Exploring the relationships between trait emotional intelligence and objective socio‐emotional outcomes in childhood
Identifieur interne : 000C01 ( Istex/Corpus ); précédent : 000C00; suivant : 000C02Exploring the relationships between trait emotional intelligence and objective socio‐emotional outcomes in childhood
Auteurs : Stella Mavroveli ; K. V. Petrides ; Yolanda Sangareau ; Adrian FurnhamSource :
- British Journal of Educational Psychology [ 0007-0998 ] ; 2009-06.
Abstract
Background Trait emotional intelligence (trait EI or trait emotional self‐efficacy) is a constellation of emotion‐related self‐perceptions and dispositions located at the lower levels of personality hierarchies. This paper examines the validity of this construct, as operationalized by the Trait Emotional Intelligence Questionnaire‐Child Form (TEIQue‐CF), in primary schoolchildren. Aims The main aim was to examine the construct validity of trait EI in middle and late childhood by exploring its relationships with cognitive ability, emotion perception, and social behaviour. Sample The sample comprised 140 children aged between 8 and 12 years (M = 9.26 years, SD = 1.00 year; 63 girls) from two English state primary schools. Method Pupils completed the TEIQue‐CF, the standard progressive matrices (SPM), the guess who peer assessment, the social skills training (SST) test, and the assessment of children's emotion skills (ACES) during formal class periods. The procedure took approximately two hours with a short break between assessments. Results Trait EI scores were positively related both to peer‐rated prosocial behaviour and to overall peer competence. They also predicted emotion perception accuracy beyond overall peer competence. As hypothesized in trait EI theory, the construct was unrelated to IQ (Raven's matrices) and academic performance. Conclusions Trait EI is successfully operationalized through the TEIQue‐CF and has important and multifaceted implications for the socialization of primary schoolchildren.
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DOI: 10.1348/000709908X368848
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This paper examines the validity of this construct, as operationalized by the Trait Emotional Intelligence Questionnaire‐Child Form (TEIQue‐CF), in primary schoolchildren. Aims The main aim was to examine the construct validity of trait EI in middle and late childhood by exploring its relationships with cognitive ability, emotion perception, and social behaviour. Sample The sample comprised 140 children aged between 8 and 12 years (M = 9.26 years, SD = 1.00 year; 63 girls) from two English state primary schools. Method Pupils completed the TEIQue‐CF, the standard progressive matrices (SPM), the guess who peer assessment, the social skills training (SST) test, and the assessment of children's emotion skills (ACES) during formal class periods. The procedure took approximately two hours with a short break between assessments. Results Trait EI scores were positively related both to peer‐rated prosocial behaviour and to overall peer competence. They also predicted emotion perception accuracy beyond overall peer competence. As hypothesized in trait EI theory, the construct was unrelated to IQ (Raven's matrices) and academic performance. Conclusions Trait EI is successfully operationalized through the TEIQue‐CF and has important and multifaceted implications for the socialization of primary schoolchildren.</div></front></TEI><istex><corpusName>wiley</corpusName><author><json:item><name>Stella Mavroveli</name><affiliations><json:string>Institute of Education, University of London, London, UK</json:string></affiliations></json:item><json:item><name>K. V. Petrides</name><affiliations><json:string>University College London, London, UK</json:string></affiliations></json:item><json:item><name>Yolanda Sangareau</name><affiliations><json:string>University College London, London, UK</json:string></affiliations></json:item><json:item><name>Adrian Furnham</name><affiliations><json:string>University College London, London, UK</json:string></affiliations></json:item></author><language><json:string>eng</json:string></language><abstract>Background Trait emotional intelligence (trait EI or trait emotional self‐efficacy) is a constellation of emotion‐related self‐perceptions and dispositions located at the lower levels of personality hierarchies. This paper examines the validity of this construct, as operationalized by the Trait Emotional Intelligence Questionnaire‐Child Form (TEIQue‐CF), in primary schoolchildren. Aims The main aim was to examine the construct validity of trait EI in middle and late childhood by exploring its relationships with cognitive ability, emotion perception, and social behaviour. Sample The sample comprised 140 children aged between 8 and 12 years (M = 9.26 years, SD = 1.00 year; 63 girls) from two English state primary schools. Method Pupils completed the TEIQue‐CF, the standard progressive matrices (SPM), the guess who peer assessment, the social skills training (SST) test, and the assessment of children's emotion skills (ACES) during formal class periods. The procedure took approximately two hours with a short break between assessments. Results Trait EI scores were positively related both to peer‐rated prosocial behaviour and to overall peer competence. They also predicted emotion perception accuracy beyond overall peer competence. As hypothesized in trait EI theory, the construct was unrelated to IQ (Raven's matrices) and academic performance. 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V.</forename><surname>Petrides</surname></persName><note type="correspondence"><p>Correspondence should be addressed to K. V. Petrides, Department of Psychology, University College London, Gower Street, London, WC1E 6BT, UK (e‐mail: ).</p></note><affiliation>University College London, London, UK</affiliation></author><author><persName><forename type="first">Yolanda</forename><surname>Sangareau</surname></persName><affiliation>University College London, London, UK</affiliation></author><author><persName><forename type="first">Adrian</forename><surname>Furnham</surname></persName><affiliation>University College London, London, UK</affiliation></author></analytic><monogr><title level="j">British Journal of Educational Psychology</title><idno type="pISSN">0007-0998</idno><idno type="eISSN">2044-8279</idno><idno type="DOI">10.1111/(ISSN)2044-8279</idno><imprint><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><date type="published" when="2009-06"></date><biblScope unit="volume">79</biblScope><biblScope unit="issue">2</biblScope><biblScope unit="page" from="259">259</biblScope><biblScope unit="page" to="272">272</biblScope></imprint></monogr><idno type="istex">1F4D2393B86F414DA2B2A8F21C46FC12FCAF1C67</idno><idno type="DOI">10.1348/000709908X368848</idno><idno type="ArticleID">BJEP385</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>2009</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>Background Trait emotional intelligence (trait EI or trait emotional self‐efficacy) is a constellation of emotion‐related self‐perceptions and dispositions located at the lower levels of personality hierarchies. This paper examines the validity of this construct, as operationalized by the Trait Emotional Intelligence Questionnaire‐Child Form (TEIQue‐CF), in primary schoolchildren. Aims The main aim was to examine the construct validity of trait EI in middle and late childhood by exploring its relationships with cognitive ability, emotion perception, and social behaviour. Sample The sample comprised 140 children aged between 8 and 12 years (M = 9.26 years, SD = 1.00 year; 63 girls) from two English state primary schools. Method Pupils completed the TEIQue‐CF, the standard progressive matrices (SPM), the guess who peer assessment, the social skills training (SST) test, and the assessment of children's emotion skills (ACES) during formal class periods. The procedure took approximately two hours with a short break between assessments. Results Trait EI scores were positively related both to peer‐rated prosocial behaviour and to overall peer competence. They also predicted emotion perception accuracy beyond overall peer competence. As hypothesized in trait EI theory, the construct was unrelated to IQ (Raven's matrices) and academic performance. 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V.</givenNames><familyName>Petrides</familyName></personName></creator><creator creatorRole="author" xml:id="cr3" affiliationRef="#a2"><personName><givenNames>Yolanda</givenNames><familyName>Sangareau</familyName></personName></creator><creator creatorRole="author" xml:id="cr4" affiliationRef="#a2"><personName><givenNames>Adrian</givenNames><familyName>Furnham</familyName></personName></creator></creators><affiliationGroup><affiliation xml:id="a1" countryCode="GB"><unparsedAffiliation>Institute of Education, University of London, London, UK</unparsedAffiliation></affiliation><affiliation xml:id="a2" countryCode="GB"><unparsedAffiliation>University College London, London, UK</unparsedAffiliation></affiliation></affiliationGroup><abstractGroup><abstract type="main" xml:lang="en"><p><b>Background</b> Trait emotional intelligence (<i>trait EI</i> or <i>trait emotional self‐efficacy</i>) is a constellation of emotion‐related self‐perceptions and dispositions located at the lower levels of personality hierarchies. This paper examines the validity of this construct, as operationalized by the Trait Emotional Intelligence Questionnaire‐Child Form (TEIQue‐CF), in primary schoolchildren.</p><p><b>Aims</b> The main aim was to examine the construct validity of trait EI in middle and late childhood by exploring its relationships with cognitive ability, emotion perception, and social behaviour.</p><p><b>Sample</b> The sample comprised 140 children aged between 8 and 12 years (<i>M</i> = 9.26 years, <i>SD</i> = 1.00 year; 63 girls) from two English state primary schools.</p><p><b>Method</b> Pupils completed the TEIQue‐CF, the standard progressive matrices (SPM), the guess who peer assessment, the social skills training (SST) test, and the assessment of children's emotion skills (ACES) during formal class periods. The procedure took approximately two hours with a short break between assessments.</p><p><b>Results</b> Trait EI scores were positively related both to peer‐rated prosocial behaviour and to overall peer competence. They also predicted emotion perception accuracy beyond overall peer competence. As hypothesized in trait EI theory, the construct was unrelated to IQ (Raven's matrices) and academic performance.</p><p><b>Conclusions</b> Trait EI is successfully operationalized through the TEIQue‐CF and has important and multifaceted implications for the socialization of primary schoolchildren.</p></abstract></abstractGroup></contentMeta></header></component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Exploring the relationships between trait emotional intelligence and objective socio‐emotional outcomes in childhood</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Exploring the relationships between trait emotional intelligence and objective socio‐emotional outcomes in childhood</title></titleInfo><name type="personal"><namePart type="given">Stella</namePart><namePart type="family">Mavroveli</namePart><affiliation>Institute of Education, University of London, London, UK</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">K. V.</namePart><namePart type="family">Petrides</namePart><affiliation>University College London, London, UK</affiliation><description> Correspondence should be addressed to K. V. Petrides, Department of Psychology, University College London, Gower Street, London, WC1E 6BT, UK (e‐mail: ).</description><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Yolanda</namePart><namePart type="family">Sangareau</namePart><affiliation>University College London, London, UK</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Adrian</namePart><namePart type="family">Furnham</namePart><affiliation>University College London, London, UK</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="article">article</genre><originInfo><publisher>Blackwell Publishing Ltd</publisher><place><placeTerm type="text">Oxford, UK</placeTerm></place><dateIssued encoding="w3cdtf">2009-06</dateIssued><edition>Received 17 December 2007; revised version received 16 August 2008</edition><copyrightDate encoding="w3cdtf">2009</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType><extent unit="tables">2</extent><extent unit="references">71</extent></physicalDescription><abstract lang="en">Background Trait emotional intelligence (trait EI or trait emotional self‐efficacy) is a constellation of emotion‐related self‐perceptions and dispositions located at the lower levels of personality hierarchies. This paper examines the validity of this construct, as operationalized by the Trait Emotional Intelligence Questionnaire‐Child Form (TEIQue‐CF), in primary schoolchildren. Aims The main aim was to examine the construct validity of trait EI in middle and late childhood by exploring its relationships with cognitive ability, emotion perception, and social behaviour. Sample The sample comprised 140 children aged between 8 and 12 years (M = 9.26 years, SD = 1.00 year; 63 girls) from two English state primary schools. Method Pupils completed the TEIQue‐CF, the standard progressive matrices (SPM), the guess who peer assessment, the social skills training (SST) test, and the assessment of children's emotion skills (ACES) during formal class periods. The procedure took approximately two hours with a short break between assessments. Results Trait EI scores were positively related both to peer‐rated prosocial behaviour and to overall peer competence. They also predicted emotion perception accuracy beyond overall peer competence. As hypothesized in trait EI theory, the construct was unrelated to IQ (Raven's matrices) and academic performance. Conclusions Trait EI is successfully operationalized through the TEIQue‐CF and has important and multifaceted implications for the socialization of primary schoolchildren.</abstract><relatedItem type="host"><titleInfo><title>British Journal of Educational Psychology</title></titleInfo><identifier type="ISSN">0007-0998</identifier><identifier type="eISSN">2044-8279</identifier><identifier type="DOI">10.1111/(ISSN)2044-8279</identifier><identifier type="PublisherID">BJEP</identifier><part><date>2009</date><detail type="volume"><caption>vol.</caption><number>79</number></detail><detail type="issue"><caption>no.</caption><number>2</number></detail><extent unit="pages"><start>259</start><end>272</end><total>14</total></extent></part></relatedItem><identifier type="istex">1F4D2393B86F414DA2B2A8F21C46FC12FCAF1C67</identifier><identifier type="DOI">10.1348/000709908X368848</identifier><identifier type="ArticleID">BJEP385</identifier><accessCondition type="use and reproduction" contentType="copyright">2009 The British Psychological Society</accessCondition><recordInfo><recordOrigin>Blackwell Publishing Ltd</recordOrigin><recordContentSource>WILEY</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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