Predicting general well-being from emotional intelligence and three broad personality traits

This paper examined the joint predictive effects of trait emotional intelligence (trait-EI), Extraversion, Conscientiousness, and Neuroticism on 2 facets of general well-being and job satisfaction. An employed community sample of 123 individuals from the Indian subcontinent participated in the study, and completed measures of the five-factor model of personality, trait-EI, job satisfaction, and general well-being facets worn-out and up-tight. Trait-EI was related but distinct from the 3 personality variables. Trait-EI demonstrated the strongest correlation with job satisfaction, but predicted general well-being no better than Neuroticism. In regression analyses, trait-EI predicted between 6% and 9% additional variance in the well-being criteria, beyond the 3 personality traits. It was concluded that trait-EI may be useful in examining dispositional influences on psychological well-being.

Trait emotional intelligence facilitates responses to a social gambling task

The present study examines facilitative effects of trait emotional intelligence on decision making in a socially moderated, financial context. One hundred participants completed the trait emotional intelligence questionnaire and a computerised gambling card game, designed to simulate financial decision making. The results show that participants scoring high on the sociability factors made significantly better decisions in certain card game conditions compared to lower scoring counterparts. Results are discussed in light of dual-process theories.

The relationship between student-centred lectures, emotional intelligence, and study teams:a social telemetry study with mobile telephony

A student-centred approach to teaching has been conceptualized as a key driver in higher education to facilitate understanding of concepts and improve attainment. The occurrence of student study team behaviours is diagnostic of this approach to teaching. However, the extent to which team behaviours are performed outside the parameters of formal teacher-learner environments remains under-researched. This is problematic as it is unclear whether study teams are maintained outside the confines of lectures, and the extent to which they impact on individual student grades. A naturalistic observational study was carried out that utilized short message text service communication as a means to record the frequency of team behaviours within informal environments. The findings suggest the frequency of team behaviours: 1) were positively associated with student grades; 2) increased after lectures independently rated as low in employing a student-centred focus; and 3) were facilitated by students' trait emotional intelligence.