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‘Leadership’ and ‘medical leadership’
Published in Jill Aylott, Jeff Perring, Ann LN Chapman, Ahmed Nassef, Medical Leadership, 2018
The work of Salovey and Mayer led to the development of the ability model and subsequently the Multifactor Emotional Intelligence Scale (MEIS) (Mayer et al., 1998; Palmer et al., 2001). The MEIS also called the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), describes twelve tasks designed to measure a person’s ability to perceive, assimilate, understand and manage emotions (Mayer et al., 1998). Goleman (1998) built on existing work by proposing five components of emotional intelligence – self-awareness, self-regulation, self-motivation, social awareness and social skills – that can have a significant impact on an individual’s perception and response to organisational environments. Self-awareness is all about understanding one’s likes and dislikes and one’s innate abilities and weaknesses. Self-regulation is the capacity to exercise proportionate control in the face of external influences. Self-motivation describes the ability to keep focused in the pursuit of goals by optimism, resoluteness and commitment. Social awareness is the emotion of empathy or feeling what others feel – an important attribute of a leader in the workplace. Social skills, according to Goleman (1998), include effective communication, conflict resolution, collaboration, cooperation, managing change and team building.
Introducing emotional intelligence
Published in John Hurley, Paul Linsley, Emotional Intelligence in Health and Social Care, 2018
Mayer et al. (2000, 2004) identify EI as ability and view other competence EI models that include leadership or assertiveness as failing in content validity with their measures. In other words, Mayer et al. (2000,2004) claim they are measuring EI while others are simply measuring personality traits. They offer empirical support for their EI model through their ‘Mayer, Salovey, Caruso Emotional Intelligence Test’ (MSCEIT). The MSCEIT reflects the working theory that EI is a specific ability to process the information pertaining to emotional perception, emotional facilitation of thought, emotional understanding and finally, emotional management. As such the MSCEIT is a performance measure, as it directly connects intelligence to ability. In common with other ability measures it has a higher correlation to cognitive ability than the mixed EI models such as Bar-On (2000) and Goleman (1995) (Van Rooy et al. 2005).
Academic Performance and Emotional Intelligence with Age and Gender as Moderators: A Meta-analysis
Published in Developmental Neuropsychology, 2021
Fahad Somaa, Andleeb Asghar, Pousette Farouk Hamid
Likert scale (Shahid, Stirling, & Adams, 2018) and Multifactor Emotional Intelligence Test (MEIS) (Zeidner, 2018) both measure the self-report emotional intelligence reported in EQ-i 2.0. Likert scale assesses the management of stress through EI training. Stress management is one of the subscales of Emotional Quotient Inventory (EQ-i) 2.0 (Shahid et al., 2018). Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) or (MEIS), measures the four branches of Mayer and Salovey’s emotional intelligence (EI) model. These branches include Facilitating Thoughts, perceiving emotions, understanding and managing the emotions (O’Connor, Hill, Kaya, & Martin, 2019b). Emotional Quotient Inventory (EQ-i) areas include Self-Expression, Self-Perception, Interpersonal, Stress Management and Decision Making. Five composite scores and 15 content subscales of the Emotional Quotient Inventory (EQ-i) 2.0 are measured using a 5-point Likert scale (Shahid & Adams, 2020).
Self-Reported Levels of Personality Functioning from the Operationalized Psychodynamic Diagnosis (OPD) System and Emotional Intelligence Likely Assess the Same Latent Construct
Published in Journal of Personality Assessment, 2021
Emanuel Jauk, Johannes C. Ehrenthal
Given the conception of EI as an ability, researchers strived for an objective, performance-based assessment, which resulted in the construction of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; see Mayer et al., 2003). The MSCEIT assesses four hierarchically layered branches of EI, from perceiving emotions and using emotions to facilitate thought to understanding and managing of emotions (Mayer, Salovey, et al., 2008; Mayer & Salovey, 1997). The hierarchical structure implies that more basic emotional processes are necessary for more complex ones (Mayer & Salovey, 1997). The MSCEIT predicts an array of relevant real-life criteria such as peer-rated quality of social interactions (Lopes et al., 2004), social competence in interactions (Brackett et al., 2006), or academic and vocational achievement (for a review, see Mayer, Roberts, et al., 2008) and is also related to mental health and depression in clinical and nonclinical samples (for a review, see Fernández-Berrocal & Extremera, 2016).
Predicting performance of junior doctors: Association of workplace based assessment with demographic characteristics, emotional intelligence, selection scores, and undergraduate academic performance
Published in Medical Teacher, 2018
Sandra E. Carr, Antonio Celenza, Annette M. Mercer, Fiona Lake, Ian B. Puddey
Emotional intelligence as measured by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is a performance based assessment of overall emotional intelligence for those aged 17 years or older and offers measures of each of the four branches of emotional intelligence (perceiving, using, understanding, and managing; Mayer et al. 2004). The EI scores are reported as traditional intelligence scales so that the average score is 100 and the standard deviation is 15. If a person obtains a score of around 100, then they are in the average range of emotional intelligence. If they obtain a score less than 85, they should consider the impact of their EI on behavior, and if around 115, they have possibly a high level of performance. Participants in the study completed the MSCEIT at the beginning of year five of the six year course.