Juan Carlos Pérez-González

On the criterion and incremental validity of trait emotional intelligence

This paper presents a comprehensive investigation of the criterion and incremental validity of trait emotional intelligence (trait EI or trait emotional self-efficacy), which is defined as a constellation of emotion-related self-perceptions and dispositions located at the lower levels of personality hierarchies (Petrides & Furnham, 2001). In Studies 1 and 2 (N=166 and 354, respectively) trait EI is shown to be related to measures of rumination, life satisfaction, depression, dysfunctional attitudes, and coping. Most relationships remained statistically significant even after controlling for Big Five variance. In Study 3 (N=212) trait EI is shown to be related to depression and nine distinct personality disorders. Most relationships remained significant, even after controlling for positive and negative affectivity (mood). It is concluded that trait EI has a role to play in personality, clinical, and social psychology, often with effects that are incremental over the basic dimensions of personality and mood.

Trait emotional intelligence profiles of students from different university faculties

This study investigated the trait emotional intelligence (trait EI or trait emotional self-efficacy) profiles of 512 students from five university faculties: technical studies, natural sciences, social sciences, arts, and humanities. Using the Trait Emotional Intelligence Questionnaire, it was hypothesised that (a) social sciences would score higher than technical studies in Emotionality, (b) arts would score higher than technical studies in Emotionality, (c) arts would score lower than technical studies in Self-control, and (d) there would be an interaction between gender and faculty, whereby female students would score higher than male students within the social sciences only. Several other exploratory comparisons were also performed. Results supported hypotheses (a), (b), and (d), but not hypothesis (c), although the differences were in the predicted direction.

Developments in trait emotional intelligence research

Trait emotional intelligence (“trait EI”) concerns our perceptions of our emotional abilities, that is, how good we believe we are in terms of understanding, regulating, and expressing emotions in order to adapt to our environment and maintain well-being. In this article, we present succinct summaries of selected findings from research on (a) the location of trait EI in personality factor space, (b) the biological underpinnings of the construct, (c) indicative applications in the areas of clinical, health, social, educational, organizational, and developmental psychology, and (d) trait EI training. Findings to date suggest that individual differences in trait EI are a consistent predictor of human behavior across the life span.

The Effects of Emotional Intelligence on Visual Search of Emotional Stimuli and Emotion Identification

Emotional intelligence (EI) refers to competencies in processing and managing emotion that may be important in security settings; facial emotions may betray criminals and terrorists. This study tested the hypothesis that high EI relates to superior detection and processing of facial emotion, in relation to two tasks: controlled visual search for designated facial emotions, and identification of micro-expressions of emotion. Participants completed scales for EI, as well as cognitive intelligence, personality, and coping. EI failed to predict performance on either task, contrary to the initial hypothesis. However, performance related to higher cognitive intelligence, the personality trait of openness, and use of task-focused coping. These measures related to faster visual search, and to greater accuracy in detecting facial micro-expressions. Practical considerations suggest selecting security agents who are high in conventional rather than emotional intelligence, and training use of task-focused coping. However, EI may be useful for selecting stress-tolerant agents.

Individual Differences in Facial Emotion Processing Trait Emotional Intelligence, Cognitive Ability, or Transient Stress?

This study tested whether trait emotional intelligence (TEI) measures of narrow bandwidth predict perception of facial emotion, using two tasks: identification of microexpressions of emotion and controlled visual search for target emotions. A total of 129 undergraduates completed multiple scales for TEI, as well as cognitive ability, personality, and stress measures. TEI was associated with a reduced stress response, but failed to predict performance on either task, contrary to the initial hypothesis. However, performance related significantly to higher cognitive intelligence, subjective task engagement, and use of task-focused coping. Individual differences in attentional resources may support processing of both emotive and non-emotive stimuli.

aNáLiSiS DE LaS ComPETENCiaS DEL oriENTaDor ProFESioNaL: imPLiCaCioNES Para Su FormaCiÓN ANAlySIS oF THE voCATIoNAl CoUNSEloR'S CoMPETENCIES: IMPlICATIoNS FoR ITS EdUCATIoN ANd TRAINING

RESUMEN Este estudio esta dirigido a analizar las competencias del orientador profesional para identificar las claves que permitan disenar una formacion especifica para ese perfil profesional. Para ello, se llevaron a cabo dos fases con los siguientes objetivos: I) Describir el perfil profesional del orientador profesional y, II) Delimitar los contenidos que deben integrar una formacion especializada del orientador profesional. Se siguio una metodologia mixta (cualitativa y cuantitativa) y se utilizaron diversas fuentes de recogida de datos (cuestionario en linea, entrevistas personales, consulta de documentos) y diversas muestras. La validacion de contenido del cuestionario se realizo mediante consulta a informantes clave. La muestra utilizada para ambas fases es incidental y los analisis estadisticos realizados son de caracter cuantitativo y descriptivo. Los resultados obtenidos senalan: a) el reconocimiento y necesidad de sistemas de orientacion profesional de calidad, b) la identificacion de un conjunto de competencias clave para el desempeno laboral del orientador profesional y c) el acuerdo en un marco de contenidos a partir del cual disenar planes de formacion especifica de postgrado. Las conclusiones del estudio confirman la existencia de un interes social en una formacion universitaria oficial y especializada en Orientacion Profesional, el consenso en los bloques de contenido y la contribucion de esta propuesta formativa para llenar el vacio existente en la oferta universitaria espanola. ABSTRACT The present study is intended to analyze the competencies of the professional counselor in order to identify the key aspects that may allow the specific design of this professional training. This study was divided in two phases with the following goals: the first one focused on the description of the professional counselor profile, and the second one was dedicated to the identification of contents that need to be included in the specialized training in professional counseling. To carry out this research, we have applied a mixed methodology (quantitative and qualitative), and the data gathering was based on different types of data sources: an online questionnaire, personal interviews, review of specialized documents, and information from diverse audiences. The validation of the online questionnaire was developed through consultation with key informants. The samples selected for both phases was incidental and the statistical analysis were mainly quantitative and descriptive. From the results derived, we stand out the following: a) the recognition, need and demand of quality career guidance, b) the identification of key competencies for the professional counselor, and c) the consensus on core contents that allow to start with the design of specific postgraduate training. Conclusions in this study reveal the existence of a social interest in formal university training, as well as specialized vocational guidance, agreement on core contents, and the recognition of the contribution of a postgraduate proposal to cover this particular gap in the Spanish University academic offer.