The Individual Regulation Component of Group Emotional Intelligence: Measure Development and Validation

Peterson, Christina Hamme

doi:10.1080/01933922.2012.686962

Cited by 8 publications

(4 citation statements)

References 33 publications

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“…Group EI was found to increase group performance (Bell, 2007; Crombie et al, 2009; Jordan & Troth, 2004) as well as individual-level performance (Troth et al, 2012). EI at the group level was found to contribute to trust, cooperation, and reduced conflict, which ultimately enhanced group performance (Curşeu et al, 2015; Moore & Mamiseishvili, 2012; Peterson, 2012). The above discussions suggest that EI can be highly contextualized.…”

Section: Introductionmentioning

confidence: 98%

Implications of Culturally Implicit Perspective of Emotional Intelligence

Pathak

Muralidharan

2020

Cross-Cultural Research

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This article proposes a culturally implicit perspective of emotional intelligence and introduces the notion of culture-specific emotional intelligence (CSEI). Emotional intelligence (EI) as a construct has predominantly been associated with the individual. Given that emotions are also implicit beliefs and that their experience, expression, and management are known to be driven by cultural values, we suggest EI to be culturally embedded. We therefore suggest that EI is culture-specific. Culture-specific EI serves as an important social resource affecting behaviors. We provide a brief review of literature that elucidates the multi-level nature of EI and highlights the role of culture as both antecedent and moderator of CSEI. Implications for theory and cross-cultural phenomena are discussed.

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Section: Introductionmentioning

confidence: 98%

Implications of Culturally Implicit Perspective of Emotional Intelligence

Pathak

Muralidharan

2020

Cross-Cultural Research

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“…Such review often occurs through expert rating of items (e.g., Peterson, 2012). Although such ratings can yield important information, they do not include an in-depth analysis of response processes.…”

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confidence: 99%

Cognitive Interviewing for Item Development: Validity Evidence Based on Content and Response Processes

Peterson

Powell

2017

Measurement and Evaluation in Counseling and Development

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“…It is possible that the scarcity of emotional regulation statements is due to the fact that these are more introverted processes (Eisenberg & Spinrad, 2004) that students are less inclined to express in writing. However, emotional regulation processes have a strong influence on the progress and social adjustment of students (Park, Edmondson & Lee, 2012) and on the characteristics of the social environment (Peterson, 2012), so this aspect should be afforded more consideration in future research.…”

Section: Published By Sciedu Pressmentioning

confidence: 99%

Seminar for Master’s Thesis Projects: Promoting Students' Self-Regulation

Miedijensky

Lichtinger

2016

IJHE

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This study presents a thesis seminar model aimed at promoting students' self-regulation. Students' perceptions regarding the contribution of the seminar to their learning process were characterized and the seminar's effect upon their self-regulation expressions was examined. Data was collected using questionnaires and analyzed thematically. The most significant components of the seminar, according to the students, were cognitive knowledge and guidance regarding thesis writing, along with peer learning, and changes in self-efficacy and ability to regulate time and emotion. Students demonstrated self-regulating mechanisms for planning, setting goals, monitoring, self-encouragement, and emotion control. The results emphasize the significance of self-regulation in thesis-writing.

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The Individual Regulation Component of Group Emotional Intelligence: Measure Development and Validation

Cited by 8 publications

References 33 publications

Implications of Culturally Implicit Perspective of Emotional Intelligence

Implications of Culturally Implicit Perspective of Emotional Intelligence

Cognitive Interviewing for Item Development: Validity Evidence Based on Content and Response Processes

Seminar for Master’s Thesis Projects: Promoting Students' Self-Regulation

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