Vladimir Taksic

McClelland (1973) has published an anthological article in which he appeals to researchers to test the competencies rather than intelligence. In the recent years there are strong movement for shifting from ability and aptitude testing to competence testing. Emotional intelligence refers to the ability to process emotion-laden information competently, and to use it to guide cognitive activities like problem solving and to focus energy on required behaviors. According to Mayer and Salovey model EI involves four main abilities: a) to perceive accurately, appraise, and express emotion, b) to access and/or generate feelings when they facilitate thought, and c) to understand emotions and emotional knowledge ; and d) the ability to regulate emotions to promote emotional and intellectual growth (Mayer & Salovey, 1997, p. 5). Using that model of emotional intelligence self-reported instrument ESCQ (Taksic, 2001) consists of three subscales with appropriate psychometric properties was constructed. The subscales are measure of co-called trait emotional intelligence and are labeled ability to: a) perceived and understands emotions (PU), b) express and label emotions (EL), and c) manage and regulate emotions (MR). The results of series of studies demonstrated that ESCQ could be mentioned as an indicator of emotional competence in various situations: a) the highest correlation was obtained between trait emotional intelligence of supervisors and followers rating of their quality of supervising (leadership ; r=0.61), b) correlation between ESCQ and self perceived (un)competence was r=-0.33, and the highest was with MR subscale (r=-0.41), c) significant correlation was between the ESCQ and a school achievement. The correlation remained significant even though the ESCQ scale was entered in regression equation after the battery of four tests of academic (classical) intelligence.

McClelland (1973) has published an anthological article in which he appeals to researchers to test the competencies rather than intelligence. In the recent years there are strong movement for shifting from ability and aptitude testing to competence testing. Emotional intelligence refers to the ability to process emotion-laden information competently, and to use it to guide cognitive activities like problem solving and to focus energy on required behaviors. According to Mayer and Salovey model EI involves four main abilities: a) to perceive accurately, appraise, and express emotion, b) to access and/or generate feelings when they facilitate thought, and c) to understand emotions and emotional knowledge ; and d) the ability to regulate emotions to promote emotional and intellectual growth (Mayer & Salovey, 1997, p. 5). Using that model of emotional intelligence self-reported instrument ESCQ (Taksic, 2001) consists of three subscales with appropriate psychometric properties was constructed. The subscales are measure of co-called trait emotional intelligence and are labeled ability to: a) perceived and understands emotions (PU), b) express and label emotions (EL), and c) manage and regulate emotions (MR). The results of series of studies demonstrated that ESCQ could be mentioned as an indicator of emotional competence in various situations: a) the highest correlation was obtained between trait emotional intelligence of supervisors and followers rating of their quality of supervising (leadership ; r=0.61), b) correlation between ESCQ and self perceived (un)competence was r=-0.33, and the highest was with MR subscale (r=-0.41), c) significant correlation was between the ESCQ and a school achievement. The correlation remained significant even though the ESCQ scale was entered in regression equation after the battery of four tests of academic (classical) intelligence.

Osnovni cilj rada bio je provjeriti faktorsku valjanost preliminarne verzije Upitnika emocionalne regulacije i kontrole (ERIK ; Taksic, 1998 ; Taksic, 2000). Na razlicitim uzorcima ispitanika (podjeljenih prema spolu i obrazovanju) konfirmatornom faktorskom analizom testirani su razliciti modeli o faktorskoj strukturi Upitnika: jednofaktorski, dvofaktorski i trofaktorski. Slaganje rezultata s teorijskim postavkama modela usporedilo se standardnim indeksima GFI i AGFI, a odstupanje od modela pomocu c2, c2/ df i RMSEA. Koristio se i kriterij po kojem bi pojedine dimenzije Upitnika morale imati zadovoljavajuce pouzdanosti (Cronbach a 0.70). U zakljucku provedenih analiza moguce je dati određene preporuke za koristenje Upitnika ERIK. Model s jednim faktorom uglavnom zadovoljava kriterije i ima relativno zadovoljavajucu unutrasnju konzistenciju. Najbolje indekse slaganja pokazao je model strukture s tri faktora, ali se jasno i kroz sve uzorke pokazao problem slabe pouzdanosti treceg, ali i u vecini uzoraka drugog faktora. Zbog toga se dobrim pokazao prijedlog strukture s dva faktora, nastao spajanjem prvog i treceg faktora u jedan. Koristenje ove solucije narocito se preporuca u uzorcima starijih ispitanika, gdje je pouzdanost oba faktora zadovoljavajuca. Ocito je da vece iskustvo doprinosi boljem razlikovanju odnosa prema vlastitim emocijama, kao i razlicitih emocionalnih reakcija. Potrebno bi bilo u buducnosti ispitati odnos Skale emocionalne regulacije i kontrole (ERIK) sa slicnim konstruktima, kao i mogucnosti prognoze realno postojecih kriterija, gdje bi se utvrdila opravdanost zadržavanja vise dimenzija Upitnika.

Emocionalna inteligencija je pojam koji se posljednje dvije decenije cesto spominjao u psiholoskoj javnosti. Uzrok tome je bio u sve vecem zanimanju psihologa za podrucje emocija kao snažne motivacijske osnove ponasanja, kao i otvaranje podrucja inteligencije za proucavanje kognitivnih procesa i inteligentnog ponasanja osobe u svakodnevnom životu i okruženju. Emocionalna inteligencija se najcesce definira kao sposobnost tocnog prepoznavanja, adekvatnog izražavanja, kao i upravljanja i uporabe emocionalnih informacija u promociji za osobu važnih ciljeva. U podrucju mjerenja individualnih razlika u emocionalnoj inteligenciji najcesce se spominju tri pristupa: a) samoprocjene vlastitih sposobnosti, b) mjesoviti pristup i c) ispitivanje emocionalne inteligencije testovima uratka. Naziv definiranje i prva znanstvena istraživanja emocionalne inteligencije vezuju se uz imena dvojice autora Johna Mayera i Petera Saloveya. Oni su svojstveno znanstvenoj metodologiji sustavno razvijali instrumentarij za procjenu EI i paralelno s tim odredenje samog pojma. Planetarnu je popularnost emocionalna inteligencija dosegla pojavom knjige Daniela Golemana, psihologa i dugogodisnjeg dopisnika New York Timesa. Njegova knjiga je dvije godine bila bestseler u SAD, prevedena na preko 30 jezika i prodana u vise od 50 milijuna primjeraka, a konacni rezultat je bilo nekriticno sirenje definicije, ali i mogucnosti prognoze realnih kriterija. Cini se da se euforija oko emocionalne inteligencije pomalo stisala, pa ulazimo u period kada se “ hladne glave” provjeravaju efekti koje je konstrukt emocionalne inteligencije ostavio u psiholoskoj znanosti. Pojavljivanje radova o EI u prestižnim svjetskim casopisima i knjigama o teorijama inteligencije, kao i instrumenata za njenu procjenu, pokazuje da je emocionalna inteligencija danas prihvacena kao ozbiljan koncept. Produbljuje se konceptualizacija i operacionalizacija konstrukta EI i sve je vise empirijski utemeljenih podataka o njenoj konstruktnoj, konvergentno-divergentnoj i prognostickoj valjanosti. Najzanimljiva je visoka povezanost s procjenom uspjesnosti rukovodenja timom, kao empirijska potvrda do sada u literaturi cesto isticanih pretpostavki o velikoj važnosti emocionalnih vjestima i kompetentnosti u procesu rukovodenja.

U nacelima UN-a naglasava se pravo svake starije osobe na nezavisnost, integitet, autonomiju i dignitet bez obzira na tjelesno, psihicko, materijalno ili socijalno stanje. Osigurati kvalitetu života u svim navedenim dimenzijama zadaca je drustva, lokalne zajednice, obitelji, prijatelja, susjeda, sugrađana. Kako je udio starijeg stanovnistva u populaciji Hrvatske vrlo visok, a trend povecanja se i dalje nastavlja uslijed promjena u migracijama, fertilitetu i mortalitetu posebno najstarijih, nužno je znanstveno istražiti kako se ovaj kompleksni fenomen odražava naaktualno stanje, te koje su moguce daljnje implikacije. Osnovni ciljevi istraživanja bili su odgovoriti na neka pitanja i utvrditi: koja su osnovna obilježja populacije starijih ljudi ; koje zdravstvene, psiholoske i funkcionalne poteskoce starije osobe najcesce navode, a koje im narusavaju kvalitetu života ; jesu li stariji ljudi percipirali i ocjenili adekvatnom pomoc socijalno ugroženim i nemocnim osobama ; postoji li mogucnost uspostavljanja intergeneracijske suradnje i kakva je spremnost starije generacije da prenese svoje strucno i životno iskustvo na mlade ; koji su uvjeti koji bi po misljenju ispitanika pridonjeli poboljsanju života. Istraživanje je provedeno u Primorsko-goranskoj županiji i gradu Rijeci.

Anemia is commonly present in hematology and oncology patients and influence significantly their quality of life. The aim of this study was to evaluate the effect of anemia and malignant disease on cognitive functions in hematology-oncology patients. Four hundred patient were evaluated for cognitive functions and hemoglobin levels before and after correction of anemia in the Clinical Hospital Center of Rijeka, Croatia. The patient were divided in four groups (100 patients in each group): Experimental group 1 - patients with malignancy plus anemia, and controls: Group 2 - patients with malignancy and without anemia, Group 3 - patients without malignancy but anemic and Group 4 - healthy controls without anemia and without anemia. Cognitive functions were measured by Complex Reactiometer Drenovac (CRD) before and after therapy of anemia. group 1 showed the worst cognitive achievement (p<0.001) compared with all other groups. After correction of anemia, cognition improved (except visual orientation and memory) but did not reach the results of other groups. Cognitive improvement was in correlation with hwmoglobin levels. This study confirmed that anemia significantly influence cognitive functions in hematology-oncology patients and that cognitive functions could be improved by correction of anemia.

McClelland (1973) has published an anthological article in which he appeals to researchers to test the competencies rather than intelligence. In the recent years there are strong movement for shifting from ability and aptitude testing to competence testing. Emotional intelligence refers to the ability to process emotion-laden information competently, and to use it to guide cognitive activities like problem solving and to focus energy on required behaviors. According to Mayer and Salovey model EI involves four main abilities: a) to perceive accurately, appraise, and express emotion, b) to access and/or generate feelings when they facilitate thought, and c) to understand emotions and emotional knowledge ; and d) the ability to regulate emotions to promote emotional and intellectual growth (Mayer & Salovey, 1997, p. 5). Using that model of emotional intelligence self-reported instrument ESCQ (Taksic, 2001) consists of three subscales with appropriate psychometric properties was constructed. The subscales are measure of co-called trait emotional intelligence and are labeled ability to: a) perceived and understands emotions (PU), b) express and label emotions (EL), and c) manage and regulate emotions (MR). The results of series of studies demonstrated that ESCQ could be mentioned as an indicator of emotional competence in various situations: a) the highest correlation was obtained between trait emotional intelligence of supervisors and followers rating of their quality of supervising (leadership ; r=0.61), b) correlation between ESCQ and self perceived (un)competence was r=-0.33, and the highest was with MR subscale (r=-0.41), c) significant correlation was between the ESCQ and a school achievement. The correlation remained significant even though the ESCQ scale was entered in regression equation after the battery of four tests of academic (classical) intelligence.

McClelland (1973) has published an anthological article in which he appeals to researchers to test the competencies rather than intelligence. In the recent years there are strong movement for shifting from ability and aptitude testing to competence testing. Emotional intelligence refers to the ability to process emotion-laden information competently, and to use it to guide cognitive activities like problem solving and to focus energy on required behaviors. According to Mayer and Salovey model EI involves four main abilities: a) to perceive accurately, appraise, and express emotion, b) to access and/or generate feelings when they facilitate thought, and c) to understand emotions and emotional knowledge ; and d) the ability to regulate emotions to promote emotional and intellectual growth (Mayer & Salovey, 1997, p. 5). Using that model of emotional intelligence self-reported instrument ESCQ (Taksic, 2001) consists of three subscales with appropriate psychometric properties was constructed. The subscales are measure of co-called trait emotional intelligence and are labeled ability to: a) perceived and understands emotions (PU), b) express and label emotions (EL), and c) manage and regulate emotions (MR). The results of series of studies demonstrated that ESCQ could be mentioned as an indicator of emotional competence in various situations: a) the highest correlation was obtained between trait emotional intelligence of supervisors and followers rating of their quality of supervising (leadership ; r=0.61), b) correlation between ESCQ and self perceived (un)competence was r=-0.33, and the highest was with MR subscale (r=-0.41), c) significant correlation was between the ESCQ and a school achievement. The correlation remained significant even though the ESCQ scale was entered in regression equation after the battery of four tests of academic (classical) intelligence.

This study examined the relationship between parenting style and self-perceived emotional intelligence in male and female adolescents. Parenting style was studied within the parental acceptance-rejection theory (Rohner, 1984), and discussed within the larger theoretical frame of recent models of family socialization. Measures included self-reported parental acceptance and control (Ajdukovic & Delale, 2001 ; Rohner, 1984) and self-perceived emotional intelligence (Delale, 2001 ; adapted from Taksic, 1998). Study participants were 675 high school freshmen from Zagreb, Croatia (298 females and 377 males). There were significant differences in perception of mothers’ and fathers’ parenting style ; both boys and girls perceived mothers to be more accepting than fathers. Gender differences were found in the perception of parental control. Boys perceived their mothers as significantly more controlling than girls. Significant gender differences were also found on variables of perceived emotional intelligence. Girls perceived a greater ability for recognition of their own and other’ s emotions and expressed being higher in openness to emotions, while boys were higher in self-perceived emotion regulation. All subsequent analyses were performed separately for each gender using ratings of both mothers’ and fathers’ parenting styles as predictors. The study shows which components of parenting style predict self-perceived emotional intelligence. Parenting style explained between 4 and 19% of the variance in self-perceived emotional intelligence. The prediction was most successful for perceived emotion regulation, especially when girls rated parenting style of their fathers. Most successful individual predictors were parental surveillance and invasion of privacy. The least successful prediction was for recognition of one’ s own emotions. Pathways related to contribution of parenting to self-perceived emotional intelligence of adolescents are discussed.

McClelland (1973) has published an anthological article in which he appeals to researchers to test the competencies rather than intelligence. In the recent years there are strong movement for shifting from ability and aptitude testing to competence testing. Emotional intelligence refers to the ability to process emotion-laden information competently, and to use it to guide cognitive activities like problem solving and to focus energy on required behaviors. According to Mayer and Salovey model EI involves four main abilities: a) to perceive accurately, appraise, and express emotion, b) to access and/or generate feelings when they facilitate thought, and c) to understand emotions and emotional knowledge ; and d) the ability to regulate emotions to promote emotional and intellectual growth (Mayer & Salovey, 1997, p. 5). Using that model of emotional intelligence self-reported instrument ESCQ (Taksic, 2001) consists of three subscales with appropriate psychometric properties was constructed. The subscales are measure of co-called trait emotional intelligence and are labeled ability to: a) perceived and understands emotions (PU), b) express and label emotions (EL), and c) manage and regulate emotions (MR). The results of series of studies demonstrated that ESCQ could be mentioned as an indicator of emotional competence in various situations: a) the highest correlation was obtained between trait emotional intelligence of supervisors and followers rating of their quality of supervising (leadership ; r=0.61), b) correlation between ESCQ and self perceived (un)competence was r=-0.33, and the highest was with MR subscale (r=-0.41), c) significant correlation was between the ESCQ and a school achievement. The correlation remained significant even though the ESCQ scale was entered in regression equation after the battery of four tests of academic (classical) intelligence.

In the last two decades an increased interest in procedures for assessment of invariance emerged, resulting in the development and modernization of procedures. The main goal of cross-cultural studies is comparison of constructs and scores between samples in various countries. Early studies had some common methodological problems: a) cross-cultural similarities and differences were often not statistically tested, b) lack of rationale for selecting countries, c) no check on quality of translation/ adaptation. Application of assessment methods to different languages and cultural backgrounds, without taking in account these problems, can result in questionable cultural comparability. Researchers should give specific attention to structural equivalence and metric invariance of measures. Measurement invariance is related to the degree to which items and constructs have an equivalent meaning for individuals of different cultural backgrounds. Statistical techniques for evaluating DIF items allow us to compare any groups defined by the researcher in order to secure that the members of the compared groups have the same probability of answering the items correctly if they have the same level of latent variable. The Emotional Skills and Competence Questionnaire (ESCQ) has been translated and validated in several languages, and had shown proper psychometric properties. Several previous analyses of DIF items of ESCQ were published (Molander, Holmstrom & Taksic, 2009 ; 2011), using different DIF statistics – e.g. based on ordinal logistic regression or on Mantel-Haenszel methods (through newly developed GMHDIF program ; Fidalgo, 2011). Result from these studies will be presented with an additional examination of methodological issues specific for validation of different statistical procedures for accurate assessment of invariance in cross-cultural.

Cilj istraživanja bio je provjeriti efekte provođenja programa emocionalnog opismenjavanja na kognitivno, socijalno i emocionalno funkcioniranje ucenika u razvojnom periodu ulaska u adolescenciju. U istraživanju su sudjelovali ucenici petih razreda, iz dviju rijeckih osnovnih skola ; ukupno 96 ucenika, od cega 49 ucenika muskog i 47 ženskog spola, prosjecne dobi 10.87 godina p 0.54 godine. U svakoj skoli je izabran po jedan tretmanski razred, u kojem se program emocionalnog opismenjivanja provodio, i jedan komparabilni razred, koji nije bio ukljucen u program. Kod svih ucenika izmjerene su razine emocionalnog znanja i razumijevanja, altruizma, depresivnosti, agresivnosti i empatije, i to u tri navrata: neposredno prije pocetka provođenja programa, neposredno nakon i 3 mjeseca nakon zavrsetka emocionalnog opismenjavanja. Rezultati analiza varijance s ponovljenim mjerenjima pokazuju da nakon tretmana emocionalnog opismenjavanja dolazi do povecanja rezultata na testu emocionalnog znanja i razumijevanja emocija. Također, doslo je do smanjenja procjene ucestalosti agresivnih ponasanja opaženog od strane vrsnjaka, sto je izraženije kod djecaka, te do povecanja rezultata na skali samoprocjene altruisticnih ponasanja kod ucenika u tretmanskoj skupini, sto je izraženije kod djevojcica. Moguce je zakljuciti da je doslo do pozitivnih efekata programa emocionalnog opismenavanja na navedene aspekte funkcioniranja ucenika.

In the last two decades an increased interest in procedures for assessment of invariance emerged, resulting in the development and modernization of procedures. The main goal of cross-cultural studies is comparison of constructs and scores between samples in various countries. Early studies had some common methodological problems: a) cross-cultural similarities and differences were often not statistically tested, b) lack of rationale for selecting countries, c) no check on quality of translation/ adaptation. Application of assessment methods to different languages and cultural backgrounds, without taking in account these problems, can result in questionable cultural comparability. Researchers should give specific attention to structural equivalence and metric invariance of measures. Measurement invariance is related to the degree to which items and constructs have an equivalent meaning for individuals of different cultural backgrounds. Statistical techniques for evaluating DIF items allow us to compare any groups defined by the researcher in order to secure that the members of the compared groups have the same probability of answering the items correctly if they have the same level of latent variable. The Emotional Skills and Competence Questionnaire (ESCQ) has been translated and validated in several languages, and had shown proper psychometric properties. Several previous analyses of DIF items of ESCQ were published (Molander, Holmstrom & Taksic, 2009 ; 2011), using different DIF statistics – e.g. based on ordinal logistic regression or on Mantel-Haenszel methods (through newly developed GMHDIF program ; Fidalgo, 2011). Result from these studies will be presented with an additional examination of methodological issues specific for validation of different statistical procedures for accurate assessment of invariance in cross-cultural.

psiholoskoj javnosti. Uzrok tome je bio u sve vecem zanimanju psihologa za podrucje emocija kao snažne motivacijske osnove ponasanja, kao i otvaranje podrucja inteligencije za proucavanje kognitivnih procesa i inteligentnog ponasanja osobe u svakodnevnom životu i okruženju. Naziv, definiranje i prva istraživanja emocionalne inteligencije vezuju se uz imena dvojice autora Johna Mayera i Petera Saloveya. Oni su svojstveno znanstvenoj metodologiji pomalo, ali sustavno razvijali instrumentarij za procjenu EI i paralelno s tim određenje samog pojma. Golemu je popularnost emocionalna inteligencija dosegla pojavom knjige Daniela Golemana, psihologa ali i dugogodisnjeg kolumniste New York Timesa. On je pojam EI suprotstavio pojmu akademske inteligencije, izabiruci efektne primjere koji su naglasavali superiornost emocionalne inteligencije u prognozi razlicitih oblika uspjesnosti u svakodnevnom životu pojedinca. Golemanova knjiga je dvije godine bila bestseler u SAD, a konacni rezultat je bilo nekriticno sirenje okvira definicije, ali i mogucnosti prognoze realnih kriterija. Cini se da se euforija oko emocionalne inteligencije pomalo stisala, pa ulazimo u period kada se “ hladne glave” provjeravaju efekti koje je konstrukt emocionalne inteligencije ostavio u psiholoskoj znanosti. Pojavljivanje radova u prestižnim svjetskim casopisima i knjigama o teoriji inteligencije, kao i instrumenata za njenu procjenu, pokazuje da je u svjetskim relacijama emocionalna inteligencija dosla do razine l ; ; konstrukta koji obecavar ; ; . Produbljuje se konceptualizacija i operacionalizacija konstrukta EI i sve je vise empirijski utemeljenih podataka o njenoj konstruktnoj, konvergentno-divergentnoj i prognostickoj valjanosti.

Nekoliko je modela emocionalne inteligencije koji cine teorijski okvir za konceptualizaciju ovog konstrukta. Iako razliciti, modeli nisu u kontradikciji, vec uzimaju pomalo razlicitu perspektivu i pogled na emocionalnu inteligenciju. U skladu s time, emocionalna inteligencija se može proucavati kao crta licnosti (trait EI) i ispitivati upitnicima ili kao sposobnost (ability EI) i ispitivati testovima (Pertrides i Furnham, 2000). Prema autorima (Pertrides i Furnham, 2001) ove dvije vrste EI predstavljaju dva međusobno razlicita konstrukta, a ne samo razlicite nacine mjerenja istog konstrukta. Emocionalna inteligencija kao crta licnosti obuhvaca ponasajne dispozicije te percepciju i procjenu vlastitih sposobnosti. Iako se mjere samoprocjene kritiziraju i cesto smatraju previse subjektivnima, istraživanja pokazuju da su one valjane i imaju zadovoljavajuce psihometrijske karakteristike (O’ Connor i Little, 2003). Jedna od osnovnih zamjerki upitnicima EI je njihova prevelika povezanost s upitnicima licnosti. Cilj naseg istraživanja bio je ispitati povezanost između Upitnika emocionalne kompetentnosti (Taksic, 2002), koji ukljucuje skale Uocavanje i razumijevanje emocija, Izražavanje i imenovanje te Regulacije i upravljanje emocijama i Upitnika petofaktorskog modela licnosti (Kardum i Smojver, 1993), na hrvatskom i slovenskom uzorku studenata. U istraživanju je sudjelovalo 271 studenata razlicitih fakulteta Sveucilista u Rijeci i 184 studenata sa Sveucilista u Ljubljani. Rezultati istraživanja upucuju na postojanje umjerene povezanosti skala emocionalne inteligencije i osobina licnosti iz petofaktorskog modela, na oba uzorka ispitanika. Najvisa korelacija dobije se s osobinama ekstravezije i otvorenosti. Osoba sa visokom samo-procjenom emocionalne inteligencije postiže vise rezultate na skali ekstraverzije, otvorena je za iskustva te postiže vise rezultate na skali savjesnosti. Donekle je vise emocionalno stabilna i ima vise rezultate na skali ugodnosti. Osobine licnosti objasnjavaju od 20 do 40% objasnjene varijance emocionalne inteligencije, sto ukazuje na diferencijalnu valjanost koristenog upitnika emocionalne inteligencije i razliku emocionalne inteligencije kao osobine licnosti od ovog modela licnosti. Procesiranje emocionalnog iskustva ukljucuje i specificne sposobnosti i određene osobine licnosti. I sposobnosti i osobine licnosti, a najvjerojatnije i njihova kombinacija, važni su za mogucnost predviđanja stvarnih životnih ishoda, sto je kriterij kojemu emocionalna inteligencija upravo i teži (McCrae, 2000).

Prema razlicitim rjecnicima (Webster, Klaic) kompetetnom osobom se smatra ona koja je kvalificirana, sposobna, obrazovana i strucnjak u svom podrucju. Postoji također i konstrukt percepcije osobne kompetentnost, koji je dio konstrukta osobne samoefikasnosti, a pokazuje uvjerenje u osobnu kompetentnost. U novije vrijeme se pojavio i pojam emocionalne kompetentnosti koji je usko povezan s konstruktom emocionalne inteligencije, jer naglasava efikasno funkcioniranje u emocionalno zasicenim situacijama. Cesto se zato spominje da je samoprocjenu emocionalne inteligencije kao osobine licnosti najbolje shvatiti kao pokazatelj percepcije necije emocionalne kompetentnosti. Na osnovi rezultata veceg broja istraživanja i analiza razvijen je Upitnik emocionalne kompetentnosti, sa 45 cestica (Taksic, 2002) koji procjenjuje tri aspekta emocionalne inteligencije (kompetentnosti): 1) sposobnost uocavanja i razumijevanja emocija (URE ; 15 cestica), 2) sposobnost izražavanja i imenovanja emocija (IIE ; 14 cestica) i 3) sposobnost upravljanja emocijama (UE ; 16 cestica). Sve skale imaju zadovoljavajuce pouzdanosti na razlicitim uzorcima, od α =0, 71 do α =0, 90. Upitnik emocionalne kompetentnosti (UEK-45) je preveden i validiran u nekoliko zemalja: Slovenija (Avsec, 2005), Spanjolska (Extremera i Fernandez-Berrocal, 2005), Portugal (Faria i Lima Santos, 2005), Svedska (Molander, Holmstrom i Jansson, 2005), Finska (Raty, 2005) i Japan (Toyota, 2005). Upitnik je pokazao zadovoljavajuce metrijske karakteristike u svim zemljama. Nesto losiji rezultati dobiveni su na subskali Sposobnosti upravljanja emocijama, posebno u Finskom i Svedskom uzorku. Rezultati ispitanika na UEK-45 podjednaki su u svim zemljama, osim u Japanu, gdje ispitanici postižu niže rezultate na svim skalama kao i na ukupnoj mjeri emocionalne kompetencije.

Emotional intelligence (EI) and its measures have been widespread across several countries and cultures and the need for valid and robust measures that could expand research on international settings is on the current agenda. This study aimed to assess the measurement invariance of a widely used self-report EI measure, Emotional Skills and Competence Questionnaire (ESCQ), in two cultural contexts (Portugal vs. Croatia). The ESCQ, a 42-item self-report EI scale which comprises three dimensions – Perceive and Understand Emotion, Express and Label Emotion and Manage and Regulate Emotion - was administered to 1,188 Portuguese and Croatian secondary students. The results showed that the ESCQ had satisfactory reliability and the three-factor structure was replicated on both country samples. Configural (χ2 = 308.71, df = 220, p < .01; RMSEA = .030, CFI = .956, TLI = .948) and partial metric (Δχ2 = 9.102, Δdf = 10, p = .522; ΔCFI = −.01, ΔRMSEA = .002) and scalar (Δχ2 = 15.290, Δdf = 21, p = .083; ΔCFI = .001, ΔRMSEA = .006) invariances were supported across groups. This EI measure invariance cross-cultural study highlighted cultural particularities related to emotional competence in Portugal and Croatia contexts and contributed to bring awareness to the validity of cross-cultural studies in the emotional abilities field.

Proslo je vec vise od desetljeca i pol od pojave pojma emocionalne inteligencije u psiholoskoj literaturi. Ona ukljucuje sposobnosti uocavanja i razumijevanja svojih i tuđih emocija i raspoloženja i formiranje znanja o njima sto ce osobi koristiti za predviđanje buducih ponasanja, te da bi se efikasnije mogli rijesiti eventualni problemi i adekvatno reguliralo ponasanje. Simpozij o temi l Emocionalna inteligencija, vjestine i kompetencije u skolskom i organizacijskom okuženjur želi ukazati na potrebu proucavanja i razvoja emocionalne inteligencije tijekom ranog obiteljskog odgoja, potrebu emocionalnog ucenja u osnovnom i srednjem skolovanju, te na pozitivne ucinke treninga za razvoj emocionalnih sposobnosti tijekom radnog vijeka. Istraživanja ukazuju na to da uciti djecu opažanju, razumijevanju i regulaciji svojih emocija donosi napredak u rjesavanju socijalnih problema, emocionalnom razumijevanju te kognitivnim vjestinama vezanim za socijalno planiranje i impulzivnost, a djeca tako...

Određenje, naziv i prva istraživanja emocionalne inteligencije vezana su uz imena Saloveya i Mayera provedena devedesetih godina proslog stoljeca. Emocionalnu inteligenciju su odredili kao skup sposobnosti koje bi trebale doprinijeti tocnijoj procjeni i izražavanju svojih emocija, kao i procjeni tuđih emocija i njihovoj upotrebi u motiviranju, planiranju i postignucu ciljeva tijekom života. Kasniji modeli uvode pojam emocionalne kompetencije za koje su smatrali da su vecim dijelom determinirane djelovanjem socijalnih, kulturalnih, obrazovnih i ostalih okolinskih cimbenika na biolosku konstituciju organizma. U vecini modela pretpostavlja se da emocionalno kompetentna djeca upravljaju svojim postupcima, mislima i osjecajima na prilagođen i fleksibilan nacin. U radu su prikazana relevantna istraživanja o presudnom utjecaju roditeljskih odgojnih stilova i interpersonalnih odnosa u obitelji na razvoj emocionalne inteligencije. U drugom dijelu prikazana su ispitivanja utjecaja emocionalne...

Kognitivni i emocionalni razvoj preklapaju se i u međusobnoj su interakciji. Nekada se smatralo da emocije treba pod svaku cijenu iskljuciti iz nase kognicije, jer one samo mogu poremetiti nase razumno djelovanje. Međutim, vrlo brzo se uvidjelo da je "razum bez emocija impotentan, emocije bez razuma slijepe" (Tomkins, 1962). Koncept koji je devedesetih godina proslog stoljeca ujedinio ove dvije važne sfere nase osobnosti je emocionalna inteligencija. Autori koncepta Jack Mayer i Peter Salovey smatraju da ona , , opcenito oznacava sposobnost prepoznavanja znacenja emocionalnog sklopa, kao i prosuđivanje i rjesavanje problema vezanih za emocionalni kontekst''. To je moderan koncept prilagođen demokraticnim kulturama, jer ne inzistira na diktiranim mjerilima emocionalnog ponasanja. U izlaganju ce biti opisane najvažnije suvremene teorije inteligencije i njihove razvojne komponente. Uloga i važnost emocija u razvoju djeteta bit ce prikazani kroz primjere i realne situa...

Popularna shvacanja konstrukta uglavnom vrlo ambiciozno i nekriticki navode pretpostavke da je emocionalna inteligencija u stanju objasniti vecinu ostatka varijance skolskog uspjeha, koju nije uspjela objasniti akademska inteligencija. Međutim, ozbiljniji pristupi koji se temelje na znanstvenoj metodologiji puno su skromniji u procjeni prognostickih sposobnosti emocionalne inteligencije, a posebno isticu problem operacionalizacije, kao i nacina ispitivanja samog konstrukta. Cilj ispitivanja je bio provjeriti odnos između akademske i emocionalne inteligencije (kompetentnosti), kao i prognosticke mogucnosti ovih varijabli u procjeni skolskog (akademskog) uspjeha. Na uzorku od 179 gimnazijalaca primijenjeno je nekoliko testova akademske inteligencije iz baterije Kalifornijskog testa mentalne zrelosti, Test analize emocija i Upitnik emocionalne kompetentnosti, koji mjeri tri facete: uocavanje emocija kod sebe i drugih, izražavanje emocija i upravljanje svojim i tuđim emocijama. Rezultat...

Proslo je vec vise od desetljeca i pol od pojave pojma emocionalne inteligencije u psiholoskoj literaturi. Ona ukljucuje sposobnosti uocavanja i razumijevanja svojih i tuđih emocija i raspoloženja i formiranje znanja o njima sto ce osobi koristiti za predviđanje buducih ponasanja, te da bi se efikasnije mogli rijesiti eventualni problemi i adekvatno reguliralo ponasanje. Okruglim stolom vođenim o temi « ; Pozitivni efekti emocionalne inteligencije i vjestine u skolskom i organizacijskom okruženju» ; željelo se ukazati na potrebu proucavanja i razvoja emocionalne inteligencije tijekom ranog obiteljskog odgoja, potrebu emocionalnog ucenja u osnovnom i srednjem skolovanju, te na pozitivne ucinke treninga za razvoj emocionalnih sposobnosti tijekom radnog vijeka. Istraživanja ukazuju na to da uciti djecu opažanju, razumijevanju i regulaciji svojih emocija donosi napredak u rjesavanju socijalnih problema, emocionalnom razumijevanju te kognitivnim vjestinama vezanim za socijalno planiranje...

Emotional intelligence is commonly defined as the set of abilities to process emotion-laden information competently. A series of studies were undertaken in an attempt to determine the relationship between emotional intelligence and life satisfaction, and its influence on positive outcomes in various situations. Using model of emotional intelligence (Mayer & Salovey, 1997) self-reported instrument ESCQ-45 (Taksic, 2001) that consists of three subscales with appropriate psychometric properties was constructed. The subscales are measure of so-called trait emotional intelligence and are labeled as ability to: a) perceive and understand emotions, b) express and label emotions and c) manage and regulate emotions. The results demonstrated that emotional intelligence has a significantly positive role in many important aspects of human functioning, such as: empathy (especially perspective taking), ego-resiliency, sensitivity for others and one’ s own emotions, emotional self-concept, coping ...