insecure attachment to persist and flourish in college. Public Significance StatementIn this snapshot sample of first-year college students 2 months after their transition to a large, public, predominantly White university, approximately one quarter experienced clinically significant psychological distress. Distress was associated with adult attachment insecurity, which in turn was associated with problems managing strong emotions. Learning to pay attention to feelings, to identify and clarify what one is feeling, and to repair negative moods may be important skills for new college students-especially for those with attachment anxiety.

show abstract

A further step towards unpacking the variance in trait and ability emotional intelligence: The specific contribution of attachment quality

Cited by 6 publications

References 47 publications

Distinguishing between trait emotional intelligence and the five-factor model of personality: additive predictive validity of emotional intelligence for negative emotional states

Distinguishing between trait emotional intelligence and the five-factor model of personality: additive predictive validity of emotional intelligence for negative emotional states

The Role of Strategic Emotional Intelligence in Predicting Adolescents’ Academic Achievement: Possible Interplays with Verbal Intelligence and Personality

Adult attachment, emotional intelligence, affect regulation, and self-reported distress in first-year college students at a predominantly White university.

Contact Info

Product

Resources

About