Are emotionally intelligent people more emotionally stable? An experience sampling study
The temporal dynamic characteristics of mood play an important role in various aspects of our lives,
including our psychological health and well-being. It is assumed that individuals with high emotional
intelligence (EI) are characterized by more positive and stable moods. However, most studies analyze
how EI is related to emotional traits or momentary assessments of mood, hence not much is known
about the relationship of EI to mood dynamics. The present study aimed at answering the following
questions: How are dynamic characteristics of mood related to each other? To what extent are they independent?
Which aspects of EI are related to particular characteristics of mood dynamics? Participants
filled out an EI questionnaire and then reported their mood three times daily for two weeks. Mean mood
scores calculated across all measurement points were regarded as static characteristics showing a mood
background typical for the participant. Also, three dynamic characteristics of mood were calculated,
namely variability, instability, and inertia. Mood variability and instability have been found to be very
closely related to each other but not to inertia. Higher EI is related to more enduring mood states, i.e.,
higher mood inertia and a higher stability of the tension dimension of mood. Unlike previous studies that
measured only static mood characteristics, no relationship between higher EI and positive mood have
been found. Some aspects of EI were related to the inertia of negative and positive moods. The results
show that experience sampling provides new insights on the role of EI in mood.
The article introduces the results of an efficiency assessment of the educational program for the emotional abilities development in school. The set of technologies was developed and incorporated in the humanities lessons. The technologies are aimed to extend students’ emotional vocabulary, to improve emotional comprehension and description skills. Pretest and posttest assessment measured general and emotional intelligence, creativity and emotional creativity, sociometry. The sample included 305 students from the 8th to the 10th grade (161 in the experimental group and 144 in the control group). The results showed no general effect of the program on the emotional abilities’ improvement. Experimental exposure led to only one significant shift in performance from pretest to posttest (Emotional consequences test). The study showed that the developed technologies have a limited applicability — they enhance only the verbal fluency in generating ideas about the emotional situations.
The article is an overview of modern studies of brain organization
and genetic correlates of emotional intelligence. Emotional intelligence is
becoming the subject of more and more attentive study of psychologists
due to the fact that it influences the mental development of humans, plays
an important role in many professions, and its impairment is a marker of
some disorders. Nevertheless, the brain organization and genetic correlates
of emotional intelligence have not been studied enough – first studies
appeared only in the early 2000s. A review of the literature on the enceph-
alographic showed that in rest, people with higher emotional intelligence
show greater excitation of the left anterior regions of the brain. When per-
ceiving affective stimuli, participants with high emotional intelligence show
stronger synchronization of some EEG rhythms. Brain mapping technique
made it possible to identify the areas of the brain involved in activities
related to emotional intelligence. In regard to genetic correlates of emotional
intelligence, some genes of neurotransmitter systems have been associated
to this trait: the catechol-O-methyltransferase gene COMT, the dopamine
DRD2 receptor gene, the serotonin receptor gene HTR2A, and the BDNF
brain neurotrophic factor gene.
This paper discusses the process of cognitization of society, i.e. increasing the role of knowledge and human capital in modern society and economy. However, in addition to knowledge and cognitive process, emotional intelligence and communication skills (Soft Skills), the presence of which gives an advantage in the labor market, are of essential importance. Thus, «cognitive inequality» is formed.
We analyze the possibility of improving the prediction of stock market indicators by adding information about public mood ex- pressed in Twitter posts. To estimate public mood, we analysed frequencies of 175 emotional markers - words, emoticons, acronyms and abbreviations - in more than two billion tweets collected via Twitter API over a period from 13.02.2013 to 22.04.2015. We explored the Granger causality relations between stock market returns of S&P500, DJIA, Apple, Google, Facebook, Pzer and Exxon Mobil and emotional markers frequencies. We found that 17 emotional markers out of 175 are Granger causes of changes in returns without reverse eect. These frequencies were tested by Bayes Information Criteria to determine whether they provide additional information to the baseline ARMAX-GARCH model. We found Twitter data can provide additional information and managed to improve prediction as compared to a model based solely on emotional markers.
Relationships between emotional intelligence and mood have bee studied. Inertia of positive mood positively correlates with interpersonal emotional intelligence.
Purpose. The aim of the study is to determine the role of emotional intelligence in the performance of an HR manager. Research design. At the first stage of the research the level of emotional intelligence formation is defined in the group of HR managers working in Nizhny Novgorod business companies (N =161) using the test of emotional intelligence, developed by E. A. Sergienko and E. A. Khlevnaya. At the second stage the views of HR managers (N = 49) on the role of emotional intelligence in their performance are revealed by using the questionnaire. Results. Diagnosis of emotional intelligence reveals that the average level of emotional intelligence formation is typical for the HR managers. Meanwhile, subjects with high and low levels are also distributed around the middle level. The average level of emotional intelligence and the lack of correlation with professional experience and career growth suggest that in modern conditions the influence of emotional intelligence on the efficiency of HR managers has decreased. The probable reasons for this are the automation and computerization of workflows that have reduced the share and importance of direct HR contacts with employees of the organization. According to the survey results, HR managers highly appreciate the role of emotional intelligence in professional activities. At the same time, they are not fully aware of the difference between emotional intelligence and other types of intellectual abilities and the role of its individual structural elements. According to HR managers, emotional intelligence is necessary while solving a wide range of professional tasks, most of which are related to the performance of traditional functional duties: recruitment, training and motivation of personnel. Comparison of the results of diagnosis of emotional intelligence formation and the assessment of its role in professional activity reveals a “gap” between them. There are two possible explanations: 1) the high assessment by HR managers of the role of emotional intelligence relies on traditional ideas about the content and means of performing this activity and does not fully reflect the changes occurring in it; 2) the average level of emotional intelligence formation is the result of its lack of development by using training programs. The value of the results. Can be used in professional counseling, in the selection and training of HR.
Articles of the collection are devoted to the analysis of trends and directions of research in the field of innovation and entrepreneurship. The issues of the current state of development of entrepreneurship, innovation, human resource management, marketing, regional development, public administration, under conditions of digitalization and pandemic COVID-19 are investigated. The collection is of interest to economists and sociologists, teachers, students and postgraduate students.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.