Studies regarding Emotional Intelligence and Personality • Nawal G

Studies regarding Emotional Intelligence and Personality
• Nawal G. Alghamdi, Muhammad Aslam, and Khushnoor Khan, 2017, Personality Traits as Predictor of Emotional Intelligence among the University Teachers as Advisors: A study which was conducted to investigate personality traits as the predictor of emotional intelligence (EI) among the university teachers working as student advisors. A sample of the study comprised 100 student advisors (male = 50; female = 50). The age range of the sample was 21– 40 years. Schutte Emotional Intelligence Scale (SEIS) and Big Five Inventory (BFI) were used to measure emotional intelligence (EI) and personality traits. For the statistical analysis of the data, -test and regression analysis were computed. The findings revealed that three personality traits, extraversion, agreeableness, and openness to experience, emerged as significant predictors of EI. The findings also revealed that conscientiousness and neuroticism have no impact on EI. -tests indicated that there are no gender differences in EI. Considering the implication of personality traits on EI among university teachers/student advisors, the current research may assist in augmenting the organizational behavior in general and boost the productivity in particular which are both essential ingredients for the deliverance of services to all the stakeholders linked with the educational system in Saudi Arabia.
• Dr. Sampath Kappagoda, 2013, The Relationship between Emotional Intelligence and Five Factor Model of Personality of English Teachers in Sri Lanka: Quality teachers are the valuable asset of any country. Emotional intelligence and personality of the teachers are two important concepts in developing their quality. These two concepts have correlated with work outcomes, work attitudes and behaviors in several research. However, the research on the relationship between emotional intelligence and personality were limited. This association has not been investigated comprehensively in the context of Sri Lankan education sector. Therefore, the purpose of this study was to investigate the relationship between emotional intelligence and five factor model of personality of English teachers in Sri Lanka. The data were randomly collected from a sample of 470 English teachers 58 from North Central province, 250 Western province and 162 Southern province. A questionnaire with two instruments was administered among the English teachers to measure their emotional intelligence and five factor model of personality. The collected data were analyzed using correlation coefficient and regression analysis. The results of the study indicated that the English teachers’ emotional intelligence had significantly and positively correlated with personality types of extraversion, agreeableness and openness to experience but it had not significantly correlated with conscientiousness and neuroticism. It can be concluded that emotional intelligence had strong influence on five factor model of personality of English teachers.
• Jose L. Antoñanzas, Carlos Salavera, Pilar Teruel, Carmen Sisamon, Ana I. Ginto, Alfonso Anaya, Diego Barcelona, 2004, Emotional intelligence and personality in student teachers: Emotional intelligence and personality traits are associated with personal satisfaction experienced by the subjects, according to Certain studies. In turn, the relationship between personality factors, emotional intelligence and teacher self-sufficiently is also important. A study on emotional intelligence was carried out with 160 students from the Faculty of Education at the University of Zaragoza, specializing in the areas of physical education, primary education, foreign language and special education, measuring levels of emotional intelligence and personality traits. The results demonstrated how students with specialties that require a more vocational profile differ from other students who are studying other specialties.

• Mohsin Atta, Muhammad Ather, Dr Maher Bano, 2013, Emotional Intelligence and Personality Traits among University Teachers: Relationship and Gender Differences: A study which was conducted to examine relationship pattern between personality traits and emotional intelligence (EI), besides exploring the gender differences. Sample of the study was comprised 163 university teachers. Wong and Law Emotional Intelligence Scale (2002) and NEO-Five Factor Inventory (NEO-FFI) developed by Costa ; McCrae (1992) were used to measure EI and personality traits accordingly. Correlational analysis showed that EI was positively correlated with extraversion, conscientiousness, openness to experience and agreeableness, and negatively with neuroticism. T-test analysis demonstrated that there were no gender differences in EI, openness to experience and agreeableness, whereas significant gender differences were demonstrated on extraversion, conscientiousness and neuroticism.

• Betty-Ruth Ngozi Iruloh, Mr. Hanson Manuabuchi Ukaegbu,2015, big five personality traits as predictors of emotional intelligence of secondary school teachers in rivers state of Nigeria: A study which was conducted to investigate Big Five personality traits as predictors of emotional intelligence of secondary school teachers in Rivers State of Nigeria. Two research questions and two corresponding hypotheses were formulated to guide the conduct of the study. The participants in the study were 770 teachers drawn from public secondary schools in Rivers State, Nigeria. Cluster sampling technique was used to draw the sample of the study. Two instruments were used for data collection. They are: Emotional Intelligence Behaviour Inventory (EQBI) by Akinboye and NEO Five Factor Inventory by Costa and McCrae adapted from Ata, Ather and Bano (2013). Data were analyzed using multiple regression analysis. The hypotheses were tested at 0.05 alpha levels. Results of the study showed that: Big Five personality traits taken together statistically significantly predicted emotional intelligence of secondary school teachers; the relative contribution of agreeableness and extraversion personality traits in the prediction of emotional intelligence of secondary school teachers was statistically significant while the reverse was the case for others (conscientiousness, openness and neuroticism). Based on the findings, conclusions were drawn and recommendations made accordingly.

• Cavins (2005) has measured emotional intelligence, leadership practices, and performance of students enrolled in a four–?year leadership development program. Moderate and strong Positive relationships were among the EI skills of self–?actualization, social responsibility, empathy, stress tolerance, problem solving, and optimism and subscales of the Student Leadership Practices Inventory. In particular, the top performers scored higher on 11 of the 21 areas of the emotional intelligence assessment compared with middle and bottom performers. Top and middle performers scored higher than bottom performers on modeling the way, challenging the process, and inspiring a shared vision.
• Schutte, Malouff, ; Hine (2011) has found that, College students were more likely to engage in more frequent heavy episodic drinking and have more alcohol–?related problems if they had lower emotional intelligence.
• Pop-Jordanova N, Stoimenova-Canevska E.2014, Emotional intelligence and big-five personality factors in female student sample: This study was conducted to figure out possible connectedness between emotional intelligence and five big personality factors in female students selected from social sciences faculties. The evaluated sample comprised 66 healthy students, of Macedonian nationality, mean age 18.9 ± 0.63 years. As psychometric instruments, we used the EI-test and NEO-PI-R, both with eligible metric characteristic and already used in the Republic of Macedonia. Statistical analysis was performed using Sta17, both descriptive and inferential statistics including medians, standard deviations, and two-tailed Pearson’s correlation. The obtained results for emotional intelligence showed an average anxiety level (M = 77.35), extraversion (M = 50.91) and a realistic outlook on life (M = 81.64), high self-confidence (M = 44.44) and generally satisfactory empathy (M = 85.39). Personality characteristics obtained with NEO-PI-R showed high extroversion (M = 123. 70), low agreeableness (M = 105.82) and consciousness (M = 104.67), as well as mild neuroticism (M = 91.33) and openness (M = 117.45). The results confirmed a high positive correlation between anxiety, optimism, and empathy; and between self-confidence and empathy within the EI test. Within NEO-PR-R there was a positive correlation between factors Extroversion and Openness to Experience and a negative correlation between the factors Extroversion and Agreeableness. However, just one negative correlation is noted, between Extroversion from EI and Openness to experience from NEO-PR-R (-0,25; p < 0.05). We concluded that similar facets measured with different psychometric instruments have different basic concepts. The obtained results, although they figure out some support from other research, also differ from other studies. It is important for us to follow the obtained results and to provoke further research on a bigger and more diverse sample.

• Hari Krishnan Andi,2012, Emotional Intelligence and Personality Traits: A Correlational Study of MYEIT and BFI: This paper was conducted to study the relationship between Emotional Intelligence (EI) and the personality traits using Malaysian Youth Emotional Intelligence Test (MYEIT) and Big Five Inventory (BFI). MYEIT is a newly developed measures to meets the need of a reliable instrument to measure EI among Malaysian samples. The dimensions of this newly developed MYEIT are similar to the well known SSEIT and TEIQue and however the items have been designed to suit the Malaysian socio-politics and cultures. Although MYEIT is new instrument but, it’s has the capacity to linked to mainstream scientific models in differential psychology such as Big Five. The finding of this study is shows that there are strong relationships between EI and Big Five, consistent with previous studies. Conscientiousness and Agreeableness strongly correlates with EI, followed by Extraversion, Openness and Neuroticism. Regression analyses further confirm that EI measured by MYEIT is overlap with the higher–order personality dimensions.

• Bibinaz Ghiabi, Mohammad Ali Besharat, 2010, An investigation of the relationship between Personality dimensions and emotional intelligence: A study which was conducted to examine the relationship between personality dimensions and emotional intelligence (EI) in a sample of students from the University of Tehran. A Correlational analysis was performed to assess the kind of association that exists among five personality dimensions including neuroticism, extraversion, openness, agreeableness, conscientiousness and emotional intelligence. Four hundred and fourty three students (237 females, 206 males) were included in this study. All participants were asked to complete Emotional Intelligence Scale (EIS) and Revised NEO Personality Inventory (NEO-PI-R). Analysis of the data involved both descriptive and inferential statistics including means, standard deviations, t-test and pearson's correlation coefficients and regression analysis. The results revealed that (EI) could positively and negatively predicted by extraversion and neuroticism, respectively. Associations of the two constructs could be explained by “affect regulation”, “tendency to have positive experiences”, and “tendency to have negative experiences.”

• K.V. Petrides, P.A. Vernon , J.A. Schermer , L. Ligthart , D.I. Boomsma , L. Veselka,2010, Relationships between trait emotional intelligence and the Big Five in the Netherlands: This study was conducted to investigate the relationships between trait emotional intelligence the Big Five personality dimensions in two Dutch samples. Results were consistent with studies conducted with the full forms of the inventories in North America and Britain. Neuroticism was the strongest correlate of trait EI in both samples, followed by Extraversion, Conscientiousness, Agreeableness, and Openness. Regression analyses confirmed that the overlap between trait EI and the higher-order personality dimensions exceeds 50%,b even when the constructs are operationalized via shortened assessments. These results are not only fully in line with trait EI theory, but also support the cross-cultural validity of the TEIQue-SF, and its suitability for the rapid assessment of global trait EI and its four constituent factors.

• Abbas, Munir and Khan, Muhammad Nauroze, 2017, Big five personality factors and emotional intelligence among university students: A gender perspective: One of the assets of a country is Students. Personality traits and emotional intelligence are two important factors in study setting and also in career. Purpose of the study was to investigate the gender differences on big five personality traits and emotional intelligence of the university students. The data were collected from different institutes of Lahore, Pakistan. Sample size consists of (300) students in which 150 were male participants and 150 were female participants. Two questionnaires were administered, Wong and law Emotional Intelligence scale was used to measure emotional intelligence while NEO-FFI were used to measure personality traits. It has been found that there was no gender difference regarding any of the variables used in study. Limitations and implications with future suggestions are discussed in the Pakistani Context.