The Three Models of Emotional Intelligence and Performance in a Hot and Cool go/no-go Task in Undergraduate Students
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Emotional intelligenceCognitive controlGo/no-go tasksHot tasksCool tasks
Gutiérrez-Cobo, M.J.; Cabello González, R.; Fernández-Berrocal, P. The Three Models of Emotional Intelligence and Performance in a Hot and Cool go/no-go Task in Undergraduate Students. Frontiers in Behavioral Neuroscience, 11: 33 (2017). [http://hdl.handle.net/10481/45611]
PatrocinadorThis research was supported in part by the projects Innovation and Development Agency of Andalusia, Spain (SEJ-07325), and the Spanish Ministry of Economy (PSI2012-37490).
Emotional intelligence (EI), or the ability to perceive, use, understand and regulate emotions, appears to be helpful in the performance of “hot” (i.e., emotionally laden) cognitive tasks when using performance-based ability models, but not when using self-report EI models. The aim of this study is to analyze the relationship between EI (as measured through a performance-based ability test, a self-report mixed test and a self-report ability test) and cognitive control ability during the performance of hot and “cool” (i.e., non-emotionally laden) “go/no-go” tasks. An experimental design was used for this study in which 187 undergraduate students (25% men) with a mean age of 21.93 years (standard deviation [SD] = 3.8) completed the three EI tests of interest (Mayer-Salovey-Caruso Emotional Intelligence Test [MSCEIT], Trait Meta-Mood Scale [TMMS] and Emotional Quotient Inventory–Short Form [EQi:S]) as well as go/no-go tasks using faces and geometric figures as stimuli. The results provide evidence for negative associations between the “managing” branch of EI measured through the performance-based ability test of EI and the cognitive control index of the hot go/no-go task, although similar evidence was not found when using the cool task. Further, the present study failed to observe consistent results when using the self-report EI instruments. These findings are discussed in terms of both the validity and implications of the various EI models.