Trait emotional intelligence profiles of students from different university faculties
Identifieur interne : 000125 ( Main/Exploration ); précédent : 000124; suivant : 000126Trait emotional intelligence profiles of students from different university faculties
Auteurs : María José Sánchez-Ruiz [Royaume-Uni] ; Juan Carlos Pérez-González [Espagne] ; Juan Carlos Petrides [Royaume-Uni]Source :
- Australian Journal of Psychology [ 0004-9530 ] ; 2010-03.
English descriptors
- KwdEn :
Abstract
This study investigated the trait emotional intelligence (trait EI or trait emotional self‐efficacy) profiles of 512 students from five university faculties: technical studies, natural sciences, social sciences, arts, and humanities. Using the Trait Emotional Intelligence Questionnaire, it was hypothesised that (a) social sciences would score higher than technical studies in Emotionality, (b) arts would score higher than technical studies in Emotionality, (c) arts would score lower than technical studies in Self‐control, and (d) there would be an interaction between gender and faculty, whereby female students would score higher than male students within the social sciences only. Several other exploratory comparisons were also performed. Results supported hypotheses (a), (b), and (d), but not hypothesis (c), although the differences were in the predicted direction.
Url:
DOI: 10.1080/00049530903312907
Affiliations:
- Espagne, Royaume-Uni
- Angleterre, Communauté de Madrid, Grand Londres
- Londres, Madrid
- University College de Londres
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<front><div type="abstract" xml:lang="en">This study investigated the trait emotional intelligence (trait EI or trait emotional self‐efficacy) profiles of 512 students from five university faculties: technical studies, natural sciences, social sciences, arts, and humanities. Using the Trait Emotional Intelligence Questionnaire, it was hypothesised that (a) social sciences would score higher than technical studies in Emotionality, (b) arts would score higher than technical studies in Emotionality, (c) arts would score lower than technical studies in Self‐control, and (d) there would be an interaction between gender and faculty, whereby female students would score higher than male students within the social sciences only. Several other exploratory comparisons were also performed. Results supported hypotheses (a), (b), and (d), but not hypothesis (c), although the differences were in the predicted direction.</div>
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