An international survey of perceptions of the 2014 FIFA World Cup: National levels of corruption as a context for perceptions of institutional corruption.

We conducted a survey about the 2014 FIFA World Cup that measured attitudes about FIFA, players, and officials in 18 languages with 4600 respondents from 29 countries. Sixty percent of respondents perceived FIFA officials as being dishonest, and people from countries with less institutional corruption and stronger rule of law perceived FIFA officials as being more corrupt and less competent running the tournament than people from countries with more corruption and weaker rule of law. In contrast, respondents evaluated players as skilled and honest and match officials as competent and honest. We discuss the implications of our findings for perceptions of corruption in general.

Will you thrive under pressure or burn out? Linking anxiety motivation and emotional exhaustion.

Can individual differences in the tendency to use anxiety as a source of motivation explain emotional exhaustion? We examined the effects of using anxiety as a source of energy or as a source of information (viewed here as two forms of anxiety motivation) on emotional exhaustion. In Study 1, the use of anxiety as a source of energy predicted decreased emotional exhaustion one year later. Moreover, both forms of anxiety motivation buffered people from the detrimental effects of trait anxiety on later emotional exhaustion. In Study 2, an experiment, participants who were instructed to use anxiety as a source of energy reported lower emotional exhaustion following a stressful task, compared to those instructed to focus on the task or to simply do their best. These findings suggest that using anxiety as a source of motivation may protect people against emotional exhaustion.

The role of mindfulness in coping with recollections of acute stressors: a laboratory study.

BACKGROUND: There is mounting evidence regarding the psychological benefits of mindfulness. Yet, does mindfulness really help people to cope with the recollection of acute stressors? METHOD: To address this question, we examined the effects of trait mindfulness and experimentally induced mindfulness in cognitive and emotional responses to the recollection of an acute stressor among 76 female college students. RESULTS: Trait mindfulness was associated with fewer intrusive thoughts 24 hours after the stress induction, but not with affect balance immediately after the induction. Experimentally induced mindfulness showed the opposite pattern: it was associated with better affect balance immediately after the stress induction, but not with intrusive thoughts 24 hours later. CONCLUSIONS: These results suggest that even individuals predisposed to mindfulness may find it difficult to use mindfulness to cope effectively with memories of highly stressful events. Furthermore, our results suggest that the effects of brief mindfulness interventions may be too short-lived to really help people cope with such memories. Considered together, these findings highlight the importance of designing mindfulness-based interventions involving not only intensive practice but also specific training to help individuals use mindfulness to cope with acute stressors.

A note on emotion appraisal and burnout: the mediating role of antecedent-focused coping strategies.

Burnout is a serious problem in the profession of teaching. Previous studies have found that teachers with high perceived abilities to appraise emotions tend to experience symptoms of burnout less frequently than others. The aim of this study was to investigate processes that may underlie this relation. We hypothesized that teachers' perceived abilities to appraise their own and others' emotions would facilitate proactive coping and attending to student needs. In turn, these antecedent-focused regulation strategies were expected to help teachers deal with emotionally demanding situations at work. We tested the hypotheses using multiple mediation analyses of self-report data from 300 teachers, controlling for general perceived self-efficacy, teaching experience, work demands, and school-level effects. Results showed that both proactive coping and attending to student needs constituted mediators of the relations between self-emotion appraisal and burnout as well as between other-emotion appraisal and burnout. Although we cannot infer causality from the present data, the perceived abilities to appraise their own emotions and those of others may help to protect teachers from burnout by enabling them to prevent potential stressors and to engage with their students effectively.

Emotion regulation and the quality of social interaction: does the ability to evaluate emotional situations and identify effective responses matter?

We examined self and friends' ratings of social relationship quality and everyday social interactions in 3 studies involving 544 college students in Germany, Spain, and the United States. Scores on a situational judgment test measuring strategic emotion regulation ability (SERA) were negatively related to conflict with others. SERA was more consistently and strongly related to conflict with others than to the positive dimension of relationship quality (support, companionship, and nurturance). The relationship between SERA and conflict was generally not mediated by trait positive or negative affect, and it remained significant or marginally significant controlling for the Big Five personality traits. These findings highlight the importance of the ability to evaluate emotional situations and identify effective responses to these in interpersonal emotion regulation. Furthermore, they suggest that situational judgment and flexible response selection may help people to manage conflicts more than to bond with others.

Emotional intelligence and social and academic adaptation to school / Inteligencia emocional y adaptación social y académica en la escuela

In a sample of 127 Spanish adolescents, the ability to understand and manage emotions, assessed by a performance measure of emotional intelligence (the MSCEIT), correlated positively with teacher ratings of academic achievement and adaptation for both males and females. Among girls, these emotional abilities also correlated positively with peer friendship nominations. After controlling for IQ and the Big Five personality traits, the ability to understand and manage emotions remained significantly associated with teacher ratings of academic adaptation among boys and peer friendship nominations among girls. Self-perceived emotional intelligence was unrelated to these criteria. These findings provide partial support for hypotheses that emotional abilities are associated with indicators of social and academic adaptation to school

En una muestra de 127 estudiantes españoles, la habilidad para comprender y manejar las emociones medida a través de un instrumento de habilidad de inteligencia emocional (el MSCEIT) correlacionó positivamente con las evaluaciones realizadas por los profesores de los logros académicos y de la adaptación en la escuela de chicos y chicas. Entre las chicas, estas habilidades emocionales correlacionaron también positivamente con la designación como amiga por parte de los compañeros. Tras controlar el CI y los factores de personalidad de los Cinco Grandes, la habilidad para comprender y manejar las emociones permaneció asociada significativamente con las evaluaciones realizadas por los profesores de los logros académicos y de la adaptación en la escuela de los chicos y la designación como amiga por parte de los compañeros entre las chicas. La inteligencia emocional autopercibida no estaba relacionada con estos criterios. Estos resultados apoyan parcialmente las hipótesis de que las habilidades emocionales están relacionadas con indicadores de adaptación social y académica en la escuela

Evidence that emotional intelligence is related to job performance and affect and attitudes at work / Evidencia de que la inteligencia emocional está relacionada con el rendimiento laboral y con el estado de ánimo y las actitudes en el trabajo

The relation between emotional intelligence, assessed with a performance measure, and positive workplace outcomes was examined in 44 analysts and clerical employees from the finance department of a Fortune 400 insurance company. Emotionally intelligent individuals received greater merit increases and held higher company rank than their counterparts. They also received better peer and/or supervisor ratings of interpersonal facilitation and stress tolerance than their counterparts. With few exceptions, these associations remained statistically significant after controlling for other predictors, one at a time, including age, gender, education, verbal ability, the Big Five personality traits, and trait affect

La relación entre inteligencia emocional, evaluada con una medida de habilidad, y los resultados positivos en el lugar de trabajo fue examinada en 44 empleados analistas y oficinistas del departamento de finanzas de una compañía de seguros. Los individuos emocionalmente inteligentes recibieron mayores aumentos salariales por sus méritos y ocuparon puestos más altos en la compañía que sus compañeros. Además, en la evaluación realizada por sus iguales y/o por sus supervisores, fueron mejor valorados en facilitación interpersonal y tolerancia al estrés que sus compañeros. Con algunas excepciones, estas asociaciones continuaron siendo significativas tras controlar uno a uno otros predictores, incluidos la edad, el sexo, la educación, la habilidad verbal, los cinco grandes factores de personalidad y el estado de ánimo como rasgo

Emotional intelligence and social and academic adaptation to school.

In a sample of 127 Spanish adolescents, the ability to understand and manage emotions, assessed by a performance measure of emotional intelligence (the MSCEIT), correlated positively with teacher ratings of academic achievement and adaptation for both males and females. Among girls, these emotional abilities also correlated positively with peer friendship nominations. After controlling for IQ and the Big Five personality traits, the ability to understand and manage emotions remained significantly associated with teacher ratings of academic adaptation among boys and peer friendship nominations among girls. Self-perceived emotional intelligence was unrelated to these criteria. These findings provide partial support for hypotheses that emotional abilities are associated with indicators of social and academic adaptation to school.

Evidence that emotional intelligence is related to job performance and affect and attitudes at work.

The relation between emotional intelligence, assessed with a performance measure, and positive workplace outcomes was examined in 44 analysts and clerical employees from the finance department of a Fortune 400 insurance company. Emotionally intelligent individuals received greater merit increases and held higher company rank than their counterparts. They also received better peer and/or supervisor ratings of interpersonal facilitation and stress tolerance than their counterparts. With few exceptions, these associations remained statistically significant after controlling for other predictors, one at a time, including age, gender, education, verbal ability, the Big Five personality traits, and trait affect.

Emotion regulation abilities and the quality of social interaction.

Emotion regulation abilities, measured on a test of emotional intelligence, were related to several indicators of the quality of individuals' social interactions with peers. In a sample of 76 college students, emotion regulation abilities were associated with both self-reports and peer nominations of interpersonal sensitivity and prosocial tendencies, the proportion of positive vs. negative peer nominations, and reciprocal friendship nominations. These relationships remained statistically significant after controlling for the Big Five personality traits as well as verbal and fluid intelligence.

Emotional intelligence and social interaction.

Two studies found positive relationships between the ability to manage emotions and the quality of social interactions, supporting the predictive and incremental validity of an ability measure of emotional intelligence, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). In a sample of 118 American college students (Study 1), higher scores on the managing emotions subscale of the MSCEIT were positively related to the quality of interactions with friends, evaluated separately by participants and two friends. In a diary study of social interaction with 103 German college students (Study 2), managing emotions scores were positively related to the perceived quality of interactions with opposite sex individuals. Scores on this subscale were also positively related to perceived success in impression management in social interactions with individuals of the opposite sex. In both studies, the main findings remained statistically significant after controlling for Big Five personality traits.