Trait emotional intelligence anchored within the Big Five, Big Two and Big One frameworks

Pérez-González, Juan Carlos; Sánchez‐Ruiz, María‐José

doi:10.1016/j.paid.2014.01.021

Cited by 82 publications

(85 citation statements)

References 21 publications

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“…Bracket and Mayer (2003) demonstrated EQ correlations with the Big Five traits in the NEO-PI-R -neuroticism, extraversion, agreeableness, conscientiousness, and a moderate correlation with openness to experience. The relationship of Emotional Intelligence to academic intelligence and the Big Five has been discussed for a number of countries -for example, the Netherlands, Greece, Spain (e.g., Pérez-González & Sanchez-Ruiz, 2014;Van der Linden, Tsaousis, & Petrides, 2012;Van der Zee, Thijs, & Schakel, 2002). EQ was a significant predictor of empathy (e.g., Imran, 2013).…”

Section: Emotional Intelligencementioning

confidence: 99%

Emotional intelligence, patterns for coping with decisional conflict, and academic achievement in cross-cultural perspective (evidence from selective Russian and Azerbaijani student populations)

Tatiana¹,

Adebowale

Krasavtseva³

2018

Psych. Rus.

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Background. Choice, under conditions of uncertainty, is mediated by integral dynamic regulatory systems that represent hierarchies of cognitive and personality processes. As such, individual decision-making patterns can be studied in the context of intellectual and personality potential. This article presents the results of a cross-cultural comparison of personality characteristics, such as coping with uncertainty, emotional intelligence, and academic achievement, between Azerbaijani and Russian university students.Objective. We aimed at establishing metric invariance and at highlighting relationships between emotional intelligence and the scales of the Melbourne Decision Making Questionnaire (MDMQ).Design. Azerbaijani and Russian student samples were selected for this study due to the almost identical educational programs offered by Moscow State University to students in Moscow and its branch in Baku. Coping with uncertainty was measured by the MDMQ, emotional intelligence by the EmIn questionnaire, and academic achievement by GPA scores. Confirmatory factor analysis was used to verify factor structure invariance and congruence.Results. The congruence of factor structures for both questionnaires was verified. For the MDMQ four-factor structure for both samples was confirmed. For the EmIn questionnaire, invariance for two scales was established -"Understanding other people's emotions" and "Managing own emotions". Relationships among personality traits, gender, age, and academic achievements are explained for the Lomonosov Moscow State University students in Moscow (Russia) and its branch in Baku (Azerbaijan). No crosscultural differences were found for emotional intelligence and productive coping (VigiEmotional intelligence, patterns for coping with decisional conflict… 115 lance). A cultural difference was established in unproductive coping preference for Buck Passing. A similarity between the cultures was captured in the relationship of higher emotional intelligence (EQ) scores to higher Vigilance scores and to lower levels of unproductive coping patterns. Vigilance was a predictor of academic achievement, but only in the Russian sample.Conclusion. The similarity of the educational systems, as both samples studied similar programs, demonstrates very few cross-cultural differences.

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Section: Emotional Intelligencementioning

confidence: 99%

Emotional intelligence, patterns for coping with decisional conflict, and academic achievement in cross-cultural perspective (evidence from selective Russian and Azerbaijani student populations)

Tatiana¹,

Adebowale

Krasavtseva³

2018

Psych. Rus.

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“…It is not strange since Aggressiveness is negatively correlated with Contentiousness and Agreeableness, and positively correlated with Eysenck's Psychoticism (Aluja et al ., ; García, Escorial, García, Blanch & Aluja, ). So, our results are congruent with comparative analyses of TEIQue with EPQ or different measures of the Big Five (De Raad, ; Perez‐Gonzalez & Sanchez‐Ruiz, ; Petrides et al ., , ). Nevertheless, since Psychoticism refers to a personality pattern typified by aggressiveness, lack of empathy, impulsivity, risk taking, non‐planning, liveliness and interpersonal hostility and it captures some aspects of the TEIQue as, for instance, Impulsiveness, the relationship with Psychoticism reported by Petrides et al .…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, it deserves to be mentioned that, contrary to conclusions reported on Petrides et al . () and Perez‐Gonzalez & Sanchez‐Ruiz (), components of trait EI can be perfectly located on a factorial space composed by personality traits as those included in the Zuckerman's model. A possible explanation of this opposite pattern is that both Petrides et al .…”

Section: Discussionmentioning

confidence: 99%

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The location of the Trait Emotional Intelligence in the Zuckerman's Personality Model space and the role of General Intelligence and social status

Blanco

Garcı́a

Aluja

2016

Scandinavian J Psychology

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The aim of this study was to investigate the relationships between Emotional Intelligence (EI) measured by the Trait Emotional Intelligence Questionnaire (TEIQue) and personality measured by the Zuckerman-Kuhlman-Aluja Personality Questionnaire (ZKA-PQ) with the purpose of analyzing similarities and differences of both psychological constructs. Additionally, we studied the relationship among EI, personality, General Intelligence (GI) and a social position index (SPI). Results showed that the ZKA-PQ predicts the 66% (facets) and the 64% (factors) of the TEIQue. High scores in EI correlated negatively with Neuroticism (r: -0.66) and Aggressiveness (r: -0.27); and positively with Extraversion (r: 0.62). Oblique factorial analyses demonstrated that TEIQue scales were located basically in the Neuroticism and Extraversion factors. The SPI and GI no loaded in any factor. These findings showed that EI is a not a distinct construct of personality and it cannot be isolated in the ZKA-PQ personality space. GI is related with the SPI (r: 0.26), and EI correlated with GI (r: 0.18) and SPI (r: 0.16). Nevertheless, we found differences between GI high groups and the TEIQue and ZKA-PQ factors when controlling age and sex. These findings are discussed in the individual differences context.

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“…En este estudio, la consistencia interna de la subescala fue de 0.61. Petrides, Sangareau, Furnham, & Frederickson, 2006) Para la evaluación de la Inteligencia Emocional (IE) rasgo (Pérez-González & Sánchez-Ruiz, 2014) se utilizó la adaptación española (Ferrando et al, 2011) que contiene 30 ítems formulados en una escala Likert de 7 puntos diseñados para medir la IE rasgo global. La consistencia interna para la puntuación IE rasgo global en la muestra fue igual a 0.8.…”

Section: Instrumentosunclassified

Inteligencias múltiples y su relación con inteligencias cognitiva y emocional en adolescentes

2017

Self Cite

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A partir del Inventario de Autoeficacia para Inteligencias Múltiples (IAMI), desarrollado en Argentina por Pérez, Beltramino y Cupani (2003), presentamos una adaptación abreviada para adolescentes españoles (IAMI-M40). IAMI evalúa la autoeficacia que los adolescentes tienen sobre las distintas inteligencias múltiples (IIMM) propuestas por Gardner (1999). En una muestra de estudiantes españoles de educación secundaria de 11 a 19 años (n=313), se evaluó su inteligencia fluida (PMA-R), cristalizada (16-PF-R), y emocional (TEIQue-ASF), y su nivel de IIMM mediante una adaptación española. El análisis factorial exploratorio de la adaptación española identificó ocho factores correspondientes a cada tipo de inteligencia del modelo de Gardner (1999), reteniendo 40 ítems de los 69 originales. Los resultados avalan la fiabilidad y la validez convergente del IAMI-M40.

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Trait emotional intelligence anchored within the Big Five, Big Two and Big One frameworks

Cited by 82 publications

References 21 publications

Emotional intelligence, patterns for coping with decisional conflict, and academic achievement in cross-cultural perspective (evidence from selective Russian and Azerbaijani student populations)

Emotional intelligence, patterns for coping with decisional conflict, and academic achievement in cross-cultural perspective (evidence from selective Russian and Azerbaijani student populations)

The location of the Trait Emotional Intelligence in the Zuckerman's Personality Model space and the role of General Intelligence and social status

Inteligencias múltiples y su relación con inteligencias cognitiva y emocional en adolescentes

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