Search

In 1990, Salovey and Mayer introduced emotional intelligence (EI). Thirty-one years later, a proliferation of interventions to improve people’s EI has taken place. A literature review of studies focused on enhancing the EI of college students revealed a notable gap. When educational material for training sessions included all of the skills in an EI model, researchers usually utilized lengthy durations (i.e., 11–56 h). Few successful investigations employed an ultra-brief (i.e., ≤1 h) approach. The present study examined the feasibility of training using a minimalistic timeframe and a sample of freshmen, their transitional challenges from high school to college mark them as an appropriate target population. Employing a quasi-experimental one-group pretest–posttest design, the recruited participants (n = 75) experienced an ultra-brief intervention highlighting the complete skill-set in the Ability Emotional Intelligence model. Findings from a one-way repeated measures MANOVA indicated improvement transpired in two of four MSCEIT scores (i.e., perception and facilitation). The merit of the present study is delineated using Orsmond and Cohn’s five objectives for feasibility investigations. In addition, implications of the results and possible applications are proposed.

The first career interest inventory emerged in the late 1920s. The response options for the questions in the Strong Vocational Interest Blank included &lsquo, like&rsquo, and &lsquo, dislike.&rsquo, Both answers are emotional reactions. Regrettably, clients within the context of vocational counseling often regard negative feelings (e.g., dislikes) as inconsequential. Yet, negative emotionality can be adaptive and feasibly assist career decision-makers. In the literature on college students&rsquo, career development and emotional functioning, there is a paucity of information about how negative emotions advance the career decision-making process and how career decision-makers apply such knowledge. Hence, a sample of undergraduates (n = 256) was recruited to ascertain imaginable adaptive career decision-making benefits from negative affect. Employing a Mixed Methods-Grounded Theory methodology, the present study tabulated the negative emotional reactions of college students to vocations that were self- or computer-reported. In addition, their answers to two investigative questions about the selection of their negative emotions were analyzed. From the data, three negative meta-emotions emerged as reactions to participants&rsquo, reported occupations, four adaptive purposes for their selected negative affect were also discovered. A theoretical framework and applicative suggestions from the findings are presented.

Millennials are the most analyzed and populous generation in the United States. Collectively, they have been slowly re-shaping the American culture. Protestant Millennials, a subset of this generation, have been ruffling feathers in their local churches. Many, who once regularly attended, are leaving. Unwise responses by local church leaders to their young parishioners’ doubting habits significantly contributed to the departure. This study pursued a sample of college-aged Protestant Millennials to know them in a psychological sense. The intentions were twofold: to discover social personality traits that predict their doubting practices and to develop practical and proactive relational strategies for local church leaders. Self-report data on personality features and doubt phenomena were obtained from 532 religiously committed undergraduates in the United States. Results from multivariate regression procedures revealed three social personality dispositions contributed to the prediction of the doubt constructs. Implications and applications of the findings are discussed.