Interactions of trait emotional intelligence, foreign language anxiety, and foreign language enjoyment in the foreign language speaking classroom

References

• Abdolrezapour, P. 2017. “Improving Learners’ Oral Fluency Through Computer-Mediated Emotional Intelligence Activities.” ReCALL 29 (1): 80–98. doi:10.1017/S0958344016000069.
   Web of Science ®Google Scholar
• Agudo, J. D. D. M. 2018. “Introduction and Overview.” In Emotions in Second Language Teaching. Theory, Research and Teacher Education, edited by J. D. D. M. Agudo, 1–16. Cham: Springer.
   Google Scholar
• Barchard, K. A., M. A. Brackett, and J. M. Mestre. 2016. “Taking Stock and Moving Forward: 25 Years of Emotional Intelligence Research.” Emotion Review 8 (4): 289–289. doi:10.1177/1754073916650562.
   Web of Science ®Google Scholar
• Botes, E., J. M. Dewaele, and S. Greiff. 2020. “The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-Analysis.” Journal for the Psychology of Language Learning 2 (1): 26–56.
   Google Scholar
• Boudreau, C., P. MacIntyre, and J.-M. Dewaele. 2018. “Enjoyment and Anxiety in Second Language Communication: An Idiodynamic Approach.” Studies in Second Language Learning and Teaching 8 (1): 149–170. doi:10.14746/ssllt.2018.8.1.7.
   Web of Science ®Google Scholar
• Chen, Z., and P. Zhang. 2020. “Trait Emotional Intelligence and Second Language Performance: A Case Study of Chinese EFL Learners.” Journal of Multilingual and Multicultural Development, 1–15. doi:10.1080/01434632.2020.1767633.
   Web of Science ®Google Scholar
• Cheng, Y. S., E. K. Horwitz, and D. L. Schallert. 1999. “Language Anxiety: Differentiating Writing and Speaking Components.” Language Learning 49 (3): 417–446. doi:10.1111/0023-8333.00095.
   Web of Science ®Google Scholar
• Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences. London: Academic press.
   Google Scholar
• Czimmermann, E., and K. Piniel. 2016. “Advanced Language Learners’ Experiences of Flow in the Hungarian EFL Classroom.” In Positive Psychology in SLA, edited by P. D. MacIntyre, T. Gregersen, and S. Mercer, 193–214. Bristol, UK: Multilingual Matters.
   Google Scholar
• De Smet, A., L. Mettewie, B. Galand, P. Hiligsmann, and L. Van Mensel. 2018. “Classroom Anxiety and Enjoyment in CLIL and non-CLIL: Does the Target Language Matter?” Studies in Second Language Learning and Teaching 8 (1): 47–71. doi:10.14746/ssllt.2018.8.1.3.
   Web of Science ®Google Scholar
• Dewaele, J.-M. 2019. “The Vital Need for Ontological, Epistemological and Methodological Diversity in Applied Linguistics.” In Voices and Practices in Applied Linguistics: Diversifying a Discipline, edited by C. Wright, L. Harvey, and J. Simpson, 71–88. York, UK: White Rose University Press. doi:10.22599/BAAL1.e.
   Google Scholar
• Dewaele, J.-M., X. Chen, A. M. Padilla, and J. Lake. 2019. “The Flowering of Positive Psychology in Foreign/Second Language Teaching and Acquisition Research.” Frontiers in Psychology 10: 21–28. doi:10.3389/fpsyg.2019.02128.
   PubMed Web of Science ®Google Scholar
• Dewaele, J.-M., and L. Dewaele. 2017. “The Dynamic Interactions in Foreign Language Classroom Anxiety and Foreign Language Enjoyment of Pupils Aged 12 to 18. A Pseudo-Longitudinal Investigation.” Journal of the European Second Language Association 1 (1): 12–22. doi:10.22599/jesla.6.
   Google Scholar
• Dewaele, J.-M., and L. Dewaele. 2020. “Are Foreign Language Learners’ Enjoyment and Anxiety Specific to the Teacher? An Investigation Into the Dynamics of Learners’ Classroom Emotions.” Studies in Second Language Learning and Teaching 10 (1): 45–65. doi:10.14746/ssllt.2020.10.1.3.
   Web of Science ®Google Scholar
• Dewaele, J.-M., and C. Li. 2018. “Editorial of the Special Issue: Emotions in Second Language Acquisition.” Studies in Second Language Learning and Teaching 8 (1): 15–19. doi:10.14746/ssllt.2018.8.1.1.
   Web of Science ®Google Scholar
• Dewaele, J.-M., and C. Li. 2020. “Emotions in Second Language Acquisition: A Critical Review and Research Agenda.” Foreign Language World 196 (1): 34–49.
   Google Scholar
• Dewaele, J.-M., and P. D. MacIntyre. 2014. “The Two Faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom.” Studies in Second Language Learning and Teaching 4 (2): 237–274. doi:10.14746/ssllt.2014.4.2.5.
   Google Scholar
• Dewaele, J.-M., and P. D. MacIntyre. 2016. “Foreign Language Enjoyment and Foreign Language Classroom Anxiety: The Right and Left Feet of the Language Learner?” In Positive Psychology in SLA, edited by P. D. MacIntyre, T. Gregersen, and S. Mercer, 215–236. Bristol: Multilingual Matters.
   Google Scholar
• Dewaele, J.-M., and P. D. MacIntyre. 2019. “The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety.” In Evidence-based Second Language Pedagogy: A Collection of Instructed Second Language Acquisition Studies, edited by M. Sato, and S. Loewen, 263–286. London: Routledge.
   Google Scholar
• Dewaele, J.-M., P. D. MacIntyre, C. Boudreau, and L. Dewaele. 2016. “Do Girls Have all the fun? Anxiety and Enjoyment in the Foreign Language Classroom.” Theory and Practice of Second Language Acquisition 2 (1): 41–63.
   Google Scholar
• Dewaele, J.-M., A. F. Magdalena, and K. Saito. 2019. “The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment.” Modern Language Journal 103 (2): 412–427. doi:10.1111/modl.12555.
   Web of Science ®Google Scholar
• Dewaele, J. M., K. V. Petrides, and A. Furnham. 2008. “Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety among Adult Multilinguals: A Review and Empirical Investigation.” Language Learning 58 (4): 911–960. doi:10.1111/j.1467-9922.2008.00482.x.
   Web of Science ®Google Scholar
• Dewaele, J.-M., J. Witney, K. Saito, and L. Dewaele. 2018. “Foreign Language Enjoyment and Anxiety in the FL Classroom: The Effect of Teacher and Learner Variables.” Language Teaching Research 22 (6): 676–697. doi:10.1177/1362168817692161.
   Web of Science ®Google Scholar
• Dörnyei, Z., and T. Taguchi. 2009. Questionnaires in Second Language Research: Construction, Administration, and Processing. New York: Routledge.
   Google Scholar
• Franzese, R. J., and C. Kam. 2009. Modeling and Interpreting Interactive Hypotheses in Regression Analysis. Michigan: University of Michigan Press.
   Google Scholar
• Fredrickson, B. L. 2001. “The Role of Positive Emotions in Positive Psychology: The Broaden-and-Build Theory of Positive Emotions.” American Psychologist 56 (3): 218–226. doi:10.1037/0003-066X.56.3.218.
   PubMed Web of Science ®Google Scholar
• Furnham, A., and K. V. Petrides. 2003. “Trait Emotional Intelligence and Happiness.” Social Behavior and Personality 31 (8): 815–823. doi:10.2224/sbp.2003.31.8.815.
   Web of Science ®Google Scholar
• Goetz, T., A. C. Frenzel, R. Pekrun, and N. C. Hall. 2006. “The Domain Specificity of Academic Emotional Experiences.” The Journal of Experimental Education 75 (1): 5–29. doi:10.3200/JEXE.75.1.5-29.
   Web of Science ®Google Scholar
• Goetz, T., A. C. Frenzel, R. Pekrun, N. C. Hall, and O. Lüdtke. 2007. “Between- and Within-domain Relations of Students’ Academic Emotions.” Journal of Educational Psychology 99 (4): 715–733. doi:10.1037/0022-0663.99.4.715.
   Web of Science ®Google Scholar
• Goetz, T., A. Zirngibl, R. Pekrun, and N. C. Hall. 2003. “Emotions, Learning and Achievement from an Educational Psychological Perspective.” In Learning Emotions: The Influence of Affective Factors on Classroom Learning, edited by P. Mayring and C. von Rhoeneck, 9–28. Frankfurt am Main: Peter Lang.
   Google Scholar
• Gregersen, T., P. D. MacIntyre, K. H. Finegan, K. Talbot, and S. Claman. 2014. “Examining Emotional Intelligence Within the Context of Positive Psychology Interventions.” Studies in Second Language Learning and Teaching 4 (2): 327–353. doi:10.14746/ssllt.2014.4.2.8.
   Google Scholar
• Hinton, P. R. 2014. Statistics Explained. 3rd ed. New York: Routledge.
   Google Scholar
• Horwitz, E. K. 1986. “Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale.” TESOL Quarterly 20 (3): 559–562. doi:10.2307/3586302.
   Web of Science ®Google Scholar
• Horwitz, E. K. 2010. “Foreign and Second Language Anxiety.” Language Teaching 43 (2): 154–167. doi:10.1017/S026144480999036X.
   Web of Science ®Google Scholar
• Horwitz, E. K. 2017. “On the Misreading of Horwitz, Horwitz, and Cope (1986) and the Need to Balance Anxiety Research and the Experiences of Anxious Language Learners.” In New Insights into Language Anxiety: Theory, Research and Educational Implications, edited by C. Gkonou, M. Daubney, and J.-M. Dewaele, 31–47. Bristol, UK: Multilingual Matters.
   Google Scholar
• Horwitz, E. K., M. B. Horwitz, and J. Cope. 1986. “Foreign Language Classroom Anxiety.” Modern Language Journal 70 (2): 125–132. doi:10.1111/j.1540-4781.1986.tb05256.x.
   Web of Science ®Google Scholar
• Jin, Y., and L. J. Zhang. 2018. “The Dimensions of Foreign Language Classroom Enjoyment and their Effect on Foreign Language Achievement.” International Journal of Bilingual Education and Bilingualism, 1–15. doi:10.1080/13670050.2018.1526253.
   PubMed Web of Science ®Google Scholar
• Just, C. 2011. “A Review of Literature on the General Factor of Personality.” Personality and Individual Differences 50 (6): 765–771. doi:10.1016/j.paid.2011.01.008.
   Web of Science ®Google Scholar
• Laborde, S., M. S. Allen, and F. Guillén. 2016. “Construct and Concurrent Validity of the Short- and Long-form Versions of the Trait Emotional Intelligence Questionnaire.” Personality and Individual Differences 101: 232–235. doi:10.1016/j.paid.2016.06.009.
   Web of Science ®Google Scholar
• Larsen-Freeman, D. 2012. “Complex, Dynamic Systems: A New Transdisciplinary Theme for Applied Linguistics?” Language Teaching 45 (2): 202–214. doi:10.1017/S0261444811000061.
   Web of Science ®Google Scholar
• Larsen-Freeman, D., and L. Cameron. 2008. Complex Systems and Applied Linguistics. Oxford: Oxford University Press.
   Google Scholar
• Levshina, N. 2015. How to do Linguistics with R: Data Exploration and Statistical Analysis. Philadelphia/Amsterdam: John Benjamins.
   Google Scholar
• Li, C. 2020. “A Positive Psychology Perspective on Chinese EFL Students’ Trait Emotional Intelligence, Foreign Language Enjoyment and EFL Learning Achievement.” Journal of Multilingual and Multicultural Development 41 (3): 246–263. doi:10.1080/01434632.2019.1614187.
   Web of Science ®Google Scholar
• Li, C., J.-M. Dewaele, and G. Jiang. 2019. “The Complex Relationship between Classroom Emotions and EFL Achievement in China.” Applied Linguistics Review, 1–26. doi:10.1515/applirev-2018-0043.
   Web of Science ®Google Scholar
• Li, C., G. Jiang, and J.-M. Dewaele. 2018. “Understanding Chinese High School Students’ Foreign Language Enjoyment: Validation of the Chinese Version of the Foreign Language Enjoyment Scale.” System 76: 183–196. doi:10.1016/j.system.2018.06.004.
   Web of Science ®Google Scholar
• Li, C., and J. Xu. 2019. “Trait Emotional Intelligence and Classroom Emotions: A Positive Psychology Investigation and Intervention among Chinese EFL Learners.” Frontiers in Psychology 10: 2453. doi:10.3389/fpsyg.2019.02453.
   PubMed Web of Science ®Google Scholar
• MacIntyre, P. D. 1999. “Language Anxiety: A Review of the Research for Language Teachers.” In Affect in Foreign Language and Second Language Learning: A Practical Guide to Creating a Low-anxiety Classroom Atmosphere, edited by D. J. Young, 24–45. Boston: McGraw-Hill.
   Google Scholar
• MacIntyre, P. D. 2017. “An Overview of Language Anxiety Research and Trends in its Development.” In New Insights Into Language Anxiety: Theory, Research and Educational Implications, edited by C. Gkonou, M. Daubney, and J.-M. Dewaele, 11–30. Bristol, UK: Multilingual Matters.
   Google Scholar
• MacIntyre, P. D., and T. Gregersen. 2012. “Emotions That Facilitate Language Learning: The Positive-broadening Power of the Imagination.” Studies in Second Language Learning and Teaching 2 (2): 193–213. doi:10.14746/ssllt.2012.2.2.4.
   Google Scholar
• MacIntyre, P. D., T. Gregersen, and S. Mercer. 2019. “Setting an Agenda for Positive Psychology in SLA: Theory, Practice, and Research.” Modern Language Journal 103 (1): 262–274. doi:10.1111/modl.12544.
   Web of Science ®Google Scholar
• MacIntyre, P. D., and A. Serroul. 2015. “Motivation on a Per-second Timescale: Examining Approach-avoidance Motivation during L2 Task Performance.” In Motivational Dynamics in Language Learning, 8 vols, edited by Z. Dörnyei, A. Henry, and P. D. MacIntyre, 109–138. Bristol, UK: Multilingual Matters.
   Google Scholar
• Malouff, J. M., N. S. Schutte, and E. B. Thorsteinsson. 2014. “Trait Emotional Intelligence and Romantic Relationship Satisfaction: A Meta-analysis.” The American Journal of Family Therapy 42 (1): 53–66. doi:10.1080/01926187.2012.748549.
   Web of Science ®Google Scholar
• Martins, A., N. Ramalho, and E. Morin. 2010. “A Comprehensive Meta-analysis of the Relationship between Emotional Intelligence and Health.” Personality and Individual Differences 49 (6): 554–564. doi:10.1016/j.paid.2010.05.029.
   Web of Science ®Google Scholar
• Mayer, J. D., P. Salovey, and D. R. Caruso. 2004. “Emotional Intelligence: Theory, Findings, and Implications.” Psychological Inquiry 15 (3): 197–215. doi:10.1207/s15327965pli1503_02.
   Web of Science ®Google Scholar
• Mercer, S., and C. Gkonou. 2017. “Teaching with Heart and Soul.” In Innovative Practices in Language Teacher Education: Spanning the Spectrum From Intra- to Inter-personal Professional Development, edited by T. S. Gregersen, and P. D. MacIntyre, 103–124. Cham: Springer.
   Google Scholar
• Miao, C., R. H. Humphrey, and S. Qian. 2017. “A Meta-Analysis of Emotional Intelligence Effects on Job Satisfaction Mediated by Job Resources, and a Test of Moderators.” Personality and Individual Differences 116: 281–288. doi:10.1016/j.paid.2017.04.031.
   Web of Science ®Google Scholar
• Musek, J. 2007. “A General Factor of Personality: Evidence for the Big One in the Five-factor Model.” Journal of Research in Personality 41 (6): 1213–1233. doi:10.1016/j.jrp.2007.02.003.
   Web of Science ®Google Scholar
• Nimon, K. F., and F. L. Oswald. 2013. “Understanding the Results of Multiple Linear Regression: Beyond Standardized Regression Coefficients.” Organizational Research Methods 16 (4): 650–674. doi:10.1177/1094428113493929.
   Web of Science ®Google Scholar
• O’Boyle, E. H., Jr., R. H. Humphrey, J. M. Pollack, T. H. Hawver, and P. A. Story. 2011. “The Relation between Emotional Intelligence and Job Performance: A Meta-analysis.” Journal of Organizational Behavior 32 (5): 788–818. doi:10.1002/job.714.
   Web of Science ®Google Scholar
• Oxford, R. L. 2018. “EMPATHICS: A Complex Dynamic Systems (CDS) Vision of Language Learner Well-being.” In The TESOL Encyclopedia of English Language Teaching, edited by J. L. Liontas, 1–9. San Francisco: Wiley & Sons. doi:10.1002/9781118784235.eelt0953.
   Google Scholar
• Pavlenko, A. 2013. “The Affective Turn in SLA: From ‘Affective Factors’ to ‘Language Desire’ and ‘Commodification of Affect’.” In The Affective Dimension in Second Language Acquisition, 68 vols, edited by D. Gabryś-Barker, and J. Bielska, 3–28. Bristol, UK: Multilingual matters.
   Google Scholar
• Pekrun, R. 2006. “The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice.” Educational Psychology Review 18 (4): 315–341. doi:10.1007/s10648-006-9029-9.
   Web of Science ®Google Scholar
• Pekrun, R., and L. Linnenbrink-Garcia. 2014. “Concepts and Structures of Emotions.” In International Handbook of Emotions in Education, edited by R. Pekrun, and L. Linnenbrink-Garcia, 1–10. New York: Routledge.
   Google Scholar
• Petrides, K. V. 2009. “Psychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue).” In Assessing Emotional Intelligence: Theory, Research, and Applications, edited by C. Stough, D. H. Saklofske, and J. D. A. Parker, 85–101. New York: Springer. doi:10.1007/978-0-387-88370-0_5.
   Google Scholar
• Petrides, K. V. 2017. “Intelligence, Emotional.” Reference Module in Neuroscience and Biobehavioral Psychology, 1–6. doi:10.1016/B978-0-12-809324-5.05601-7.
   Google Scholar
• Petrides, K. V. 2019. “A Conceptual Application of Psychobionomy to the Field of Personality and Individual Differences.” Personality and Individual Differences 147: 135–143. doi:10.1016/j.paid.2019.04.018.
   Web of Science ®Google Scholar
• Petrides, K. V., and S. Mavroveli. 2018. “Theory and Applications of Trait Emotional Intelligence.” Psychology (Savannah, GA) 23 (1): 24–36.
   Google Scholar
• Petrides, K. V., M. Mikolajczak, S. Mavroveli, M. J. Sanchez-Ruiz, A. Furnham, and J. C. Pérez-González. 2016. “Developments in Trait Emotional Intelligence Research.” Emotion Review 8 (4): 335–341. doi:10.1177/1754073916650493.
   Web of Science ®Google Scholar
• Petrides, K. V., J. C. Pérez-González, and A. Furnham. 2007. “On the Criterion and Incremental Validity of Trait Emotional Intelligence.” Cognition and Emotion 21 (1): 26–55. doi:10.1080/02699930601038912.
   Web of Science ®Google Scholar
• Petrides, K. V., M. J. Sanchez-Ruiz, A. B. Siegling, D. H. Saklofske, and S. Mavroveli. 2018. “Emotional Intelligence as Personality: Measurement and Effects of Trait Emotional Intelligence in Educational Contexts.” In Handbook of Emotional Intelligence in Education, edited by K. V. Keefer, J. D. A. Parker, and D. H. Saklofske, 49–81. New York: Springer.
   Google Scholar
• Piniel, K., and Á Albert. 2018. “Advanced Learners’ Foreign Language-related Emotions Across the Four Skills.” Studies in Second Language Learning and Teaching 8 (1): 127–147. doi:10.14746/ssllt.2018.8.1.6.
   Web of Science ®Google Scholar
• Plonsky, L., and F. L. Oswald. 2014. “How Big is ‘Big’? Interpreting Effect Sizes in L2 Research.” Language Learning 64 (4): 878–912. doi:10.1111/lang.12079.
   Web of Science ®Google Scholar
• Prior, M. T. 2019. “Elephants in the Room: An ‘Affective Turn’, or Just Feeling our way?” Modern Language Journal 103 (2): 516–527. doi:10.1111/modl.12573.
   Web of Science ®Google Scholar
• Putwain, D. W., R. Pekrun, L. J. Nicholson, W. Symes, S. Becker, and H. W. Marsh. 2018. “Control-value Appraisals, Enjoyment, and Boredom in Mathematics: a Longitudinal Latent Interaction Analysis.” American Educational Research Journal 55 (6): 1339–1368. doi:10.3102/0002831218786689.
   Web of Science ®Google Scholar
• Resnik, P., and J. M. Dewaele. 2020. “Trait Emotional Intelligence, Positive and Negative Emotions in First and Foreign Language Classes: A Mixed-methods Approach.” System 94: 102324. doi:10.1016/j.system.2020.102324.
   Web of Science ®Google Scholar
• Rosenberg, E. L. 1998. “Levels of Analysis and the Organization of Affect.” Review of General Psychology 2 (3): 247–270. doi:10.1037/1089-2680.2.3.247.
   Google Scholar
• Seligman, M. E., and M. Csikszentmihalyi. 2000. “Positive Psychology: An Introduction.” American Psychologist 55 (1): 5–14. doi:10.1037//0003-066X.55.1.5.
   PubMed Web of Science ®Google Scholar
• Seligman, M. E., T. A. Steen, N. Park, and C. Peterson. 2005. “Positive Psychology Progress: Empirical Validation of Interventions.” American Psychologist 60 (5): 410–421. doi:10.1037/0003-066X.60.5.410.
   PubMed Web of Science ®Google Scholar
• Shao, K., R. Pekrun, H. W. Marsh, and K. Loderer. 2020. “Control-value Appraisals, Achievement Emotions, and Foreign Language Performance: A Latent Interaction Analysis.” Learning and Instruction 69: 101356. doi:10.1016/j.learninstruc.2020.101356.
   Web of Science ®Google Scholar
• Shao, K., W. Yu, and Z. Ji. 2013a. “An Exploration of Chinese EFL Students’ Emotional Intelligence and Foreign Language Anxiety.” Modern Language Journal 97 (4): 917–929. doi:10.1111/j.1540-4781.2013.12042.x.
   Web of Science ®Google Scholar
• Shao, K., W. Yu, and Z. Ji. 2013b. “The Relationship Between EFL Students’ Emotional Intelligence and Writing Achievement.” Innovation in Language Learning and Teaching 7 (2): 107–124. doi:10.1080/17501229.2012.725730.
   Google Scholar
• Siegling, A. B., D. H. Saklofske, and K. V. Petrides. 2015. “Measures of Ability and Trait Emotional Intelligence.” In Measures of Personality and Social Psychological Constructs, edited by G. J. Boyle, D. H. Saklofske, and G. Matthews, 381–414. San Diego: Academic Press. doi:10.1016/B978-0-12-386915-9.00014-0.
   Google Scholar
• Siegling, A. B., A. K. Vesely, D. H. Saklofske, N. Frederickson, and K. V. Petrides. 2017. “Incremental Validity of the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF).” European Journal of Psychological Assessment 33 (1): 65–74. doi:10.1027/1015-5759/a000267.
   Web of Science ®Google Scholar
• Van der Linden, D., K. Pekaar, A. B. Bakker, J. Aitken Schermer, P. A. Vernon, and K. V. Petrides. 2017. “Overlap Between the General Factor of Personality and Emotional Intelligence: A Meta-analysis.” Psychological Bulletin 143: 36–52. doi:10.1037/bul0000078.
   PubMed Web of Science ®Google Scholar
• Van der Linden, D., J. A. Schermer, E. de Zeeuw, C. S. Dunkel, K. A. Pekaar, A. B. Bakker, P. A. Vernon, and K. V. Petrides. 2018. “Overlap between the General Factor of Personality and Trait Emotional Intelligence: A Genetic Correlation Study.” Behavior Genetics 48: 147–154. doi:10.1007/s10519-017-9885-8.
   PubMed Web of Science ®Google Scholar
• Van der Linden, D., I. Tsaousis, and K. V. Petrides. 2012. “Overlap Between General Factors of Personality in the Big Five, Giant Three, and Trait Emotional Intelligence.” Personality and Individual Differences 53 (3): 175–179. doi:10.1016/j.paid.2012.03.001.
   Web of Science ®Google Scholar
• Vesely-Maillefer, A. K., and D. H. Saklofske. 2018. “Emotional Intelligence and the Next Generation of Teachers.” In Emotional Intelligence in Education, edited by K. Keefer, J. Parker, and D. Saklofske, 377–402. Cham: Springer. doi:10.1007/978-3-319-90633-1_14.
   Google Scholar
• Wilson, R., and J.-M. Dewaele. 2010. “The use of web Questionnaires in Second Language Acquisition and Bilingualism Research.” Second Language Research 26 (1): 103–123. doi:10.1177/0267658309337640.
   Web of Science ®Google Scholar