Consumer Emotional Intelligence: Conceptualization, Measurement, and the Prediction of Consumer Decision Making

This model is important for anyone making marketing decisions. It ensures the marketers consider the whole buying process rather than just the purchase decision.

Consumers are guaranteed to receive products and services that do not provide any harm to them. For products, the quality of products has to be acceptable, fit for the purposes, match with the sample, description and demonstration. More importantly, the products and services have to be matched and fit as what the staff said.

failure of the regulator to act to protect consumer interest - there is a lack of response to consumer complaints, inefficient complaints system, failure to provide consumer redress or to address ethical issues and professional standards;

There are issues that been found and need to be addressed. There have been concerns

Emotional intelligence; also referred to as EI or EQ, is defined as, “a skill in perceiving, understanding, and managing emotions and feelings” (n.d.). The way I express myself, interact with others, demonstrate emotions and deal with stress on a consistent basis may lead to a high EQ, or low EQ, depending on my actions. I was able to take a self-assessment on the McGraw-Hill/Irwin website that provided a score for my emotional intelligence with specific areas of strengths and weaknesses included. Overall, I scored 87 out of 100 possible points, which ranks my score considerably high. Based on my results, I faired well in regards to understanding and managing my emotions in all areas of my life. Understanding emotional intelligence, and achieving a high score in similar assessments, may lead to rewarding results in many facets of life’s daily tasks and interactions. A person, who has developed a high emotional intelligence, will keep their emotions under control, strengthen relationships with those around them, and know their limitations.

43. Consumers may evaluate a product not just on how well it performs but on how it performs relative to

Firstly, the construct of EI is plagued with theoretical critique. There are multiple conceptual models of EI, causing confusion and a lack of consensus among researchers (Conte, 2005; Zeidner, Matthews, & Roberts, 2012). A major disagreement within the literature is whether EI should be conceptualised as a cognitive ability or a trait (Zeidner et al., 2012). These disparate conceptualisations provide two conflicting methods of measuring EI, with ability-based EI being measured by cognitive-performance type tasks and trait-based EI being measured by self-report questionnaires (Zeidner et al., 2012). Trait-based measures tend to correlate highly with measures of personality and often when personality and intelligence are controlled for, the predictive validity of EI measures reduce significantly (Zeidner et al., 2012). This is problematic, as for EI to be perceived as a viable psychological construct then it needs to be distinct from these well-established constructs (Fiori & Antonakis, 2011; Zeidner et al., 2012). Due to this issue, validity evidence for measures of EI is lacking (Conte, 2005). Another major critique is that the research is heavily based on self-report data. Self-reporting is highly subjective and it gives rise to participant misinterpretation of the items as well as response bias (Zeidner et al., 2012). Moreover, there is a lack of comparative groups and control groups, which creates unrepresentative findings and thus reduces the meaningfulness of the results. The research is also heavily cross-sectional, so although these findings can provide a useful description of the problem, causal links cannot be

(2013) goes on to talk about emotional intelligence being the heart of social work practice and what the relations of the EI are within social work as well. On page 988 of Ingram, R. (2013) it states there are three key conceptual interpretations of emotional intelligence. These key interpretations are personality model, ability model, and blended trait/ability model. The personality model works closely with the Bar On of 1997 and 2006 which states patients are different in their own being and how they achieve happiness. The personality model is made to understand own self and being able to adapt to changes so it is easier to cope. Ability model is used in emotional intelligence to show that an individual has the ability to manage their own emotions and control the reaction they give to someone by accepting a balance. When an individual is able to do this, it helps with communication with others. Lastly, the blended trait/ability model is directed more towards life experiences and opportunities. This model goes along with an individual’s education experience and socio-economic status (SES). Page 989 of Ingram, R. (2013) states that Herrnstein and Murray (1994) wanted to show a relevance of IQ scores with the SES and the success rate between different racial groups; however, these were unresolved because a determination could not be shown that this in fact is true. It did not matter the SES or race of someone, IQ scores were just scores that someone scored no matter their

Following along with what was asked by the marketing committee this research was done into answering the following questions.

The lack of physical symptoms of intellectual disability makes the identification of individuals living with intellectual disabilities an extremely challenging task. Since the advent of the human intelligence measuring scale (Parmenter, 2011), mental health professionals have been using individualized, standardized intelligence testing: Intelligence Quotient (IQ) test (Koriakin et al., 2013; Parmenter, 2011). Despite remarkable contributions to psychology and education fields in particular (Ellis, 2013; Floyd, Reynolds, Farmer, Kranzler, & Volpe, 2013; Neubauer & Opriessnig, 2014), the use of IQ tests has been sharply criticized for their lack of objectivity (Garcia, 2015; Gottfredson & Saklofske, 2009). Seemingly in response to critics, proponents of IQ testings recommend adaptive behavior be assessed along cognitive limitations to enhance the objectivity and credibility of the evaluation outcomes (Parmenter,

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Graded response IRT model will be conducted for each identified domain separately (i.e. unidimensional model). The item response in the model is described by two parameters; location and discrimination. The location (i.e. difficulty) parameter refers to the position of item responses in the latent trait, while the discrimination parameter refers to the degree of the relationship of an item with a latent trait [49]. The discrimination parameter is used to decrease the uncertainty of the items

The Woodcock-Johnson III (WJ III) consist of two specific co-normed batteries, including the WJ III Tests of Cognitive Abilities (WJ III COG) and the WJ III Tests of Achievement (WJ III ACH) (Schrank & McGrew, 2001). These two batteries included a large age range and function together to measure general intellectual ability. This co-norming method permits the batteries to work together as an exact and valid analysis system for evaluating, domain-specific skills with related cognitive abilities as well as traditional ability/achievement discrepancies (Schrank & McGrew, 2001). The WJ III is an easy test to administer, taken approximately 60-90 minutes (Hasinger, 2001). The test has high reliability, validity, and can be trusted when it comes

581-586, 2011). This addition of subtest and composite scores allows for an examination of strengths and weaknesses in individuals and when used in combination with other assessment instruments, like the Wechsler Individual Achievement Test Third Edition (WIAT-III), an individuals general cognitive ability as calculated by the WAIS-IV can be compared to additional more specific areas of functioning to distinguish unforeseen patterns of strengths or deficits (Climie & Rostad, pp. 581-586,

The MSCEIT ability models define EI as a form of intelligence, whereas mixed models take a widespread approach and include dispositional, motivational, and situational variables in their take on EI (MacCann, Matthews, Zeidner, & Roberts, 2003). The two tests have different measurement approaches. The MSCEIT uses tests of maximal