How Efficient Are Emotional Intelligence Trainings: A Meta-Analysis

Hodžić, Sabina; Scharfen, Jana; Ripoll, Pilar; Holling, Heinz; Zenasni, Franck

doi:10.1177/1754073917708613

Cited by 248 publications

(250 citation statements)

References 58 publications

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“…To understand this result we have to consider that skills of understanding and recognizing one's own emotions are the most easily modifiable with training interventions; for the development of hierarchically superior competences, 37 such as the use of emotions as facilitators of thought or the ability to regulate emotions, more time and exercise could be required. 31,38 This partial result can lay the foundation for the development of other EI skills, as noted by Joseph and Newman 37 in their cascading model: the ability to understand emotions is conceptualized as a precondition for the ability to regulate emotions.…”

Section: Discussionmentioning

confidence: 84%

“…Perhaps the development of all the emotional abilities would take more time and more complex exercise. 31 Future studies could intensify and extend the work done at school by integrating home videogame activities. Both serious and commercial games can be used at school under the teacher's guidance and promoted as homework through specific exercises.…”

Section: Discussionmentioning

confidence: 99%

“…Participants A recent meta-analysis investigated the effectiveness of EI trainings 31 and revealed a moderate overall positive effect size for the impact of EI training of standardized mean changes between pre-and postmeasurements. After these results, we used the software G*Power and we found that 42 individuals were needed to provide 95% power to detect a medium effect size (f = 0.25) with a repeated measure designwithin/between interaction (number of groups: 2; number of measurements: 3; correlation among repeated measures: 0.5).…”

Section: Methods and Proceduresmentioning

confidence: 99%

See 2 more Smart Citations

Can Videogames Be Used to Promote Emotional Intelligence in Teenagers? Results from EmotivaMente, a School Program

Carissoli

Villani

2019

Games for Health Journal

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Objective: To carry out and investigate the effectiveness of an emotional intelligence (EI) training based on the EI ability model, using videogames as experience-based learning tools to increase EI abilities in adolescents. Materials and Methods: A pre-/post-test/follow-up quasi-experimental design was used with an experimental and a control group (121 adolescents, 15.7% boys, mean age of 14.1 years). The training called ''Emotiva-Mente'' consisted of eight sessions lasting 1.5 hours each, conducted with six first-year classes of two Italian senior high schools. Data on emotional competences were collected at baseline, at the end of the training and 3 months later. Data were analyzed by repeated measures analysis of variance. Results: Students who participated in the EI training reported an improvement in the evaluation and expression of emotions in relation to the self (own emotions) compared with the control group, immediately after the training, but this difference did not persist at the follow-up (3 months later). Furthermore, EmotivaMente found an increase in the use of cognitive revaluation as a strategy of emotion regulation in the experimental group over time. Conclusions: EmotivaMente helped adolescents to improve emotional skills. Results confirmed that videogames can be useful to promote EI in adolescents at school, if integrated with a guided and assisted framework. Implication of the findings and recommendations for future research are made.

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Section: Discussionmentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

Section: Methods and Proceduresmentioning

confidence: 99%

See 1 more Smart Citation

Can Videogames Be Used to Promote Emotional Intelligence in Teenagers? Results from EmotivaMente, a School Program

Carissoli

Villani

2019

Games for Health Journal

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“…A recent meta-analysis showed that EI trainings actually increase EI, that ability EI is less resistant to change than mixed EI or TEI, and that improvements are maintained over time (Hodzic, Scharfen, Ripoll, Holling, & Zenasni, 2018). Given that mixed EI or TEI is amenable to some change which in turn likely improves the relationship quality (Kotsou, Nelis, Gr egoire, & Mikolajczak, 2011), it seems promising to implement EI training in couple counseling (for an exemplary training schedule see Kotsou et al, 2011) and to test its effects on adaptive processes, relationship quality, and relationship stability.…”

Section: Discussionmentioning

confidence: 99%

Trait Emotional Intelligence and Relationship Satisfaction: The Mediating Role of Dyadic Coping

Wollny

Jacobs

Pabel³

2019

The Journal of Psychology

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Trait emotional intelligence (TEI) is an important individual difference variable that is related to the quality of romantic relationships. The present study investigated the associations between TEI, dyadic coping, and relationship satisfaction. A convenience sample of N ¼ 136 heterosexual couples was recruited online. When the actor-partner interdependence model was applied to the data, TEI showed a positive actor effect and a positive partner effect on relationship satisfaction. The actor effect and partner effect of TEI on relationship satisfaction were partially mediated through positive dyadic coping and common dyadic coping, respectively. A small total indirect actor effect was also found for negative dyadic coping. Controlling for potential content overlap between TEI and relationship satisfaction did not alter the results. However, removing variance from the TEI score that was shared with the Big Five trait factors attenuated TEI's actor and partner effects on relationship satisfaction and rendered all but one actor effect for TEI on dyadic coping and all but one indirect effect nonsignificant. The results underline the importance of TEI for the quality of romantic relationships and they shed light on underlying mechanisms. Implications for theory, research, and applications in counseling contexts will be discussed. ARTICLE HISTORY

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“…According to Hodzic, Scharfen, Ripoll, Holling, and Zenasni (2018), the reasons are multifaceted, including a reluctance to publish on EI training because of commercial/intellectual property concerns and difficulties associated with capturing authentic stress responses in the field. Studies of EI and stress typically use self-report surveys, which are limited by impression management and other issues.…”

Section: Emotional Intelligencementioning

confidence: 99%

Emotional intelligence and its effects on biomarkers of workplace stress

King¹

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Workplace stress is an insidious, pervasive, and increasing problem that contributes to psychological, psychosocial, and physiological declines to workers' health. This thesis focuses on the effect of emotional intelligence (EI) as a moderator of workplace stress, measured using biomarkers. EI is beneficial to workers because individuals with higher EI have stronger coping abilities, engender more trust, and perform cognitive tasks with less effort, resulting in greater life satisfaction and wellbeing. For these reasons, I argue that EI reduces workplace stress. However, research on EI and stress has long been hindered by subjective measures of both EI and stress. Physiological evidence that EI or EI training moderates the effects of work stress is lacking, and thus I investigate the relationship between EI, measured by the ability-based MSCEIT (Mayer, Salovey, & Caruso, 2002), and physiological stress, measured using salivary cortisol, in two contexts-in a lab using university students, and in the field with Special Forces military personnel.A common source of workplace stress is incivility. In the two lab studies, I assess the moderating effect of EI on participants who experienced stress during online interactions with supportive or uncivil supervisors (Study 1: N= 328,) and supportive, neutral, or uncivil supervisors (Study 2: N= 350). A 2x2x2 sampling model was developed in which subjects completed a business-like task with support or incivility from an online supervisor. EI and stress were recorded using a Mayer-Salovey-Caruso EI ability test and salivary cortisol.Based on COR theory, I hypothesised that EI associates with reduced stress and increased trust. Participants with high EI had a lower change in cortisol (i.e., less stress) in response to cyber-mediated incivility from supervisors than participants with low EI did. Individuals treated in a supportive, civil manner demonstrated significant reductions in cortisol when supervisors supported them. These results corroborate the proposition that individuals with high EI better moderate stress responses to workplace incivility than low EI individuals do.Using field studies, I tested whether EI training reduces physiological stress and increases cognitive function and behavioural performance in a real-world, extremely physical and emotionally high-risk/high-stress work environment. I expanded investigation to the effectiveness of a tailored EI training program. Research conducted in the Australian Special Forces included two studies (Study 3a: N= 35, Study 3b: N= 43), during which I examined the efficacy of EI training in managing stress during real military training exercises using salivary cortisol and Immunoglobin A (IgA) as objective indicators of stress and burnout in a practice-based, Commando population. Cognitive performance under stress was also3 measured using behavioural performance activities. Soldiers were tested before, during, and after standard training protocols of rappelling, shoot-no-shoot, self-care under fire, urban precision strike, ...

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How Efficient Are Emotional Intelligence Trainings: A Meta-Analysis

Cited by 248 publications

References 58 publications

Can Videogames Be Used to Promote Emotional Intelligence in Teenagers? Results from EmotivaMente, a School Program

Can Videogames Be Used to Promote Emotional Intelligence in Teenagers? Results from EmotivaMente, a School Program

Trait Emotional Intelligence and Relationship Satisfaction: The Mediating Role of Dyadic Coping

Emotional intelligence and its effects on biomarkers of workplace stress

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