PMID- 35064859
OWN - NLM
STAT- MEDLINE
DCOM- 20220425
LR  - 20220425
IS  - 1573-6555 (Electronic)
IS  - 0090-6905 (Linking)
VI  - 51
IP  - 2
DP  - 2022 Apr
TI  - Examining Associations Among Emotional Intelligence, Creativity, Self-efficacy, 
      and Simultaneous Interpreting Practice Through the Mediating Effect of Field 
      Dependence/Independence: A Path Analysis Approach.
PG  - 255-272
LID - 10.1007/s10936-022-09836-0 [doi]
AB  - Simultaneous interpreting (SI) is a cognitively complex activity due to the 
      concurrent nature of receiving and producing messages. Previous research confirms 
      that SI is profoundly influenced by cognitive, attitudinal, and psychological 
      mechanisms. Following this line of enquiry, the present investigation proposes a 
      unique model by integrating cognitive and psychological factors related to the 
      professional performance in SI. Specifically, this study examined a model to test 
      the predictive and mediational effects of emotional intelligence, creativity, 
      self-efficacy, and field dependence/independence (FD/FI) on simultaneous 
      interpreting. A total of 248 university students majoring in Translation Studies 
      completed measures of General Self-Efficacy Scale (GSES), Emotional-Quotient 
      Inventory (EQ-I), Torrance Test of Creative Thinking (TTCT), General Embedded 
      Figures Test (GMFT), and two SI tasks, namely the oral cloze test (OCT) and the 
      listening and memory recall exercise (LMRE). The path analysis supported the 
      direct effect of creativity and its indirect effects mediated by FD/FI on SI. 
      Emotional intelligence made only a significant indirect effect on SI through 
      FD/FI. Self-efficacy, on the other hand, made only a significant direct effect on 
      SI. Emotional intelligence and creativity also contributed significantly to the 
      prediction of FD/FI. The analyses also revealed a significant correlation between 
      emotional intelligence and self-efficacy and also between creativity and 
      emotional intelligence. Finally, FD/FI directly predicted simultaneous 
      interpreting. Other hypothesized associations were not found to be statistically 
      significant. The findings suggest that psychological attributes can have a great 
      impact on students' performance in simultaneous interpreting training exercises. 
      Implications of the study and the research avenues are discussed.
CI  - (c) 2022. The Author(s), under exclusive licence to Springer Science+Business 
      Media, LLC, part of Springer Nature.
FAU - Ferdowsi, Sima
AU  - Ferdowsi S
AUID- ORCID: 0000-0003-4556-5112
AD  - Department of Foreign Languages, Faculty of Literature and Humanities, Shahid 
      Bahonar University of Kerman, Kerman, Iran.
FAU - Razmi, Mohammad Hasan
AU  - Razmi MH
AUID- ORCID: 0000-0002-0891-8831
AD  - Department of Language and Literature, Yazd University, Yazd, Iran. 
      hasanrazmi2000@gmail.com.
LA  - eng
PT  - Journal Article
DEP - 20220122
PL  - United States
TA  - J Psycholinguist Res
JT  - Journal of psycholinguistic research
JID - 0333506
SB  - IM
MH  - *Creativity
MH  - Emotional Intelligence
MH  - Emotions
MH  - Humans
MH  - Intelligence Tests
MH  - *Self Efficacy
OTO - NOTNLM
OT  - Creativity
OT  - Emotional intelligence
OT  - Filed-dependence/field-independence
OT  - Self-efficacy
OT  - Simultaneous interpreting
EDAT- 2022/01/23 06:00
MHDA- 2022/04/26 06:00
CRDT- 2022/01/22 12:06
PHST- 2022/01/08 00:00 [accepted]
PHST- 2022/01/23 06:00 [pubmed]
PHST- 2022/04/26 06:00 [medline]
PHST- 2022/01/22 12:06 [entrez]
AID - 10.1007/s10936-022-09836-0 [pii]
AID - 10.1007/s10936-022-09836-0 [doi]
PST - ppublish
SO  - J Psycholinguist Res. 2022 Apr;51(2):255-272. doi: 10.1007/s10936-022-09836-0. 
      Epub 2022 Jan 22.