Correlations between constructs

In the current study, the MSCEIT measured emotional intelligence at the total EI and four branch levels. Correlations of IQ with EI are shown in Tables 7.11 and 7.12. and IQ with CTI pre-, post- and change in Table 7.13. EI and CTI pre-, post-, and change correlations are shown in Tables 7.14 to 7.16. With respect to correlation effect sizes, Cohen (1992) suggests that 0,10 represents a small effect size, 0,30 a medium, and 0,50 or more a large effect size.

7.5.3.1. IQ and EI

Table 7.11

Correlations of IQ and EI (N = 193)

EI total 0,31**

IQ

EI Perceiving 0,19*

EI Facilitating 0,14 EI Understanding 0,48**

EI Managing 0,12

Note: *p < ,01, 2-tailed. **p< ,001, 2-tailed.

As can be seen in Table 7.11, correlations between cognitive ability and emotional intelligence were positive and significant for EI Total, Perceiving, and Understanding, but not significant for Facilitating or Managing. The overall IQ/EI correlation (r = 0,31; p <

,001; medium effect size) is in keeping with those reported in the normative study (Mayer et al., 2002, p. 38) and subsequent studies (Brackett, Rivers, Shiffman, Lerner, & Salovey, 2006; Mayer, Salovey, Caruso, & Sitarenos, 2003). Among the four branches of the MSCEIT, Perceiving emotions showed a small to medium effect size (r = 0,19; p < ,01).

Both Facilitating emotions and Managing emotions correlated the least (r = 0,14; p = 0,064 and r = 0,12; p = 0,113 respectively; small effect size). Understanding emotions was most

highly correlated with cognitive ability (r = 0,48; p = 0,000, large effect size). This is in keeping with Mayer and Salovey’s assertion that Understanding emotions represents the most cognitive of the branches (Mayer, Salovey, & Caruso, 2004). The IQ/EI total correlation is of moderate size that could be expected to exist between overall g and other possible factors of intelligence, which lends credence to the test’s claim of being an ability model (Zeidner, Roberts, & Matthews, 2008).

Jensen (2003) (cited in Mayer et al, 2004, p203) suggests that one attribute of intelligence is that abilities tend to correlate more at low levels of intelligence than high. For the data in this research, when participants were divided into low IQ (WPT score < 0,5 sd ) and high IQ (WPT score > 0,5 sd) groups (n = 59 for low; 72 for high), this was proven to be the case for overall EI and all four branch scores although significant correlations were achieved for only overall EI, EI P, and EI U in the low IQ group and only for EI U in the high IQ group.

Correlations for each of low and high IQ are shown in Table 7.12 below. R values and p values (in brackets) are as follows:

Table 7.12

Correlations of EI with Low and High IQ

Low IQ High IQ

EI Total 0,34 (,008) 0,08 (ns) EI Perceiving 0,27 (,035) 0,08 (ns) EI Facilitating 0,26 (,049) -0,05 (ns) EI Understanding 0,36 (,005) 0,25 (,038) EI Managing 0,05 (ns) -0,09 (ns)

N 59 72

7.5.3.2 IQ and CTI pre-program, post-program and change

In the current study, the WPT was used as a measure of IQ (or cognitive ability).

Correlations between IQ and EI have already been presented in Table 7.11. Table 7.13 shows the correlations of IQ with pre-CTI, post-CTI scores, and CTI change.

Table 7.13

Correlations of IQ with CTI Pre-test, Post-test and Change.

IQ pre CTI post CTI

CTI total -0,04 -0,15* 0,11 CTI change

DMC -0,09 -0,22** 0,10 CA 0,00 -0,03 0.03 EC 0,00 -0,11 0,09

Note: *p<,05; **p<,01, 2-tailed.

Analysis of the correlations between IQ and the CTI scores were performed. Higher intelligence was not associated with lower CTI scores pre-program, and not with commitment anxiety or external conflict post-program. However, IQ was seen to be significantly and inversely correlated with post program CTI total (r = -0,15; p = 0,044), and with decision-making confusion (r = -0,22; p = 0,002). These represent a small to medium effect size. Higher IQ scores, therefore, were associated with significantly less decision-making confusion after completion of the program and lower negative career thinking overall. No significant correlations between IQ and CTI change were observed.

7.5.3.3 EI and CTI pre-program

Table 7.14

Correlations of EI and CTI Pre-program (N =193)

CTI Pre-test

EI total -0,05 -0,04 -0,01 -0,09

Total DMC CA _______EC______________

EI Perceiving 0,04 0,04 0,11 -0,07 EI Facilitating -0,02 0,02 -0,05 -0,05 EI Understanding -0,03 -0,07 0,02 0,02 EI Managing -0,19** -0,13 -0,19* -0,18*

Note: *p ≤ ,05; **p ≤ ,01, 2-tailed.

Table 7.14 shows correlations between participants’ negative career thoughts expressed prior to the program and MSCEIT scores. Data analysis found that negative career thoughts overall prior to the program were significantly and inversely correlated with the Managing emotions branch of the MSCEIT for total CTI (r = -0,19; p = 0,008), and with two of the three CTI subscales, Commitment Anxiety (r = 0,19; p = 0,011), and External Conflict (r = -0,18; p = 0,013). These represent a small effect size. There were no other significant correlations with the other branches of EI or the total EI. In practical terms, this indicates that a higher level of emotional management ability was associated with fewer negative career thoughts overall as well as less anxiety regarding committing to a career and less conflict with external others.

7.5.3.4 EI and CTI post-program

Table 7.15

Correlations of EI and CTI Post-program (N = 193)

CTI Post-test

EI total -0,11 -0,10 -0,09 -0,09

Total DMC CA EC

EI Perceiving -0,01 0,00 0,01 -0,04 EI Facilitating 0,00 0,01 -0,05 -0,03 EI Understanding -0,09 -0,12 -0,02 -0,01 EI Managing -0,21** -0,19** -0,21** -0,16*

Note: *p ≤ ,05; **p ≤ ,01, 2-tailed.

Table 7.15 shows correlations of EI scores with negative career thoughts as expressed after the career exploration program. Similar to pre-program correlations, data analysis found that negative career thoughts after the program were significantly and inversely correlated with the Managing emotions branch of the MSCEIT for total CTI (r = -0,21; p = 0,004), and with all three CTI subscales, Commitment Anxiety (r = -0,19; p = 0,009), Commitment Anxiety (r

= -0,21; p = 0,004), and External Conflict (r = -0,16; p = 0,024). These represent small to medium effect sizes. In behavioural terms this suggests that, after the completion of the program, a higher level of emotional management ability was associated with less negative career thinking overall as well as less decision-making confusion, commitment anxiety and less external conflict.

7.5.3.5 EI and CTI change

Table 7.16

Correlations of EI and CTI Change (N = 193)

CTI Change

Total DMC CA _______EC______________

EI total 0,05 0,03 0,07 -0,01

EI Perceiving 0,05 0,04 0,07 -0,03 EI Facilitating -0,03 0,00 -0,01 -0,02 EI Understanding -0,06 0,03 0,04 0,03 EI Managing 0,02 0,01 0,02 -0,04 Note: all correlations non-significant.

Contrary to expectations, an examination of the correlations between emotional intelligence and change in CTI scores showed no significant relationships for any of the total EI or the four branch scores. It was postulated that correlations would be positive and significant. As can be seen in Table 7.16, correlations were close to 0 suggesting that change in negative career thinking is not associated with level of EI overall or any of the branches.