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

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