4th Special Focus Symposium on ICSKS: Information and Communication Sciences in the Knowledge Society
Correlations and Differences Among Communication Methods and Emotional Competence of
Lawyers and Judges
Silvija Degen1, Joško Sindik2, Ljubica Bakić-Tomić3
1
Law Office Silvije Degen, Zagreb, Croatia
Kindegarten Trnoruzica, Zagreb, Croatia
3
Faculty of Teacher Education of the University of Zagreb, Croatia
e-mail: lj.bakic-tomic@ufzg.hr
2
Abstract
We have presumed that there are no differences in the communication methods, or in the emotional competence of
lawyers and judges. We have also presumed that there is a statistically significant correlation between all three
communication methods and dimensions of emotional competence, as well as the duration of employment. We have
examined a fitting sample of lawyers and judges (98), employees in fitting legal offices or courts in Zagreb. There is no
statistically significant difference between lawyers and judges with regard to methods of communication, or with regard
to emotional competence. There is a statistically significant positive correlation between all three communication
methods and two dimensions of emotional competence: emotion management and emotion perception. However, we
have not established any correlation between any of the three communication methods, emotion expression and duration
of employment. The possibility of prognosis of the dimensions of communication methods is statistically significant,
based on two aspects of emotional competence: the emotion perception and the emotion management. Because of the
characteristics of sample and metric characteristics of the tool used for evaluation of communication methods, the
possibility of generalization is modest.
Key words
lawyers, judges, communication, emotional, competence, correlation, prognosis
Introduction
Both judges and lawyers are professionals who despite of sharing similar education have different roles and goals which
need to be realized in their everyday work (defense of individuals, accusation of individuals, pronouncing one being free
of charges or guilty of charges). Hypothetically, the ability to perform their work professionally depends on many
factors, among which we can certainly emphasize emotional competence, as well as communication quality
(communication competence).
First definition of emotional intelligence had been given by Salovey and Mayer (1990, Takšić et al.)1 who described it as
“the ability to monitor one’s own emotions and feelings as well as those of others’ and application of this information to
thinking and behaving”. That is, emotional intelligence includes the ability to quickly note changes and express
emotions; the ability to become aware and generate feelings that make forming an opinion easier; the ability to
understand emotions and knowledge of emotions as well as their regulation for the purpose of promotion of emotional
and intellectual development.
Emotional intelligence determines the potential for learning working skills which are based on five elements: selfconsciousness, motivation, self-control, empathy and adaptability in relationships (Goleman, 1995, 2008). Emotional
competence appoints to the fact how much one’s potential of emotional intelligence is being used in communication and
persuasion. McClelland (1973, according to Takšić et al., 2006) has recommended in 1970 competence testing and not
only intelligence testing on individuals. Emotion recognition and differentiation (1) is the ability of an individual to
recognize his or her own feelings or that of others’. The usage of emotion (2) implies emotion creation, emotions which
we can concisely elaborate. Emotions can and should help us in making our choices and bringing decisions. An
emotional person will be able to understand other people’s feelings and behavior more easily, and will be able to view
the situation from other perspectives. Understanding of emotions (3) refers to understanding and predicting what might
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4th Special Focus Symposium on ICSKS: Information and Communication Sciences in the Knowledge Society
happen if emotions grow more intense, how other people will react to difference emotions, and thereby it is very
important that the person is able to view the matter from different angles. Emotion management (4) is a complex process.
It is necessary to choose the correct emotion, its intensity and orientation toward the desired goal. The art of emotion
management is the key personality characteristic in life. It implies accepting emotions instead of suppressing them, and
their usage for the purpose of bringing better decisions. Emotions are dynamic in their nature and there are constant
shifts from one shape of emotional state into another. The ability of an individual to recognize the course of development
of one emotion and shifting from one emotion to another is the prerequisite for the development of ability to govern and
manage such emotions in an effective way.
Along with emotional competence, it is important to pay attention to quality, desirable communication, i.e.
communication competence. It is probable that emotional competence is a prerequisite for quality communication. It is
however very often the case that people communicate non-optimally, because of communication habits acquired
throughout their childhoods. Children learn, copy and assimilate communication models from their parents. Researches
so far (Bakić-Tomić, 2003) have shown that inconsistency of choices between communication techniques happens
precisely because their assimilation takes place on the unconscious and experience levels, rather than rational. This is
precisely why education in communication techniques should enable individuals to review their own communication
profile and become aware of the techniques used, as well as to get rid of prejudices and ignorance, which exert an
influence on non-objective certainty about one’s communication quality.
One of the ways of looking at communication competences are three types communication according to Wahlroos
(1974). Dishonest communication (1) represents a pattern of ‘knowing’ beforehand what the collocutor thinks,
unjustifiably changing the topic of conversation, accusing the collocutor, misusing statistics and logic, manipulating,
interrupting, scaring the collocutor, humiliating him, demanding changes from him, causing a feeling a guilt, mocking or
ignoring. Maddening communication (2) refers to the situation when we verbally negate the clearly expressed feelings of
wishes, demeaning the expressed plea, negating agreements, refusing to take responsibility for what has already been
agreed upon; we wake and then smother hope in collocutor, we stall, accuse him of conscious bad intentions, accuse him
of behaving negatively, not pay attention to his wishes, always repeat the same thing or look for hidden meanings and
agendas. Ultimately, quality communication (3) is one in which we respect the personality of our collocutor, we examine
our impressions together with him, accept differences, positively interpret his behavior and his statements, express
confidence, respect his wishes, speak openly and directly, admit our mistakes, accept responsibility, confess our own
wishes, feelings, thoughts, decisions, fulfilled pleas and former agreements. Mc Croskey, Daly and Sorensen (1976) have
found that people who are afraid of communication feel that they lack control over their environment and that they have
no self-confidence, i.e. that they are not masters of their own emotions. Furthermore, many communicate while in fear of
finding out more about themselves. Ignorance, for the most part, or unfamiliarity with the topic of conversation with
certain individuals, led to insecurity, and with that to fear of communication so that such a person often ends the
conversation by either withdrawing or acting aggressively. He falls to employing defense mechanisms, everything he can
think of to avoid every unpleasantness that disrupts his inner stability.
Lawyers represent physical or legal persons in different sorts of legal procedures, presenting proofs which speak in favor
of their clients. They also act as advisors in such a way that introduce and familiarize their clients with their legal rights
and obligations and suggest a fitting course of action in both business and private matters. Whether they represent clients
or offer advice, all lawyers interpret law and apply it to specific situations. The collected data they present to their clients
and suggest possible courses of action. Although all lawyers may represent clients in legal processes, some appear at
court more often than the others. The majority of their time lawyers still spend in their offices studying cases, speaking to
clients or sorting out relevant data while preparing to represent a client in front of a court. The particularity of their work
depends on the field of law in which they specialize. Thus some of them are more familiar with crime, some in lawsuits,
i.e. civil rights (Radbruh, 1980).
Judges lead legal processes, i.e. apply laws in order to solve civil disputes, disputes beyond lawsuits or determine the
degree of involvement of an accused in criminal processes. They lead and finalize processes which concern traffic
violations, inheritance discussions or disputes in commercial courts in which rights of major companies are determined.
Judges make certain that all clients partake in the process in equal measure and are responsible for order in court. Their
task is to determine all relevant facts and then apply a fitting legal regulation. They decide on the acceptability of
presented proof, hear out witnesses and clients, and after the completed procedure bring decisions, or as a rule, verdicts.
In legal processes the judges decide on whether to sentence an accused to confinement and whether there are conditions
for his release during the legal procedure. Judges also perform tasks outside the courtrooms, e.g. they perform inquests at
Zagreb, Croatia (Hrvatska) – November 11th to 13th, 2010
4th Special Focus Symposium on ICSKS: Information and Communication Sciences in the Knowledge Society
crime scenes or work in their offices. They read through data and suggestions, study laws, write and sign verdicts and
opinions, and heads of court also supervise work of legal department, i.e. they supervise work in court (Radbruh, 1980).
The realization of valid conclusions about legally relevant facts demands well-developed abilities of logical thought, but
also that of the flexibility of reasoning, the skill to adapt and apply theoretical knowledge to specific life situations,
calmness and patience in dealing with others. The high degree of responsibility, conscientiousness in work and conduct
in accordance with firm ethical rules, are important attributes present in lawyers’ work, as well as that of judges.
It has been out goal in this research to determine the differences and correlations between three aspects of emotional
competences (perception, emotion expression and management), along with three aspects of communication competence
(communication manners, insecurity and fear in communication as well the use of dishonest and manipulating
communication techniques), among lawyers and judges.
Issues focused on in research were:
1. To determine possible differences between lawyers and judges in terms of dimensions of communication
competence and emotional competence
2. To determine possible correlations between all dimensions of communication methods, emotional competence
and work experience
3. To determine the possibility of prognosis of dimensions of communication methods, based on all three aspects
of emotional competence
We have presumed that there are no difference between lawyers and judges, neither with regard to the dimensions of
communication methods, nor with regard to emotional competence dimensions. Also, we have presumed that there is a
positive correlation between all dimensions of emotional competence and work experience, as well as certain
communication manners. We expect negative correlation between all aforementioned variables and dimensions of ‘bad
communication’: insecurity and fear in communication, and usage of dishonest and manipulative communication
techniques. We expect a statistically significant possibility of prognosis of dimensions of communication methods, based
on all three aspects of emotional competence.
We have started from several main presumptions: successful communication is very and equally important both for
lawyers and judges, what implies that those professionals should be equally successful in the art of communication.
Given that emotional competence is a vital aspect of successful communication, we have presumed there is a positive
correlation between aspects of emotional competence and aspects of communication, so that presumptions are also
connected to professions of the same orientation as well as to the communication methods.
Methods and Sample
Subjects
The interviewed subjects were lawyers and judges working in a variety of courts or legal offices. They were all
employed in certain legal offices, i.e. in legal institutions in Zagreb. Among 98 subjects, there were 41 lawyers (41,84%)
and 57 judges (58,16%), with 62% of them being women and 38% being men. One third of total number of subjects has
been working less than 15 years, whereas two thirds have been working more than 15 years.
Tools and variables
The questionnaires had been distributed anonymously, and filled out by subjects out of their own volition, who have
been offered to participate in the research by the main author, stating that the data collected will be used for scientific
purposes only. The greater majority chose to fill out the questionnaires. Demographic data had been collected (gender
and work experience), where work experience was represented by the time span of: less than 5 years (1), less than 15
years (2), less than 30 years (3) and more than 30 years (4).
The questionnaire concerning communication methods entitled ‘How do we communicate’ (Bakić-Tomić, 2003),
consisted of 25 statements, and had three dimensions: communication disruption, abusive and manipulative techniques
(1); insecurity and fear in communication (2) and communication manners (3). These three dimensions practically match
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4th Special Focus Symposium on ICSKS: Information and Communication Sciences in the Knowledge Society
three types of communication according to Wahlroos. The quality communication disruption dimension (abusive and
manipulative techniques) is defined by statements 4, 7, 14, 15, 17, 21, 22, 23, 24, 25, insecurity and fear in
communication dimension by 8, 9, 10, 12, 13, 18, 19, 20, whereas communication manners are defined by 1, 2, 3, 5, 6,
11, 16. Statements 1, 3, 5, 6, 8 and 19 are recoded, so that a higher score on the whole questionnaire means worse
communication. It has been shown in our research, in the quasi-confirmative factor analysis (with the number of factors
already given), that the factor structure approximately coincides with the original one (Bakić-Tomić, 2003). The
Cronbach  coefficients of reliability for certain dimensions were: ,72 for disruption of quality communication, but just
,37 for insecurity and fear while communicating, and just ,13 for communication manners. However, with regard to
symptomatic validity, i.e. logical affiliation of the statements’ content with certain categories, we have kept original
linear combinations of defining certain dimensions in this research.
The emotional competence questionnaire (UEK) consists of 15 statements that refer to emotion management, emotion
perception and expression. A shortened version of this questionnaire had been used, consisting of 15 statements (UEK
15), and which consists of practically the same psychometrical characteristics as the longer version (Takšić i Mohorić,
2008). In the shortened version the perception and understanding of emotion scale consists of 5 statements (3, 5, 6, 13 i
15), the ability to express and recognize emotions 5 statements (4, 8, 9, 10 i 14) and the emotion management and
regulation scale 5 statements as well (1, 2, 7, 11 i 12). The highest possible score on the UEK questionnaire is 75,
whereby higher score means a better emotional competence. The absolute span between results is 15-75. It has been
shown in our research, in quasi-confirmative factor analysis (with the number of factors already given), that the factor
structure approximately coincides with the original one (Takšić i Mohorić, 2008). The Cronbach  reliability coefficients
for certain dimensions were satisfactory: ,72 for expressing and recognizing emotions, ,73 for perception and
understanding emotions, and ,59 for emotion management and regulation.
For the ‘emotional competence questionnaire’ as well as for ‘how do we communicate’, estimations have been given on
the scale of Likert type, from 1 (completely disagree) to 5 (completely agree) with the statement’s content.
In our study of differences, the independent variable was the fact whether one is a lawyer or a judge. The dependent
variable had been defined as simple linear combinations of estimations for statements which define them: disruption of
quality communication, abusive and manipulative techniques, insecurity and fear in communication, communication
manners (How do we communicate questionnaire), and emotion expressing, perception and management (the emotional
competence questionnaire).
Data analysis methods
The analysis of all data was done with the use of SPSS 15. Reliability (Cronbach’s ) has been verified for all
dimensions of our two measurement tools. We have determined basic descriptive statistical attributes: arithmetic mean
(M), standard deviation (), whereas tests of normalcy of the resulting distributions have also been conducted (K-S test).
Employing discrimination analysis and ANOVA, we were able to determine gender differences in communication
methods, as well as in emotional competence. The correlations have been calculated with the application of Spearman’s
correlation coefficient, followed by the application of complete multiple regression analysis, with regard to prognosis of
certain communication methods via emotional competence variables.
Results and discussion
For a questionnaire How do we communicate, the highest values of arithmetic means were found for the items number 5,
6 and 8. Items number 5 and 6 are belonging to the dimension respecting communication etiquette, while the item
number 8 belongs to the dimension of insecurity and fear in communication. The minimum values of the arithmetic
means were found for the items number. 14 and 16. Respondents are the most different (the maximum value of standard
deviations) in agreement with the claims no. 7, 18, 21 and 23, hence predominantly in the ineffective methods of
communication. Respondents are the least different in the items no. 2, 6 and 14 (Table 1).
Zagreb, Croatia (Hrvatska) – November 11th to 13th, 2010
4th Special Focus Symposium on ICSKS: Information and Communication Sciences in the Knowledge Society
Table 1. Descriptive statistical indicators for the variables of the questionnaire How do we communicate
Variable
Arithmetic
Mean
3,206
Std.
Deviation
1,207
KolmogorovSmirnov Z
1,632
Significance
In the conversation, I try to emphasize only the important
staff, and try to ignore irrelevant. (2)
2,371
,917
2,209
p<,01
In the conversation I try to emphasize the positive, not
negative. (3)
3,268
,995
2,152
p<,01
Sometimes it's good to confuse other people, it's more
easily way to the truth. (4)
2,763
1,256
2,095
p<,01
I carefully listen to others to make them better
understood. (5)
4,144
1,070
2,887
p<,01
I know when I have to joke and when I have to be
serious. (6)
4,144
,935
2,493
p<,01
Sometimes it is good to abuse logic when something needs
to be covered. (7)
2,732
1,388
2,132
p<,01
With people we should be tactful and considerate. (8)
4,052
1,084
2,487
p<,01
Sometimes I use fictitious excuses. (9)
2,794
1,307
1,791
p<,01
It is hard to accept the opinion of the interviewees which is
different from mine. (10)
2,979
1,216
1,710
p<,01
Criticism helps in the communication. (11)
2,433
1,154
1,796
p<,01
I avoid the discussions of possible strife. (12)
2,835
1,187
1,740
p<,01
I am very careful in my declarations. (13)
2,526
1,071
2,310
p<,01
I know how to communicate with some people. (14)
2,072
,927
2,285
p<,01
I like to give advices to other people. (15)
3,000
1,109
2,081
p<,01
Some people are so stupid that it is pointless to argue. (16)
2,299
1,355
2,637
p<,01
It's good to inspire hope in others, but it's not necessarily
fulfilling. (17)
3,258
1,277
1,650
p<,01
I sometimes ignore the other person in communication.
(18)
3,010
1,381
1,673
p<,01
I often review my thinking and behavior. (19)
3,876
1,043
2,269
p<,01
I often tell what people want to hear. (20)
3,124
1,073
2,340
p<,01
Sometimes I like to be pedantic / petty. (21)
2,979
1,331
2,083
p<,01
I read the thoughts of others. (22)
2,887
1,249
1,709
p<,01
Nonverbal
verbal. (1)
communication
is
more
powerful
Zagreb, Croatia (Hrvatska) – November 11th to 13th, 2010
than
p<,01
4th Special Focus Symposium on ICSKS: Information and Communication Sciences in the Knowledge Society
Intimidation
of
others
sometimes
helps
in
communication. (23)
Usually I break the other person when talking about
unimportant things. (24)
It should display its own value and quality. (25)
3,237
1,345
1,705
p<,01
2,639
1,192
2,061
p<,01
2,825
1,182
2,313
p<,01
For the Emotional competence questionnaire, the highest values of arithmetic means were found for the items number 3,
5 and 15. All three variables belong to the field of the perception of emotions, thus affecting the ability of the
observations of emotions in one's physical state, feelings and opinions. The salience of this kind of ability certainly helps
lawyers and judges to better perceive the psychological state of clients. The minimum values of arithmetic means were
found for the claims number 1 and 4. Subjects in experiment are the most different (the maximum value of standard
deviation) in agreement with the claims no. 1 and 12. Respondents are the least different in the items no. 3, 11 and 14
(Table
2).
Table 2. Descriptive statistical indicators for the variables in Emotional Competence Questionnaire
Variable
Arithmetic
Mean
3,010
Std.
Deviation
1,195
KolmogorovSmirnov Z
2,048
Significance
From the unpleasant experiences, I am learning how not
to behave in the future. (2)
3,979
,913
2,170
p<,01
I can recognize when my friends are sad, and when they
are disappointed. (3)
4,134
,862
2,488
p<,01
I can easily think of a way to approach a person that I
like. (4)
3,217
1,092
2,018
p<,01
I can easy notice a change of mood my friend. (5)
4,021
1,020
2,510
p<,01
I can easy find a way how to make my friend happy
when I'm going to his birthday party. (6)
3,814
1,074
2,554
p<,01
It is easy to convince a friend that there is no reason for
be concerned. (7)
3,474
,879
2,275
p<,01
I can express my emotions very well. (8)
3,722
,966
2,488
p<,01
I can easy describe how I feel. (9)
3,691
1,064
2,294
p<,01
I can say that I know a lot about my emotional state. (10)
3,650
,913
2,538
p<,01
I try to alleviate unpleasant emotions, and enhance the
positive. (11)
3,887
,828
2,415
p<,01
Responsibilities and tasks I execute immediately rather
than to think about them. (12)
3,381
1,287
1,667
p<,01
I notice when someone feels guilty. (13)
3,495
1,052
2,138
p<,01
Most of my feelings I can identify easy. (14)
3,907
,855
2,812
p<,01
I know how I can pleasantly surprise all my friends. (15)
4,093
,891
2,339
p<,01
I can keep a good mood , even in situations when
something bad happens to me. (1)
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p<,01
4th Special Focus Symposium on ICSKS: Information and Communication Sciences in the Knowledge Society
Table 3 contains the descriptive characteristics of the dimensions of both questionnaires. Unlike the individual variables,
where all the variables to a greater or lesser extent deviate from the normal distribution, none of the distributions for the
dimensions of any of the questionnaires did not deviate statistical significantly from the normal distribution.
Table 3. Descriptive statistical indicators for the variables that represent dimensions of the Emotional Competence
Questionnaire and a questionnaire How do we communicate
Variable
Arithmetic
Mean
28,392
Std.
Deviation
6,536
KolmogorovSmirnov Z
,586
Significance
insecurity and fear
25,196
4,056
,682
p>,20
respect for the etiquette
21,866
3,088
,654
p>,20
expressing emotions
18,186
3,386
1,343
p>,05
perception of the emotions
17,083
2,734
1,141
p>,10
managing emotions
13,577
2,719
1,092
p>,10
disturbing communication
p>,20
Discriminate analysis showed that the results can not be statistically classified by type of profession (lawyer or judge),
nor in relation to the dimensions of the emotional competence (2=2,580; p>0,20), nor in relation to the dimensions of a
ways of communication (2=0,771; p>0,20). In other words, no statistically significant differences were found between
lawyers and judges, in communication ways or in the emotional competence (Table 4).
Table 4. Discriminate analysis for the average results for all dimensions of both questionnaires in relation to the variable
job type (Lawyer / Judge)
Independent
variable
Emotional
competence
Way of
communication
Wilk's 
2- test
Significance
,028
Canonical
correlation
,165
,973
2,580
p>,20
,008
,091
,992
,771
p>,20
Eigen value
In specific comparisons of the differences for the individual dimensions of a questionnaire How to communicate (Table
5), we can see that there are no statistically significant differences between respondents who are lawyers or
judges. Therefore, there is no significant difference between judges and lawyers in ways of communication in this
sample of subjects.
In specific comparisons of the differences for some of the dimensions of emotional competence questionnaire (Table 5),
we can see that there is no statistically significant difference between subjects who are lawyers and judges Thus, there is
no difference in emotional competence of judges and lawyers in this sample of subjects.
Table 5. Differences between the lawyers and judges in the dimensions of emotional competence and in the dimensions
of ways of communication (ANOVA)
Variable
disturbing communication
insecurity and fear
respect for the etiquette
expressing emotions
perception of the emotions
managing emotions
Remark: L – lawyers; J- judges
Arithmetic
Mean L
27,775
24,950
21,675
17,575
17,175
13,625
Zagreb, Croatia (Hrvatska) – November 11th to 13th, 2010
Arithmetic
Mean J
28,825
25,368
22,000
18,614
17,018
13,544
Standard
deviation L
5,718
3,427
2,868
3,186
2,650
2,628
Standard
deviation J
7,071
4,467
3,251
3,483
2,813
2,804
F-test
,604
,248
,258
2,242
,077
,021
Significance
p>,20
p>,20
p>,20
p>,10
p>,20
p>,20
4th Special Focus Symposium on ICSKS: Information and Communication Sciences in the Knowledge Society
The duration of the work experience is not significantly associated with any of the variables that represent aspects of
emotional competence and ways of communication (Table 6). We could assume that respondents with more work
experience could have better developed emotional competence, and better-developed communicative competence, which
our study do not show.
Table 6. Correlations between the dimensions of emotional competence and ways of communicating with working
experience at lawyers and judges
Variable
disturbing
communication
1,000
disturbing
insecurity and respect for the
communication
fear
etiquette
expressing
emotions
perception of managing work
the emotions emotions experience
,409**
,131
-,011
,342**
,315**
,134
1,000
,253**
,154
,492**
,193
,004
1,000
,140
,483**
,446**
-,140
1,000
,049
,210*
,118
1,000
-,131
-,083
1,000
-,037
insecurity and
fear
respect for the
etiquette
expressing
emotions
perception of the
emotions
managing
emotions
work experience
1,000
Remark: * correlations significant with p<,05; ** correlations significant with p<,01
Among the intercorrelations between the dimensions of the ways of communicating, there is a significant positive
correlation between the dimensions of communication disruption and insecurity and fear (= 0.409, p <0.01), and the
insecurity and fear and respect for the etiquette (ρ = 0.253, p <0.01). Positive correlation, found between the disruption
of communication and insecurity and fear in communication is statistical significant and apparently logical (according to
our everyday experience). Indicating insecurity and fear in the communication actually implies a distortion of
communication. Lack of openness, lack of interest, avoiding to join the conversation and similar signs of insecurity, can
damage proper and quality of the communication.
There is no significant correlation between the respect for etiquette and communication disruption of
communication. Communication etiquette gives us an example of a desirable quality and communication, and disruption
of communication (e.g. unjustified changing the topics of the conversation, the prosecution of the people while
communicating, abusing statistics and logic, manipulation, intimidation and interrupting speakers, etc.) shows the
opposite (non-desirable) behaviors. One of the "golden rules" in the interpersonal communication is "communication
Zagreb, Croatia (Hrvatska) – November 11th to 13th, 2010
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bridge". Conditionally admit a mistake, ask for a positive, not negative in the other party and seek similarities, rather
than differences. One of the parts of this golden bridge of the communication is a communication etiquette, which is
difficult to connect with the disruption of communication.
However, the positive relationship between the communication etiquette and insecurity and fear in the communication is
not unexpected: the communicator can be insecure and fearful during the communication, but he can also obey the
etiquette (admittedly "awkwardly").
Regarding the intercorrelations between the dimensions of the emotional competence (Table 6), there is a significant
positive correlation between emotional expression and emotional control ( = 0.210, p <0.05). Specifically, expression
of emotion and is one of the ways that human emotions can be controlled, so the resulting correlation is congruent with
our theoretical expectations. The reason why this correlation is not higher is probably due to the fact that the expression
of emotions is only one of the ways that human emotions can be controlled. On the other hand, the expression of
emotions does have to necessarily depend on how the man manage with these emotions. It can also depend on the
situation in which emotions the man show, on the individual values, temperament, communication style, etc.
Regarding the crosscorrelations (Table 6), between the dimensions for the way of communicating, and the dimensions
of the emotional competence, it is apparent that on the level of emotional competence variables, two dimensions (i.e.
the perception of emotions and managing emotions), statistical significantly correlate with the desirable modes of
communication (respect for the etiquette), but also with some undesirable modes of communication, too. On the other
hand, the correlations between all the dimensions of ways of communicating with the expression of emotions are not
statistically significant. Based on these results, we may assume that the ways of communicating are more associated with
the perception (recognition) of emotions of the other person, as well as with managing with someone's own emotions,
more than with mere expression of the emotions. It is likely that people are "intuitive" adjusting their nonverbal and
verbal communication in a coherent and former estimated effective ways of communicating, no matter how "clever" they
are in the expression of emotions. Namely, they can well manage our their own emotions and recognize them in
themselves and in others, even if they do not know how to express these emotions well.
Table 7. Prediction particular ways of communication with the emotional competence variables (significance of the
multiple regression coefficients)
Variable
Sum of
squares
Degrees of
Average
freedom
square
(df)
F
Significanc
e
R
R2
Standard
error
disturbing
communication
1069,283
insecurity and fear
497,106
respect for the
etiquette
5,710
3
356,428
10,933
p<,01
,511
,261
3
165,702
14,240
p<,01
,561
,315
3,411
454,876
3
151,625
30,629
p<,01
,705
,497
2,225
In Table 7 we show the possibility of the prediction the particular ways of communication, based on three dimensions of
the emotional competence. The results showed that all three ways of communication can be successfully predicted on the
basis of the aspects of emotional competence. This result is consistent with our expectations.
Table 8. Prediction particular ways of communication with the emotional competence variables (significance of the
individual predictors)
Variabl
e
disturbing communication
β-coefficients
Zagreb, Croatia (Hrvatska) – November 11th to 13th, 2010
insecurity and fear
respect for the etiquette
4th Special Focus Symposium on ICSKS: Information and Communication Sciences in the Knowledge Society
t
Significance
βcoeffici
ents
t
Significance
βcoeffici
ents
t
-1,230
p>,20
,077
,871
p>,20
,004
,057
4,416
p<,01
,520
5,989
p<,01
,550
7,395
4,246
p<,01
,245
2,760
p<,01
,517
6,806
Significance
expressi
ng
emotion
s
-,113
p>,20
percepti
on of
the
emotion
s
,398
p<,01
managi
ng
emotion
s
,391
p<,01
In Table 8, it can be seen (which is virtually predictable on the basis of correlations) that the disruption of
communication, as same as the insecurity and fear and the respect for etiquette, can be successfully predicted based on
the same two predictors: the perception of emotions and managing emotions.
Let us revise the results of our research, with additional interpretations.
The research has shown that there are no statistically significant differences among interviewed lawyers and judges:
neither in the communication methods, nor in emotional competence. The main reason for this is probably homogeneity
among subjects with regard to emotional competence characteristics, that is, communication competence. On the other
hand, it is probable that differences in representation of certain communication methods, as well as the emotional
competence dimension, vary depending on the subject sample. It is more important to be able to manage emotions
among certain population, whereas among other it is more important to be able to recognize them, or express them. Both
judges and lawyers are competent of a high degree of emotion expression, what can partially be due to the fact that
emotion expression is important in persuasion (of jury, for instance), but also due to other factors (such as gender, age,
education etc.). On the other hand, while certain undesirable communication methods can be extremely undesirable
(communication disruption), some are neutral or even desirable (insecurity and fear), because abstention in
communication can be held for good communication manners. It is also possible that higher emotional intelligence
contributes to quality communication and all desirable communicational aspects.
The results of our research imply that there is positive and significant correlation between all dimensions of
communication methods, and two aspects of emotion competence (emotion management and perception). However, no
statistically significant correlation between the duration of employment and emotion expression dimension has been
found, or with any other communication method aspect. Based on such results we can presume that neither age nor
experience, individually, do not significantly contribute to communication methods. It is probable that people,
independent of individual personality and temperament (with the use of communication dictionary), harmonize their
non-verbal and verbal communication to get a coherent and effective communication method ‘intuitively’, independent
of the fact how ‘dexterous’ they are in emotion expression. They can manage their own emotions pretty well and
recognize them in others and in themselves, even if they cannot express them adequately. There is also a significant
possibility of prognosis for all three communication methods, based on the emotional competence dimensions. However,
as given by the individual predictor analysis, the statistically significant predictors for all three communication methods
are emotion management and perception, whereas emotion expression is not statistically significant, and does not
contribute to the efficacy of prognosis.
Zagreb, Croatia (Hrvatska) – November 11th to 13th, 2010
4th Special Focus Symposium on ICSKS: Information and Communication Sciences in the Knowledge Society
The main limitations of the research is certainly the relatively small subject sample, the all-present possibility of offering
personally and socially desirable answers, as well as unreliability of certain dimensions of the ‘how do we communicate’
questionnaire. Thus in the future researches a greater and random sample of subjects could be taken, whereas the
dimensions of the ‘how do we communicate’ questionnaire, from which two dimensions are unreliable, could be
redefined (by testing different factor solutions). Therefore, the possibility of generalization of results of this research is
limited.
As regards practical implications, it would be well if the tools for emotional competence measurement, i.e.
communication methods, could be used as some of the auxiliary tools, in selection or in professional education of judges
or lawyers. Of course, in order to do this, it is necessary to add to their metric characteristics, which had been especially
indicative in our ‘how do we communicate’ questionnaire. Also, it would be beneficial to organize specialized
communication trainings, for the benefit of precisely such users.
Conclusion
We fully accept the first hypothesis. There is no statistically significant difference between layers and judges with regard
to communication methods, or with regard to emotional competence.
We have partially corroborated the second hypothesis as well: there is statistically significant correlation between all
three communication methods and two emotional competence dimensions: the emotion management and emotion
perception. However, we have not determined correlation between any three communication methods with emotion
expression and employment duration. We can partially corroborate the third hypothesis as well: there is a statistically
significant possibility of prognosis of communication method dimensions, based on two emotional competence aspects:
the emotion perception and emotion management.
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Zagreb, Croatia (Hrvatska) – November 11th to 13th, 2010