Moderating Role of Agreeableness and Conscientiousness on Emotional Intelligence and Cognitive Styles of University Students

Abstract

The present study explored the moderating role of agreeableness and conscientiousness on Emotional Intelligence and Cognitive Styles of university students. Object-Spatial Imagery and Verbal Questionnaire (OSIVQ; Blazhenkova & Kozhevnikov, 2009), Self-Report Measure of Emotional Intelligence (SRMEI; Khan & Kamal, 2008), and Ten Item Personality Inventory (TIPI; Gosling, Rentfrow, & Swann, 2003), were used for data collection on 3500 university students. Results revealed that Conscientiousness act as significant positive moderators, while Agreeableness acts as a significant negative moderator for the relationship of Emotional Intelligence and Cognitive Styles.