Striving for Teaching Success: Enhancing Emotional Intelligence in Pre-Service Teachers

Research has confirmed job dissatisfaction, and high levels of occupational stress and burnout resulting from the emotional demands of teaching. This dissertation focuses on a potential solution to support teachers’ psychological wellbeing in their paramount role to society: training in emotional intelligence. Recent research has demonstrated not only the positive role of emotional intelligence (EI) in enhancing stress management, coping skills, psychological wellbeing, and resilience, but that EI can be developed through EI training. Empirical evidence has recently shown support for EI training specifically within the teaching population. However, there remains a dearth of applicable empirically-based training programs aimed at effectively helping to manage teacher stress in the classroom. Building upon the success that EI training programs have had in a range of populations, the present research focused not only on the evaluation of one specific program, but also sought further understanding regarding the mechanisms through which EI influences positive outcomes. The current work follows the administration of three rounds of one such program, Managing Occupational Stress Through the Development of Emotional Intelligence (Gardner, Stough, & Hansen, 2008) to a group of pre-service teachers. These studies provide a comprehensive, theory-driven evaluation of: 1) the short-term and intermediate outcomes and 2) the implementation and processes with slight modifications of this program between training sessions. The nature of the mixed-method evaluation design involved both quantitative and qualitative analyses of each training component to examine the assumptions underlying service delivery and processes. It also allowed for a more direct exploration of causal effects. Results indicated not only that EI improves compared to controls post-program and at follow-up (1- and 6-month), but also that stress indicators decrease coincidental with an increase in adaptive coping and teacher efficacy. Finally, the assessment of participant responses, comprehension, skills application, and feedback offers a critical understanding regarding how EI impacts outcomes along with insight regarding the agents of change that may drive learning and application processes

Enhancing the Prediction of Emotionally Intelligent Behavior: The PAT Integrated Framework Involving Trait EI, Ability EI, and Emotion Information Processing

Emotional Intelligence (EI) has been conceptualized in the literature either as a dispositional tendency, in line with a personality trait (trait EI; Petrides and Furnham, 2001), or as an ability, moderately correlated with general intelligence (ability EI; Mayer and Salovey, 1997). Surprisingly, there have been few empirical attempts conceptualizing how the different EI approaches should be related to each other. However, understanding how the different approaches of EI may be interwoven and/or complementary is of primary importance for clarifying the conceptualization of EI and organizing the literature around it. We introduce a theoretical framework explaining how trait EI, ability EI, and emotion information processing – a novel component related to EI recently introduced in the literature (e.g., Fiori and Vesely Maillefer, 2018) – may contribute to effective emotion-related performance and provide initial evidence supporting its usefulness in predicting EI-related outcomes. More specifically, we show that performance in a task in which participants had to infer the mental and emotional states of others, namely a Theory of Mind task, was predicted jointly (e.g., interaction effects) by trait EI, ability EI, and emotion information processing, after controlling for personality and IQ (N = 323). Our results argue for the importance of investigating the joint contribution of different aspects of EI in explaining variability in emotionally laden outcomes

Enhancing the Prediction of Emotionally Intelligent Behavior: The PAT Integrated Framework Involving Trait EI, Ability EI, and Emotion Information Processing

Emotional Intelligence (EI) has been conceptualized in the literature either as a dispositional tendency, in line with a personality trait (trait EI; Petrides and Furnham, 2001), or as an ability, moderately correlated with general intelligence (ability EI; Mayer and Salovey, 1997). Surprisingly, there have been few empirical attempts conceptualizing how the different EI approaches should be related to each other. However, understanding how the different approaches of EI may be interwoven and/or complementary is of primary importance for clarifying the conceptualization of EI and organizing the literature around it. We introduce a theoretical framework explaining how trait EI, ability EI, and emotion information processing – a novel component related to EI recently introduced in the literature (e.g., Fiori and Vesely Maillefer, 2018) – may contribute to effective emotion-related performance and provide initial evidence supporting its usefulness in predicting EI-related outcomes. More specifically, we show that performance in a task in which participants had to infer the mental and emotional states of others, namely a Theory of Mind task, was predicted jointly (e.g., interaction effects) by trait EI, ability EI, and emotion information processing, after controlling for personality and IQ (N = 323). Our results argue for the importance of investigating the joint contribution of different aspects of EI in explaining variability in emotionally laden outcomes

Emotion information processing as a new component of emotional intelligence: Theoretical framework and empirical evidence

The relationship between emotional intelligence (EI) and emotion information processing (EIP) has received surprisingly little attention in the literature. The present research addresses these gaps in the literature by introducing a conceptualization of emotional intelligence as composed of two distinct components: (1) EIK or emotion Knowledge component, captured by current ability emotional intelligence tests, related to top-down, higher order reasoning about emotions, and which depends more strongly on acquired and culture-bound knowledge about emotions; (2) EIP or emotion information Processing component, measured with emotion information processing tasks, requires faster processing and is based on bottom-up attention- related responses to emotion information. In Study 1 (N = 349) we tested the factorial structure of this new EIP component within the nomological network of intelligence and current ability emotional intelligence. In Study 2 (N =111) we tested the incremental validity of EIP in predicting both overall performance and the charisma of a presenter while presenting in a stressful situation. Results support the importance of acknowledging the role of emotion information processing in the emotional intelligence literature and point to the utility of introducing a new EI measure that would capture stable individual differences in how individuals process emotion information