Emotional intelligence in peer instructional dyads

What is it about?

The aim of this study was to empirically examine the experiential process of peer instructional dyads in training students in novice level professional competencies related to supervision. More specifically, this study examined the associations among emotional intelligence (EI), process behaviors, satisfaction, and team performance using a sample of 81 peer instructional dyads in a controlled experimental condition. Findings reveal that the supervised trainees in this sample who were most satisfied with the process were those who were emotionally intelligent and had conscientious peer supervisors who they perceived as focused on aspects of performance when providing instruction. With respect to EI, it appears that the ability to use emotions to facilitate thought was perhaps the most important aspect of EI within this sample. The ability to use emotions to facilitate thought may tap a similar benefit of mindfulness, which has recently been found to yield improved psychology training outcomes. Implications for both research and education are discussed.

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