Citations (30)
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Khaled A. Al-Dassean. (2023) Psychometric properties of the Arabic version of the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF). Cogent Psychology 10:1.
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Matheus França Perazzo, Lucas Guimarães Abreu, Pablo Alejandro Pérez-Díaz, K. V. Petrides, Ana Flávia Granville-Garcia & Saul Martins Paiva. (2021) Trait Emotional Intelligence Questionnaire-Short Form: Brazilian Validation and Measurement Invariance between the United Kingdom and Latin-American Datasets. Journal of Personality Assessment 103:3, pages 342-351.
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Pablo A. Pérez-Díaz & K. V. Petrides. (2021) The Spanish-Chilean Trait Emotional Intelligence Questionnaire-Short Form: The Adaptation and Validation of the TEIQue-SF in Chile. Journal of Personality Assessment 103:1, pages 67-79.
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Peter O'Connor, Jessica Nguyen & Jeromy Anglim. (2017) Effectively Coping With Task Stress: A Study of the Validity of the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue–SF). Journal of Personality Assessment 99:3, pages 304-314.
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Harsha N. Perera. (2016) The Role of Trait Emotional Intelligence in Academic Performance: Theoretical Overview and Empirical Update. The Journal of Psychology 150:2, pages 229-251.
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Articles from other publishers (25)
Ali Orhan. (2024) Trait emotional intelligence questionnaire short form (teique-sf): Reliability generalization meta-analysis. Personality and Individual Differences 224, pages 112633.
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Veljko Aleksić & Dionysios Politis. (2023) Trait Emotional Intelligence and Multiple Intelligences as Predictors of Academic Success in Serbian and Greek IT Students. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 11:2, pages 173-185.
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Alexander Devey, Martin J. Turner, Murat Artiran & Jennifer Hobson. (2022) Adolescent Soccer Athletes’ Irrational Beliefs About Basic Psychological Needs are Related to Their Emotional Intelligence and Mental Health. Journal of Rational-Emotive & Cognitive-Behavior Therapy 41:2, pages 380-391.
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Thomas Pirsoul, Michaël Parmentier & Frédéric Nils. (2021) One step beyond emotional intelligence measurement in the career development of adult learners: A bifactor exploratory structural equation modeling framework. Current Psychology 42:7, pages 5834-5850.
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Annica K. V. Hjalmarsson & Anna M. Dåderman. (2020) Relationship between emotional intelligence, personality, and self-perceived individual work performance: A cross-sectional study on the Swedish version of TEIQue-SF. Current Psychology 41:5, pages 2558-2573.
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Krystal M. Hinerman, Darrell M. Hull, Emma I. Näslund-Hadley & Mehri Mirzaei Rafe. (2022) Social Emotional Learning Competencies in Belize Children: Psychometric Validation Through Exploratory Structural Equation Modeling. Frontiers in Psychology 12.
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Quynh-Anh N. Nguyen, Thach D. Tran, Tu-Anh Tran, T. A. Nguyen & Jane Fisher. (2020) Perceived Parenting Styles and Emotional Intelligence Among Adolescents in Vietnam. The Family Journal 28:4, pages 441-454.
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Vanessa M. Sinclair, Gabriela Topa & Donald Saklofske. (2020) Personality Correlates of Compassion: a Cross-Cultural Analysis. Mindfulness 11:10, pages 2423-2432.
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Rachel Part, Harsha N. Perera, Gwen C. Marchand & Matthew L. Bernacki. (2020) Revisiting the dimensionality of subjective task value: Towards clarification of competing perspectives. Contemporary Educational Psychology 62, pages 101875.
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Teresa Torres-Coronas & María Arántzazu Vidal-Blasco. (2019) La importancia del control conductual percibido como elemento determinante de la intención emprendedora entre los estudiantes universitarios. Universidad & Empresa 21:37, pages 108.
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Diane Silva & Arnaldo Coelho. (2018) The impact of emotional intelligence on creativity, the mediating role of worker attitudes and the moderating effects of individual success. Journal of Management & Organization 25:02, pages 284-302.
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Antonio Chirumbolo, Laura Picconi, Mara Morelli & K. V. Petrides. (2019) The Assessment of Trait Emotional Intelligence: Psychometric Characteristics of the TEIQue-Full Form in a Large Italian Adult Sample. Frontiers in Psychology 9.
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Celeste M. Calkins, Michelle M. Chavez & Vicki J. Rosser. (2019) Preventing extra costs: The impact of faculty satisfaction and morale. International Journal of Educational Research 97, pages 77-87.
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Harsha N. Perera, Zahra Izadikhah, Peter O’Connor & Peter McIlveen. (2016) Resolving Dimensionality Problems With WHOQOL-BREF Item Responses. Assessment 25:8, pages 1014-1025.
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Pinar Celik & Martin Storme. (2017) Trait Emotional Intelligence Predicts Academic Satisfaction Through Career Adaptability. Journal of Career Assessment 26:4, pages 666-677.
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Harsha N. Perera, Lucie Vosicka, Helena Granziera & Peter McIlveen. (2018) Towards an integrative perspective on the structure of teacher work engagement. Journal of Vocational Behavior 108, pages 28-41.
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Gábor Orosz, István Tóth-Király, Noémi Büki, Krisztián Ivaskevics, Beáta Bőthe & Márta Fülöp. (2018) The Four Faces of Competition: The Development of the Multidimensional Competitive Orientation Inventory. Frontiers in Psychology 9.
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Harsha N. Perera & Rahul Ganguly. (2016) Construct Validity of Scores From the Connor–Davidson Resilience Scale in a Sample of Postsecondary Students With Disabilities. Assessment 25:2, pages 193-205.
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Harsha N. Perera, Helena Granziera & Peter McIlveen. (2018) Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and Individual Differences 120, pages 171-178.
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István Tóth-Király, Beáta Bõthe, Adrien Rigó & Gábor Orosz. (2017) An Illustration of the Exploratory Structural Equation Modeling (ESEM) Framework on the Passion Scale. Frontiers in Psychology 8.
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Harsha N. Perera & Peter McIlveen. (2017) Profiles of career adaptivity and their relations with adaptability, adapting, and adaptation. Journal of Vocational Behavior 98, pages 70-84.
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Harsha N. Perera. (2016) Construct Validity of the Social Provisions Scale. Assessment 23:6, pages 720-733.
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Harsha N. Perera & James A. Athanasou. (2016) Construct Validity of the EUROHIS-QOL for Rehabilitation Assessment. The Australian Journal of Rehabilitation Counselling 22:2, pages 57-75.
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Harsha N. Perera, Peter McIlveen & Mark E. Oliver. (2015) The mediating roles of coping and adjustment in the relationship between personality and academic achievement. British Journal of Educational Psychology 85:3, pages 440-457.
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Harsha N. Perera & Michelle DiGiacomo. (2015) The role of trait emotional intelligence in academic performance during the university transition: An integrative model of mediation via social support, coping, and adjustment. Personality and Individual Differences 83, pages 208-213.
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