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The purpose of this study is to help teachers resolve the difficulties in assessing the students' characters through the development of valid, reliable, goodness-of-fit statistic instrument of emotional and social intelligence assessment for elementary school students.

This study used a research and development model from Plomp with five phases, such as investigation, design, realization, testing and implementation. The research subjects were 345 students of class IV amongst 20 elementary schools in Yogyakarta. Data collection used questionnaires, documentation, interviews, Forum Group Discussion and an observation. Data analysis used descriptive analysis, Aiken's V, exploratory factor analysis and confirmatory factor analysis formulae.

The research study helps solve the difficulties of teachers in assessing emotional and social intelligence, which have previously been in only one area of psychomotor. The design of emotional and social intelligence assessment instruments is made from three domains of character, namely, cognitive, affective and psychomotor. The form of the instrument is non-test in three variations. The construct of social and emotional intelligence assessment for a character reinforcement has met the validity, reliability and goodness-of-fit statistic.

This study explains that the Emotional and Social Intelligence (ESI) model is applied for measuring cognitive, affective and psychomotor in children. This study proves that the ESI model is a comprehensive assessment model for evaluating the children's soft skills, includes (1) personal abilities: the ability to make rational decisions, the ability to design the future and (2) social skills: the ability to work together and the ability to understand other people.

Teachers can measure and determine the condition of children's soft skills by operating the ESI model. Based on the knowledge of the correct soft skill conditions, the teacher can adjust the teaching materials and teaching methods that would improve the child's soft skills regarding to their respective conditions. Mastering these soft skills will affect the children's capability in facing the challenge in the upcoming society's life.

The novelty of this study is the design model of the emotional and social intelligence assessment instrument developed comprehensively and practically as it is created from three domains of character and three forms of non-test questions, so that the assessment is not mechanical, and easily practiced by users.

Assessment and identification of children with emotional and behavioral disorders (EBD) is complex and involves multiple techniques, levels, and participants. While federal law sets the general parameters for identification in school settings, these criteria are vague and may lead to inconsistencies in selection and interpretation of assessment measures. Assessment practice across school settings is greatly influenced by clinical guidelines such as the DSM-IV, which more specifically defines emotional and behavioral disorders and highlights the issue of co-morbidity. Before a student is assessed for special education eligibility under the IDEIA category of emotional disturbance, screening techniques and pre-referral interventions are needed. Positive Behavioral Supports and Response to Intervention models provide empirically supported frameworks for establishing the need for formal psychological assessment. Collaboration among members of the multidisciplinary team, including parents, helps to ensure that identification and intervention efforts have ecological validity. Tests and techniques vary considerably, but developmental histories, interviews, observations across settings, and behavioral checklists and rating scales are recommended, along with cognitive and achievement testing. While problems exist in the reliability and validity of projective techniques, they continue to be used in school-based assessment for EBD. Multitrait, multisetting, and multimethod approaches are essential for culturally fair assessment and reduction of bias in identification and placement.

This article provides a review and conceptual comparison between self‐report and performance‐based measures of emotional intelligence. Analyses of reliability, psychometric properties, and various forms of validity lead to the conclusion that self‐report techniques measure a dispositional construct, that may have some predictive validity, but which is highly correlated with personality and independent of intelligence. Although seemingly more valid, performance‐based measures have certain limitations, especially when scored with reference to consensual norms, which leads to problems of skew and restriction of range. Scaling procedures may partially ameliorate these scoring weaknesses. Alternative approaches to scoring, such as expert judgement, also suffer problems since the nature of the requisite expertise is unclear. Use of experimental paradigms for studying individual differences in information‐processing may, however, inform expertise. Other difficulties for performance‐based measures include limited predictive and operational validity, restricting practical utility in organizational settings. Further research appears necessary before tests of E1 are suitable for making real‐life decisions about individuals.

With the increased emphasis on emotions in negotiation, an exercise is presented which can be used with a simulated negotiation to develop emotional skills. Linking research on the role of emotions in negotiation to emotional intelligence, we propose a set of activities to develop greater awareness, understanding, and ability to manage emotions while negotiating. The teaching note explains how to use two worksheets, one before and one during the simulation. Headings on the worksheets correspond to levels of emotional intelligence. Suggestions for debriefing along with supporting literature are provided.

The purpose of this paper is to investigate the influence of tourists’ sociodemographic characteristics on their perception of destination personality and emotional experience on the example of the city break tourism destination.

To examine this relationship, survey research was conducted on a sample of 203 national and international tourists who visited Novi Sad, the second-largest city in Serbia.

Research results confirmed the role of travelers’ sociodemographic variables in shaping their emotional experience and destination personality perception. The findings pointed out significant divergences in the perception of emotional experience in the case of respondents’ education level, previous visits to the city and travel companion. On the other hand, the analysis showed that repeat visitors significantly differed from first-time visitors regarding destination personality perception. In addition, differences in both destination personality and emotional experience assessment were found between national and international city break travelers.

The current study is first to focus on the role of travelers’ sociodemographic variables in simultaneous modeling of their perception of destination personality and emotional experience within the city break destination context. Besides, results revealed some new influencing factors of both destination personality and emotional experience perception, thus contributing to the existing tourism literature. In addition, this paper offers useful practical implications for city break marketers to adapt promotional activities, more effectively present the desired brand personality of the city to different sociodemographic categories of tourists and sustain repeat tourists’ perception of Positive surprise.

This chapter examines EI, presents a history of EI including the various models, and a discussion of the three streams approach to classifying EI literature. The author advocates for the efficacy of the Stream One Ability Model (SOAM) of EI citing previous authors and literature. The commonly used SOAM instruments are discussed in light of recent studies. The discussion turns to alternate tests of the SOAM of EI including Situational Judgment Tests (SJTs). Recommendations include an analysis of SOAM instruments, a new approach to measurement, and increased use of SJTs to capture the four-branch ability model of EI.

The purpose of this study is to describe the development and psychometric properties of a novel game- and video-based assessment of social attributes. Despite their increasing adaption, little research is available on the suitability of games and video analytics for measuring noncognitive attributes in the selection context.

The authors describe three novel assessments and their psychometric properties in a sample of 1,300 participants: a game-based adaptation of an Emotion Recognition Task, a chatbot-based situational judgment test for emotion management and a video-based conscientiousness assessment.

The novel assessments show good to moderate convergent validity for Emotional Recognition (r = 0.42), Emotion Management (r = 0.39) and Conscientiousness (r = 0.21). The video-based assessment demonstrates preliminary predictive validity for self-reported work performance. Novel game-based assessments (GBAs) are perceived as better designed and more immersive than traditional questionnaires. Adverse impact analysis indicates small group differences by age, gender and ethnicity.

Predictive validity findings need to be replicated using objective measures of performance, such as performance ratings by supervisors and extended to the GBAs. Adverse impact should be evaluated using a real-life applicant pool and extended to additional groups.

Evidence for the psychometric validity of novel assessment formats supports their adoption in selection and recruitment. Improved user experience and shortened assessment times open up new areas of application.

This study gives first insights into psychometric properties of video- and game-based assessments of social attributes.

Some studies assess impairments in emotional functioning of offenders using measures of emotional intelligence (EI). Such measures were developed for use in general populations, and may not be suitable for offender samples. This study explores the factor structure of a commonly used trait EI measure for a sample of adult male offenders, and comments on its usefulness as a measure of emotional functioning for this group. We find that, although the SSREI can be indicated to be multi‐dimensional, the exact nature of its factors remains unclear for forensic samples. We conclude by suggesting that the social contexts and encounters that provoke emotion may be different for offenders and non‐offenders, and that there is a need to develop a trait EI measure specific to forensic populations.

The purpose of this chapter is to highlight the importance of including emotional intelligence training with programs related to providing mentorship to others. Formal mentoring programs, established with specific goals and objectives, need foundation work for context in order to be successful. This chapter pulls from professional literature, important basic components of both emotional intelligence skills and attributes for successful mentoring. By demonstrating the relationship between emotional intelligence and mentors who are successful, future programs and activities within the workplace regarding formal mentorship structures can be influenced positively. There is a relationship between having good emotional intelligence skills by people who mentor and being successful within the mentoring relationship. Mentors who are more self-aware of their own emotions are more likely to manage a mentoring relationship more positively and with better outcomes. Library and information science professionals are undergoing tremendous change within the professional environment, the establishment of mentoring networks can greatly influence professional turnover. The opinions and concepts presented from professional literature has been used and adapted by the author in various workshops and presentations. It is this practitioner’s opinion that any formal mentoring program should start with providing a foundation of emotional intelligence skills for the mentors.

This paper seeks to explore the relationship between the emotional intelligence (EI) and transformational leadership practices of academic leaders in Taiwan and the USA. It aims to investigate whether cross‐cultural differences exist in academic leaders' EI, leadership practices, and the relationship between them.

The study employs a casual‐comparative approach to draw cross‐cultural comparisons. Convenience samples of 50 academic leaders in Taiwan and 50 in the USA were selected as two comparison sample groups. Two instruments were selected to measure emotional intelligence and leadership effectiveness.

Results of the correlational analyses indicate that Taiwanese participants' overall EI was found to be positively correlated in a statistically significant manner with all five areas of leadership practice. The US participants were found to have statistically significant positive relationships between overall emotional intelligence and all areas of leadership practice except Challenging the process, and Inspiring a shared vision. ANOVA results reveal that significant differences exist in distinct areas of EI and distinct areas of leadership practice as a function of cultural difference.

An important limitation of the present study is the probability of response bias resulting from self‐reported data.

The study has significance in three aspects. First, it investigates a less understood and explored issue: cross‐cultural differences in the relationship between emotional intelligence and leadership practices. Second, findings of the study make contributions to the body of research in a number of related disciplines, such as leadership effectiveness, emotional intelligence, cross‐cultural research on leadership, and cross‐cultural studies of emotional intelligence. Third, the results of the study bring significant insights into the field of cross‐cultural leadership development in the academic context.