Investigating the interaction between gender, age, and emotional intelligence: Results for the situational judgement paradigms

Webster, Laura (2014) Investigating the interaction between gender, age, and emotional intelligence: Results for the situational judgement paradigms. University of Cumbria. (Unpublished)

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Abstract

Emotional intelligence (EI), a concept with roots in social and multiple intelligence theories (Petrides, 2011), reflects the capability of using emotions to aid reasoning, and reasoning accurately about emotions (Mayer, Roberts, & Barsade, 2008). Incorporating four central abilities: perceiving, using, understanding, and managing emotions (Mayer & Salovey, 1997), it can be measured as an ability or trait (Petrides & Furnham, 2006). The Situational Tests of Emotional Understanding and Emotion Management (STEU, STEM; MacCann & Roberts, 2008) are the most promising ability EI measures, possessing theoretical bases. Many researchers have sought to investigate the relation of demographic characteristics to EI, with inconsistent results. The present study consisted of 159 participants (67 male, 92 female) and used STEU and STEM short-forms to assess the interaction between gender, age and EI. A 2x4 Factorial ANOVA was conducted for both of the instruments. Results showed no significant gender difference in EI on either the STEU or STEM, as well as no significant interaction effect. A significant effect of age on EI was found on both measures, with EI scores highest among 36-45 year olds. The STEU and STEM instruments held acceptable levels of internal reliability. Results did not comply with the popular assumption that women are more emotionally intelligent. Findings illustrate a developmental trajectory of EI, similar to that of other intelligences. Further research should be conducted to determine whether gender, age, and EI significantly interact.