Personality, Emotions, and Emotional Intelligence Assessments: New Applications and Instruments

Topic Information

Dear Colleagues,

Personality and emotions, including emotional intelligence, are two psychological constructs that are widely studied from a variety of theoretical perspectives in many different contexts. Knowledge about their functioning has been used for applied implications and interventions, which future research should extend in order to improve quality of life. Nevertheless, there is a need for reliable and valid instruments for assessing both personality and emotions, with due consideration to age appropriateness. It is therefore of paramount importance to research instruments for assessing personality, emotions, emotional intelligence, and/or the relations between them, and/or to apply them to new contexts and scenarios.

The primary focus of this Special Issue is on psychological perspectives, including cognitive, developmental, educational, clinical, and social psychology. However, contributions from related disciplines such as neuroscience, medicine, and the social sciences are also solicited. Submissions that foster interdisciplinary integration are particularly encouraged.

We welcome research articles, systematic reviews, meta-analyses, and methodological articles characterized by high methodological rigor. Articles may cover (but need not be limited to) the development and/or adaptation and/or validation of instruments for assessing personality and emotions, including emotional intelligence, and/or the relations between personality and emotions. These research topics can be examined according to a life cycle perspective, taking into account different developmental stages such as children, adolescents, and/or adults. The instrument types may include questionnaires, inventories, and checklists; structured or semi-structured interviews; observational methodologies; ad hoc methodologies; and other methodologies. Instruments may be self-reported and/or other-reported. Works may adopt quantitative, qualitative, or mixed methodologies. Approaches based on either classical test theory (CTT), item response theory (IRT), or a combination of both are encouraged. Finally, studies integrating different methodologies are welcome.

We look forward to receiving your contributions.

Dr. Roberto Burro
Dr. Daniela Raccanello
Dr. Joana Pipa
Topic Editors

Keywords

Participating Journals

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Behavioral Sciences behavsci	3.2	4.1	2011	27.7 Days	CHF 2400	Submit
Children children	2.6	4.5	2014	15.4 Days	CHF 2400	Submit
Education Sciences education	3.5	6.2	2011	24.8 Days	CHF 2000	Submit
Journal of Intelligence jintelligence	3.8	6.6	2013	36.3 Days	CHF 2600	Submit

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Published Papers (10 papers)

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All Behavioral Sciences Education Sciences J. Intell. Children

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18 pages, 1068 KB  

Open AccessArticle

Trait Emotional Intelligence Within Personality Space: Latent Profiles and Psychosocial Adjustment in Preadolescence

by Constantinos M. Kokkinos, Ioanna Voulgaridou and Nafsika Antoniadou

J. Intell. 2026, 14(7), 136; https://doi.org/10.3390/jintelligence14070136 - 3 Jul 2026

Viewed by 582

Abstract

Emotional intelligence and personality traits are key dimensions of individual differences contributing to developmental adjustment. This cross-sectional study investigated how trait emotional intelligence (trait EI), conceptualized as self-perceived dispositions closely embedded within personality hierarchies rather than a cognitive ability, is configured alongside the [...] Read more.

Emotional intelligence and personality traits are key dimensions of individual differences contributing to developmental adjustment. This cross-sectional study investigated how trait emotional intelligence (trait EI), conceptualized as self-perceived dispositions closely embedded within personality hierarchies rather than a cognitive ability, is configured alongside the Big Five traits to influence socio-emotional functioning among preadolescents. Using a convenience sampling strategy, data were collected from 194 Greek preadolescents (aged 10–12) who completed self-report measures of trait EI, personality, and psychosocial adjustment via the Strengths and Difficulties Questionnaire (SDQ). Latent Profile Analysis (LPA) identified three distinct individual configurations: Emotionally Resourceful (54.6%), Emotionally Vulnerable (14.9%), and Emotionally Resilient (30.4%). Distal outcome testing via the Bolck-Croon-Hagenaars (BCH) three-step approach revealed that the Emotionally Resilient profile exhibited the most favorable adjustment (higher prosocial behavior, lower emotional/behavioral difficulties), whereas the Emotionally Vulnerable group displayed the highest psychosocial risks. While the reliance on cross-sectional self-reports requires cautious interpretation regarding causality, the findings underscore that preadolescent adjustment is better understood through integrated dispositional configurations rather than isolated traits, clarifying the role of trait EI within the broader personality space. Full article

(This article belongs to the Topic Personality, Emotions, and Emotional Intelligence Assessments: New Applications and Instruments)

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23 pages, 1139 KB  

Open AccessArticle

The Emotion Regulation Flexibility Questionnaire: A Rasch-Validated Version for Children

by Roberto Burro, Giada Vicentini, Giada Mignolli, Anna Maria Meneghini and Daniela Raccanello

J. Intell. 2026, 14(7), 129; https://doi.org/10.3390/jintelligence14070129 - 1 Jul 2026

Viewed by 341

Abstract

The ability to effectively use different emotion regulation (ER) strategies across situations—i.e., ER flexibility (ERF)—plays a key role in emotional intelligence and social functioning. However, it has rarely been studied in young people, partly due to the lack of age-appropriate measurement instruments. This [...] Read more.

The ability to effectively use different emotion regulation (ER) strategies across situations—i.e., ER flexibility (ERF)—plays a key role in emotional intelligence and social functioning. However, it has rarely been studied in young people, partly due to the lack of age-appropriate measurement instruments. This study investigated children’s perceptions of ERF by adapting an adult scale and proposing the 10-item Emotion Regulation Flexibility Questionnaire for Children (ERFQ-C). A sample of 346 children aged 9–12 years was recruited, who completed the ERFQ-C along with questionnaires assessing emotion malleability and school-related well-being. First, the analyses confirmed the scale’s unidimensional structure and measurement invariance across sex and school level. Second, the scale showed adequate fit to the Rasch model, and item scores were converted into Rasch scores. Third, path analyses indicated that emotion malleability was positively associated with ERF perception, which, in turn, was positively associated with school-related well-being. Notwithstanding the limitations of self-report data, the instrument can be used in future research to advance theoretical understanding of the intertwinement between perceived ERF and other constructs related to children’s functioning (e.g., emotional intelligence) and inform interventions aimed at improving youth well-being. Full article

(This article belongs to the Topic Personality, Emotions, and Emotional Intelligence Assessments: New Applications and Instruments)

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24 pages, 824 KB  

Open AccessArticle

Homework-Related Parental Emotions Scale (PES-Home): Development, Validation, and Links to Personality Traits

by Ramona Obermeier, Juliane Schlesier and Michaela Gläser-Zikuda

Educ. Sci. 2026, 16(7), 1021; https://doi.org/10.3390/educsci16071021 - 27 Jun 2026

Viewed by 342

Abstract

Educational success is shaped by students’ social background, making parental support with homework particularly important for younger learners. Beyond instructional help, the emotional quality of this support may influence parent–child interactions and, in turn, students’ outcomes. However, little is known about the emotions [...] Read more.

Educational success is shaped by students’ social background, making parental support with homework particularly important for younger learners. Beyond instructional help, the emotional quality of this support may influence parent–child interactions and, in turn, students’ outcomes. However, little is known about the emotions that parents experience during homework support or how these emotions relate to parents’ personality traits. Therefore, the present study surveyed N = 903 parents (M_Age = 42.40, SD = 5.60; 87.4% female, predominantly mothers) of sixth-grade students using the newly developed Homework-Related Parental Emotions Scale (PES-Home) to assess parents’ emotions during homework support. In addition, parents reported personality traits of openness and extraversion as well as further individual characteristics (gender, age, marital status, number of children at home, educational attainment, and weekly working hours). The results of the exploratory and confirmatory factor analyses indicate that the PES-Home scales exhibit sound psychometric properties and reliably capture the three emotions of enjoyment, anxiety, and anger. Bivariate correlations and findings of a path model reveal significant links between parents’ emotions and their openness, extraversion, and additional individual characteristics. Specifically, higher educational attainment, more children in the household, and longer working hours are each associated with less favorable emotional experiences during homework support. Our findings highlight that research on parental homework support is still at an early stage and requires further investigation. Full article

(This article belongs to the Topic Personality, Emotions, and Emotional Intelligence Assessments: New Applications and Instruments)

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23 pages, 1163 KB  

Open AccessArticle

Structural Factors of Preschoolers’ Creative Personality and Their Impact on Creative Thinking Based on the Componential Model of Creativity

by Nalanying Pulie, Chao Jin, Wen Liu and Liting Tan

Behav. Sci. 2026, 16(6), 971; https://doi.org/10.3390/bs16060971 - 11 Jun 2026

Viewed by 327

Abstract

Early childhood is a critical period for creative personality development. Guided by Amabile’s Componential Model of Creativity, this research explored the higher-order structure, developmental trajectories, and predictive role of preschoolers’ creative personality. Study 1 suggested an emergent three-factor higher-order structure comprising intrinsic driving, [...] Read more.

Early childhood is a critical period for creative personality development. Guided by Amabile’s Componential Model of Creativity, this research explored the higher-order structure, developmental trajectories, and predictive role of preschoolers’ creative personality. Study 1 suggested an emergent three-factor higher-order structure comprising intrinsic driving, growing, and openness factors. Due to the longitudinal instability of the openness factor observed at this age, subsequent analyses focused on the two core components. Study 2 employed longitudinal latent growth modeling to examine the developmental trajectories of the intrinsic driving and growing factors across three waves. Study 3 assessed the predictive effects of these two factors on creative thinking performance (specifically figural divergent thinking). The results indicated that: (1) the nine teacher-rated dimensions of preschoolers’ creative personality exhibited preliminary evidence of multidimensional higher-order organization; (2) both intrinsic driving and growing factors significantly increased with age, following distinct linear trajectories; and (3) only the intrinsic driving factor significantly predicted figural divergent thinking in the structural model. While an emergent three-factor structure appeared in cross-sectional data, the longitudinal and predictive findings primarily support the stability and relevance of the core socio-motivational components. Teacher-observed personality tendencies are relevant to early figural divergent thinking but should not be interpreted as evidence for creativity as a whole. These results suggest the relevance of intrinsic driving tendencies to preschoolers’ figural divergent thinking. Full article

(This article belongs to the Topic Personality, Emotions, and Emotional Intelligence Assessments: New Applications and Instruments)

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22 pages, 2008 KB  

Open AccessArticle

Charting the Development of Robot-Assisted Social–Emotional Learning: Mapping Its Intellectual Foundations, Thematic Foci, and Evolution

by Wenjia Cui, Kejun Zhang, Zaipeng Zhang, Haoran Cui, Cixian Lv, Taghreed Ali Alsudais and Xinghua Wang

Behav. Sci. 2026, 16(5), 746; https://doi.org/10.3390/bs16050746 - 11 May 2026

Viewed by 593

Abstract

Social and emotional learning (SEL) has become increasingly central to educational policy and lifelong development, while advances in robotics have opened new possibilities for supporting socio-emotional competencies through human–robot interaction. Despite the rapid growth of robot-assisted SEL research, this field remains fragmented, with [...] Read more.

Social and emotional learning (SEL) has become increasingly central to educational policy and lifelong development, while advances in robotics have opened new possibilities for supporting socio-emotional competencies through human–robot interaction. Despite the rapid growth of robot-assisted SEL research, this field remains fragmented, with limited understanding of its intellectual structure, thematic foci, and evolution. To address this gap, this study conducted a scientometric analysis of 241 publications indexed in Web of Science using bibliometric methods. Results indicate a steady growth trajectory, with research concentrated in a small number of core countries driving international collaboration. Influential publications and co-citation patterns reveal a strong foundation in autism-related interventions and child-centered social skill development. Thematic mapping shows that motor themes are dominated by soft skills, autism, and interaction design, while emotion recognition and affective computing form technically mature but specialized streams. Foundational concepts such as human–robot interaction and artificial intelligence remain central yet theoretically evolving. Emerging links between robotics, STEM, and project-based learning suggest ongoing pedagogical expansion. This study maps the intellectual and thematic structure of robot-assisted SEL, showing how robots are emerging as mediational agents in hybrid learning systems while revealing uneven integration and misalignments between technological capabilities and pedagogical foundations. Full article

(This article belongs to the Topic Personality, Emotions, and Emotional Intelligence Assessments: New Applications and Instruments)

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15 pages, 974 KB  

Open AccessArticle

Trait Emotional Intelligence Questionnaire—Short Form (TEIQue-SF): A Lithuanian Validation with Preschool Teachers

by Eisvina Burbaite, Ilona Tilindiene and Saulius Sukys

J. Intell. 2026, 14(3), 37; https://doi.org/10.3390/jintelligence14030037 - 2 Mar 2026

Viewed by 1799

Abstract

Background. The present study aimed to examine the psychometric properties of the Lithuanian adaptation of the TEIQue-SF. Methods. The analyses were performed using a sample of 199 preschool teachers (100% women; mean age = 46.70, SD = 11.70 years, age range = 21–69 [...] Read more.

Background. The present study aimed to examine the psychometric properties of the Lithuanian adaptation of the TEIQue-SF. Methods. The analyses were performed using a sample of 199 preschool teachers (100% women; mean age = 46.70, SD = 11.70 years, age range = 21–69 years) from across Lithuania. The Teacher Subjective Wellbeing Questionnaire was also administered as an external validation measure. The reliability of the TEIQue-SF was assessed by Cronbach’s α and McDonald’s ω. Finally, we examined the relationship between sociodemographic characteristics and global trait emotional intelligence. Results. Confirmatory factor analysis of the Lithuanian TEIQue-SF supported the one-factor structure of trait emotional intelligence (CFI = 0.99, TLI = 0.98, IFI = 0.99, RMSEA = 0.04, SRMR = 0.02). Good internal consistency was observed for global trait emotional intelligence (α = 0.85, ω = 0.84). Global trait emotional intelligence was significantly and positively associated with the teacher general well-being (β = 0.28), school connectedness (β = 0.26), and teaching efficacy (β = 0.28). Age was the only sociodemographic indicator positively related to global trait EI (β = 0.26). Conclusions. Our research showed that the Lithuanian version of the TEIQue-SF is a valid and reliable instrument to measure trait emotional intelligence and can be recommended for research and practical use. Full article

(This article belongs to the Topic Personality, Emotions, and Emotional Intelligence Assessments: New Applications and Instruments)

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27 pages, 5281 KB  

Open AccessArticle

Does Your Hat Speak Your Mind? Personality Traits and Aesthetic Preferences for Hats Among Italian Young Adults

by Elena Capitani, Ivana Bianchi and Roberto Burro

Behav. Sci. 2026, 16(2), 290; https://doi.org/10.3390/bs16020290 - 18 Feb 2026

Viewed by 1052

Abstract

The relationship between personality and the various aspects of human cognition that influence behavior has long been recognized as central to understanding individual differences. The study investigates the relationship between personality and aesthetic preference, in relation to a specific category of objects (hats). [...] Read more.

The relationship between personality and the various aspects of human cognition that influence behavior has long been recognized as central to understanding individual differences. The study investigates the relationship between personality and aesthetic preference, in relation to a specific category of objects (hats). An online questionnaire showing grayscale images of 34 iconic types of hats (Set 1) and eight types of baseball caps (Set 2) was presented to 539 Italian adults, asking them to rate how much they liked them and how likely they were to wear them. The Big Five Inventory-2 was used to evaluate personality. Significant associations were found between the five personality traits (open mindedness, conscientiousness, extraversion, agreeableness and negative emotionality) and the participants’ ratings of both liking and willingness to wear the hats in both Sets 1 and 2. The results of the study are relevant not only for basic research but also, potentially, suggest applicative developments in the domain of design and customized recommendation systems. Full article

(This article belongs to the Topic Personality, Emotions, and Emotional Intelligence Assessments: New Applications and Instruments)

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19 pages, 1845 KB  

Open AccessArticle

Don’t Tell Us How Strong It Feels! Converging and Discriminant Validity of an Indirect Measure of Emotional Evidence Accumulation Efficiency

by Rotem Berkovich, Deanna M. Barch, Nachshon Meiran and Erin K. Moran

J. Intell. 2026, 14(2), 19; https://doi.org/10.3390/jintelligence14020019 - 31 Jan 2026

Viewed by 900

Abstract

The prevalent method for measuring emotional experiences is self-report scales. However, this method is prone to bias, affected by retrospective errors, and limited in studying individual differences due to variability in how individuals interpret scale values. In the present study, we tested the [...] Read more.

The prevalent method for measuring emotional experiences is self-report scales. However, this method is prone to bias, affected by retrospective errors, and limited in studying individual differences due to variability in how individuals interpret scale values. In the present study, we tested the convergent validity of an alternative approach, which infers emotional components from computational modeling as applied to binary pleasant/unpleasant reports about affective images. Reaction times and choices were modeled to estimate the drift rate (efficiency of emotional evidence accumulation) and the boundary (decision caution). Participants (N = 191) also completed five self-report questionnaires assessing affect, anhedonia, depressive symptoms, and pleasure. Only one correlation reached evidence level (Bayes Factor > 10): Higher consummatory pleasure was negatively associated with drift rate for unpleasant emotions (r(178) = −0.258). This suggests that individuals who typically experience greater in-the-moment pleasure accumulate evidence less efficiently toward unpleasant judgments. Other correlations were absent or inconclusive, potentially reflecting differences in temporal focus and in the specific facets of emotion for each measure. Overall, these results provide some initial support for the convergent and discriminant validity of the drift rate as an indirect measure of online emotional experience. Full article

(This article belongs to the Topic Personality, Emotions, and Emotional Intelligence Assessments: New Applications and Instruments)

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16 pages, 354 KB  

Open AccessArticle

Psychometrics of Drawmetrics: An Expressive–Semantic Framework for Personality Assessment

by Larry R. Price

Behav. Sci. 2026, 16(1), 135; https://doi.org/10.3390/bs16010135 - 17 Jan 2026

Cited by 1 | Viewed by 792

Abstract

This study examines whether Drawmetrics (DM), an expressive–semantic personality system, can be linked with the Five-Factor Model (Big Five) through an embedding-based mapping approach and network psychometric methods. A total of 185 participants completed both the DM assessment and the IPIP-NEO 120 Big [...] Read more.

This study examines whether Drawmetrics (DM), an expressive–semantic personality system, can be linked with the Five-Factor Model (Big Five) through an embedding-based mapping approach and network psychometric methods. A total of 185 participants completed both the DM assessment and the IPIP-NEO 120 Big Five inventory. DM term outputs were embedded using a miniLM sentence-transformer and aggregated into 30 facet composites, with six composites per domain. Big Five facet composites were extracted from standardized reports and harmonized to canonical facet names. Analyses focused on the overlap sample (N = 148) with valid scores on both instruments. DM composites demonstrated strong internal structure and high stability indices. Substantial semantic-space alignment was observed between DM term language and Big Five facet language, supporting interpretable linking. However, person-level correlations between DM and Big Five domains were modest (mean |r| ≈ 0.07; Spearman similar), with the largest facet-level association at |r| ≈ 0.26. DM appears to represent a coherent expressive–semantic trait space that is related to, but not isomorphic with, Big Five traits. These findings support a linking rather than equivalence interpretation and highlight the need for future research on scaling, reliability, range restriction, and criterion validation. Full article

(This article belongs to the Topic Personality, Emotions, and Emotional Intelligence Assessments: New Applications and Instruments)

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28 pages, 1093 KB  

Open AccessArticle

The Effect of Differentiated Instruction on the Academic Achievement and Opinions of 3rd-Grade Students in Science Education: A Mixed-Methods Study

by Serpil Kara and Aysun Tekindur

J. Intell. 2025, 13(10), 126; https://doi.org/10.3390/jintelligence13100126 - 1 Oct 2025

Cited by 5 | Viewed by 8347

Abstract

The purpose of the current study is to determine the effect of the differentiated instruction approach on 3rd-grade primary school students’ academic achievement (N = 45) in the “Electrical Devices and Tools” unit and to explore their opinions regarding the differentiated instruction process. [...] Read more.

The purpose of the current study is to determine the effect of the differentiated instruction approach on 3rd-grade primary school students’ academic achievement (N = 45) in the “Electrical Devices and Tools” unit and to explore their opinions regarding the differentiated instruction process. In this context, the content of the lessons prepared using student-centred approaches on students’ science achievement was examined, and students’ opinions on the differentiated instruction approach were also evaluated. The study was conducted in the spring term of the 2024–2025 school year in a major city located in the central region of Türkiye, and a mixed research design combining both quantitative and qualitative approaches was employed. In the current study, during the instructional process of the experimental group, differentiated instruction lesson plans available on the Education Information Network (EIN) portal provided by the Ministry of National Education (MoNE) were used. In the control group, the process outlined by the current curriculum was followed. When the findings were evaluated, statistically significant differences were found in favour of the experimental group, in which activities were implemented based on the differentiated instruction plan, compared to the control group that received instruction within the framework of the current curriculum. In addition, students’ opinions regarding the process indicated that the implementation contributed positively to their learning. In light of the findings obtained, recommendations were made for future research. Full article

(This article belongs to the Topic Personality, Emotions, and Emotional Intelligence Assessments: New Applications and Instruments)

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