Cultivating insight and engagement: exploring the role of Trait Emotional Intelligence in Chinese art education.

Background: The present study focuses on the unique role of insight and Trait Emotional Intelligence in the realm of art education in China. Insight, traditionally associated with clinical outcomes such as mastering symptoms, developing adaptive behaviors, and enhancing quality of life, is newly contextualized in this study within the framework of art education. The expansion of insight research into areas like Social Psychology reflects its relevance beyond clinical settings, particularly in educational environments where creativity and emotional intelligence are pivotal. Aim: In Chinese art education, insight is crucial not just for personal growth but also for professional development, integrating the understanding of emotions, culture, and artistic expression. This study explores how Trait Emotional Intelligence fosters insight and engagement in art students, underscoring its transformative impact on their educational and professional journey in the art world. Methods: Using a sample of Chinese art education students at University level (N = 881), that answered a quantitative self-report questionnaire, statistical procedures are applied to test the relationships between Trait Emotional Intelligence, Insight orientation, and students' academic engagement. Results: In the structural model, the path from Trait Emotional Intelligence to Insight Orientation was significant, indicating a positive relationship. Students' Engagement was significantly predicted by Insight Orientation and Trait Emotional Intelligence. Implications: This finding corroborates theoretical assertions that individuals with higher emotional intelligence are more inclined to have enhanced insight. The findings of the present study extend beyond the field of Art education, allowing us to provide a broad spectrum of social implications for Higher Education institutions.

Positive affect and self-care mediate the relationship between trait emotional intelligence and academic engagement in Lebanese undergraduates: Lessons learned from an online setting.

This study examined the impact of positive psychology variables, namely trait emotional intelligence (EI), positive affect and self-care, on academic engagement (AE) in an online learning environment during COVID-19. The study involved 717 undergraduates in Lebanon and utilised structural equation modelling for data analysis. The results demonstrated that positive affect and self-care mediated the relationship between trait EI and AE. In women, both self-care and positive affect were mediators, whereas in men, positive affect was the only mediator. For students who received a mix of synchronous and asynchronous lessons, both self-care and positive affect mediated the relationship between trait EI and AE. However, for those who received only synchronous lessons, positive affect was the sole mediator. Furthermore, AE significantly predicted academic performance (AP) in both models. These findings suggest the importance of interventions that enhance trait EI, positive emotions and self-care to improve AE and ultimately AP in online learning.

Emotional intelligence: a novel predictor of quality of life in patients with systemic sclerosis.

Systemic sclerosis (SSc), a chronic systemic autoimmune disease, affects skin and internal organs compromising organ function and leading to significant morbidity and poor health-related quality of life (HrQoL). This cross-sectional study investigated whether HrQoL is influenced by trait emotional intelligence (TEI). Sixty patients with SSc (Female: 86.67%) completed the socio-demographic characteristics form, TEI Questionnaire Short-Form (TEIQue-SF), and Short-Form Health Survey (SF-36). Sixty healthy controls were also completed the TEIQue-SF. A series of multiple linear regression analyses with correlation matrix was used to analyze SF-36 domains as dependent variables with TEI domains (well-being, self-control, emotionality, sociability) as independent variables. The average age of participants was 57.3 ± 12.9 years with a mean disease duration of 7.7 ± 6.7 years. Patients differed from controls in the sociability domain of TEI. TEI global was found to affect the physical and mental component summaries (p < .001), and all 8 dimensions of the HrQoL (p < .001). Age, disease duration, and gastrointestinal manifestations were negatively associated with various components of SF-36. TEI was positively associated with all dimensions of HrQoL. Understanding the relationship between TEI and HrQoL dimensions is important for the support and empowerment of SSc patients, as well as the establishment and implementation of appropriate psychotherapeutic interventions.

The relationship between trait emotional intelligence and English language performance among Chinese EFL university students: The mediating roles of boredom and burnout.

With the wave of positive psychology in second language acquisition, more emotion factors are gaining scholarly attention. Despite extensive research on Trait Emotional Intelligence (TEI), burnout and boredom in English as a Foreign Language (EFL) studies, the interplay of these variables remains unknown and the related impact on EFL learner's English Language Performance (ELP) is still underexplored. Given this, in light of Control-Value Theory (CVT), the present study used a quantitative method to examine the mediating roles of boredom and burnout in the connection between TEI and ELP among Chinese university students engaged in EFL endeavor. Data were collected from 489 s-year non-English major students. Structural equation modeling was utilized to analyze the relationships. Results revealed that TEI significantly influences ELP among Chinese EFL university students, through its correlation with both boredom and burnout. Higher levels of TEI are associated with reduced experiences of these negative states, which in turn are linked to improved language performance. These may imply that teacher educators should integrate emotional intelligence training into curricula and professional development to improve students' effectiveness and learning outcome.

Trait emotional intelligence and its impact on quality of life, anxiety, and depression in patients with gastric cancer.

Aims/Background Trait emotional intelligence is associated with anxiety and depression symptoms and quality of life in cancer patients. However, studies on the relationship of trait emotional intelligence with anxiety, depression, and quality of life in gastric cancer patients are limited. This study investigates the relationship of trait emotional intelligence with depression and quality of life in gastric cancer patients to provide a theoretical basis for clinical management. Methods A total of 270 patients with gastric cancer treated in our hospital from July 2020 to July 2023 were selected, of which 31 patients with missing questionnaire entries and missed visits were screened out, resulting in the enrolment of 239 gastric cancer patients in this study. In this survey, self-administered general information questionnaires, namely Trait Emotional Intelligence Short Form (TEIQue-SF), European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire-Core 30 (EORTC QLQ-C30), and Hospital Anxiety and Depression Scale (HADS) were used. Results TEIQue-SF total scores were positively correlated with QLQ-C30 scores (p < 0.001) and negatively correlated with HADS-A and HADS-D scores (p < 0.001). TEIQue-SF total score was a superior positive predictor of the QLQ-C30 score (ß = 0.412, p < 0.001) and a superior negative predictor of the HADS score (ß = -0.740, p < 0.001). TEIQue-SF total score (ß = 0.141, p = 0.006) and HADS score (ß = -0.665, p < 0.001) were good predictors of QLQ-C30 score. The direct effect of TEIQue-SF total score on QLQ-C30 score was 0.141, while HADS score between TEIQue-SF total score and QLQ-C30 score had a mediated effect value of 0.492. Conclusion Trait emotional intelligence not only directly affects the quality of life, but also indirectly affects the quality of life through anxiety and depression. Clinicians should pay attention to the anxiety, depression, and emotional intelligence of patients with gastric cancer to help them improve their quality of life.

The mediating role of trait emotional intelligence in the relationship between parental neglect and cognitive emotion regulation strategies.

BACKGROUND: Examining children's abilities to recognize and regulate their emotions in the context of parental neglect is of significant importance in order to comprehend the dynamics of and to support the development of emotional skills of children, particularly those at risk of neglect. From this point of view, the aim of the study was to examine the mediating role of trait emotional intelligence (trait EI) in the relationship between parental neglect and cognitive emotion regulation strategies (CERS) in children. METHOD: The study group consisted of 265 children (135 girls and 130 boys) who were attending two separate primary schools in the city center of Antalya, Turkey. The mean age of the children was 10.27 ± 0.45. As the data gathering instruments, an "Individual Information Form" was administered to assess the socio-demographic information of the children, while the "Multidimensional Neglectful Behavior Scale-Child Report was administered to examine the level of neglect of children by the parents, the "Trait Emotional Intelligence Questionnaire-Child Form" was administered to assess the trait emotional intelligence level, and the "Cognitive Emotion Regulation Strategies for Children Scale" was administered to assess the CERS of the children. RESULT: It was found that trait EI played a full mediator role in the relationship between CERS and both maternal and paternal neglect (p < .05), except for the relationship between paternal neglect and maladaptive CERS (p > .05). CONCLUSIONS: The results may suggest that neglected children use all emotion regulation skills, including both adaptive and maladaptive, to cope with their negative emotional experience, but may use adaptive CERS more if their trait EI is higher.

Trait emotional intelligence and ecological outcomes: the role of connectedness to nature.

BACKGROUND: Global climate change is recognized as a major and irreversible challenge for humanity, requiring people's responsible and sustainable behaviors toward the environment. So far, the literature has widely investigated the role of cognitive determinants of ecological outcomes (e.g., pro-environmental behaviors and climate change perception), while less attention has been devoted to emotional processes, such as trait emotional intelligence (TEI). The current double study investigates whether TEI is directly and indirectly associated with climate change perception (CCP, Study 1) and pro-environmental behaviors (PEBs, Study 2) among young adults. Furthermore, the mediating role of connectedness to nature (CN), both as cognitive and emotional factors, was also analyzed. We hypothesized that CN (i.e., cognitive mediator) would positively mediate the relationship between TEI and CCP (H1), and Love and Care for Nature (LCN, i.e., emotional mediator) would positively mediate the relationship between TEI and PEBs (H2). METHODS: The study involved 342 young adults (F = 60.7%; age 19-40; Mage=22.99; SD = 2.66) in Study 1 and 365 young adults (F = 71.2%; age 17-35; Mage=22.2; SD = 3.98) in Study 2. Data were collected through an online tool shared by the snowball method. We administered the following self-reports: Trait Emotional Intelligence Questionnaire- Short Form (TEIQue- SF), Global Climate Change (GCC), and Connectedness to Nature Scale (CNS) (Study 1); Trait Emotional Intelligence Questionnaire- Short Form (TEIQue-SF), General Environmental Behaviors Scale (GEB), and Love and Care for Nature (LCN) (Study 2). RESULTS: Findings from Study 1 showed that higher TEI levels enhance CN (i.e., cognitive mediator), positively influencing CCP (estimate = 0.14; 95% CI = 0.07 to 0.23). Findings from Study 2 showed that higher TEI levels are associated with higher LCN levels (i.e., emotional mediator), influencing people's engagement in PEBs (estimate = 0.7; 95% CI = 0.03 to 0.11). CONCLUSION: It is crucial to design environmental education programs that promote greater emotional intelligence ability and encourage individuals' involvement in ecological outcomes.

Trait emotional intelligence as a predictor of resilience among undergraduate nursing students: A structural equation modelling approach.

BACKGROUND: There is a growing interest in understanding the role of trait emotional intelligence and resilience. However, few studies have examined the relationships between the various factors of trait emotional intelligence and resilience. OBJECTIVE: To examine the factors of trait emotional intelligence and resilience using a structure equation modelling approach. DESIGN: A quantitative exploratory design using structural equation modelling approach. SETTING: One university in Singapore. PARTICIPANTS: A total of 300 undergraduate nursing students were included in this study. METHOD: A quantitative exploratory study using the structural equation modelling technique was conducted. The Trait Emotional Intelligence Questionnaire and Brief Resilience Scale were used to examine the relationships between trait emotional intelligence and resilience. The data analyses were conducted using SPSS and AMOS software. RESULTS: The structural equation model found relationships between the various factors of trait emotional intelligence. There were associations between self-control, sociability, and emotionality scores with well-being scores. In addition, there is a relationship between emotionality and well-being scores on resilience scores. CONCLUSIONS: The findings from this study illustrate the complex relationships between the various factors of trait emotional intelligence, and specifically how these factors are related to each other and resilience. The findings of this study propose that emotional intelligence are associated with one's resilience. For this reason, these findings will be important in the development of future resilience programs.

Structural links from trait emotional intelligence to life satisfaction and depressive symptoms in women with breast cancer: post-traumatic responses as mediators.

PURPOSE: The diagnosis of a disease such as breast cancer (BC) can be experienced as a sudden, unexpected, and life-threatening event accompanied by considerable uncertainty. This experience can precipitate the development of post-traumatic symptoms and depression. Conversely, certain individuals exhibit the capacity to reframe this traumatic event and transform it into an opportunity for personal growth. Existing research shows that individuals with high trait emotional intelligence (trait EI) tend to experience fewer post-traumatic stress symptoms (PTS), and greater post-traumatic growth (PTG). The aim of this study was to investigate the interrelationship among these variables and specifically examine whether PTS and PTG play a mediating role between trait EI, depression, and life satisfaction. METHODS: Questionnaires were administered to 338 women with BC to assess trait EI, PTS, PTG, depression, and life satisfaction. RESULTS: Results highlighted that trait EI was negatively related to PTS and depression and positively related to PTG and life satisfaction. In addition, both PTS and PTG showed a mediating role in the relationship between trait EI, depression, and life satisfaction. This study highlights the close link between depressive symptoms and post-traumatic cognitions in women with BC. CONCLUSION: Current findings highlight links between trait EI, PTS, PTG, depressive symptoms, and life satisfaction. Clinicians could use these findings when developing interventions aimed at alleviating PTS, such as low mood and worry, and facilitating PTG. This study demonstrated that trait EI can reduce PTS and increase PTG, therefore it is important to include programs aimed at fostering trait EI.

The interrelationships between Chinese learners' trait emotional intelligence and teachers' emotional support in learners' engagement.

BACKGROUND: One noteworthy concern within the realm of education is the level of engagement demonstrated by students. Among the factor that can have a crucial role in this domain is teacher support, especially emotional support which has an impact on several aspects of learners' education. Furthermore, various studies have investigated the relationship between Emotional Intelligence (EI) and learners' engagement. METHODS: Accordingly, this study investigated the possible role of trait EI and the emotional support of teachers and how these constructs may work to associate learners' engagement. For this objective, a total of 309 Chinese students across different colleges and universities in 5 provinces of Beijing, Shanghai, Jiangsu, Hubei, and Shaanxi were enrolled. They were 126 females and 183 males, with ages ranging from 18 to 30 years old (Mean = 24.6). RESULTS: The results of this research through running Structural Equation Modeling (SEM) demonstrated that teachers' emotional support and trait EI both can associate students' learning engagement. The final measurement model shows that about 73% of changes in learners' engagement can be associated by their trait EI and teachers' emotional support. CONCLUSIONS: This study underscores the importance of emotional support from teachers and the trait of EI in relation to students' engagement in learning. Both factors were shown to play a significant role in associating student engagement. Moreover, this study could potentially have wider impacts on members of academic teams.

Inteligencia emocional rasgo como amortiguador del estado de ánimo en doentes de educación infantil y primaria durante el impacto de la COVID-19 / Trait emotional intelligence as buffer of mood of in-service and pre-service teachers of preschool and elementary education during the impact of COVID-19

Antecedentes: La Inteligencia Emocional (IE) rasgo es una característica personal que puede actuar como factor protector contra circunstancias vitales desafiantes y ser un predictor del estado de ánimo en situaciones naturales como las derivadas del contexto social de la pandemia COVID-19. El objetivo general fue estudiar la relación entre IE rasgo y los estados anímicos docentes durante el confinamiento. Método: Se contó con 478 participantes, 316 docentes de Educación Infantil (EI) y Primaria (EP) de centros públicos de la Región de Murcia y 162 estudiantes de los Grados de EI y EP. Los instrumentos empleados fueron: para evaluar la IE rasgo, el TEIQue-SF; para evaluar los estados de ánimo vividos durante el impacto de la COVID-19 se utilizó una versión breve del POMS. Resultados: Los docentes con IE elevada se percibieron más enérgicos y considerados con los demás; así como menos nerviosos, malhumorados, tristes y cansados, justo el patrón contrario al de docentes con perfil de IE baja. Además, las maestras obtienen puntuaciones mayores en los estados emocionales negativos. Conclusiones: Si bien el estudio es correlacional, los resultados avalan la idea de la IE rasgo como factor protector frente al estrés, lo que refuerza su papel como promotor del bienestar docente.(AU)

Background: Trait Emotional Intelligence (EI) is a personal characteristic that can act as a buffer factor against vital challenging cir-cumstances and be a predictor of mood in a variety of natural situations such as those derived from the social context of the COVID-19 pandemic. The general aim of this research was to study the relationship between trait EI and teacher moods during confinement. Method: The study included 478 participants, 316 Preschool teachers and Elementary teachers from public centers in the Region of Murcia and 162 university students of Pre-school and Elementary education degrees. The instrument used to assess trait EI was the TEIQue-SF; to assess the moods experienced during the impact of COVID-19, a short version of the POMS was used.Results: Teachers with high trait EI were perceived to be more energized and kind-er, as well as less nervous, moody, sad and tired, just the opposite pattern of teachers with a low trait EI profile. In addition, female teachers ob-tained higher scores in negative mood states. Conclusions: Although the study is correlational, the results support the idea of trait EI as a protective factor against stress, which reinforces its role as a promoter of teacher well-being.(AU)

Trait emotional intelligence predicts selfesteem and trait anxiety in adolescents / La inteligencia emocional de rasgo predice la autoestima y rasgo de ansiedad en adolescentes

Trait anxiety and self-esteem, as indicators of well-being, have been understudied in the literature that examines the relationship between emotional intelligence and well-being in adolescent development. Anxiety and self-esteem are emotion-based factors in adolescent personality and are expected to be related to Trait Emotional Intelligence (TEI) as an adaptive emotion-based capacity. The objective of the study is to examine the unique contributions of TEI on trait anxiety and self-esteem in adolescents in the context of personality. The study involved 807 adolescents ages 16-19 from central Slovakia and examined the predictive relationship of TEI (as measured by the Trait Emotional Intelligence Questionnaire, TEIQue-ASF) separately on self-esteem and on trait anxiety after considering broad based personality (as measured by the Freiburger´s Personality Inventory, FPI) and cognitive abilities (assessed by Amthauer´s Intelligence Structure Test, IST). The results showed that TEI has strong bivariate correlations with both trait anxiety (r =-.65) and self-esteem (r = .62) that maintained significance in the regression analyses. With trait anxiety as a dependent variable the explained variance by TEIQue-ASF factors above personality traits was 6%. With self-esteem as the dependent variable TEIQue-ASF factors explained a greater amount of variance (9%) with none of the personality traits as significant. The overall findings suggest that TEI is an important factor in adolescent well-being through its associations with lower trait anxiety and higher self-esteem. (AU)

La ansiedad de rasgo y la autoestima, como indicadores del bienestar, han sido poco estudiadas en la literatura que examina la relación entre la inteligencia emocional y el bienestar en el desarrollo adolescente. La ansiedad y la autoestima son factores emocionales que contribuyen a la personalidad adolescente y se espera que estén relacionadas con la Inteligencia Emocional de Rasgo (IER), siendo ésta una capacidad adaptativa basada en las emociones. El objetivo de este estudio fue examinar las contribuciones únicas de la IER en la ansiedad de rasgo y la autoestima en adolescentes en el contexto de la personalidad. El estudio involucró a 807 adolescentes de entre 16 y 19 años de edad de la región central de Eslovaquia, y examinó la relación predictiva de la IER (medida por el Cuestionario de Inteligencia Emocional de Rasgo, TEIQue), en la autoestima, por un lado, y la ansiedad de rasgo, por el otro, después de considerar la personalidad de base amplia (medida por el Inventario de Personalidad de Freiburger, FPI). Los resultados mostraron que la IER correlaciona de manera robusta y bivariada tanto con la ansiedad de rasgo (r = -.65) como con la autoestima (r = .62), manteniendo su significancia en los análisis de regresión. Considerando a la ansiedad de rasgo como variable dependiente, la varianza explicada, a partir de los componentes del TEIQue y por encima de los factores de personalidad, fue del 6%. Con la autoestima como variable dependiente, los componentes de TEIQue explicaron una mayor cantidad de varianza (9%) sin que ninguno de los factores de personalidad fuera significativo. En general, los hallazgos sugieren que la IER es un factor importante en el bienestar adolescente a través de sus asociaciones con una menor ansiedad de rasgo y una mayor autoestima. (AU

How Does Social Support and Emotional Intelligence Enhance Life Satisfaction Among Adolescents? A Mediational Analysis Study.

Introduction: The decline in life satisfaction throughout adolescence has led research to focus on variables that facilitate life satisfaction, such as social support and trait emotional intelligence. However, the relationship dynamics between the main sources of social support (family, friends and teachers), trait emotional intelligence (emotional attention, clarity and repair), and life satisfaction have yet to be elucidated. Objective: Therefore, the aim of this study is to test and compare a set of structural models that integrate these three variables. Methods: A sample of 1397 middle school students (48% males, 52% females) with age range 12-16 years (M = 13.88, SD = 1.27) was selected. Results: The data showed that trait emotional intelligence significantly mediated the effect of the social support network on life satisfaction, highlighting the greater contribution of family support, emotional clarity, and emotional repair as enabling factors of adolescent well-being. Discussion: Psychoeducational and social implications of these results are discussed.

More than just emotional intelligence online: introducing "digital emotional intelligence".

The ubiquitous nature of emotional intelligence, as a central theme in every aspect of our lives-be it at work, school, or home-coupled with the growing prevalence of digital interactions, makes it fundamental to develop our understanding of emotional intelligence in a digital world. However, the digital world represents more than just a contextual factor to consider, as interactions in digital environments require digital competence. The objective of this paper is to conceptualize "digital emotional intelligence" as the integration of both emotional intelligence and digital competence. The model we propose posits that trait emotional intelligence predicts attitudes toward digital competence, while digital ability emotional intelligence is predicted by digital competence skills and digital competence knowledge. Using a self-reported questionnaire on 503 respondents, a structural equation model highlights a positive relationship between trait emotional intelligence and attitudes toward digital competence.

The Dark Triad and Trait Emotional Intelligence as Predictors of Problematic Social Media use and Engagement: The Mediating Role of the Fear of Missing Out.

Objective: Problematic social media use is becoming a significant social and clinical concern, and there is growing research interest in the psychological factors involved, such as personality predispositions and the fear of missing out (FOMO). The present study investigated both the dark triad (DT, namely, narcissism, Machiavellianism, and psychopathy) and trait emotion intelligence (trait EI) in relation to the problematic use of technology and social media engagement and the mediating role of FOMO. Method: A total of 788 people between 18 and 35 years old (M = 24.22; SD = 3.91; 75% women) were surveyed. Results: The results showed that social media engagement was positively related to problematic social media use and negatively related to trait EI. In addition, problematic social media use was positively related to DT and negatively related to trait EI. Fear of missing out was positively related to social media engagement, problematic social media use, and DT, and negatively related to trait EI. Fear of missing out had a mediating effect on the relationship between personality dimensions, problematic social media use, and social media engagement. Conclusions: The extent to which personality traits may underpin problematic use of social media and the practical implications of the findings are discussed.

Hopelessness and burnout in Italian healthcare workers during COVID-19 pandemic: the mediating role of trait emotional intelligence.

Objective: The study aims to assess the impact of COVID-19 on healthcare workers' work-related stress during the first wave of the pandemic in Italy. The main objective is to investigate the existence of a positive correlation between hopelessness and burnout, assuming that burnout may be a risk factor for the development of hopelessness, and to analyze the role that trait Emotional Intelligence (TEI) and changes in workload could have in this relationship. Furthermore, evaluate any significant differences in burnout and hopelessness levels in the function of some demographic variables, such as gender, professional profiles, and different working zones of Italy, to better understand how the diverse diffusion of pandemic had affected Italian healthcare workers. Methods: An online survey was used to collect data between April and June, 2020, with 562 responses among nurses (52.1%) and physicians (47.9%). Demographics and changes in workload and work conditions were collected through an ad hoc questionnaire. The Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), The Beck Hopelessness Scale (BHS), and the Link Burnout Questionnaire (LBQ) were used to assess Trait Emotional Intelligence (TEI), hopelessness, and burnout, respectively. Results: Correlation analysis showed a significant positive relationship between hopelessness and each burnout dimension. TEI showed negative correlations both with burnout dimensions and hopelessness. Significant differences in burnout and hopelessness levels emerged as a function of some demographic variables such as gender, professional profiles (nurses or physicians), and different working zone of Italy (northern or southern). Results showed that TEI partially mediated the relationship between hopelessness and every burnout dimension, while the interaction of changes in workload was non-significant. Discussion: The mediating role of TEI in the burnout-hopelessness relationship partly explains the protective role that individual factors had on healthcare workers' mental health. Our findings support the need to integrate considerations on both psychological risk and protective factors into COVID-19 care, including the monitoring of psychological symptoms and social needs, especially among healthcare workers.

The power (and limits) of the therapeutic relationship: Working alliance, psychiatric distress, and the role of trait emotional intelligence.

OBJECTIVE: The working alliance between therapists and patients is an important factor in the psychotherapy processes. Trait emotional intelligence has also been found to be malleable in treatment and to play a significant role in patient outcomes. The present study investigated how the relationship between measured working alliance and patient symptoms may differ depending on changes in patient trait emotional intelligence capacities. METHODS: One hundred twenty-nine adults at a community mental health clinic completed self-report measures at the beginning of treatment, as well as 8 months into treatment. Hierarchical linear regressions were computed to assess the interaction of working alliance and trait emotional intelligence scores on patient symptom scores. Simple slope tests were used to probe significant interactions. RESULTS: Trait emotional intelligence served as a significant moderator on the relationship between working alliance and patient symptoms. Specifically, the relationship between working alliance and patient symptoms was only significant for participants who reported an improvement in trait emotional intelligence over the course of treatment. CONCLUSION: Results demonstrate that the impact of working alliance on patient symptom outcomes depended on patient improvement in trait emotional intelligence capacities. Such findings emphasize the importance of investigating the nuanced individual factors that impact the ways in which working alliance relates to treatment outcomes.

Cross-sectional study of the relationship between trait emotional intelligence and career adaptability of Chinese youths.

BACKGROUND: Young people often experience dramatic changes, both psychologically and physically, as they are transiting from students to working adults. However, there is still a lack of empirical studies on the relationship between the trait emotional intelligence and the career adaptability of youths in the Asia-Pacific region. This research examines that relationship in Chinese youths in Hong Kong. METHOD: Cross-sectional data (N = 500) was collected from two universities in 2019 and 2020. The 2019 sample was made up of 256 Chinese university students (117 males, 139 females; ages 21-25). The 2020 sample included 244 Chinese university students (132 males, 112 females; ages 21-25). The participants were asked to complete the Wong and Law Emotional Intelligence Scale (WLEIS) to evaluate their emotional intelligence in the domains of self-emotion appraisal, other people's emotion appraisal, regulation of emotion, and use of emotion. Participants completed the Career Adapt-Abilities Scale (CAAS) to assess their career adaptability in the areas of concern, control, curiosity, and confidence. RESULTS: All domains of trait emotional intelligence were positively associated with career adaptability. Multiple Regression analysis showed that self-emotion appraisal and appraisal of other people's emotional were the most predictive factors in terms of career adaptability. Together, these two dimensions of emotional intelligence explain 12.5%, 26.2%, 13.4% and 69.4% respectively of the variance in students' concern, control, curiosity, and confidence in relation to career adaptability. CONCLUSION: The results highlight the importance of emotional intelligence in career adaptability. It is thus of value to study further whether career adaptability of young people may improve if emotional intelligence is incorporated into the student curriculum. The findings offer valuable insights for educators and teachers who are responsible for well-rounded development of students, and will thereby foster healthy lifestyles, stable emotional well-being and greater career adaptability in adolescents.

Trait emotional intelligence profiles of professionals in Kuwait.

Trait emotional intelligence concerns people's perceptions of their emotional world. Our aims for this study are to examine (a) the trait emotional intelligence (EI) profiles across different professions in Kuwait; (b) the incremental validity of trait EI in predicting job performance; and (c) the relationship between trait EI, job attitudes, and job performance. The sample comprised 314 professionals in Kuwait in seven different professions: Bankers, Engineers, Healthcare providers, Lawyers, Military, Policemen, and Teachers. Firstly, the results showed that the Military scored the lowest global trait emotional intelligence and three of four factors. Secondly, the results showed that global trait EI incrementally predicted job performance over job attitudes in Policemen and Engineers but not in other professions. Lastly, the results showed that job attitudes partially mediated the relationship between trait EI and job performance. These findings call for the importance of trait emotional intelligence trainings for professionals in Kuwait as it affects important job-related variables. The limitations of this study and the directions for future studies have been discussed.

Trait emotional intelligence and quality of life in women with polycystic ovary syndrome: Dysmorphic concerns and general distress as mediators.

OBJECTIVE: Polycystic Ovary Syndrome (PCOS) is the most common endocrine disorder among women. It is characterised by a variety of symptoms that can seriously impair one's health-related quality of life (HRQoL). Dysmorphic concerns and general distress appear to be related to the development of HRQoL issues, whilst trait emotional intelligence (trait EI) has been significantly linked to better adaptability to chronic conditions. The present study sought to test the hypothesis that an association between trait EI and HRQoL in individuals with PCOS would be mediated by dysmorphic concerns and to examine their relationship with general distress (depression, anxiety, and stress). METHODS: Questionnaires were administered to 478 individuals with PCOS to analyse trait EI, dysmorphic concerns, general distress, and HRQoL. RESULTS: The results indicated that trait EI was negatively associated with dysmorphic concerns and general distress; dysmorphic concerns were positively related to general distress; dysmorphic concerns and general distress were negatively related to HRQoL; and dysmorphic concerns and general distress had a mediating role in the relationship between trait EI and HRQoL. CONCLUSION: The results suggest that individuals with PCOS may have a lower HRQoL and high levels of trait EI may represent a protective factor against poor HRQoL. The implications for clinical practice are discussed.