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The Springer Series on Human Exceptionality |
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Assessing EmotionalIntelligence |
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Contents |
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Contributors |
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Part 1: Some Theoretical Thoughts on EI |
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A Brief Analysis of 20 Years of Emotional Intelligence: An Introduction to Assessing Emotional Intelligence: Theory, Research, and Applications |
12 |
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Twenty Years of Emotional Intelligence |
12 |
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Organization of ‘‘Assessing Emotional Intelligence: Theory, Research, and Applications’’ |
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Psychometrics and the Measurement of Emotional Intelligence |
18 |
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Test Score Reliability |
18 |
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Introduction |
18 |
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Types of Reliability Estimation |
20 |
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Parallel Forms Reliability |
20 |
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Test-Retest Reliability |
20 |
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Internal Consistency Reliability |
21 |
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Split-Half Reliability |
22 |
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Cronbach’s Alpha (alpha) |
22 |
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MacDonald’s Omega (omega) |
24 |
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Appreciating the Importance of Reliability |
25 |
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Standard Error of Measurement |
26 |
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Reliability and Effect Size |
27 |
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Recommended Standards for Reliability |
29 |
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Internal Consistency Reliability Versus Test-Retest Reliability |
31 |
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Validity |
32 |
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Introduction |
32 |
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Face Validity |
32 |
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Content Validity |
33 |
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Factorial Validity |
34 |
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Predictive Validity |
35 |
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Incremental Predictive Validity |
36 |
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Concurrent Validity |
39 |
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Discriminant Validity |
41 |
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Multitrait-Multimethod (MTMM) Validity |
44 |
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A Note on the Association Between Reliability and Validity |
45 |
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Conclusion |
45 |
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References |
46 |
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Part 2: Research on Measures of EI |
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An Ability Model of Emotional Intelligence: A Rationale, Description, and Application of the Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT) |
51 |
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Perceiving Emotions |
52 |
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Using Emotions |
53 |
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Understanding Emotions |
53 |
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Managing Emotions |
54 |
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Development of the MSCEIT |
55 |
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MSCEIT Scoring |
56 |
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Factorial Validity |
56 |
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Reliability |
57 |
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Discriminant Validity |
57 |
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Relationship Between the MSCEIT and Other Measures of EI |
57 |
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Relationship Between the MSCEIT and Measures of Personality and Intelligence |
58 |
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Application of the MSCEIT |
58 |
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Organizational Settings |
59 |
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Educational Settings |
60 |
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Clinical and Health Settings |
60 |
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Social Settings |
61 |
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Future Directions |
61 |
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MSCEIT: Youth Version |
62 |
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Scoring |
63 |
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Description of Sample |
65 |
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Preliminary Analyses |
65 |
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Cross Cultural EI |
66 |
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Continued Validation |
67 |
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Conclusions |
68 |
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References |
68 |
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Assessing Emotional Intelligence Using the Emotional Quotient Inventory (EQ-i) and Related Instruments |
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Emotional Quotient Inventory |
76 |
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Reliability of the EQ-i and EQ-i:Short |
77 |
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Validity of the EQ-i and EQ-i:Short |
78 |
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Emotional Quotient Inventory: Youth Version |
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Reliability and Validity of the EQ-i:YV |
83 |
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Emotional Quotient Inventory: Observer Forms |
84 |
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EQ-i:YV Parent/Teacher Forms |
84 |
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The EQ-360 |
85 |
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Future Directions |
86 |
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References |
88 |
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Psychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue) |
92 |
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A Flood of Faux Intelligences |
93 |
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Assessing Faux Intelligences Through Self-Report |
94 |
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Towards a Trait Intelligences Framework |
94 |
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The Trait Emotional Intelligence Questionnaire (TEIQue) |
95 |
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Steps in the Construction of the TEIQue |
95 |
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Sampling Domain |
96 |
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Relationship to Other Measures |
97 |
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Sample Description |
97 |
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Reliabilities |
98 |
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Factor Structure and Interpretation |
99 |
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Gender Differences in Trait EI |
102 |
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Self-Other Ratings of Trait EI |
102 |
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Other Versions and Translations |
104 |
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Conclusion |
106 |
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References |
106 |
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The Genos Emotional Intelligence Inventory: A Measure Designed Specifically for Workplace Applications |
109 |
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Our Rationale |
110 |
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Positioning the Genos Approach to Assessing EI in the Workplace |
111 |
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The Genos EI Model of Emotional Intelligence |
114 |
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The Genos EI Inventory (Genos EI) |
114 |
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Reliability and Validity |
116 |
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Genos EI: Concise and Short Forms |
119 |
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Directions for Future Research |
121 |
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References |
122 |
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The Assessing Emotions Scale |
124 |
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Theoretical Rationale |
124 |
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Description of the Measure and Scoring Instructions |
125 |
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Sample Means and Standard Deviations |
127 |
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Translations of the Scale |
131 |
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Psychometric Properties |
131 |
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Internal Consistency |
131 |
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Test-Retest Reliability |
132 |
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Evidence of Validity |
132 |
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Practical Considerations |
134 |
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Use with Different Populations |
134 |
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Purpose of Assessment |
134 |
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Further Development |
135 |
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Extensions of the Assessing Emotions Scale |
135 |
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Assessing Additional Dimensions of Emotional Intelligence |
135 |
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Conclusion |
136 |
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References |
137 |
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Part 3: Applying EI Research |
140 |
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The Importance and Training of Emotional Intelligence at Work |
141 |
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Introduction |
141 |
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Explaining the Popularity of the EI Concept |
142 |
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Academic Issues |
146 |
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Training EI |
152 |
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The Components of Social Skill |
155 |
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The Future of Organisational EI |
156 |
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References |
158 |
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Performance Based Measures and Practical Validity |
160 |
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Study 1 - EI as It Relates to Maturity and Character |
162 |
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Study 2 - EI as It Relates to Academic Achievement |
164 |
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Study 3 - EI as It Relates to Sales Performance |
165 |
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Study 4 - EI as It Relates to Call Centre Performance |
167 |
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Bringing It All Together |
169 |
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Conclusion |
170 |
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References |
171 |
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The Application of Emotional Intelligence in Industrial and Organizational Psychology |
174 |
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History of Emotional Intelligence in Business |
175 |
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Definitions of Emotional Intelligence in the Workplace |
176 |
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The Selling of Emotional Intelligence |
177 |
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Emotional Intelligence and Industrial/Organizational Psychology |
178 |
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Emotional Intelligence and Organizational Psychology |
179 |
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Emotional Intelligence and Stress and Coping |
179 |
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Emotional Intelligence and Leadership |
180 |
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Emotional Intelligence and Conflict Management |
181 |
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Emotional Intelligence and Industrial Psychology |
181 |
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Emotional Intelligence and Training and Development |
181 |
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Emotional Intelligence and Recruitment and Selection |
183 |
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Emotional Intelligence and Work Performance |
184 |
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Individual Performance |
184 |
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Group Performance |
186 |
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Future Research Directions |
187 |
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Industrial Psychology |
187 |
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Organizational Psychology |
188 |
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Conclusion |
188 |
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References |
189 |
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Emotional Intelligence and Physical Health |
194 |
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Pathways |
197 |
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Stress Adaptation |
197 |
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Adaptive Coping |
200 |
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Healthy Lifestyle |
205 |
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Medical Regimen |
210 |
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Implications |
212 |
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References |
214 |
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Emotional Intelligence and Clinical Disorders |
222 |
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Introduction |
222 |
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Dimensions of EI and Their Relationship to Mental Health Variables |
222 |
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Recognizing and Describing Emotion |
223 |
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Perceiving Emotions in Others |
223 |
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Managing and Controlling Emotion |
224 |
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Overall EI and Psychological Health |
224 |
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Specific Disorders |
225 |
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Depression |
225 |
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Social Anxiety |
225 |
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Post Traumatic Stress Disorder |
226 |
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Generalised Anxiety Disorder (GAD) |
227 |
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Adolescent Sex Offenders |
228 |
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Eating Disorders |
228 |
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Substance Abuse |
229 |
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Compulsive Gambling |
230 |
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Autism Spectrum Disorders |
231 |
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Borderline Personality Disorder |
232 |
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EI as a Coping Mechanism to Maximise Mental Health |
233 |
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Implications for Clinical Psychology |
234 |
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Summary |
235 |
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References |
236 |
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The Role of Emotional Intelligence in Education |
241 |
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Introduction |
241 |
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Emotional Intelligence and Academic Achievement |
242 |
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Children and Youth |
242 |
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Post-Secondary Students |
245 |
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Medical Education Students |
248 |
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Teaching EI |
250 |
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Children and Youth |
250 |
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Post-Secondary Programs |
252 |
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Future Research |
253 |
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References |
254 |
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Part 4: New Directions and Conclusions |
258 |
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Emotional Intelligence Across Cultures: Theoretical and Methodological Considerations |
259 |
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Introduction |
259 |
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Emotions, Emotional Intelligence and Culture |
261 |
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A Brief Review of the Current State of Cross-Cultural EI Research |
263 |
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Culture and Emotion Research: Implications for EI |
266 |
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Emotional Regulation in Cultures |
268 |
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Individualism/Collectivism |
270 |
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Display Rules |
270 |
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Uncertainty Avoidance |
271 |
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Power Distance |
272 |
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Emotional Expression |
273 |
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Individualism/Collectivism |
273 |
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Emotion Recognition (Judgment) in Self and Others |
274 |
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Individualism Versus Collectivism |
275 |
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Cross-Cultural EI Research: Methodological Issues |
276 |
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Convergence of Two Approaches |
276 |
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Cultural Bias in EI Measurement Instruments: Construct, Item and Method Bias |
277 |
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Applying Measurement Invariance in Cross Cultural EI Research |
279 |
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Conclusion |
281 |
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References |
283 |
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Emotional Intelligence in Sport: Theoretical Linkages and Preliminary Empirical Relationships from Basketball |
291 |
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Emotions in Sport |
291 |
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Mayer and Salovey’s Ability Model of Emotional Intelligence |
293 |
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Mixed Model of Emotional Intelligence |
294 |
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Theoretical Linkages Between EI and Sports Psychology |
295 |
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Empirical Relationships Between EI and Sports Psychology |
300 |
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Participants |
301 |
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Materials |
301 |
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Results and Discussion |
301 |
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Emotional Intelligence and Shooting Performance (Offense) |
302 |
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Emotional Intelligence, Rebounding and Defensive Plays (Defense) |
303 |
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References |
304 |
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Understanding the Neurobiology of Emotional Intelligence: A Review |
306 |
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What is Emotional Intelligence? |
306 |
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Conceptual Models of EI |
307 |
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Integrating Neurobiological Research on Emotion onto a Conceptual Model of Emotional Intelligence |
308 |
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Understanding Emotion |
308 |
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Using Emotions in Thought |
311 |
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Managing Emotions |
313 |
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Developing Emotional Intelligence |
315 |
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Conclusion |
316 |
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References |
316 |
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New Directions and Alternative Approaches to the Measurement of Emotional Intelligence |
320 |
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Evaluating the Validity Evidence for an Emotional Intelligence Test |
321 |
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Typical (Self-Report) Measures of Emotional Intelligence |
321 |
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Correlations with Intelligence |
322 |
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Correlations with Personality |
322 |
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Maximum Performance Measures: The MSCEIT |
322 |
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The Four-Branch Model |
323 |
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Description of the MSCEIT |
323 |
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Relationships with Cognitive Assessments |
324 |
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Relationships with Personality Assessments |
324 |
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Relationships with External Criteria Indicative of High Emotional Functioning |
325 |
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New Approaches to the Assessment of Emotional Intelligence |
326 |
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Information Processing Measures |
327 |
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Implicit Association Tests |
327 |
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Emotion Recognition Assessments |
327 |
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Emotional Intelligence Related to Inspection Time |
328 |
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Social Intelligence Measures as Emotion Perception Analogs2 |
329 |
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Situational Judgment Tests |
329 |
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Early Precursors to SJT Measures of EI |
330 |
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SJT Measures Directly Targeted to Assess Social and Emotional Intelligence |
331 |
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Future Directions for SJT Measures of EI |
333 |
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Assessing Emotional Intelligence Through Implicit Beliefs: The Conditional Reasoning Paradigm |
334 |
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An Emotion-Based Adaptation of the Principal-Agent Paradigm |
335 |
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Affective Forecasting and Emotional Intelligence |
337 |
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Conclusion |
338 |
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AcknowledgmentsThis research was supported in part by U.S. Army Research Institute (ARI) Contract W91WAW-07-C-0025 to the Educational Testing Service (ETS). We thank Patrick Kyllonen, Don Powers, Matthew Ventura, and Dan Eignor for comments on an earlier draft of this manuscript, and Mary Lucas, Jennifer Minsky, and Cris Valkyria for supporting the preparation of this chapter. All statements expressed in this article are the authors’ and do not necessarily reflect the official opinions or policies of the U.S. government, ARI, or ETS. |
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References |
339 |
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Index |
344 |
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