Author: Brackett, M. A.

Relating emotional abilities to social functioning: A comparison of self-report and performance measures of emotional intelligence

(2006)
Center Authors: Brackett, M. A., Rivers, S. E., Salovey, P.

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http://ei.yale.edu/publication/relating-emotional-abilities-social-functioning-comparison-self-report-performance-measures-emotional-intelligence/

The studies reported in this article examine the role of emotional abilities (assessed with both self-report and performance measures) in social functioning. Implications for analyzing how emotional abilities contribute to social behavior are discussed, as is the importance of incorporating gender into theoretical frameworks and study designs.

Brackett, M. A., Rivers, S. E., Shiffman, S., Lerner, N., & Salovey, P. (2006). Relating emotional abilities to social functioning: A comparison of self-report and performance measures of emotional intelligence. Journal of Personality and Social Psychology, 91, 780-795. doi:10.1037/0022-3514.91.4.780

Convergent, discriminant, and incremental validity of competing measures of emotional intelligence

(2003)
Center Authors: Brackett, M. A.
Topics:
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http://ei.yale.edu/publication/convergent-discriminant-incremental-validity-competing-measures-emotional-intelligence/

This study investigated the convergent, discriminant, and incremental validity of one ability test of emotional intelligence (EI)—the Mayer-Salovey-Caruso-Emotional Intelligence Test (MSCEIT)—and two self-report measures of EI—the Emotional Quotient Inventory (EQ-i) and the self-report EI test (SREIT).

Brackett, M. A., & Mayer, J. D. (2003). Convergent, discriminant, and incremental validity of competing measures of emotional intelligence. Personality and Social Psychology Bulletin, 29, 1147-1158. doi: 10.1177/0146167203254596

Emotional intelligence and relationship quality among couples

(2005)
Center Authors: Brackett, M. A.
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To assess whether emotional intelligence (EI) is related to self-assessed relationship quality, an ability test of EI and measures of relationship quality were administered to 86 heterosexual couples in a university setting.  Couples with both partners low on EI tended to have the lowest scores on depth, support, and positive relationship quality and the highest scores on conflict and negative relationship quality; couples with both partners high on EI did not consistently have higher scores on positive outcomes and lower scores on negative outcomes than couples with one high-EI partner.

Brackett, M. A., Warner, R. M., & Bosco, J. S. (2005). Emotional intelligence and relationship quality among couples. Personal Relationships, 12, 197-212.

Emotional intelligence, relationship quality, and partner selection

(2008)
Center Authors: Brackett, M. A., Rivers, S. E.

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http://ei.yale.edu/publication/emotional-intelligence-relationship-quality-and-partner-selection/

This chapter examines how emotion abilities are relevant to romantic relationships, the ways in which emotional intelligence is related to mating intelligence, which refers to the abilities to understand a potential mate’s emotional expressions, intentions, and preferences and to modulate and express one’s own emotions effectively during courtship.

Casey, J. J., Garrett, J., Brackett, M. A., & Rivers, S. (2008). Emotional intelligence, relationship quality, and partner selection. In G. Geher & G. Miller (Eds.), Mating intelligence: Sex, relationships, and the mind’s reproductive system (pp. 263-282). New York, NY: Lawrence Erlbaum Association.

A sustainable skill based approach to developing emotionally literate schools

(2008)
Center Authors: Brackett, M. A., Stern, R., Rivers, S. E., Elbertson, N. A., Salovey, P.

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http://ei.yale.edu/publication/a-sustainable-skill-based-approach-to-developing-emotionally-literate-schools/

This chapter addresses the need for emotionally literate schools, importance of emotional literacy for students, teachers, and school leaders, and implementation plan for schools.

Brackett, M. A., Patti, J., Stern, R., Rivers, S. E., Elbertson, N. A., Chisholm, C., & Salovey, P. (2009). A sustainable, skill-based approach to building emotionally literate schools.  In M. Hughes, H. L. Thompson, & J. B. Terrell (Eds.), The handbook for developing emotional and social intelligence: Best practices, case studies, and strategies (pp.329-358). San Francisco, CA: Pfeiffer/John Wiley & Sons.

Measuring emotional intelligence as a mental ability in adults and children

(2008)
Center Authors: Rivers, S. E., Brackett, M. A., Salovey, P.

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http://ei.yale.edu/publication/measuring-emotional-intelligence-as-a-mental-ability-in-adults-and-children/

In this chapter, authors describe EI assessments which are based on Mayer and Salovey’s (1997) model of EI, the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT), for adults, and the youth version, the MSCEIT-YV.

Rivers, S. E., Brackett, M. A., & Salovey, P. (2008). Measuring emotional intelligence as a mental ability in adults and children. In G. Boyle, G. Matthews, & D. Saklofske (Eds.), The SAGE handbook of personality theory and assessment, Vol 1: Personality theories and models (pp. 440-460).Thousand Oaks, CA US: Sage Publications, Inc.

Creating an emotionally intelligent school district: A skill based approach

(2007)
Center Authors: Brackett, M. A.
Topics: ,
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http://ei.yale.edu/publication/creating-an-emotionally-intelligent-school-district-a-skill-based-approach/

In this chapter we describe a model developed to address needs related to district-wide implementation of SEL programs.

Brackett, M. A., Alster, B., Wolfe, C. J., Katulak, N., & Fale, E. (2007). Creating an emotionally intelligent school district: A skill–based approach. In R. Bar-On, J. G. Maree, & M. J. Elias (Eds.), Educating people to be emotionally intelligent (pp. 123-137). ABC-Clio, LLC.

Measuring emotional intelligence as a set of mental abilities

(2007)
Center Authors: Rivers, S. E., Brackett, M. A., Salovey, P.
Topics:
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http://ei.yale.edu/publication/measuring-emotional-intelligence-as-a-set-of-mental-abilities/

In this chapter, we argue that EI is best described as a set of abilities and therefore best measured by ability-based assessments. Throughout the chapter, we discuss strengths and limitations in both El theory and measurement as well as identify areas for future research.

Rivers, S. E., Brackett, M. A., Salovey, P., & Mayer, J. D. (2007). Measuring emotional intelligence as a set of mental abilities. In G. Matthews, M. Zeidner, & R. D. Roberts (Eds.), The science of emotional intelligence: Knowns and unknowns (pp. 230-257). New York: Oxford.

Regulating anger and sadness: An exploration of discrete emotions in emotion regulation

(2007)
Center Authors: Rivers, S. E., Brackett, M. A., Salovey, P.
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http://ei.yale.edu/publication/regulating-anger-and-sadness-an-exploration-of-discrete-emotions-in-emotion-regulation/

Do emotion regulation processes vary as a function of discrete emotions? Focusing on anger and sadness, this study examined: (a) the strategies that men and women use to regulate each emotion, (b) the extent to which strategies differ in their use and effectiveness, and (c) the relationship between effective regulation of these emotions and social functioning. The findings suggest that global approaches to studying emotion regulation may be limited and emphasize the importance of moving toward a discrete emotions framework.

Rivers, S. E., Brackett, M. A., Katulak, N. A., & Salovey, P. (2007). Regulating anger and sadness: An exploration of discrete emotions in emotion regulation. Journal of Happiness Studies, 8, 393-427. doi:10.1007/s10902-006-9017-2

Emotional intelligence predicts individual differences in social exchange reasoning

(2007)
Center Authors: Brackett, M. A., Salovey, P.
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http://ei.yale.edu/publication/emotional-intelligence-predicts-individual-differences-in-social-exchange-reasoning/

We investigated whether a performance measure of EI is related to reasoning about social situations (specifically social exchange reasoning) using versions of the Wason Card Selection Task. The results are the first to directly suggest that EI is mediated in part by mechanisms supporting social reasoning and validate a new approach to investigating EI in terms of more basic information processing mechanisms.

Reis, D. L., Brackett, M. A., Shamosh, N. A., Kiehl, K. A., Salovey, P., & Gray, J. R. (2007). Emotional intelligence predicts individual differences  in social exchange reasoning. Neuro Image, 35, 1385-1391. doi:10.1016/j.neuroimage.2006.12.045

On emotionally intelligent time travel: Individual differences in affective forecasting ability

(2007)
Center Authors: Brackett, M. A., Salovey, P.
Topics:
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http://ei.yale.edu/publication/on-emotionally-intelligent-time-travel-individual-differences-in-affective-forecasting-ability/

In two studies, the authors examined whether people who are high in emotional intelligence (EI) make more accurate forecasts about their own affective responses to future events. All participants completed a performance measure of EI (the Mayer-Salovey-Caruso Emotional Intelligence Test) as well as a self-report measure of EI. Emotion Management, a subcomponent of EI, emerged as the strongest predictor of forecasting ability.

Dunn, E. W., Brackett, M. A., Ashton-James, C., Schneiderman, E., & Salovey, P. (2007). On emotionally intelligent time travel: Individual differences in affective forecasting ability. Personality and Social Psychology Bulletin, 33, 85-93. doi: 10.1177/0146167206294201

Emotional intelligence and emotional creativity

(2007)
Center Authors: Ivcevic, Z., Brackett, M. A.
Topics:
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http://ei.yale.edu/publication/emotional-intelligence-and-emotional-creativity/

Three studies examined the relationship between emotional intelligence (EI) and emotional creativity (EC) and whether each construct was predictive of creative behavior.  Self-report measures of EC significantly correlated with laboratory and self-reported creativity measures in both studies, while ability measures of EC only correlated with self-reported artistic activity. EI was uncorrelated with creative behavior.

Ivcevic, Z., Brackett, M. A., & Mayer, J. D. (2007). Emotional intelligence and emotional creativity. Journal of Personality, 75, 199-236. doi:10.1111/j.1467-6494.2007.00437.x.

The life space: A framework and method to describe the individual’s external traits

(2007)
Center Authors: Brackett, M. A.

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http://ei.yale.edu/publication/the-life-space-a-framework-and-method-to-describe-the-individuals-external-traits/

A revised measure of the Life Space with a large sample (N = 1021) of university undergraduates was developed.  The discussion focuses on the value of a more detailed and comprehensive approach to studying personality within the context of the external systems that surround the person.

Brackett, M. A., & Mayer, J. D. (2007). The life space: A framework and method to describe the individual’s external traits. Imagination, Cognition and Personality, 26(1), 3-41. doi: 10.2190/8380-1676-H338-N217

School-based social and emotional learning (SEL) programming: Current perspectives

(2010)
Center Authors: Elbertson, N. A., Brackett, M. A.

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http://ei.yale.edu/publication/school-based-social-and-emotional-learning-sel-programming-current-perspectives/

This paper ddresses the history, rationale, effectiveness and implementation model of school-based SEL programming.

Elbertson, N. A., Brackett, M. A., & Weissberg, R. P. (2009). School-based social and emotional learning (SEL) programming: Current perspectives. In A. Hargreaves, M. Fullan, D. Hopkins, & A. Lieberman (Eds.), The second international handbook of educational change (pp. 1017-1032). Springer Netherlands. doi:10.1007/978-90-481-2660-6_57

Self-esteem memories and school success in early adolescence

(2010)
Center Authors: Ivcevic, Z., Brackett, M. A.

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http://ei.yale.edu/publication/self-esteem-memories-and-school-success-in-early-adolescence/

The study reported that early adolescents’ negative memories focused primarily on social themes, whereas positive memories also prominently included achievement themes. The presence of achievement themes in positive and negative memories was associated with more positive teacher ratings.

Ivcevic, Z., Pillemer, D. B., & Brackett, M. A. (2010). Self‐esteem memories and school success in early adolescence. Applied Cognitive Psychology, 24, 1265-1278. doi:10.1002/acp.1628