Posted: August 1st, 2023

The Relationship Between Emotional Intelligence and Propensity to Criminal

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Instructions
This assignment is something that you will be able to draw upon moving forward in the program. A research proposal is a very common start to a research project as it helps to frame out the importance of the project itself and show the knowledge gaps that currently exist in the literature. Typically after a solid research proposal is written, the paper unfolds from there as you have a clear framework to follow moving forward.
This assignment requires you to write a proposal that states your research question and your research strategy for addressing it. As mentioned throughout your previous assignments you may draw upon each one to help you build your proposal.
Research Proposal:
The research proposal must be between 8-10 pages in length not including title page or references.
Your title page should include the working title of your research project, your name, date, and course title. You should also have an abstract on your title page.
Your proposal should have the following sections:
Introduction: The introduction is where you identify your specific research question and where you set the general context for the study. In this section you need to include:
a statement of the problem or general research question and context leading to a clear statement of the specific research question;
background and contextual material justifying why this case or topic should be studied; and
a purpose statement.
Literature Review: This short preliminary literature review section reviews the literature important to your specific research question. The literature review focuses on discussing how other researchers have addressed the same or similar research questions. It introduces the study and places it in a larger context that includes a discussion of why it is important to study this case. It provides the current state of accumulated knowledge as it relates to your specific research question. In this section you should:
Summarize the general state of the literature (cumulative knowledge base) on the specific research question. For example, if you discuss other studies that have been conducted you would summarize the researcher’s findings, how those findings were obtained, and conduct an evaluation of biases in the findings.
This section should provide a broad overview of the primary arguments related to the topic and organizes the general views on the main aspects of the topic by theme, which could be the prevailing arguments or schools of thought, or commonly held beliefs that your particular topic may challenge.
Include a short conclusion and transition to the next section.
In your literature review, you should also discuss the theoretical framework to be used in the study. You should ensure you cover the following in your discussion:
a summary of the theory or model to be used in the study, including a diagram of the model if appropriate;
comment on the kinds of questions this theory has been used to answer in the past and why it is appropriate to use in this proposed study
To really drive this home you want to end your literature review with a discussion of the current knowledge gaps. This is an opportunity to once again promote the importance of your own research. How will your research fit within this larger body of knowledge? What are you doing differently? What gaps will your research fill?
For some additional information on how to organize your theoretical framework into your paper, check out this USC Library guide on Theoretical Frameworks.
From here you would then include a transition into your methodology section.
NOTE: Literature reviews can be a bit tricky to write. Think back to how you wrote your short theory lit review in week 4. Chances are you already started to write in a style similar to what one does when completing a literature review. Check out this video (the same one you were guided to in week 4) to help you further prepare to write this section of your proposal. This will not be the last time that you are asked to write a literature review in your academic career so it is important to master this skill.
Research Design and Methods: Describes how you will answer your research question or test the hypothesis. This section describes your overall research design and how you plan to collect, synthesize, and interpret your data. It should include:
identification and operationalization (measurement) of variables;
a sampling plan (i.e., study population and sampling procedures, if appropriate);
justification of case studies used;
data collection/sources (secondary literature, archives, interviews, surveys, etc.);
a summary of analysis procedures (pattern-matching, etc.); and
the limitations of the study and bias discussion.
Conclusion: Reemphasizes the importance of your study and ties the proposal together.
Reference List: As with all academic papers you need to references the works that you have cited (direct quotes or paraphrases) in the text of your document and incorporate a complete reference list or bibliography at the end. This list needs to be in the style used within your field. Help write my thesis – APA= Criminal Justice, Turabian for all others in this course.
Remember that the references you use demonstrate your knowledge of the topic area. This research proposal is meant to convince your professor that you not only have identified a worthy question in need of investigation but that you are also capable of carrying out the research involved to successfully answer that question. At the very least you should have referenced 12-15 peer-reviewed sources in this proposal.
Since multiple writing styles are in use within this course, on your title page, please note which style you are using within your assignment. This will help me cater my comments to the style you are using. The style you use needs to be the one that is used within your program of study.
Format:
Standard academic format will suffice: 1-inch borders on all four sides, double spaced, with times new roman 12-point font.
As you proof read your assignment I encourage you to work with Belcher, Wendy Laura. 2009. “Editing Your Sentences” In Writing Your Journal Article in 12 Weeks: A Guide to Academic Publishing Success. Sage. This resource has a nice step by step process for enhancing your writing.
The research paper must be submitted as a Word Document Attachment in the Assignments section of the classroom by Sunday, 11:55pm EST at the end of week 8.
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The Relationship Between Emotional Intelligence and Propensity to Criminal Behavior
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Introduction
The correlation of criminal behavior to different fields has been one of the leading research subjects in numerous crime studies that have been done over several decades. Notably, most of these studies would focus on intelligence and personality tendencies. Many acknowledge that criminals have tended to demonstrate lower IQs and particular personality variables such as low self-control levels, high extraversion levels, extensive negative emotions affiliated with the challenge in impulse control, among others (Megreya et al., 2015). . The outcome of these research findings would be stakeholders understanding the kind of individuals that ate more prone to engaging in crime since the identified conditions have been proven to be substantial predictors of criminal behavior. The persons who demonstrated a high score in particular personality traits had an exceptionally high tendency to engage in the crime and be part of the incarcerated population. From this understanding, suitable measures can be taken to prevent their engagement in crime.
Emotional intelligence (EI) has recently developed to be a vital predictive factor regarding criminal tendencies. Generally, emotional intelligence refers to the set of abilities that avail the context for compatibility with positive and valuable behavior. Emotional intelligence has been regarded as an important way of preventing mental and behavioral challenges since it improves one’s psychological capacity (Chavoshi & Karamati Moez, 2017). However, some individuals lock the social and emotional competence that starts from their childhood years and affects the decisions they take in their adult years. Therefore, several academic researchers would find the possible correlation of criminal behavior to an individual’s emotional intelligence. Researchers such as Megreya et al. (2015) indicated that offenders demonstrated lower EI levels than the non-offenders. Additionally, the study found that EI did vary as a function of the type of offenses.
It is, however, prudent to note that there is still limited research on this possible correlation. To this effect, the purpose of this study is to assess the possible correlation between EI and criminal behavior tendencies and provide essential insights to stakeholders on whether to consider it in their preventive and rehabilitation approaches. The primary research question would be: Is there a relationship between emotional intelligence and one’s propensity to criminal behavior?
Literature Review
Several studies have been conducted to establish the potential link between EI and criminal tendencies, considering the former has been considered an essential factor. It is, however, important to first understand the theoretical framework underlying this research. According to Garcia-Sancho et al. (2014), EI is defined as one’s ability to perceive accurately, appraise, and express emotion in a manner that will promote emotional and intellectual growth. EI has been conceptualized from two main theoretical approaches: a trait or a mental ability. EI is a personality trait that refers to an individual’s inclination to manage their emotions. Trait EI is measured feasible through self-report instruments such as the Trait Emotional Intelligence Questionnaire for assessing the extent of one’s particular emotional abilities (Garcia-Sancho et al., 2014). The second theoretical approach has EI defined as the set of abilities that support the adaptive utilization of emotions essential in human cognitive processes. EI is regarded as a form of intelligence with the ability level being assessed through performance tests such as the Mayer-Salovey–Caruso Emotional Intelligence Test. The tests are objective, with the primary goal being to have them solve tasks whose scoring is determined by either consensus or expert scoring. According to Mayer et al. (2008), the EI theory denotes individuals who are better at perceiving, comprehending, utilizing, and managing individuals. Others’ emotions are more inclined to be psychologically adjusted. The prediction has received substantial support from different empirical studies that showed a positive relationship between EI with an individual’s social function, the quality of social relationships, and the negative relationship between EI with several negative interactions and conflicts in social relationships.
Many researchers have asserted that EI plays a vital role in different aspects of life, including social relationships and criminal behavior. Chavoshi & Karamati Moez (2017) cited several studies, such as one done by Doulati & Shirsavar (2016), which indicated an affiliation between EI and levels of life satisfaction and success. Therefore, Ganbari-Adivi (2016) would indicate that EI is one of the aspects that need to be considered when investigating the type of crime and the criminals’ mental behavior as other fields such as the cognitive and economic aspects are considered, Najafi (2015) asserted that with the increase in crime levels and the consequences it brings to the society, research on the causes that put one at risk of committing the crime is vital is the issues are to be prevented. Chavoshi & Karamati Moez (2017) would indicate a significant relationship between EI and the prevention of students’ delinquency. This would be an essential finding since delinquency behaviors among students do increase their propensity to engage in crime in their adult years. Therefore, when initiatives are implemented to assess and improve EI skills among students, then this risk of engaging in crime in the future may be mitigated.
According to Fix & Fix (2015), the studies focused on persons high on trait psychopathy are limited. Higher trait psychopathy has been affiliated with low EI levels and increased participation in illegal conduct. Furthermore, studies have affirmed considerably higher criminal thinking levels and lower empathy levels within the incarcerated population. Nevertheless, the correlation between trait psychopathy and criminal thinking was not studied within the college population (Fix & Fix, 2015). The study would glance incorporate questionnaires that comprised relevant measures administered to 111 college students. The study would find that the higher psychopathy levels were considerably related to showing minimal care to others, a lack of intrapersonal understanding and general mood, and minimal interpersonal functional and stress management. Additionally, the study found that trait psychopathy was a considerable predictor for an individual being violent and engaging in drug and property offenses (Fix & Fix, 2015). To this effect, their study asserted that EI is fundamental in predicting psychopathy and trait psychopathy is a considerable predictor of different kinds of illegal behaviors among the non-incarcerated population.
Another fundamental study was done by Bunker & Mathur (2018), which attempted to identify the personality factors and the EI levels among criminals after the incarceration duration and explored the relationship between the personality factors and the EI of criminals after incarceration. The research indicated that EI is a social intelligence that allows individuals to identify their own and the emotions of others. Through EI, individuals can distinguish these emotions and make proper choices for thinking and action. Subsequently, the research surveyed 60 purposefully selected individuals whose EI was measured through the Emotional Intelligence Test. correlation was used as the statistical technique for data analysis (Bunker & Mathur, 2018). Consequently, the study would find a statistically significant difference between male and female criminals after incarceration in regards to personality traits and the EI levels. It was concluded that the incarceration settings and atmosphere affect the prisoner’s personality and EI after release. The research would hence recommend that after the detention duration, it is prudent that robust interventions need to be planned and implemented to reduce recidivism rates and the stigma associated with one being identified as an ex-convict (Bunker & Mathur, 2018). These programs use these ex-offenders with various skills such as advanced EI levels to ensure they can manage their emotions well and deal with real-life situations without the need to engage in crime.
The study by Fenech (2018) indicated a need to have an in-depth understanding of the relationship between EI and criminal tendencies from the point of view of different individuals who work within the criminal justice system. This study incorporated a qualitative approach and conducted its data analysis through the thematic model. The study considered four significant themes, including knowledge and control over emotions, the role of low and high EI in different types of criminal behavior, emotional regulation in stressful situations, and criminogenic factors that lead to recidivism. The themes were further subdivided into sub-themes. Their findings were consistent with the studies that acknowledge the vital role played by EI in criminal behavior. It was evident from their study that many criminals seemed to lack proper EI levels. Additionally, their findings also demonstrated that implementing EI programs in incarceration settings both for the correctional professions and prisoners should aid in creating a positive environment and streamlined rehabilitation process for the latter individuals. All professionals demonstrated a positive perception of how the EI programs could aid in reducing the recidivism rates that are currently prevailing. The focus of this study was to have more professionals realize the positive impacts of developed EI skills regarding top criminal conduct and how rehabilitation in prisons could be improved.
With respect to prison populations, Moriarty et al. (2001) were one of the pioneering students that found that the adolescent sex offenders were similar to the age-matched nonoffenders in numerous EI variables. However, these offenders demonstrated a deficit in paying attention to seedlings from the Trait Meta-Mood Scale (TMMS) findings. Puglia et al. (2005) demonstrated consistent findings to Moriarty’s study where its study stated that there were no differences between the adult offenders and the control populations in EI abilities. The findings obtained from the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) would, however, also show that the sex offenders demonstrated higher scores than the non-sex offenders regarding the perception scale. Another study by Hayes & O’Reilly (2013) found that the male juveniles demonstrated lower IE than the men in the control population. This was regardless of whether the assessment considered EI a trait or an ability. On the other hand, Hemmati et al. (2004) indicated that adult male offenders had greater trait EI levels than the original normative sample.
From the identified studies, it is evident that different studies demonstrate highly inconsistent results. All possibilities have been reported, including the advantage of EI to the nonoffenders, EI to the offenders, and the lack of differences such that EI is not fundamental in determining one’s propensity to criminal behavior. One possible reason for the discrepancies is that many studies have relied on smaller sample sizes. The individual variations hindered the detection of any actual differences between the offenders and nonoffenders. Additionally, the type of offense could also be considered essential for the different findings. This research aims to provide more clarity and investigate the correlation between EI and criminal behaviors. The research will also assess the possible affiliation between different offense types and EI considering studies indicating that the association to different types of crime is unique.
Research Design and Methods
This research will primarily apply mixed methods research that incorporates qualitative and quantitative research methods. The purpose of this research is to provide better clarification on whether EI does correlate with one’s propensity to crime. Therefore, both persons in prisons and those not incarcerated must be brought into the research. The population for this research is hence both the offender and non-offenders populations.
The qualitative approach was incorporated because it provided the opportunity to access numerous studies that have been able to interact with the prison population. Peer-reviewed articles will be searched through credible databases such as MEDLINE, Elsevier, Google Scholar, and JSTOR. The databases will be carefully searched for relevant articles published in the last decade and contain words such as ’emotional intelligence, and the data collection and analysis considered the prison populations. The relevant articles should also discuss the relation between EI and criminal behavior. For data analysis, the replication approach will be incorporated to identify any similar findings which will inform the current study.
In relation to the quantitative approach, the main aim here is to conduct an online survey which makes it easier to access the non-offending population who volunteer to be part of online surveys that deal with a range of issues. The aim is to survey randomly selected 100 participants above the age of 13. Both genders will be equally shared among the 100 participants. These online participants will be presented by an initial set of questions related to demographic statistics, explicitly identifying the age, sex, class rank, race/ethnicity, marital status, and family income. Subsequently, the participants will be presented with a second set of questions following the Brad Berry-Greaves’ Emotional Intelligence Test. This test comprises 28 questions that have been divided into five scales, specifically general emotional intelligence, self-awareness, self-management, social awareness, and relationship management (Chavoshi & Karamati Moez, 2017). Two analysis methods, specifically the T-test and correlation, will be used to analyze the research findings. The coefficient of correlation (0/75) and significant level (Sig: 0/000) indicate a significant relationship between the two variables at the level of 0/01 and 0/05. The findings from this test will report one’s EI levels and aid in explaining whether their EI levels have played a role in ensuring that they have not engaged in any criminal behaviors.
One limitation of this research is that the generalization should be considered in light of particular limitations. The sample will not be large enough to be generalized to all populations characterized by different traits that may affect their EI levels and propensity to criminal behaviors.
Conclusion
Currently, the relationship between emotional intelligence and one’s propensity to engage in crime remains an integral part of criminal justice research. It is vital that stakeholders understand how improving EI skills among the young populations and the prison populations will help prevent engaging in crime while reducing recidivism rates respectively. This is why this research seeks to provide more clarifications by conducting mixed-method research that will assess the possibility of the correlation.

References
Bunker, L. N., & Mathur, G. (2018). Personality Traits and Emotional Intelligence in Criminals after the Period of Incarceration.International Journal of Research and Analytical Reviews, 5(3), 1-6.
Chavoshi, M. S., & Karamati Moez, H. (2017). Analysis of the Relationship between Emotional Intelligence by Preventing Student’s delinquency (Case study: Primary Schools in District 5 of Tehran). Iranian journal of educational sociology, 1(5), 138-151.
Chavoshi, M. S., & Karamati Moez, H. (2017). Analysis of the Relationship between Emotional Intelligence by Preventing Student’s delinquency (Case study: Primary Schools in District 5 of Tehran). Iranian journal of educational sociology, 1(5), 138-151.
Fenech, P. (2018). The relationship between emotional intelligence and criminal behaviour: perspectives of professionals in the criminal justice system (Bachelor’s thesis, University of Malta).
Fix, R. L., & Fix, S. T. (2015). Trait psychopathy, emotional intelligence, and criminal thinking: Predicting illegal behavior among college students. International journal of law and psychiatry, 42, 183-188.
Ganbari Adivi, E. (2016). Investigating the Relationship between Cultural Intelligence and Emotional Intelligence with Desire for Crime in Isfahan Prisons. Second International Management Conference and Social Sciences, Dubai, Institute of Managers
García-Sancho, E., Salguero, J. M., & Fernández-Berrocal, P. (2014). Relationship between emotional intelligence and aggression: A systematic review. Aggression and violent behavior, 19(5), 584-591.
Hemmati, T., Mills, J. F., & Kroner, D. G. (2004). The validity of the Bar-On emotional intelligence quotient in an offender population. Personality and Individual Differences, 37(4), 695-706.
Megreya, A. M. (2015). Emotional intelligence and criminal behavior. Journal of forensic sciences, 60(1), 84-88.
Moriarty, N., Stough, C., Tidmarsh, P., Eger, D., & Dennison, S. (2001). Deficits in emotional intelligence underlying adolescent sex offending. Journal of adolescence, 24(6), 743-751.
Najafi, M. (2015). Comparison of spiritual intelligence, Mood Speech Disability and the Difficulty of Regulating Emotions in Related and Non-Related Offenders to Narcotic and Ordinary People. Master’s thesis, Ferdowsi University of Mashhad, Faculty of Education and Psychology.
of Ideh Pardaz Paytakht Viera.
Puglia, M. L., Stough, C., Carter, J. D., & Joseph, M. (2005). The emotional intelligence of adult sex offenders: ability based EI assessment. Journal of sexual aggression, 11(3), 249-258.
Puglia, M. L., Stough, C., Carter, J. D., & Joseph, M. (2005). The emotional intelligence of adult sex offenders: ability based EI assessment. Journal of sexual aggression, 11(3), 249-258.

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