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Emotional intelligence and teaching : further validation evidence

Perry, Chris and Ball, Ian 2005, Emotional intelligence and teaching : further validation evidence, Issues in educational research, vol. 15, no. 2, pp. 175-192.

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Title Emotional intelligence and teaching : further validation evidence
Author(s) Perry, Chris
Ball, Ian
Journal name Issues in educational research
Volume number 15
Issue number 2
Start page 175
End page 192
Publisher Western Australian Institute for Educational Research
Place of publication Perth, W.A.
Publication date 2005-10
ISSN 0313-7155
1837-6290
Keyword(s) emotional intelligence
intrapersonal intelligence
interpersonal intelligence
teaching situations
Summary Further evidence is presented to demonstrate the validity of a new measure of emotional intelligence: Reactions to Teaching Situations (RTS). Using criterion-related groups of high and low scorers on the RTS, it is shown that high scorers give more responses coded as emotional intelligence in their answers to sentence completion tasks relating to ten situations found in teaching. The questions of convergent and discriminant validity is tackled by examination of correlations of emotional intelligence scores and scores on the Multiple Intelligences Checklist for Adults (MICA) and information processing preferences as measured by the Myers-Briggs Type Indicator (MBTI). The results confirm that emotional intelligence (as assessed by the RTS) bears significant relationships to both intrapersonal and interpersonal intelligences and also to linguistic intelligence, but emotional intelligence shows no significant relationships with the MBTI preferences.
Language eng
Field of Research 130309 Learning Sciences
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003239

Document type: Journal Article
Collection: School of Scientific and Developmental Studies in Education
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