The study was designed to investigate whether a level of cognitive reserve (CR) is associated with a level of cognitive competences in adults. Evidence from numerous earlier studies suggests that high CR, defined as previously acquired knowledge and experience, plays a protective role with respect to cognitive capacities in adults and senior citizens. Hence, it was hypothesised that a lower CR would predict lower cognitive capacities. The study involved 120 Polish healthy adults (75 women and 45 men) ranging in age from 40 to 85 years (M = 57.42; SD = 10.48). The applied CR index took into account formal education level, involvement in social, occupational and physical activity, and level of social support. The recorded data also included depression level (Beck Depression Inventory, BDI II) and cardiovascular status (hypertension: yes / no). The subjects’ current cognitive competences were assessed using Montreal Cognitive Assessment test (MoCA), Wechsler Adult Intelligence Scale (WAIS) subtests, verbal fluency tests and Dysexecutive Questionnaire, self-report version (DEX-S). Based on the subjects’ scores in cognitive tests, a cluster analysis was performed, and the participants were divided into two groups presenting lower cognitive level (LCL) and higher cognitive level (HCL). The LCL subjects were older than HCL and they had higher level of depression and lower CR. In order to determine whether lower level of CR is related to lower level of cognitive abilities in the adults, logistic regression analysis was carried out, also taking into account age, cardiovascular status and depression level. It was shown that the higher level of CR reduced the risk of cognitive deficits. Older age corresponds to poorer cognitive function. The findings showed no interaction between CR and age. Depression and health status did not predict level of cognitive abilities. The current findings are consistent with results of earlier studies: higher level of CR may be associated with a lower risk of cognitive deficits and age is a CR–independent variable that affects cognitive performance: the risk of cognitive decline increases with age. These findings are discussed with reference to models and CR indices.
{"title":"Higher Level of Cognitive Reserve Reduces the Risk of Cognitive Difficulties in Healthy Adults","authors":"E. Szepietowska, Anna Kuzaka","doi":"10.31820/pt.29.2.2","DOIUrl":"https://doi.org/10.31820/pt.29.2.2","url":null,"abstract":"The study was designed to investigate whether a level of cognitive reserve (CR) is associated with a level of cognitive competences in adults. Evidence from numerous earlier studies suggests that high CR, defined as previously acquired knowledge and experience, plays a protective role with respect to cognitive capacities in adults and senior citizens. Hence, it was hypothesised that a lower CR would predict lower cognitive capacities. The study involved 120 Polish healthy adults (75 women and 45 men) ranging in age from 40 to 85 years (M = 57.42; SD = 10.48). The applied CR index took into account formal education level, involvement in social, occupational and physical activity, and level of social support. The recorded data also included depression level (Beck Depression Inventory, BDI II) and cardiovascular status (hypertension: yes / no). The subjects’ current cognitive competences were assessed using Montreal Cognitive Assessment test (MoCA), Wechsler Adult Intelligence Scale (WAIS) subtests, verbal fluency tests and Dysexecutive Questionnaire, self-report version (DEX-S). Based on the subjects’ scores in cognitive tests, a cluster analysis was performed, and the participants were divided into two groups presenting lower cognitive level (LCL) and higher cognitive level (HCL). The LCL subjects were older than HCL and they had higher level of depression and lower CR. In order to determine whether lower level of CR is related to lower level of cognitive abilities in the adults, logistic regression analysis was carried out, also taking into account age, cardiovascular status and depression level. It was shown that the higher level of CR reduced the risk of cognitive deficits. Older age corresponds to poorer cognitive function. The findings showed no interaction between CR and age. Depression and health status did not predict level of cognitive abilities. The current findings are consistent with results of earlier studies: higher level of CR may be associated with a lower risk of cognitive deficits and age is a CR–independent variable that affects cognitive performance: the risk of cognitive decline increases with age. These findings are discussed with reference to models and CR indices.","PeriodicalId":20858,"journal":{"name":"Psihologijske teme","volume":"29 1","pages":"229-248"},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.31820/pt.29.2.2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43228803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Polona Gradišek, S. Pečjak, M. Rijavec, Lana Jurčec
In a sample of 347 elementary school subject teachers from Slovenia (N = 176) and Croatia (N = 171), the authors investigated teachers’ orientations to work (as a job, a career, and a calling) and their well-being with respect to different stages of teachers’ professional development. Results have shown the presence of a calling orientation to work and its positive relationship to job satisfaction and life satisfaction. Although significant differences between Slovenian and Croatian teachers were not expected due to shared historical, cultural and political background, some interesting differences were observed. The results of MANOVA showed that teachers differed significantly in their work orientations regarding nationality and the length of their working experience. Results were discussed in the context of stages of professional development and the social status of teachers in both countries.
{"title":"Teaching as a Calling and Well-Being of Slovenian and Croatian Teachers","authors":"Polona Gradišek, S. Pečjak, M. Rijavec, Lana Jurčec","doi":"10.31820/pt.29.2.3","DOIUrl":"https://doi.org/10.31820/pt.29.2.3","url":null,"abstract":"In a sample of 347 elementary school subject teachers from Slovenia (N = 176) and Croatia (N = 171), the authors investigated teachers’ orientations to work (as a job, a career, and a calling) and their well-being with respect to different stages of teachers’ professional development. Results have shown the presence of a calling orientation to work and its positive relationship to job satisfaction and life satisfaction. Although significant differences between Slovenian and Croatian teachers were not expected due to shared historical, cultural and political background, some interesting differences were observed. The results of MANOVA showed that teachers differed significantly in their work orientations regarding nationality and the length of their working experience. Results were discussed in the context of stages of professional development and the social status of teachers in both countries.","PeriodicalId":20858,"journal":{"name":"Psihologijske teme","volume":"29 1","pages":"249-267"},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.31820/pt.29.2.3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45314449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Nieznański, T. Rowiński, Z. Kobos, Michał Obidziński, Włodzimierz Strus, Henryk Gasiul
In two correlational studies, we investigated the relationship between symptoms of mental fatigue connected with the ordinary daily activity of undergraduate students and the performance level in tasks engaging executive and attentional processes. We found that mild or moderate levels of fatigue are associated with only a few impairments in cognitive functioning, which suggests that the consequences of such a level of fatigue can be easily compensated by protection strategies adopted by participants. A notable exception was a significant positive correlation between the level of fatigue and higher accuracy switch cost in the Plus-minus task. Our participants also reported an increase in fatigue symptoms after performing several cognitive tasks and this change was larger for those who were more engaged in a sustained attention task. In a follow-up experiment, we investigated the effects of fatigue induced by the time on sustained attention task on switching task performance and reported symptoms of cognitive and executive fatigue. We confirmed that the level of accuracy switch cost is significantly higher in the participants who performed the sustained attention task than in the participants from the control group. We pointed out some possible practical implications of studies on the relationship between fatigue and cognition for such activities as driving a car.
{"title":"Relationship between Self-Reported Symptoms of Fatigue and Cognitive Performance","authors":"M. Nieznański, T. Rowiński, Z. Kobos, Michał Obidziński, Włodzimierz Strus, Henryk Gasiul","doi":"10.31820/pt.29.2.1","DOIUrl":"https://doi.org/10.31820/pt.29.2.1","url":null,"abstract":"In two correlational studies, we investigated the relationship between symptoms of mental fatigue connected with the ordinary daily activity of undergraduate students and the performance level in tasks engaging executive and attentional processes. We found that mild or moderate levels of fatigue are associated with only a few impairments in cognitive functioning, which suggests that the consequences of such a level of fatigue can be easily compensated by protection strategies adopted by participants. A notable exception was a significant positive correlation between the level of fatigue and higher accuracy switch cost in the Plus-minus task. Our participants also reported an increase in fatigue symptoms after performing several cognitive tasks and this change was larger for those who were more engaged in a sustained attention task. In a follow-up experiment, we investigated the effects of fatigue induced by the time on sustained attention task on switching task performance and reported symptoms of cognitive and executive fatigue. We confirmed that the level of accuracy switch cost is significantly higher in the participants who performed the sustained attention task than in the participants from the control group. We pointed out some possible practical implications of studies on the relationship between fatigue and cognition for such activities as driving a car.","PeriodicalId":20858,"journal":{"name":"Psihologijske teme","volume":"29 1","pages":"199-228"},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.31820/pt.29.2.1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45839199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Žardeckaitė-Matulaitienė, A. Endriulaitienė, J. Slavinskienė, R. Markšaitytė, L. Šeibokaitė
Over-representation of novice drivers in motor-vehicle crashes encourages researchers to look for all possible psychological causes which might be targeted in prevention. The present study is aimed to explore the associations between difficulties in emotional regulation and attitudes towards risktaking while driving in a group of pre-licensed drivers. The sample involved 475 driver’s licence candidates who completed the self-reported questionnaire with the Difficulties in Emotion Regulation Scale (DERS) and the Scale of Risk-Taking Attitudes to Driving. Structural equation modelling showed that difficulties in emotion regulation were statistically significant predictors of all measured risk-taking attitudes to driving (over speeding, drunk driving, showing off driving skills, violation of traffic rules, joyriding and positive attitude towards traffic flow) for both males and females. These findings add to the gap in the literature and confirm that emotion regulation difficulties might be the important target addressed in early intervention. Increased emotional competence of pre-licensed drivers might contribute to safer driving and improved road safety.
{"title":"Difficulties in Emotion Regulation and Attitudes towards Risky Driving in a Group of Pre-Licensed Drivers","authors":"K. Žardeckaitė-Matulaitienė, A. Endriulaitienė, J. Slavinskienė, R. Markšaitytė, L. Šeibokaitė","doi":"10.31820/pt.29.2.7","DOIUrl":"https://doi.org/10.31820/pt.29.2.7","url":null,"abstract":"Over-representation of novice drivers in motor-vehicle crashes encourages researchers to look for all possible psychological causes which might be targeted in prevention. The present study is aimed to explore the associations between difficulties in emotional regulation and attitudes towards risktaking while driving in a group of pre-licensed drivers. The sample involved 475 driver’s licence candidates who completed the self-reported questionnaire with the Difficulties in Emotion Regulation Scale (DERS) and the Scale of Risk-Taking Attitudes to Driving. Structural equation modelling showed that difficulties in emotion regulation were statistically significant predictors of all measured risk-taking attitudes to driving (over speeding, drunk driving, showing off driving skills, violation of traffic rules, joyriding and positive attitude towards traffic flow) for both males and females. These findings add to the gap in the literature and confirm that emotion regulation difficulties might be the important target addressed in early intervention. Increased emotional competence of pre-licensed drivers might contribute to safer driving and improved road safety.","PeriodicalId":20858,"journal":{"name":"Psihologijske teme","volume":"29 1","pages":"339-356"},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.31820/pt.29.2.7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44905500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study addressed the role of a sense of personal identity as a self-regulatory mechanism that facilitates congruence and coherence of goals that people set for themselves and thereby enhances their capacity to exert self-control. A total of 489 young adults completed a packet of questionnaires that assessed basic dimensions of sense of identity, congruence and coherence of goals, and self-control capacity. Direct and indirect paths of a sense of identity on self-control were examined using structural equation modelling. The proposed model was, for the most part, supported by data. It should be noted, however, that the mediation effects were fairly small, and the sense of identity had a direct predictive effect on self-control over and above congruence and coherence of goals.
{"title":"Sense of Identity and Self-Control","authors":"Aleksandra Pilarska","doi":"10.31820/pt.29.2.5","DOIUrl":"https://doi.org/10.31820/pt.29.2.5","url":null,"abstract":"This study addressed the role of a sense of personal identity as a self-regulatory mechanism that facilitates congruence and coherence of goals that people set for themselves and thereby enhances their capacity to exert self-control. A total of 489 young adults completed a packet of questionnaires that assessed basic dimensions of sense of identity, congruence and coherence of goals, and self-control capacity. Direct and indirect paths of a sense of identity on self-control were examined using structural equation modelling. The proposed model was, for the most part, supported by data. It should be noted, however, that the mediation effects were fairly small, and the sense of identity had a direct predictive effect on self-control over and above congruence and coherence of goals.","PeriodicalId":20858,"journal":{"name":"Psihologijske teme","volume":"29 1","pages":"291-310"},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.31820/pt.29.2.5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47423047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the effect of the implicit theories of emotional intelligence and of emotional intelligence (EI; ability and trait EI) on students’ academic achievement (GPA). Five hundred twenty-three 10th graders (Mage = 15.5; SD = 0.67) completed measures of implicit theories (IT) and EI (performance and self-report). The results confirmed the direct effect of EI (ability and trait EI) on students’ GPA. Moreover, implicit theories of EI affected students’ trait EI and only indirectly affected students’ achievement. Multigroup analyses indicated that the IT and EI effects on students’ GPA were similar across students’ gender and socio-professional status. These findings underline the relevance of students’ implicit theories and EI and suggest their usefulness as strategies to foster academic success.
{"title":"Implicit Theories of Emotional Intelligence, Ability and Trait-Emotional Intelligence and Academic Achievement","authors":"Ana Costa, Luísa Faria","doi":"10.31820/pt.29.1.3","DOIUrl":"https://doi.org/10.31820/pt.29.1.3","url":null,"abstract":"This study examines the effect of the implicit theories of emotional intelligence and of emotional intelligence (EI; ability and trait EI) on students’ academic achievement (GPA). Five hundred twenty-three 10th graders (Mage = 15.5; SD = 0.67) completed measures of implicit theories (IT) and EI (performance and self-report). The results confirmed the direct effect of EI (ability and trait EI) on students’ GPA. Moreover, implicit theories of EI affected students’ trait EI and only indirectly affected students’ achievement. Multigroup analyses indicated that the IT and EI effects on students’ GPA were similar across students’ gender and socio-professional status. These findings underline the relevance of students’ implicit theories and EI and suggest their usefulness as strategies to foster academic success.","PeriodicalId":20858,"journal":{"name":"Psihologijske teme","volume":"29 1","pages":"43-61"},"PeriodicalIF":0.5,"publicationDate":"2020-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.31820/pt.29.1.3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47219107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study investigates the relationship between perceived emotional intelligence, burnout, work engagement, and job satisfaction in 238 Italian school teachers. The mean age was 50 years, ranged from 26 to 66 (SD = 9.16). The research protocol included a demographics data sheet, the Wong and Law Emotional Intelligence Scale (WLEIS; Wong & Law, 2002), the Copenhagen Burnout Inventory (CBI; Kristensen, Borritz, Villadsen, & Christensen, 2005), the Utrecht Work Engagement Scale (UWES; Schaufeli, Bakker, & Salanova, 2006), and the Organizational Satisfaction Scale (QSO; Cortese, 2001). Several international studies already demonstrated an association among these variables. Our results showed that perceived emotional intelligence positively correlates with work engagement and job satisfaction, and negatively correlates with burnout. Hierarchical regression analyses also point out that, among all the perceived emotional intelligence subdimensions, the use of emotion is the best predictor of the study variables, even when controlling for gender differences. These results suggest that emotional intelligence may have a protective role in preventing negative working experiences of teachers.
{"title":"The Relationship between Perceived Emotional Intelligence, Work Engagement, Job Satisfaction, and Burnout in Italian School Teachers","authors":"A. D'Amico, A. Geraci, Chiara Tarantino","doi":"10.31820/pt.29.1.4","DOIUrl":"https://doi.org/10.31820/pt.29.1.4","url":null,"abstract":"The study investigates the relationship between perceived emotional intelligence, burnout, work engagement, and job satisfaction in 238 Italian school teachers. The mean age was 50 years, ranged from 26 to 66 (SD = 9.16). The research protocol included a demographics data sheet, the Wong and Law Emotional Intelligence Scale (WLEIS; Wong & Law, 2002), the Copenhagen Burnout Inventory (CBI; Kristensen, Borritz, Villadsen, & Christensen, 2005), the Utrecht Work Engagement Scale (UWES; Schaufeli, Bakker, & Salanova, 2006), and the Organizational Satisfaction Scale (QSO; Cortese, 2001). Several international studies already demonstrated an association among these variables. Our results showed that perceived emotional intelligence positively correlates with work engagement and job satisfaction, and negatively correlates with burnout. Hierarchical regression analyses also point out that, among all the perceived emotional intelligence subdimensions, the use of emotion is the best predictor of the study variables, even when controlling for gender differences. These results suggest that emotional intelligence may have a protective role in preventing negative working experiences of teachers.","PeriodicalId":20858,"journal":{"name":"Psihologijske teme","volume":"29 1","pages":"63-84"},"PeriodicalIF":0.5,"publicationDate":"2020-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.31820/pt.29.1.4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47606286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The development of emotional intelligence (EI) in preschool teachers is important because of the influence on classroom environment, student engagement and child development. This cluster sample experimental study included teachers (all female) in public and private nursey and preschools in Warsaw, Poland. The treatment group (N = 60) interventions included three monthly workshop training in EI that was supported by daily exercises for four weeks following the training in contrast to the control group (N = 44) that did not receive any intervention. Pretest-posttest comparisons as measured by the Polish Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) indicated treatment group increases in three of the four EI abilities (facilitation, knowledge and regulation) as well as the MSCEIT Strategic area. In posttest comparisons the treatment group was significantly higher than controls on the facilitation and regulation abilities and the strategic area. Results suggest that targeted interventions for teachers can improve EI abilities with short term training and hold promise for improved teacher development.
{"title":"The Effects of Short-Term Emotional Intelligence Training on Preschool Teachers in Poland","authors":"Marzena Martyniak, John Pellitteri","doi":"10.31820/pt.29.1.5","DOIUrl":"https://doi.org/10.31820/pt.29.1.5","url":null,"abstract":"The development of emotional intelligence (EI) in preschool teachers is important because of the influence on classroom environment, student engagement and child development. This cluster sample experimental study included teachers (all female) in public and private nursey and preschools in Warsaw, Poland. The treatment group (N = 60) interventions included three monthly workshop training in EI that was supported by daily exercises for four weeks following the training in contrast to the control group (N = 44) that did not receive any intervention. Pretest-posttest comparisons as measured by the Polish Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) indicated treatment group increases in three of the four EI abilities (facilitation, knowledge and regulation) as well as the MSCEIT Strategic area. In posttest comparisons the treatment group was significantly higher than controls on the facilitation and regulation abilities and the strategic area. Results suggest that targeted interventions for teachers can improve EI abilities with short term training and hold promise for improved teacher development.","PeriodicalId":20858,"journal":{"name":"Psihologijske teme","volume":"29 1","pages":"85-94"},"PeriodicalIF":0.5,"publicationDate":"2020-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.31820/pt.29.1.5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46842659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study focuses on the developmental changes in emotional intelligence (EI) abilities during early adolescence. During class hours, 561 students in the first wave (Mage = 12.32, SDage = 1.22, 54.5% of boys) and 369 students in the second wave (M = 13.40; SD = 0.98, 52.3% of boys) completed Perception of Affective Content in Art Test, Analysis of Emotions Test, Emotion Management Test and rated their peers’ EI at two waves, 18 months apart. They also completed a Mill Hill Vocabulary Scale within the first wave. Students’ EI was also rated by their home room teacher and one teacher who completed Teacher Ratings of EI Questionnaire specifically designed for this study. Results showed that girls and older students scored higher on EI tests and peers’ ratings. Oldest students achieved the lowest scores on teacher ratings. The longitudinal analysis confirmed positive changes between the first and the second wave. Results of both the crosssectional and two waves analysis revealed significant effects of gender and general cognitive ability, measured with vocabulary test, on EI measures.
{"title":"On the Development of Emotional Intelligence","authors":"Ana Babić Čikeš, V. Buško","doi":"10.31820/pt.29.1.6","DOIUrl":"https://doi.org/10.31820/pt.29.1.6","url":null,"abstract":"This study focuses on the developmental changes in emotional intelligence (EI) abilities during early adolescence. During class hours, 561 students in the first wave (Mage = 12.32, SDage = 1.22, 54.5% of boys) and 369 students in the second wave (M = 13.40; SD = 0.98, 52.3% of boys) completed Perception of Affective Content in Art Test, Analysis of Emotions Test, Emotion Management Test and rated their peers’ EI at two waves, 18 months apart. They also completed a Mill Hill Vocabulary Scale within the first wave. Students’ EI was also rated by their home room teacher and one teacher who completed Teacher Ratings of EI Questionnaire specifically designed for this study. Results showed that girls and older students scored higher on EI tests and peers’ ratings. Oldest students achieved the lowest scores on teacher ratings. The longitudinal analysis confirmed positive changes between the first and the second wave. Results of both the crosssectional and two waves analysis revealed significant effects of gender and general cognitive ability, measured with vocabulary test, on EI measures.","PeriodicalId":20858,"journal":{"name":"Psihologijske teme","volume":"29 1","pages":"95-118"},"PeriodicalIF":0.5,"publicationDate":"2020-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.31820/pt.29.1.6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47427188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The major purpose of the present study was to investigate the relationships between two measures of emotional intelligence: performance-based ability test, self-reported measure of ability emotional intelligence, and transformational leadership. Base on a sample of 177 middle-level and low-level leaders, in 16 organizations, the study tries to explain the role of emotional intelligence in the variance of transformational leadership style, after controlling for cognitive ability and five factors of personality. Vocabulary Emotion Test (VET-3), representing performance-based ability test of emotional intelligence, and Emotional Skills and Competence Questionnaire (ESCQ-45), representing self-report measure of emotional intelligence, TN-10 test of fluid intelligence and BFI - inventory of personality traits were administered to all supervisors in identifying their emotional intelligence, cognitive ability and personality traits. To evaluate the transformational leadership style, the short version of a Multifactor Leadership Questionnaire (MLQ X5) was used for 177 selfratings. The results show that VET-3 as the measure of ability EI has no relationship with transformational style. The results obtained in hierarchical regression analysis of self-ratings transformational leadership show that the personality traits were significant predictors but that selfreport measure of EI incrementally explained 5% of the variance of transformational leadership.
{"title":"Effects of Measures of Emotional Intelligence on the Relationship between Emotional Intelligence and Transformational Leadership","authors":"Ljerka Hajncl, Dario Vučenović","doi":"10.31820/pt.29.1.7","DOIUrl":"https://doi.org/10.31820/pt.29.1.7","url":null,"abstract":"The major purpose of the present study was to investigate the relationships between two measures of emotional intelligence: performance-based ability test, self-reported measure of ability emotional intelligence, and transformational leadership. Base on a sample of 177 middle-level and low-level leaders, in 16 organizations, the study tries to explain the role of emotional intelligence in the variance of transformational leadership style, after controlling for cognitive ability and five factors of personality. Vocabulary Emotion Test (VET-3), representing performance-based ability test of emotional intelligence, and Emotional Skills and Competence Questionnaire (ESCQ-45), representing self-report measure of emotional intelligence, TN-10 test of fluid intelligence and BFI - inventory of personality traits were administered to all supervisors in identifying their emotional intelligence, cognitive ability and personality traits. To evaluate the transformational leadership style, the short version of a Multifactor Leadership Questionnaire (MLQ X5) was used for 177 selfratings. The results show that VET-3 as the measure of ability EI has no relationship with transformational style. The results obtained in hierarchical regression analysis of self-ratings transformational leadership show that the personality traits were significant predictors but that selfreport measure of EI incrementally explained 5% of the variance of transformational leadership.","PeriodicalId":20858,"journal":{"name":"Psihologijske teme","volume":"29 1","pages":"119-134"},"PeriodicalIF":0.5,"publicationDate":"2020-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.31820/pt.29.1.7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46579619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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