Gender differences in the role of emotional intelligence during the primary-secondary school transition

The relationship between components of emotional intelligence (EI) (interpersonal
ability, intrapersonal ability, adaptability and stress management) and academic
performance in English, maths and science was examined in a sample of 86 children
(49 males and 37 females) aged 11–12 years during the primary–secondary school
transition period. Results indicated that for both males and females, intrapersonal
ability had little relationship with academic achievement, while adaptability had the
strongest relationship with achievement in all subjects. Gender differences were particularly
pronounced for science, for which stronger relationships were observed with all
EI components for males. In addition, apparent only for males was a negative
relationship between stress management and science. These findings offer support for
the current inclusion of a personal and emotional element in the primary school curriculum,
and indicate that such training is likely to help males more than females to make
a successful transition from primary to secondary school.

Emotional intelligence, personality and decoding non-verbal expressions of emotion

Previous research has highlighted theoretical and empirical links between measures of both personality and trait emotional intelligence (EI), and the ability to decode facial expressions of emotion. Research has also found that the posed, static characteristics of the photographic stimuli used to explore these links affects the decoding process and differentiates them from the natural expressions they represent. This undermines the ecological validity of established trait-emotion decoding relationships. This study addresses these methodological shortcomings by testing relationships between the reliability of participant ratings of dynamic, spontaneously elicited expressions of emotion with personality and trait EI. Fifty participants completed personality and self-report EI questionnaires, and used a computer-logging program to continuously rate change in emotional intensity expressed in video clips. Each clip was rated twice to obtain an intra-rater reliability score. The results provide limited support for links between both trait EI and personality variables and how reliably we decode natural expressions of emotion. Limitations and future directions are discussed.

A solvent-based intelligence ink for oxygen

A solvent-based, irreversible oxygen indicator ink is described, comprising semiconductor photocatalyst nanoparticles, a solvent-soluble redox dye, mild reducing agent and polymer. Based on such an ink, a film - made of titanium dioxide, a blue, solvent-soluble, coloured ion-paired methylene blue dye, glycerol and the polymer zein - loses its colour rapidly (

An intelligence ink for photocatalytic films

An ink is described which, when printed or coated onto a photocatalyst film, changes colour irreversibly and rapidly upon UV activation of the photocatalyst film and at a rate commensurate with its activity.

An intelligence ink for oxygen

A generic ink formulation is described, comprising semiconductor photocatalyst particles, a brightly-coloured redox dye, a mild reducing agent, a polymer and a solvent, that creates an irreversible, reusable, UV-light-activated, colorimetric indicator or intelligence ink for oxygen.