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TitleEmotional Intelligence
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Van Rooy, Alonso and Viswesvaran (2005) have made a study in which a common measure of

emotional intelligence was administered to 275 participants (216 female) to examine how

different groups score on a test of EI differences were compared for age. Results indicated that

emotional intelligence scores tended to increase with age.

Chapman and Hayslip (2006) have made a cross sectional analysis in order to measure emotional

intelligence in young and middle adulthood. Differentiation of the construct of emotional

intelligence was investigated in young and middle-aged adults. Mid-life adults reported

significantly greater use of optimism (a component of emotional intelligence) as a mood

regulation strategy than was reported by young adults.

Sex

The relationship between emotional intelligence and sex differences among 134 adolescents

involved in a six week training camp run by the military was investigated by Charbonneau and

Nicol (2002). Results revealed that girls scored somewhat but not significantly higher than the

boys on emotional intelligence.

Study reported by Pandey and Tripathi (2004) on a sample of 100 individuals (50 males and 50

females) completing the measure of EI, consisting of identification of emotion, perception and

recognition of emotion with probing, perception and recognition of emotion-without probing,

understanding emotional meaning and emotion intensity rating. Results revealed that females

scored significantly higher than male and were more proficient in managing and handling their

own emotions as well as of others.

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limbic areas (eg. the amygdala). In terms of the two cerebral hemispheres, the right hemisphere

is more involved in emotional processing (particular negative affect) than the left which sustains

linguistic and logical activities (Carlson, 2001).

Slaski and Cartwright (2002) investigated the relationship between a measure of EQ, subjective

stress, distress general health, morale, quality of working life and management performance

among management population (N=224) of a large retail organization. The results found,

indicated that managers who scored higher in EQ, suffered less subjective stress, experienced

better health and well-being, and demonstrated better management performance.

Emotional intelligence is the single most important factor predicting success and happiness in

life and leading to good mental health (Sugarcane, 2002) Studies have shown that lower

emotional intelligence related with many self-destructive behavior such as deviant behavior and

cigarette smoking (Trinidad and Johnson, 2001; Brackett and Mayer, 2003).

In order to explore mental health nurse’s experiences of emotional intelligence in their nursing

practice by means of qualitative interviews, Akerjordet and Severinsson (2004) developed

interview questions from the literature on EI and studied using a hermeneutic analysis. Four

main themes emerged relationship with the patient; the substance of supervision; motivation; and

responsibility. It was concluded that EI stimulates the search for a deeper understanding of a

professional mental health nursing identity. Emotional learning and maturation process are

central to professional competence that is, personal growth and development. In addition, the

moral character of the mental health nurse in relation to clinical practice is of importance. The

findings imply multiple types of intelligence related to nursing science as well as further research

possibilities within the area of EI.

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