The role of emotional intelligence in peer instructional dyads.

Rieck, Troy; Hausdorf, Peter A.; Callahan, Jennifer L.

doi:10.1037/stl0000018

Cited by 5 publications

(2 citation statements)

References 52 publications

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“…Individuals with high emotional intelligence are better able to accept criticism. Findings related to the workplace suggest that the greater emotional intelligence a supervised trainee has, the better they are able to adapt to various managers (Clarke, 2006;Rieck, Hausdorf, & Callahan, 2015).…”

Section: Emotional Intelligencementioning

confidence: 99%

Perceptions of the Emotional Self for Adolescents Who Are Gifted

Albright¹,

Montgomery

2023

Roeper Review

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Adolescence is a time of emotional turmoil as the transition to adulthood is experienced. For adolescent students who are gifted or talented, the research demonstrates unique issues such as sensitivity, perfectionism, and asynchronous development. Self-report, trait-based instruments have provided longitudinal and comparative data about adolescents. However, little has been done from the subjective viewpoint of the adolescent who is gifted. Therefore, the purpose of this study is to discover the ways adolescents who are identified as gifted describe their emotional selves.Q methodology was used to conduct the study. The theoretical framework of emotionality was constructed in a four (Emotional intelligence, Mayer, Caruso, & Salovey, 2000) by five (Emotional development, Dabrowski, 1966) Fisherian design. Emotionality was used to sample the concourse of possible emotional indicators. The 41item Q set was sorted by the 28 adolescents identified as gifted by the public school district personnel. Four factor arrays were interpreted using PQMethod output, field notes taken during the sorting interview, demographic information about defining sorters, and post sort interviews.The four factor arrays were characterized by ability to detect and understand their emotional states and the emotional states of others. Further definition was observed by the coping mechanisms used to resolve conflicts within their peer group. These four groups are the Humanitarians, adolescents who value social justice; Politicians, adolescents who want to learn about the feelings of others, but are hesitate to reveal themselves; Regulators, adolescents who maintain a superficial life without conflict; and Stabilizers, adolescents who exhibit a constant tension of feelings and visibility of emotion. Results from this study inform practitioners working with students who are gifted. This study adds to the body of literature as it introduces a unique theoretical framework of subjective emotionality. v TABLE OF CONTENTS Chapter

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Section: Emotional Intelligencementioning

confidence: 99%

Perceptions of the Emotional Self for Adolescents Who Are Gifted

Albright¹,

Montgomery

2023

Roeper Review

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“…However, the assertion that followership is unimportant has never been validated. The few studies comparing contributions to team outcomes have shown an equal or greater influence of followership (Hoption, 2016; Rieck, Hausdorf, & Callahan, 2015; Sy, Tram, & O’Hara, 2006). Followership also has individual impact: early-career jobs involve greater followership than leadership skills (although see MacKenzie, Podsakoff, & Paine, 1999), the attainment of managerial positions depends on followership (Agho, 2009; Latour & Rast, 2004), and one of the primary causes of executive derailment is poor followership (Gentry & Shanock, 2008; Lombardo, Ruderman, & McCauley, 1988; Van Velsor & Leslie, 1995).…”

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confidence: 99%

Followership: A Classroom Exercise to Introduce the Concept

Hurwitz¹

2017

Management Teaching Review

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Followership is valuable for personal and organizational success, whether success is measured by satisfaction with work, improved team relationships, obtaining promotions, or quality and quantity of work output. Furthermore, senior executives and coaches recognize it as a critical skill. Despite this, creating effective followership training in the classroom is challenging because of media messages that preference leadership, internal schemas held by students that ignore followership, and cultural biases against it. This article presents a memorable kinaesthetic, visual classroom activity that introduces followership in a theory-agnostic way. The exercise begins with students introducing each other as leaders or followers, and then debriefing that activity using the Describe, Analyze, and Evaluate methodology from multicultural training. Over a 10-year period, the exercise has successfully engaged undergraduate and graduate students, MBA candidates, and working professionals from frontline to senior management.

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The Relationship between Emotional Intelligence and Domain‐Specific and Domain‐General Creativity

Guo²,

Hatcher³

et al. 2018

Journal of Creative Behavior

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The Amusement Park Theory of Creativity, which represents both domain‐specific and domain‐general perspectives of creativity, calls for more research on how individual difference constructs are related to creativity at all ends of the domain‐specificity and general spectrum. Toward this goal, this study examined emotional intelligence (using the Emotional Intelligence Scale) in relationship with both a domain‐general measure (the Abbreviated Torrance Test for Adults) and a domain‐specific measure (Kaufman Domains of Creativity Scale) in a sample of 281 Chinese undergraduates. Although emotional intelligence demonstrated no relationship with divergent thinking, it did positively predict all five domains of creativity on the self‐report measure (ranging from .52 to .77). These findings add to the nuanced relationship between emotional intelligence and creativity and serve as a call for more work of this nature.

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The role of emotional intelligence in peer instructional dyads.

Cited by 5 publications

References 52 publications

Perceptions of the Emotional Self for Adolescents Who Are Gifted

Perceptions of the Emotional Self for Adolescents Who Are Gifted

Followership: A Classroom Exercise to Introduce the Concept

The Relationship between Emotional Intelligence and Domain‐Specific and Domain‐General Creativity

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