Aug 28, 2018 - Keywords: Income inequality, perceived competitiveness, economic ..... Political self-rating (same scale as in Study 1) was M = 3.10.
Sep 28, 2016 - Cao, H.M., Gerhold, K., Mayers, J.R., Wiest, M.M., Watkins, S.M., and ...... ?sid=pd_hw1532298X&issn=1532298X&WT.mc_id=pd_hw1532298.
framework, the central fatigue, associated with specific alterations in central nervous system. (CNS) function, can cause a deterioration of mental performance.
ing facial expressions as indicators of appraisals instead of basic emotions ... speech-related signal (illustrator), a means for signaling relationship (e.g., when a.
Direct all correspondence to:John Antonakis, Ph.D.. ... E-mail: [email protected] ... by Peter Salovey and associates (cf Mathews, et al., 2002).
May 11, 2015 - Social intelligence incorporated the social elements of hu- .... mary of all three models, with respective evaluation tools, is presented on Table 1.
istent or very weak at best or contradictory at ... Michael S. Cole ([email protected]) is Assistant Professor at the Neeley School of Business, Texas Christian University. .... intensity (Jin, Seo, & Shapiro, 2008). ...... gence in small groups.
Individuals with a higher intelligence level allocate more resources for creative tasks: a pupillometry study. Amitash Ojha1, Bipin Indurkhya2 and Minho Lee1.
2012 Graduate Journal of Sport, Exercise & Physical Education Research. 98. An exploratory study of ... study of athletic identity in university physical education students. Graduate Journal of ..... Online Journal of Sport Psychology, Available.
Teacher Education Program Admission Criteria and What Beginning Teachers. Need to know to be Successful Teachers. Catherine E. Casey & Ruth A. Childs.
32 Running head: EMOTIONAL INTELLIGENCE AND ACADEMIC SUCCESS Table 2. Zero-order correlations between all study variables, including manifest variables of each latent factor. 1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
1. CATv
-
.66**
.68**
.28**
.27**
.43**
.44**
-.09
.15*
.19**
.24*
.02
.16*
-.07
.69**
.69**
.58**
.71**
2. CATq
.64**
-
.71**
.05
.34**
.37**
.27**
-.07
.13
.11
.22*
.03
.06
-.05
.73**
.61**
.48**
.67**
3. CATnv
.70**
.71**
-
.22**
.38**
.44**
.36**
-.11
.06
.09
.16*
.11
.13
-.13
.74**
.58**
.44**
.66**
4. Perceive
.26**
.05
.15*
-
.19**
.36**
.29**
-.02
.25**
-.03
.09
-.04
.13
-.16*
.15*
.22**
.24**
.26**
5. Facilitative
.18**
.07
.16*
.25**
-
.51**
.33**
-.10
.05
-.04
.16*
-.08
.21*
.15*
.35**
.34**
.23**
.30**
6. Understand
.31**
.19**
.23**
.35**
.47**
-
.67**
-.11
.16*
.09
.06
.01
.31*
-.04
.39**
.54**
.43**
.44**
7. Manage
.33**
.23**
.24**
.28**
.41**
.46**
-
-.15*
.17*
.24**
.02
-.02
.21*
.06
.31**
.51**
.36**
.39**
8. Intrapersonal
-.08
-.06
-.11
.11
-.01
-.04
-.03
-
.13
.09
.30**
.002
-.01
-.05
.04
-.04
-.03
-.03
9. Interpersonal
.28**
.09
.19**
.10
.29**
.17*
.16*
.26**
-
.26**
.43**
-.04
-.03
.03
.16*
.16*
.21**
.14*
.07
.13*
.13
.17*
.08
-.05
.10
.37**
.31**
-
.15*
.08
-.04
-.06
.22**
.25**
.16*
.26**
Cognitive ability (CAT)
Ability EI (MSCEITYV)
Trait EI (EQi-YV)
10. Stress Management
33 Running head: EMOTIONAL INTELLIGENCE AND ACADEMIC SUCCESS 13. Extraversion
-.50
-.07
-.02
-.16*
.07
-.98
-.09
.05
.08
.09
.20**
-.32**
-
.14*
.08
.20**
-.06
.05
14. Psychoticism
.07
-.01
.01
-.04
.09
-.02
-.18*
.02
-.11
.06
.09
-.002
.16*
-
-.11
-.03
-.09
-.14
15. Maths
.45**
.42**
.49**
.02
.23**
.12
.12
.17*
.03
.07
.12
.02
.02
-.07
-
.77**
.62**
.84**
16. English Language
.55**
.30**
.38**
.11
.22**
.16*
.22**
.13
.23**
.01
.10
-.07
-.12
-.03
.69**
-
.72**
.82**
17. English Literature
.49**
.26**
.36**
.13*
.22**
.17*
.22**
.01
.01
.09
.26**
-.14*
.05
.04
.61**
.83**
-
.73**
18. Science
.55**
.39**
.50**
.15*
.27**
.28*
.25**
.11
.10
.07
.12
.03
-.02
-.09
.84**
.75**
.68**
-
GCSE Performance
Note. Correlations for boys appear in upper triangle and correlations for girls are in the lower triangle. * = p < .05, ** = p < .001, *** = p
