\u201cGive, but Give until It Hurts\u201d: The Modulatory Role of Trait Emotional Intelligence on the Motivation to Help

Two studies investigated the effect of trait Emotional Intelligence (trait EI) on people\u2019s moti- vation to help. In Study 1, we developed a new computer-based paradigm that tested partic- ipants\u2019 motivation to help by measuring their performance on a task in which they could gain a hypothetical amount of money to help children in need. Crucially, we manipulated partici- pants\u2019 perceived efficacy by informing them that they had been either able to save the chil- dren (positive feedback) or unable to save the children (negative feedback). We measured trait EI using the Trait Emotional Intelligence Questionnaire\u2013Short Form (TEIQue-SF) and assessed participants\u2019 affective reactions during the experiment using the PANAS-X. Results showed that high and low trait EI participants performed differently after the presen- tation of feedback on their ineffectiveness in helping others in need. Both groups showed increasing negative affective states during the experiment when the feedback was negative; however, high trait EI participants better managed their affective reactions, modulating the impact of their emotions on performance and maintaining a high level of motivation to help. In Study 2, we used a similar computerized task and tested a control situation to explore the effect of trait EI on participants\u2019 behavior when facing failure or success in a scenario unre- lated to helping others in need. No effect of feedback emerged on participants\u2019 emotional states in the second study. Taken together our results show that trait EI influences the impact of success and failure on behavior only in affect-rich situation like those in which people are asked to help others in need

The Emotional Self-Efficacy Scale: Adaptation and Validation for Young Adolescents

Emotional self-efficacy (ESE) is an important aspect of emotional functioning, with current measures for children and adolescents focused on the measurement of self-beliefs in relation to the management of emotions. In the present study, we report the psychometric properties of the first adaptation of the Emotional Self-Efficacy Scale for youth (Youth-ESES) that measures additional aspects of ESE, such as perceiving and understanding emotions and helping others modulate their emotions. Participants were 192 young adolescents aged 11 to 13 years from a U.K. state school. They completed the Youth-ESES and measures of ability emotional intelligence (EI) and cognitive ability. Results support the same four-factor structure that has been previously documented using the adult version of the ESES, with the four subscales being largely independent from cognitive ability and only moderately related to ability EI. However, the four subscales were less differentiated in the present study compared with adult data previously published, suggesting that there is a strong general factor underlying young adolescents’ ESE scores. Overall, the results suggest that the adapted Youth-ESES can be reliably used with youth, and that confidence in how a young person feels about his or her emotional functioning remains distinct from emotional skill

Overlap Between the General Factor of Personality and Emotional Intelligence: A Meta-Analysis

We examine the relationship between the general factor of personality (GFP) and emotional intelligence (EI) and specifically test the hypothesis that the GFP is a social effectiveness factor overlapping conceptually with EI. Presented is an extensive meta-analysis in which the associations between the GFP, extracted from the Big Five dimensions, with various EI measures is examined. Based on a total sample of k = 142 data sources (N = 36,268) the 2 major findings from the meta-analysis were (a) a large overlap between the GFP and trait EI (r ≈ .85); and (b) a positive, but more moderate, correlation with ability EI (r ≈ .28). These findings show that high-GFP individuals score higher on trait and ability EI, supporting the notion that the GFP is a social effectiveness factor. The findings also suggest that the GFP is very similar, perhaps even synonymous, to trait EI

Comment: Trait EI Moderates the Relationship between Ability EI and Emotion Regulation

Mestre, MacCann, Guil, and Roberts (2016) propose a model that suggests emotion regulation provides the mechanism through which ability emotional intelligence influences important outcomes. We argue that important nuance in our understanding of peoples’ choice of emotion regulation strategy can be gained by incorporating personality constructs such as trait emotional intelligence within this model

Motivating Emotional Intelligence: A Reinforcement Sensitivity Theory (RST) Perspective

Trait emotional intelligence (trait EI) is generally associated with positive outcomes and can inform clinical and social interventions. We investigated the sub-factors of trait EI: Wellbeing, Self-control, Emotionality, and Sociability, in the context of the Reinforcement Sensitivity Theory (RST) of motivation. In Study 1, participants (N = 247) completed Carver and White’s (1994) BIS/BAS scales and a measure of trait EI. All EI sub-factors were positively associated with BAS Drive and negatively with BIS. Study 2 (N = 382) employed a new questionnaire based on revised RST (Corr & Cooper, 2016). All trait EI factors were positively associated with BAS Goal-Drive Persistence and Reward Interest, and negatively with the BIS. Self-control showed negative associations with BAS Impulsivity and was the only factor not to correlate with BAS Reward Reactivity. Results suggest that high trait EI individuals are goal driven, sensitive to reward and lower in avoidance motivation and negative emotion. This motivational basis to trait EI further explicates its structure

Emotion repair and the direction of attention in aversive contexts: Evidence from an attention-demanding task

Two studies (total N = 145) examined the novel idea that individual differences in emotion repair may relate to the attention deployment stage of emotion regulation. More specifically, it was hypothesized that high repair individuals would be able to maintain focus on an attention-demanding task in an aversive context, but that low repair individuals would not, in both cases relative to a control condition. This sort of interactive hypothesis was supported in Study 1, which manipulated aversive events through the use of concurrent auditory stimulation and conceptual replication was found in Study 2. Together, the two studies offer suggestive evidence for the role of attention direction in emotion repair

Overlap Between the General Factor of Personality and Trait Emotional Intelligence: A Genetic Correlation Study

A previous meta-analysis (Van der Linden et al., Psychol Bull 143:36-52, 2017) showed that the General Factor of Personality (GFP) overlaps with ability as well as trait emotional intelligence (EI). The correlation between trait EI and the GFP was so high (ρ = 0.88) in that meta-analysis that these two may be considered virtually identical constructs. The present study builds on these findings by examining whether the strong phenotypic correlation between the GFP and trait EI has a genetic component. In a sample of monozygotic and dizygotic twins, the heritability estimates for the GFP and trait EI were 53 and 45%, respectively. Moreover, there was a strong genetic correlation of r = .90 between the GFP and trait EI. Additional analyses suggested that a substantial proportion of the genetic correlations reflects non-additive genetic effects (e.g., dominance and epistasis). These findings are discussed in light of evolutionary accounts of the GFP

Structural correlates of semantic and phonemic fluency ability in first and second languages

Category and letter fluency tasks are commonly used clinically to investigate the semantic and phonological processes central to speech production, but the neural correlates of these processes are difficult to establish with functional neuroimaging because of the relatively unconstrained nature of the tasks. This study investigated whether differential performance on semantic (category) and phonemic (letter) fluency in neurologically normal participants was reflected in regional gray matter density. The participants were 59 highly proficient speakers of 2 languages. Our findings corroborate the importance of the left inferior temporal cortex in semantic relative to phonemic fluency and show this effect to be the same in a first language (L1) and second language (L2). Additionally, we show that the pre-supplementary motor area (pre-SMA) and head of caudate bilaterally are associated with phonemic more than semantic fluency, and this effect is stronger for L2 than L1 in the caudate nuclei. To further validate these structural results, we reanalyzed previously reported functional data and found that pre-SMA and left caudate activation was higher for phonemic than semantic fluency. On the basis of our findings, we also predict that lesions to the pre-SMA and caudate nuclei may have a greater impact on phonemic than semantic fluency, particularly in L2 speakers

Which executive functioning deficits are associated with AD/HD, ODD/CD and comorbid AD/HD+ODD/CD?

Item does not contain fulltextThis study investigated (1) whether attention deficit/hyperactivity disorder (AD/HD) is associated with executive functioning (EF) deficits while controlling for oppositional defiant disorder/conduct disorder (ODD/CD), (2) whether ODD/CD is associated with EF deficits while controlling for AD/HD, and (3)~whether a combination of AD/HD and ODD/CD is associated with EF deficits (and the possibility that there is no association between EF deficits and AD/HD or ODD/CD in isolation). Subjects were 99~children ages 6–12 years. Three putative domains of EF were investigated using well-validated tests: verbal fluency, working memory, and planning. Independent of ODD/CD, AD/HD was associated with deficits in planning and working memory, but not in verbal fluency. Only teacher rated AD/HD, but not parent rated AD/HD, significantly contributed to the prediction of EF task performance. No EF deficits were associated with ODD/CD. The presence of comorbid AD/HD accounts for the EF deficits in children with comorbid AD/HD+ODD/CD. These results suggest that EF deficits are unique to AD/HD and support the model proposed by R. A. Barkley (1997).17 p