What is the relationship between emotional intelligence and cognitive

what is the relationship between emotional intelligence and cognitive

In order to expand on previous research, this cross-sectional study investigated the relationship between Emotional Intelligence (EI) and cognitive abilities in. Türk Psikiyatri Dergisi ; Turkish Journal of Psychiatry The Relationship between Cognitive Intelligence, Emotional Intelligence, Coping and Stress. Research purpose: This study investigated the relationship between cognitive ability, emotional intelligence and negative thoughts pertaining to career in a.

Consequences Christensen et al. Responses as for other DT tests may be assessed quantitatively or qualitatively. Perhaps the best-known scoring technique is that of Hennessey and Amabile with specified six principles, while others i. In this study it is used as the criterion measure of creativity. Results and Discussion Statistical Analysis Two types of analyses were done: According to the manual, this would put them on the 82nd percentile. There was, however, a sex difference in scores: However, their actual scores were high.

Editorial: Emotional Intelligence and Cognitive Abilities

The correlation results showed three things: Thereafter, two multiple regressions were computed, the first with intelligence GMA and the second with creativity Divergent Thinking as the criterion variable.

The predictor variables were gender and the five EI facets. Neither regression was significant. Previous results in the area of EI, cognitive ability and creativity are equivocal mainly because of the very different instruments used to measure these three factors. There were two interesting findings from this study. The first was the EI was negatively correlated with IQ: There are various possible explanations for this. The first is that people with a higher IQ need not develop strong EI as they are able to solve many problems without the assistance of others.

Thus, Petrides, Frederickson and Furnham showed that EI moderated the relationship between cognitive ability and academic performance. That is, less intelligent pupils with a higher EI did better at school because they were able to access help and support more easily. The second explanation may be more concerned with response style. It is possible that less intelligence people overestimate the EI score. Equally it is possible that the data collection setting for this study an assessment centre encouraged people to do some impression management with their self-reported EI score.

Self-report, but not ability measures, are open to social desirability responding. Certainly this finding merits further investigation. Correlations and descriptive statistics. In this study EI was not related to creativity as measured by a divergent thinking test.

This may be due to the unreliability of both instruments. Additionally, cognitive intelligence was positively and flexibility. The general mood dimen- —. High scores between emotional intelligence and Type A score. The indicate high-level ability on the mentioned dimensions. In the present study the reli- tional intelligence and ineffective coping. There combined with a demographic data questionnaire to was also a positive relationship between Type A scores make up a 9-page test battery.

As expected, the tered in classrooms to groups of students. Intercorrelations among the study variables. Variables 1 2 3 4 5 6 1 Cognitive Intelligence 1. Variables predicting stress symptoms for the total sample.

The t-test comparison of these 2 groups see Table 3Effective and ineffective coping were entered in the sec- in terms of their scores on the study variables, showed ond step. In the last step the EIQ 0. The results are presented in Table 2. As can be observed, the variables There were no differences in the use of effective cop- that significantly predicted stress symptoms were gender ing strategies.

what is the relationship between emotional intelligence and cognitive

The results showed that stress symptoms and coping analysis of the variables that predicted stress symptoms strategies were related to emotional intelligence and Type in Type As. After controlling for the effects of the demo- A personality. After controlling for the ef- fective solutions.

what is the relationship between emotional intelligence and cognitive

In other words, as in Type As, not using effective tional intelligence and Type A scores. This finding is coping strategies predicted stress symptoms in Type Bs; supported by the findings of another study that reported 6 TABLE 4.

Variables predicting stress symptoms for Type As. Additionally, in impatience—irritability Day et al. The positive relationship observed in the present study between emotional intelligence and effective cop- Regression analysis of the total sample showed that ing strategies is similar to many other reports in the stress symptoms were predicted by gender being femaleliterature.

As emotional intelligence scores in- management and general mood dimensions of emotional crease, people seem to employ more effective coping and intelligence Table 2.

what is the relationship between emotional intelligence and cognitive

It is thought that the use of ineffec- less ineffective coping strategies. Additionally, being female is related to experiencing more On the other hand, in the present study a significant stress.

what is the relationship between emotional intelligence and cognitive

Burke and Weir similarly reported the role and negative relationship between emotional intelli- of female gender in the experience of stress. Weekes et gence and stress symptoms was found.

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  • Editorial: Emotional Intelligence and Cognitive Abilities

According to this al. However, the findings scores increase, stress symptoms will decrease. There are of the present study regarding gender should be consid- several studies in support of this finding Nikolaou and ered with caution, because there were significantly more Tsaousis, ; Shulman and Hemenover, ; Landa females in the sample than males.

what is the relationship between emotional intelligence and cognitive

It is thought that an ability to detect and understand the feelings of others, and to use this infor- Cognitive intelligence scores had no role in predict- mation to solve interpersonal problems, can help people ing stress symptoms; however, studies that investigated lead more satisfying lives and experience less stress.

Variables predicting stress symptoms for Type Bs. It is possible that Type Bs, being more con- with how one copes. In the present study, since the stress scious of their own feelings and the feelings of others, symptoms measured were daily life stress symptoms, and being more self-assertive, cope with their stress by most probably due to interpersonal problems, instead problem-solving instead of internalizing.

Consequently, of traumatic stress symptoms, it is understandable that they have higher effective coping scores and lower symp- emotional intelligence, not cognitive intelligence, was tom scores. Individuals tional intelligence scores than Type Bs and there were no with high scores on this dimension generally have greater differences between the 2 groups in terms of cognitive satisfaction with life, are more hopeful and optimistic, intelligence.

Similarly, Type As had significantly higher and create a positive climate around themselves Acar, ineffective coping scores, while there were no differences These results indi- Stress symptoms in Type Bs were also predicted by cate that Type Bs, who also had fewer stress symptoms, effective and ineffective coping strategies.

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This is an 8 expected finding; however, the intrapersonal ability di- and Type Bs should be considered. For example, for both mension of emotional intelligence also made a signifi- groups, teaching effective coping strategies might be help- cant contribution to the prediction with a positive beta ful; however, for Type As training should also include strat- coefficient in Type Bs. This was considered an inter- egies for obtaining more satisfaction from life, increasing esting finding see Table 5.

The intrapersonal ability hopefulness, and becoming more positive and optimistic. It is possible that an increase as a single dimension, should break it down to its com- in this ability, instead of contributing to an increase in ponents, i.

In other words, Type Bs with high stress symptoms and these components should be evalu- scores on this dimension were probably more aware of ated. The present study has some limitations in terms their stress symptoms and, consequently, reported more of the small number of individuals in the Type A and symptoms on the questionnaire. Type B groups, as well as uneven gender distribution.

In the present study the de- ables related to the symptoms of stress vary according to pendent variable was perceived stress symptoms. Accordingly, when designing programs studies should also consider using perceived stress factors for stress management, different strategies for Type As as a dependent variable.

Behaviour Research and Therapy, Traits, Types, and Biotypes.

The Relationship between Cognitive Ability, Emotional Intelligence and Creativity

Changes in Posttraumatic Stress Disorder. Annals of the New York Academy of Sciences, 1: Assessing the Incremental Validity of Emotional Intelligence Journal of Occupational Health, European Journal of Personality, Annual Review of Psychology, A Posttraumatic Stress Disorder.

Behavioral Medicine, 31 2: Journal of Personality Assessment, 86 1: Anxiety on Performance IQ. Anxiety, Stress, and Coping, 18 1: Journal of Applied Psychology, 71 1: Self and Identity, 5: Journal of Clinical Psychology, Doyumu ve Stres.