scholarly journals Time course of processing emotional stimuli as a function of perceived emotional intelligence, anxiety, and depression.

Emotion ◽  
2010 ◽  
Vol 10 (4) ◽  
pp. 486-497 ◽  
Author(s):  
Joscelyn E. Fisher ◽  
Sarah M. Sass ◽  
Wendy Heller ◽  
Rebecca Levin Silton ◽  
J. Christopher Edgar ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Time Course ◽  
Anxiety And Depression ◽  
Emotional Stimuli ◽  
Perceived Emotional Intelligence

The effects of emotional intelligence on visual search of emotional stimuli and emotion identification

2007 ◽  
Author(s):  
Angela N. Fellner ◽  
Gerald Matthews ◽  
Gregory J. Funke ◽  
Amanda K. Emo ◽  
Moshe Zeidner ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Visual Search ◽  
Emotional Stimuli ◽  
Emotion Identification

Self-Perceived Emotional Intelligence and Creative Personality

2002 ◽  
Vol 21 (4) ◽  
pp. 293-309 ◽  
Author(s):  
Uwe Wolfradt ◽  
Jörg Felfe ◽  
Torsten Köster
Keyword(s):  
Emotional Intelligence ◽  
Personality Traits ◽  
Factor Model ◽  
Five Factor Model ◽  
Thinking Styles ◽  
Verbal Intelligence ◽  
Rational Form ◽  
Intelligence Scale ◽  
Perceived Emotional Intelligence ◽  
The Relationship

This study examines the relationship between self-perceived emotional intelligence (EI) measured by the Emotional Intelligence Scale (EIS) [1] and other personality measures including the five-factor-model. The EI construct has lately been re-defined as the ability to think intelligently about emotions and to use them to enhance intelligent thinking [2]. Two studies provide support that self-reported EI is mainly associated with personality traits (extraversion, agreeableness, conscientiousness, self-perceived creativity), life satisfaction and thinking styles with only a low relation to verbal intelligence. Furthermore, persons higher in the EI dimension “emotional efficacy” produced more creative performances than persons low in this domain. These findings suggest that self-reported EI cannot be considered as a rational form of intelligence so that it does qualify to fit into the framework of personality traits.

scholarly journals INTELIGÊNCIA EMOCIONAL COMO FATOR PROTETOR DO BURNOUT EM PROFESSORES DO 2.º E 3.º CICLOS E SECUNDÁRIO DA RAM

2017 ◽  
Vol 6 (1) ◽  
pp. 417
Author(s):  
Glória Franco
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Protective Factor ◽  
Maslach Burnout Inventory ◽  
Length Of Service ◽  
Level Of Education ◽  
English Expression ◽  
Perceived Emotional Intelligence ◽  
Mood Scale ◽  
The Relationship

Abstract.Emotional intelligence is the ability to perceive, use, understand and regulate emotions to facilitate thought (Mayer and Salovey, 1997). The concept of burnout is the English expression to describe what stopped functioning because of the exhaustion of energy (France, 1987, cited by Carlotto, 2012).This study aimed to understand the perceived emotional intelligence as a protective factor against burnout, as well as studying the relationship between emotional intelligence and burnout. The sample was constituted by 250 teachers in the 2nd cycle (26.4%), 3rd cycle (57.2%) and Secondary school (16.4%), with (70.4%) females and (29.6%), males in the Autonomous Region of Madeira (RAM), Portugal. As instruments, we used a socio-demographic and professional’s questionnaire, the trait metamood scale (TMMS-24), the expressiveness and emotion regulation of Berkeley questionnaire and the Maslach burnout inventory (MBI). In the study did not find evidence that marital status, age, length of service and level of education influences taught emotional intelligence and burnout. Only gender seems to influence emotional intelligence. To confirm the statistical relationship between emotional intelligence and burnout, we used Spearman´s correlation test between variables and it was concluded that the higher the repair of emotions, the less emotional exhaustion and depersonalization and higher the revaluation emotions are higher is the emotional exhaustion.Keywords: Emotional intelligence, burnout, teacher, emotional expressiveness, emotional regulation.Resumo.A inteligência emocional é a capacidade de perceber, usar, conhecer e regular as emoções para facilitar o pensamento (Mayer & Salovey, 1997). Já o conceito de Burnout é a expressão inglesa para designar aquilo que deixou de funcionar por exaustão de energia (França, 1987, citado por, Carlotto, 2012). Este estudo teve como objetivos compreender a inteligência emocional percebida como fator de proteção face ao burnout, bem como estudar as relações entre a inteligência emocional e o burnout. No estudo participaram 250 professores do 2º ciclo (26.4%), 3º ciclo (57.2%) e Secundário (16.4 %), do género feminino (70.4%) e do masculino (29.6%), da Região Autónoma da Madeira (RAM), Portugal. Como instrumentos usámos um Questionário de Dados Sócio-Demográficos e Profissionais, o Trait Meta-Mood Scale (TMMS-24), o Questionário de Expressividade e o de Regulação Emocional de Berkeley e o Inventário de Burnout de Maslach (MBI). No estudo realizado não se encontrou evidências de que o estado civil, idade, tempo de serviço e nível de ensino lecionado influencie a inteligência emocional e o burnout. Somente o género pareceu influenciar a inteligência emocional. Para confirmar a relação estatística entre a inteligência emocional e o burnout foi realizado um teste de correlação de Spearman entre as variáveis e concluiu-se que quanto maior a reparação das emoções, menor é a exaustão emocional e a despersonalização e quanto maior a reavaliação das emoções, maior a exaustão emocional.Palavras-chave: Inteligência emocional, burnout, professor, expressividade emocional e regulação emocional.

Neural Biases to Covert and Overt Signals of Fear: Dissociation by Trait Anxiety and Depression

2007 ◽  
Vol 19 (10) ◽  
pp. 1595-1608 ◽  
Author(s):  
Leanne M. Williams ◽  
Andrew H. Kemp ◽  
Kim Felmingham ◽  
Belinda J. Liddell ◽  
Donna M. Palmer ◽  
...  
Keyword(s):  
Trait Anxiety ◽  
Time Course ◽  
Event Related Potentials ◽  
Anxiety And Depression ◽  
Controlled Processing ◽  
Parallel Networks ◽  
Related Potentials ◽  
Conscious Attention ◽  
The Impact ◽  
Emotion Encoding

Although biases toward signals of fear may be an evolutionary adaptation necessary for survival, heightened biases may be maladaptive and associated with anxiety or depression. In this study, event-related potentials (ERPs) were used to examine the time course of neural responses to facial fear stimuli (versus neutral) presented overtly (for 500 msec with conscious attention) and covertly (for 10 msec with immediate masking to preclude conscious awareness) in 257 nonclinical subjects. We also examined the impact of trait anxiety and depression, assessed using psychometric ratings, on the time course of ERPs. In the total subject group, controlled biases to overtly processed fear were reflected in an enhancement of ERPs associated with structural encoding (120–220 msec) and sustained evaluation persisting from 250 msec and beyond, following a temporo-occipital to frontal topography. By contrast, covert fear processing elicited automatic biases, reflected in an enhancement of ERPs prior to structural encoding (80–180 msec) and again in the period associated with automatic orienting and emotion encoding (230–330 msec), which followed the reverse frontal to temporo-occipital topography. Higher levels of trait anxiety (in the clinical range) were distinguished by a heightened bias to covert fear (speeding of early ERPs), compared to higher depression which was associated with an opposing bias to overt fear (slowing of later ERPs). Anxiety also heightened early responses to covert fear, and depression to overt fear, with subsequent deficits in emotion encoding in each case. These findings are consistent with neural biases to signals of fear which operate automatically and during controlled processing, feasibly supported by parallel networks. Heightened automatic biases in anxiety may contribute to a cycle of hypervigilance and anxious thoughts, whereas depression may represent a “burnt out” emotional state in which evaluation of fear stimuli is prolonged only when conscious attention is allocated.

scholarly journals The Relationship between Perceived Emotional Intelligence, Work Engagement, Job Satisfaction, and Burnout in Italian School Teachers

2020 ◽  
Vol 29 (1) ◽  
pp. 63-84
Author(s):  
Antonella D’Amico ◽  
Alessandro Geraci ◽  
Chiara Tarantino
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Work Engagement ◽  
Protective Role ◽  
International Studies ◽  
School Teachers ◽  
Satisfaction Scale ◽  
Italian School ◽  
Perceived Emotional Intelligence ◽  
The Relationship

The study investigates the relationship between perceived emotional intelligence, burnout, work engagement, and job satisfaction in 238 Italian school teachers. The mean age was 50 years, ranged from 26 to 66 (SD = 9.16). The research protocol included a demographics data sheet, the Wong and Law Emotional Intelligence Scale (WLEIS; Wong & Law, 2002), the Copenhagen Burnout Inventory (CBI; Kristensen, Borritz, Villadsen, & Christensen, 2005), the Utrecht Work Engagement Scale (UWES; Schaufeli, Bakker, & Salanova, 2006), and the Organizational Satisfaction Scale (QSO; Cortese, 2001). Several international studies already demonstrated an association among these variables. Our results showed that perceived emotional intelligence positively correlates with work engagement and job satisfaction, and negatively correlates with burnout. Hierarchical regression analyses also point out that, among all the perceived emotional intelligence subdimensions, the use of emotion is the best predictor of the study variables, even when controlling for gender differences. These results suggest that emotional intelligence may have a protective role in preventing negative working experiences of teachers.

Differential time course and intensity of PFC activation for men and women in response to emotional stimuli: A functional near-infrared spectroscopy (fNIRS) study

2006 ◽  
Vol 403 (1-2) ◽  
pp. 90-95 ◽  
Author(s):  
Jose Leon-Carrion ◽  
Jesús Damas ◽  
Kurtulus Izzetoglu ◽  
Kambiz Pourrezai ◽  
Juan Francisco Martín-Rodríguez ◽  
...  
Keyword(s):  
Infrared Spectroscopy ◽  
Near Infrared Spectroscopy ◽  
Time Course ◽  
Near Infrared ◽  
Emotional Stimuli ◽  
Functional Near Infrared Spectroscopy ◽  
Men And Women

scholarly journals Engagement and disengagement components of attentional bias to emotional stimuli in anxiety and depression

2020 ◽  
Vol 11 (3) ◽  
pp. 204380872094375
Author(s):  
Andreas Blicher ◽  
Marie Louise Reinholdt-Dunne ◽  
Morten Hvenegaard ◽  
Clas Winding ◽  
Anders Petersen ◽  
...  
Keyword(s):  
Emotional Disorders ◽  
Attentional Bias ◽  
Anxiety And Depression ◽  
Emotional Difficulties ◽  
Emotional Stimuli ◽  
Assessment Task ◽  
Symptoms Of Depression ◽  
Subgroup Analyses ◽  
Attentional Avoidance ◽  
Engagement And Disengagement

Previous research shows that attentional bias is associated with emotional difficulties. The aim of the present study was to investigate the engagement and disengagement components of attentional bias to emotional stimuli in anxiety and depression using the attentional assessment task. The experimental groups consisted of 54 clinical participants in treatment for anxiety or depression and 54 control participants. The results indicated that the clinical participants showed greater levels of attentional avoidance of emotional stimuli than the control participants. Additional subgroup analyses suggested that this effect may be limited to symptoms of anxiety and not symptoms of depression. Results are discussed in relation to current models of information processing in emotional disorders.

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