Author: Rivers, S. E.

Creating emotionally intelligent schools with RULER.

(2016)
Center Authors: Nathanson, L., Rivers, S. E., Flynn, L. M., Bracket M.A.

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http://ei.yale.edu/publication/creating-emotionally-intelligent-schools-ruler/

RULER, an evidence-based approach to teaching EI, provides an educational framework that encompasses a set of practices for comprehensive SEL integration across a school or district. In this article, we describe RULER, explain how it teaches EI, and summarize evidence of its effectiveness.

Nathanson, L., Rivers, S.E., Flynn, L.M., & Brackett, M.A. (2016). Creating emotionally intelligent schools with RULER. Emotion Review, 8(4), 1-6.

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

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.

Targeting or tailoring?

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

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http://ei.yale.edu/publication/targeting-or-tailoring/

This article reviews psychographics and matched messages as specific strategies for targeting and tailoring messages in health care marketing. Message tailoring needs to fit messages to individual characteristics, such as personality factors like coping styles or preferences for thinking extensively about choices.

Schmid, K. L., Rivers, S. E., Latimer, A. E., & Salovey, P. (2008). Targeting or tailoring? Maximizing resources to create effective health communications. Marketing Health Services, 28, 32-37.

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.

Current theories of risk and rational decision making

(2008)
Center Authors: Rivers, S. E.

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http://ei.yale.edu/publication/current-theories-of-risk-and-rational-decision-making/

The editorial in the special issue on Current Theories of Risk and Rational Decision Making discusses adolescent risk-taking and the science of judgment and decision making

Reyna, V. F., & Rivers, S. E. (2008). Current theories of risk and rational decision making. Developmental Review, 28, 1-11. doi:10.1016/j.dr.2008.01.002

A field experiment testing the utility of regulatory fit messages for promoting physical activity

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

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http://ei.yale.edu/publication/a-field-experiment-testing-the-utility-of-regulatory-fit-messages-for-promoting-physical-activity/

The study examined whether messages tailored to individuals’ promotion- or prevention-goal orientation (regulatory focus) elicit positive thoughts and feelings about physical activity and increase participation in physical activity.  As a result of this field experiment, tailored messages that fit individuals’ regulatory focus led to greater physical activity participation and more positive feelings than non-fit messages, particularly in the promotion-focused condition.

Latimer, A. E., Rivers, S. E., Rench, T. A., Katulak, N. A., Hicks, A., Hodorowski, J. K., Salovey, P. (2008). A field experiment testing the utility of regulatory fit messages for promoting physical activity. Journal of Experimental Social Psychology, 44, 826-832. doi:10.1016/j.jesp.2007.07.013

Message framing and pap test utilization among women attending a community health clinic

(2005)
Center Authors: Rivers, S. E., Salovey, P., Pizarro, D. A., Schneider, T. R.
Topics:
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http://ei.yale.edu/publication/message-framing-and-pap-test-utilization-among-women-attending-a-community-health-clinic/

In a randomized experiment, women (N = 441) watched either a loss- or gain-framed video emphasizing the prevention or detection functions of the Pap test to test the hypothesis that loss- and gain-framed messages differentially influence health behaviors depending on the risk involved in performing the behavior. As predicted, loss-framed messages emphasizing the costs of not detecting cervical cancer early and gain-framed messages emphasizing the benefits of preventing cervical cancer were most persuasive in motivating women to obtain a Pap test.

Rivers, S. E., Salovey, P., Pizarro, D. A., Pizarro, J., & Schneider, T. R. (2005). Message framing and pap test utilization among women attending a community health clinic. Journal of Health Psychology, 10, 65-77. doi: 10.1177/1359105305048556

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.
Topics:
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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

Promoting participation in physical activity using framed messages: An application of prospect theory

(2008)
Center Authors: Latimer, A. E., Rivers, S. E., Elbertson, N. A., Salovey, P.

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http://ei.yale.edu/publication/promoting-participation-in-physical-activity-using-framed-messages-an-application-of-prospect-theory/

This study compared the effectiveness of gain-, loss-, and mixed-framed messages for promoting moderate to vigorous physical activity to sedentary, healthy callers to the US National Cancer Institute’s Cancer Information Service. Results indicated that gain- and mixed-framed messages resulted in stronger intentions and greater self-efficacy than loss-framed messages in this randomized trial.

Latimer, A. E., Rench, T. A., Rivers, S. E., Elbertson, N. A., Materese, S. A., Cadmus, L. A., Salovey, P. (2008). Promoting participation in physical activity using framed messages: An application of prospect theory. British Journal of Health Psychology, 13, 659-681. doi:10.1348/135910707×246186

Transforming education through scientifically rigorous intervention approaches: A call for innovations in the science of emotional intelligence

(2011)
Center Authors: Rivers, S. E., Brackett, M. A.

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http://ei.yale.edu/publication/transforming-education-through-scientifically-rigorous-intervention-approaches-a-call-for-innovations-in-the-science-of-emotional-intelligence/

This white paper implored the Directorate to give serious attention to the science and practice of Emotional Intelligence.

Rivers, S. E., & Brackett, M. A.  (2011). Transforming education through scientifically rigorous intervention approaches: A call for innovations in the science of emotional intelligence [White paper].

Emotional intelligence: Implications for personal, social, academic, and workplace success

(2011)
Center Authors: Brackett, M. A., Rivers, S. E., Salovey, P.

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http://ei.yale.edu/publication/emotional-intelligence-implications-for-personal-social-academic-and-workplace-success/

This article presented an overview of the ability model of emotional intelligence and included a discussion about how and why the concept became useful in both educational and workplace settings. Reviewed were the four underlying emotional abilities comprising emotional intelligence and the assessment tools that that have been developed to measure the construct. A description is included regarding what is known about how emotionally intelligent people function both intra- and interpersonally and in both academic and workplace settings.

Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5, 88-103. doi: 10.1111/j.1751-9004.2010.00334.x

Achieving standards in the English language arts (and more) using The RULER Approach to social and emotional learning

(2011)
Center Authors: Rivers, S. E., Brackett, M. A.

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http://ei.yale.edu/publication/achieving-standards-in-the-english-language-arts-and-more-using-the-ruler-approach-to-social-and-emotional-learning/

This article introduced The RULER Approach to social and emotional learning, with a particular focus on its Feeling Words Curriculum. A description is included on how RULER simultaneously reinforces student learning in the English language arts and develops 5 critical emotion skills—recognizing, understanding, labeling, expressing, and regulating emotion.

Rivers, S. E., & Brackett, M. A. (2011). Achieving standards in the English language arts (and more) using The RULER Approach to social and emotional learning. Reading & Writing Quarterly, 27, 75-100. doi: 10.1080/10573569.2011.532715