Emotionally intelligent school leadership predicts educator well-being before and during a crisis.

We examined the role of educator perceptions of school leader emotion regulation (ER) and emotional support (ES) in educator well-being during a typical year and during the COVID-19 pandemic. Based on emotion contagion theory, leaders' (in)ability to regulate their own emotions may trigger ripple effects of positive or negative emotions throughout their organizations, impacting staff well-being. Additionally, based on conservation of resources theory, when experiencing psychologically taxing events, skillful emotional support provided by leaders may help to replenish staff's depleted psychological resources, promoting staff well-being.

Daily positive and negative affect during the COVID-19 pandemic.

The COVID-19 pandemic influenced emotional experiences globally. We examined daily positive and negative affect between May/June 2020 and February 2021 (N = 151,049; 3,509,982 observations) using a convenience sample from a national mobile application-based survey that asked for daily affect reports. Four questions were examined: (1) How did people in the United States feel from May/June 2020 to February 2021?; (2) What demographic variables are related to positive and negative affect?; (3) What is the relationship between experienced stressors and daily affect?; and (4) What is the relationship between daily affect and preventive behavior? Positive affect increased, and negative decreased over time.

Development and Validation of an Ability Measure of Emotion Understanding: The Core Relational Themes of Emotion (CORE) Test.

Emotion understanding (EU) ability is associated with healthy social functioning and psychological well-being. Across three studies, we develop and present validity evidence for the Core Relational Themes of Emotions (CORE) Test. The test measures people's ability to identify relational themes underlying 19 positive and negative emotions.

The Meso-Expression Test (MET): A Novel Assessment of Emotion Perception.

Emotion perception is a primary facet of Emotional Intelligence (EI) and the underpinning of interpersonal communication. In this study, we examined meso-expressions-the everyday, moderate-intensity emotions communicated through the face, voice, and body. We theoretically distinguished meso-expressions from other well-known emotion research paradigms (i.

A world of opportunity: A top-down influence of emotional intelligence-related contextual factors on employee engagement and exhaustion.

Despite continuing interest in the impact of employees' emotional intelligence (EI) in explaining for their engagement and emotional exhaustion, there are still large gaps in our understanding of the role played by contextual EI-related factors, such as an EI-related organizational culture and supervisors' emotionally intelligent behavior (EIB). This two-study research approaches EI from a macro-level perspective, attempting to address three objectives: (1) to develop and define a theoretical concept of EI-supportive organizational culture, (2) to develop and validate measures of organizations' EI-related values and practices, and (3) to investigate their top-down effect on employee engagement and exhaustion, supervisor EI-related behavior. In the first study, we conceptualize and develop measures of perceived EI-related organizational values and human resource management (HRM) practices, as separate yet related dimensions of organizations' EI-related culture, and test their validity.

Imposter Syndrome Among Pre-service Educators and the Importance of Emotion Regulation.

This study examined the prevalence and impact of imposter syndrome (IS) on a sample of pre-service educators. We report a majority of pre-service educators experience IS; 93% experience moderate levels and 54% had frequent or severe levels of imposter thoughts, and further that IS was negatively associated with educator well-being. We also investigated the effects of minority group membership on experiences of IS, and found that IS was more severe for women and queer minorities, but less severe for racial minorities.

The Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological Recommendations.

Cognitive reappraisal is an important emotion regulation strategy that shows considerable developmental change in its use and effectiveness. This paper presents a systematic review of the evidence base regarding the development of cognitive reappraisal from early childhood through adolescence and provides methodological recommendations for future research. We searched Scopus, PsycINFO, and ERIC for empirical papers measuring cognitive reappraisal in normative samples of children and youth between the ages of 3 and 18 years published in peer-reviewed journals through August 9th, 2018.

The Association Between Sociability and COVID-19 Pandemic Stress.

The COVID-19 pandemic threatened our physical health, alongside our mental and social wellbeing. Social distancing requirements, which are necessary to mitigate the spread of COVID-19, increased social isolation by limiting social interactions that are an essential part of human wellbeing. In this study, we examined the stress caused by COVID-19 early on in the pandemic through the lens of sociability among a large sample of preservice educators ( = 2,183).

Emotional Intelligence Comes of Age.

Marc Brackett and Christina Cipriano at the Yale Center for Emotional Intelligence trace the formation of a young field and its growing impact on education and personal development.

Promoting Mental Health and Psychological Thriving in University Students: A Randomized Controlled Trial of Three Well-Being Interventions.

This study aimed to address the decline in mental health on U.S. university campuses by examining the effects of three interventions.

Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning.

Emotion regulation skills are critical to young children's school readiness and later academic achievement, as well as educators' efficacy, stress, and job satisfaction. In this article, we demonstrate how the science of emotion regulation can be translated into practical steps for educating teachers and students in schools. We begin with the crucial role of supporting educators in developing their own emotion regulation skills.

Mixed emotions: Network analyses of intra-individual co-occurrences within and across situations.

This study revisits the structure of emotions by using a co-occurrence network analysis. While previous studies have examined the structure of emotions primarily through interindividual correlations, we investigated how often and which specific positive and negative emotions occur together within individuals. Two studies were conducted with high school students, one (N = 21,678) using retrospective emotion measures (open-ended questions and 28 rated items) and the other (N = 472) using in-the-moment emotion measures (experience sampling).

TEACHING THROUGH INTERACTIONS: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms.

Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which posits that teacher-student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains. Results provide evidence that across 4,341 preschool to elementary classrooms (1) teacher-student classroom interactions comprise distinct emotional, organizational, and instructional domains; (2) the three-domain latent structure is a better fit to observational data than alternative one- and two-domain models of teacher-student classroom interactions; and (3) the three-domain structure is the best-fitting model across multiple data sets.

Mapping the protective pathway of emotional intelligence in youth: From social cognition to smoking intentions.

The purpose of this study was to test perceptions of the social consequences of smoking as a mediator of the relationship between emotional intelligence (EI) and intentions to smoke cigarettes among youth. Upper elementary school students ( = 255, = 10.9 years, 49% male) completed measures of EI, verbal intelligence, smoking-related intentions, past behavior, and perceived social consequences.

Improving classroom quality with the RULER Approach to Social and Emotional Learning: proximal and distal outcomes.

The RULER Approach to Social and Emotional Learning ("RULER") is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching-learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory.

Improving the power of an efficacy study of a social and emotional learning program: application of generalizability theory to the measurement of classroom-level outcomes.

Social and emotional learning programs are designed to improve the quality of social interactions in schools and classrooms in order to positively affect students' social, emotional, and academic development. The statistical power of group randomized trials to detect effects of social and emotional learning programs and other preventive interventions on setting-level outcomes is influenced by the reliability of the outcome measure. In this paper, we apply generalizability theory to an observational measure of the quality of classroom interactions that is an outcome in a study of the efficacy of a social and emotional learning program called The Recognizing, Understanding, Labeling, Expressing, and Regulating emotions Approach.

Improving the social and emotional climate of classrooms: a clustered randomized controlled trial testing the RULER Approach.

The RULER Approach ("RULER") is a setting-level, social and emotional learning program that is grounded in theory and evidence. RULER is designed to modify the quality of classroom social interactions so that the climate becomes more supportive, empowering, and engaging. This is accomplished by integrating skill-building lessons and tools so that teachers and students develop their emotional literacy.

Emotional intelligence and emotional creativity.

Three studies examined the relationship between emotional intelligence (EI) and emotional creativity (EC) and whether each construct was predictive of creative behavior. It was hypothesized that the relationship between EI and EC corresponds to the relationship between cognitive intelligence and creative ability. Therefore, EI and EC were expected to be two distinct sets of abilities.

Emotional Intelligence predicts individual differences in social exchange reasoning.

When assessed with performance measures, Emotional Intelligence (EI) correlates positively with the quality of social relationships. However, the bases of such correlations are not understood in terms of cognitive and neural information processing mechanisms. We investigated whether a performance measure of EI is related to reasoning about social situations (specifically social exchange reasoning) using versions of the Wason Card Selection Task.

Relating emotional intelligence to social competence and academic achievement in high school students.

This study investigated the discriminant, criterion and incremental validity of an ability measure of Emotional Intelligence (EI). High school students (N = 77) took the Mayer-Salovey-Caruso Emotional Intelligence Test - Spanish Version (MSCEIT V. 2.

Measuring emotional intelligence with the Mayer-Salovery-Caruso Emotional Intelligence Test (MSCEIT).

This manuscript examines the measurement instrument developed from the ability model of EI (Mayer and Salovey, 1997), the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; Mayer, Salovey and Caruso, 2002). The four subtests, scoring methods, psychometric properties, reliability, and factor structure of the MSCEIT are discussed, with a special focus on the discriminant, convergent, predictive, and incremental validity of the test. The authors review associations between MSCEIT scores and important outcomes such as academic performance, cognitive processes, psychological well-being, depression, anxiety, prosocial and maladaptive behavior, and leadership and organizational behavior.

On emotionally intelligent time travel: individual differences in affective forecasting ability.

In two studies, the authors examined whether people who are high in emotional intelligence (EI) make more accurate forecasts about their own affective responses to future events. All participants completed a performance measure of EI (the Mayer-Salovey-Caruso Emotional Intelligence Test) as well as a self-report measure of EI. Affective forecasting ability was assessed using a longitudinal design in which participants were asked to predict how they would feel and report their actual feelings following three events in three different domains: politics and academics (Study 1) and sports (Study 2).

Relating emotional abilities to social functioning: a comparison of self-report and performance measures of emotional intelligence.

Three studies used J. D. Mayer and P.

Emotional intelligence and social interaction.

Two studies found positive relationships between the ability to manage emotions and the quality of social interactions, supporting the predictive and incremental validity of an ability measure of emotional intelligence, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). In a sample of 118 American college students (Study 1), higher scores on the managing emotions subscale of the MSCEIT were positively related to the quality of interactions with friends, evaluated separately by participants and two friends. In a diary study of social interaction with 103 German college students (Study 2), managing emotions scores were positively related to the perceived quality of interactions with opposite sex individuals.