Emotional Intelligence and Mood States associated with Optimal Performance

Andrew Michael Lane, Richard Thelwell, Tracey Jayne Devonport

Abstract


This study utilized a within-subject design to investigate relationships between emotional intelligence and memories of mood states associated with optimal and dysfunctional performance in competitive sport and academic situations. Sport-students (N = 436) completed a self-report Emotional Intelligence Scale (EIS: Schutte, Malouff, Hall, et al., 1998), whilst retrospective accounts of mood states associated with optimal and dysfunctional sporting-competition and academic-examination performance were recorded using the Brunel Mood Scale (BRUMS: Terry, Lane, Lane, & Keohane, 1999; Terry, Lane, & Fogarty, 2003). Repeated measures MANOVA results indicate that mood states associated with optimal and dysfunctional performance are situation-specific (Sport x Academic Interaction: Pillai's Trace 8,428 = .70, P < .001, Partial Eta2 = 0.09). Differences in mood states between optimal and dysfunctional performance were more pronounced for athletic situations, thereby suggesting mood states are associated with performance, but the nature of these relationships are situation-specific. Further analysis was completed to explore the role of emotional intelligence in mediating mood performance relationships. MANCOVA comparing differences in mood states by performance (optimal and dysfunctional performance) by situation (sport and academic) controlling for EIS scores indicated a significant three-way interaction effect. Findings indicate that self-reported beliefs of emotional intelligence are associated with optimal mood states for different situations. Future research should continue to investigate the influence of emotional intelligence in performance contexts. The ultimate objective being to facilitate the translation of empirical research into applied contexts.

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Keywords

Appraisal; emotion; stress-management; personality; psychological skills training; meta-emotional states.



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ISSN 1832-7931
Swinburne University of Technology