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dc.contributor.advisorLane, Andrew M.
dc.contributor.authorDiehl, Caren
dc.date.accessioned2010-08-20T10:00:04Z
dc.date.available2010-08-20T10:00:04Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/2436/109994
dc.descriptionA Thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of Philosophy
dc.description.abstractThis research tested the relationship between Emotional Intelligence (EI) and mood states prior to performance, using two culturally diverse populations and using a mixed methodology. The objective was to explore whether there were cultural differences between the two samples thereafter exploring whether EI can be enhanced in the two cultures, using a psychological skills intervention. Phase 1 and 2 used the BRUMS-32 (Terry et al., 1999), and the EIS (Schutte et al., 1998) to investigate mood states and EI among a sample of UK wheelchair basketball players (phase 1: n = 51), and Ghanaian footballers (phase 2: n = 70). Five semi-structured interviews were also completed in phase 1. In phase 3 interventions (goal-setting, self-talk, relaxation and daily diaries) were used to enhance EI in a sample of UK wheelchair basketball players (n = 6) and Ghanaian football players (n = 8). Self-talk questionnaires, daily diaries, EIS and structured interviews were used to collect data during the intervention. Phase 1 MANOVA results showed that EI was related to mood states associated with optimal and dysfunctional performance (Wilks' Lambda 8.7 = .01, F = 74.76, P = .00, Partial Eta2 = .99) and indicated that optimism and utilisation of emotions contributed significantly to variation in mood by performance. Four key themes emerged from semi-structured interviews: antecedents of emotions; emotion and performance; emotional intelligence; and coping with emotions. Results suggested that EI correlated with performance. Phase 2, MANOVA results showed that EI was related to mood states associated with optimal and dysfunctional performance (Wilks' Lambda 8.40 = .50, F = 7.82, P < .00, Partial Eta2 = .50) and indicated that emotion regulation and appraisal of other‟s emotions contributed significantly to variations in mood by performance. When seen collectively, results of phase 1 and 2 indicate that there were cultural differences between the two populations.Phase 3 indicated that in both populations EI could be enhanced for some of the participants. Culture could be an explanation for the intervention only partially working. The EI theory or the EIS may only work in the culture it was developed in as it did not seem to detect changes in the Ghanaian sample.
dc.language.isoen
dc.publisherUniversity of Wolverhampton
dc.subjectEmotional intelligence
dc.subjectUK wheelchair basketball
dc.subjectGhanaian footballers
dc.subjectCultural sport psychology
dc.subjectIntervention
dc.titleEmotional Intelligence in Diverse Populations: Theory to Intervention
dc.typeThesis or dissertation
dc.type.qualificationnamePhD
dc.type.qualificationlevelDoctoral
refterms.dateFOA2018-08-21T09:40:03Z
html.description.abstractThis research tested the relationship between Emotional Intelligence (EI) and mood states prior to performance, using two culturally diverse populations and using a mixed methodology. The objective was to explore whether there were cultural differences between the two samples thereafter exploring whether EI can be enhanced in the two cultures, using a psychological skills intervention. Phase 1 and 2 used the BRUMS-32 (Terry et al., 1999), and the EIS (Schutte et al., 1998) to investigate mood states and EI among a sample of UK wheelchair basketball players (phase 1: n = 51), and Ghanaian footballers (phase 2: n = 70). Five semi-structured interviews were also completed in phase 1. In phase 3 interventions (goal-setting, self-talk, relaxation and daily diaries) were used to enhance EI in a sample of UK wheelchair basketball players (n = 6) and Ghanaian football players (n = 8). Self-talk questionnaires, daily diaries, EIS and structured interviews were used to collect data during the intervention. Phase 1 MANOVA results showed that EI was related to mood states associated with optimal and dysfunctional performance (Wilks' Lambda 8.7 = .01, F = 74.76, P = .00, Partial Eta2 = .99) and indicated that optimism and utilisation of emotions contributed significantly to variation in mood by performance. Four key themes emerged from semi-structured interviews: antecedents of emotions; emotion and performance; emotional intelligence; and coping with emotions. Results suggested that EI correlated with performance. Phase 2, MANOVA results showed that EI was related to mood states associated with optimal and dysfunctional performance (Wilks' Lambda 8.40 = .50, F = 7.82, P < .00, Partial Eta2 = .50) and indicated that emotion regulation and appraisal of other‟s emotions contributed significantly to variations in mood by performance. When seen collectively, results of phase 1 and 2 indicate that there were cultural differences between the two populations.Phase 3 indicated that in both populations EI could be enhanced for some of the participants. Culture could be an explanation for the intervention only partially working. The EI theory or the EIS may only work in the culture it was developed in as it did not seem to detect changes in the Ghanaian sample.


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