The relationship between emotional intelligence, self-esteem, gender and educational success

OpenAIRE

Mina Rahimi

2016-01-01

Identifying factors that contribute to academic achievement is important. Some studies suggest a direct correlation between emotional intelligence, self-esteem and academic achievement, but others disagree about any direct relationship. This study investigates the relationship between emotional intelligence, self-esteem and academic achievement. The sample consists of 300 university students who were selected through random sampling. Bar-on emotional Intelligence questionnaire and self-esteem...

Manifestations of Indirect Self-Destructiveness and Dimensions of Emotional Intelligence.

Science.gov (United States)

Tsirigotis, Konstantinos; Łuczak, Joanna

2016-09-01

While indirect self-destructiveness exerts a rather negative influence on the life and psychological and social functioning of the individual, emotional intelligence may have a favourable effect. The aim of this study has been to explore possible relationships between manifestations of indirect self-destructiveness and dimensions of emotional intelligence. A population of 260 individuals (130 females and 130 males) aged 20-30 (mean age of 24.5) was studied by using the Polish version of the Chronic Self-Destructiveness Scale and INTE, i.e., the Polish version of the Assessing Emotions Scale. Manifestations of indirect self-destructiveness show many significant correlations with variables of the INTE, and those correlations are negative. Generally, it can be said that low emotional intelligence is associated with poor psychosocial and social functioning, which, in turn, is associated with indirect self-destructiveness and its manifestations. It seems advisable to use emotional intelligence in the prophylactic and therapeutic work with individuals suffering from various types of disorders, especially the syndrome of indirect self-destructiveness.

The relationship of reflection and rumination with emotional intelligence and self-esteem

Directory of Open Access Journals (Sweden)

Martina Starc

2007-07-01

Full Text Available The question of the benefits of self-consciousness in terms of psychological health and well-being is still open for discussion. Older studies uncovered positive as well as negative correlates of self-consciousness that gave rise to the "self-absorption paradox". Newer concepts of rumination and reflection based on the motives for self-consciousness offer new ways of solving this paradox. The study explored the relationship of reflection and rumination with emotional intelligence and self-esteem. High-school students (N = 165, i.e. 65 men and 100 women took part in the study. The average age of the participants was 17.5 years. The results show significant positive correlations between self-esteem, emotional intelligence, and reflection. The correlations between rumination, self-esteem, and emotional intelligence are significant and negative. The research thus showed that the way of thinking about oneself and the motives behind self-consciousness are important for self-esteem and emotional intelligence. Merely thinking about oneself is therefore not necessarily emotionally intelligent. In future research, however, it would probably be better to use tests instead of self-descriptive questionnaires of emotional intelligence.

Emotional intelligence of mental health nurses.

Science.gov (United States)

van Dusseldorp, Loes R L C; van Meijel, Berno K G; Derksen, Jan J L

2011-02-01

The aim of this study is to gain insight into the level of emotional intelligence of mental health nurses in the Netherlands. The focus in research on emotional intelligence to date has been on a variety of professionals. However, little is known about emotional intelligence in mental health nurses. The emotional intelligence of 98 Dutch nurses caring for psychiatric patients is reported. Data were collected with the Bar-On Emotional Quotient Inventory within a cross-sectional research design. The mean level of emotional intelligence of this sample of professionals is statistically significant higher than the emotional intelligence of the general population. Female nurses score significantly higher than men on the subscales Empathy, Social Responsibility, Interpersonal Relationship, Emotional Self-awareness, Self-Actualisation and Assertiveness. No correlations are found between years of experience and age on the one hand and emotional intelligence on the other hand. The results of this study show that nurses in psychiatric care indeed score above average in the emotional intelligence required to cope with the amount of emotional labour involved in daily mental health practice. The ascertained large range in emotional intelligence scores among the mental health nurses challenges us to investigate possible implications which higher or lower emotional intelligence levels may have on the quality of care. For instance, a possible relation between the level of emotional intelligence and the quality of the therapeutic nurse-patient relationship or the relation between the level of emotional intelligence and the manner of coping with situations characterised by a great amount of emotional labour (such as caring for patients who self-harm or are suicidal). © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

Emotional intelligence, emotional labor, and job satisfaction among physicians in Greece

Directory of Open Access Journals (Sweden)

Psilopanagioti Aristea

2012-12-01

Full Text Available Abstract Background There is increasing evidence that psychological constructs, such as emotional intelligence and emotional labor, play an important role in various organizational outcomes in service sector. Recently, in the “emotionally charged” healthcare field, emotional intelligence and emotional labor have both emerged as research tools, rather than just as theoretical concepts, influencing various organizational parameters including job satisfaction. The present study aimed at investigating the relationships, direct and/or indirect, between emotional intelligence, the surface acting component of emotional labor, and job satisfaction in medical staff working in tertiary healthcare. Methods Data were collected from 130 physicians in Greece, who completed a series of self-report questionnaires including: a the Wong Law Emotional Intelligence Scale, which assessed the four dimensions of emotional intelligence, i.e. Self-Emotion Appraisal, Others’ Emotion Appraisal, Use of Emotion, and Regulation of Emotion, b the General Index of Job Satisfaction, and c the Dutch Questionnaire on Emotional Labor (surface acting component. Results Emotional intelligence (Use of Emotion dimension was significantly and positively correlated with job satisfaction (r=.42, p, whereas a significant negative correlation between surface acting and job satisfaction was observed (r=−.39, p. Furthermore, Self-Emotion Appraisal was negatively correlated with surface acting (r=−.20, p. Self-Emotion Appraisal was found to influence job satisfaction both directly and indirectly through surface acting, while this indirect effect was moderated by gender. Apart from its mediating role, surface acting was also a moderator of the emotional intelligence-job satisfaction relationship. Hierarchical multiple regression analysis revealed that surface acting could predict job satisfaction over and above emotional intelligence dimensions. Conclusions The results of the present

Next generation Emotional Intelligence

Science.gov (United States)

J. Saveland

2012-01-01

Emotional Intelligence has been a hot topic in leadership training since Dan Goleman published his book on the subject in 1995. Emotional intelligence competencies are typically focused on recognition and regulation of emotions in one's self and social situations, yielding four categories: self-awareness, self-management, social awareness and relationship...

Emotional Intelligence: A Novel Outcome Associated with Wellbeing and Self-Management in Chronic Obstructive Pulmonary Disease.

Science.gov (United States)

Benzo, Roberto P; Kirsch, Janae L; Dulohery, Megan M; Abascal-Bolado, Beatriz

2016-01-01

Individuals with chronic obstructive pulmonary disease (COPD) often struggle with diminished autonomy and quality of life. Emotional factors play a crucial role in the well-being of patients with COPD; they are independently associated with critical outcomes such as dyspnea, quality of life, and health care use. Emotional intelligence is the capacity to understand and manage personal thoughts and feelings, as well as to positively influence interpersonal communication and social well-being. Emotional intelligence is a trainable skill that is extensively used in corporate business to improve well-being and performance, and it may also be significant in the self-management of emotions in patients with chronic disease. Importantly, research supports the proposition that emotional intelligence may be developed and learned at any time or any age, and training programs have been associated with increased well-being and better emotional regulation in patients with chronic disease. However, to date, no research has been done to investigate its value in patients with COPD. We aimed to investigate the association between emotional intelligence and two meaningful outcomes in COPD: quality of life and self-management abilities. Participants with moderate to severe COPD completed a disease-specific quality of life tool (Chronic Respiratory Questionnaire), the Trait Emotional Intelligence Questionnaire, the Self-Management Abilities Scale, the modified Medical Research Council Dyspnea Scale, and pulmonary function tests, and also provided information about living conditions and self-reported health care use. A total of 310 patients with COPD (mean age, 69 ± 9 yr; 40% female; mean FEV1%, 42.4 ± 15.8) participated in the study. Emotional intelligence was significantly and independently associated with self-management abilities (P emotions, and mastery; P Emotional intelligence may represent an important attribute in COPD, as it is associated with self

Emotional intelligence and the Occupational Personality Questionnaire (OPQ).

Science.gov (United States)

Furnham, Adrian; Race, Mary-Clare; Rosen, Adrienne

2014-01-01

This study explores the relationship between the Bar-on EQ-I and the Occupational Personality Questionnaire OPQ32i to determine if there is a link between self- and other-reported Emotional Intelligence and personality traits. Data was obtained from 329 managers working in the IT and Finance sectors and included multi-source (360°) measures of Emotional Intelligence. Results indicated construct overlap and correlations between some elements of Emotional Intelligence and the OPQ32i with a stronger relationship between 360 measures of Emotional Intelligence and personality. On both the self-report measure of EQ-I and the 360 measure the mood scale showed a strongest link with personality factors. Measures of Emotional Intelligence which include a 360 component may thus provide a more useful indicator of an individual's ability to manage their own feelings and those of others.

Emotional intelligence, emotional labor, and job satisfaction among physicians in Greece.

Science.gov (United States)

Psilopanagioti, Aristea; Anagnostopoulos, Fotios; Mourtou, Efstratia; Niakas, Dimitris

2012-12-17

There is increasing evidence that psychological constructs, such as emotional intelligence and emotional labor, play an important role in various organizational outcomes in service sector. Recently, in the "emotionally charged" healthcare field, emotional intelligence and emotional labor have both emerged as research tools, rather than just as theoretical concepts, influencing various organizational parameters including job satisfaction. The present study aimed at investigating the relationships, direct and/or indirect, between emotional intelligence, the surface acting component of emotional labor, and job satisfaction in medical staff working in tertiary healthcare. Data were collected from 130 physicians in Greece, who completed a series of self-report questionnaires including: a) the Wong Law Emotional Intelligence Scale, which assessed the four dimensions of emotional intelligence, i.e. Self-Emotion Appraisal, Others' Emotion Appraisal, Use of Emotion, and Regulation of Emotion, b) the General Index of Job Satisfaction, and c) the Dutch Questionnaire on Emotional Labor (surface acting component). Emotional intelligence (Use of Emotion dimension) was significantly and positively correlated with job satisfaction (r=.42, peffect was moderated by gender. Apart from its mediating role, surface acting was also a moderator of the emotional intelligence-job satisfaction relationship. Hierarchical multiple regression analysis revealed that surface acting could predict job satisfaction over and above emotional intelligence dimensions. The results of the present study may contribute to the better understanding of emotion-related parameters that affect the work process with a view to increasing the quality of service in the health sector.

Coronary Heart Disease and Emotional Intelligence.

Science.gov (United States)

Vlachaki, Chrisanthy; Maridaki Kassotaki, Katerina

2013-09-23

Coronary Heart Disease (CHD) is associated with emotions, especially negative ones, namely anxiety and depression. Emotional Intelligence (EI) is a psychological model that consists of a variety of emotional skills. The aim of the present study was to examine the relation between different dimensions of Emotional Intelligence and coronary heart disease. A total of 300 participants were studied during a 3-year period in an attempt to partially replicate and further expand a previous study conducted in Greece among CHD patients, which indicated a strong association between certain dimensions of Emotional Intelligence and the incidence of CHD. All participants completed a self-report questionnaire, assessing several aspects of Emotional Intelligence. The results showed that there is a link between the regulation of emotions and the occurrence of CHD. The evidence reported in the present study makes stronger the claim that EI plays a significant role in the occurrence of CHD.

Academic Self-Efficacy, Emotional Intelligence, GPA and Academic Procrastination in Higher Education

Directory of Open Access Journals (Sweden)

Meirav Hen

2014-05-01

Full Text Available Academic procrastination has been seen as an impediment to students' academic success because it decreases the quality and quantity of learning while increasing the severity of negative outcomes in students’ lives. Research findings suggest that academic procrastination is closely related to motivation variables such as self-efficacy and self-regulated learning, and with higher levels of anxiety, stress, and illness. Emotional Intelligence is the ability to assess, regulate, and utilize emotions. It has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. The purpose of the present study was to explore and provide an initial understanding to the relationships between emotional intelligence, academic procrastination and GPA, as mediated by academic selfefficacy. A convenience sampling of 287 college students was collected. Structural equation modeling analysis using AMOS was conducted to examine the mediation role of academic selfefficacy between emotional intelligence, procrastination and GPA. Findings indicated that Emotional intelligence has a negative indirect effect on academic procrastination and a positive indirect effect on academic performance. Further research is needed to explore the effect of emotional intelligence on academic procrastination and performance, and to further understand its implications for academic settings.

Effect of promoting self-esteem by participatory learning process on emotional intelligence among early adolescents.

Science.gov (United States)

Munsawaengsub, Chokchai; Yimklib, Somkid; Nanthamongkolchai, Sutham; Apinanthavech, Suporn

2009-12-01

To study the effect of promoting self-esteem by participatory learning program on emotional intelligence among early adolescents. The quasi-experimental study was conducted in grade 9 students from two schools in Bangbuathong district, Nonthaburi province. Each experimental and comparative group consisted of 34 students with the lowest score of emotional intelligence. The instruments were questionnaires, Program to Develop Emotional Intelligence and Handbook of Emotional Intelligence Development. The experimental group attended 8 participatory learning activities in 4 weeks to Develop Emotional Intelligence while the comparative group received the handbook for self study. Assessment the effectiveness of program was done by pre-test and post-test immediately and 4 weeks apart concerning the emotional intelligence. Implementation and evaluation was done during May 24-August 12, 2005. Data were analyzed by frequency, percentage, mean, standard deviation, Chi-square, independent sample t-test and paired sample t-test. Before program implementation, both groups had no statistical difference in mean score of emotional intelligence. After intervention, the experimental group had higher mean score of emotional intelligence both immediately and 4 weeks later with statistical significant (p = 0.001 and self-esteem by participatory learning process could enhance the emotional intelligence in early-adolescent. This program could be modified and implemented for early adolescent in the community.

Emotional intelligence and social skills on self-efficacy in Secondary Education students. Are there gender differences?

Science.gov (United States)

Salavera, Carlos; Usán, Pablo; Jarie, Laurane

2017-10-01

Self-efficacy affects our students' academic results, which may be related to people's social skills and emotional intelligence. This study included 1402 (50.71% males) Secondary Education Spanish students (12-17 years), and analysed the relation of self-efficacy with emotional intelligence and social skills. It showed how these constructs were related, and how the self-efficacy perceived by students varied according to their social skills and emotional intelligence. Gender did not influence self-efficacy, social skills and emotional intelligence. These variables showed similar correlation indices in females and males. Self-efficacy was related with social skills and emotional intelligence in Secondary Education students, but this relation was not gender-sensitive. More studies and research are needed to study and describe these variables according to gender from other perspectives. One proposal is to investigate the association between gender identity and self-efficacy and social skills and emotional intelligence to better understand how these constructs participate in adolescent development. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Next generation emotional intelligence (Abstract)

Science.gov (United States)

Jim Saveland

2012-01-01

Emotional intelligence has been a hot topic in leadership training since Dan Goleman published his book on the subject in 1995. Emotional intelligence competencies are typically focused on recognition and regulation of emotions in one's self and social situations, yielding four categories: self-awareness, self-management, social awareness and relationship...

Emotional Intelligence and Self-Esteem as Predictors of Teacher Self-Efficacy

Science.gov (United States)

Sahin, Harun

2017-01-01

Teacher self-efficacy is related to teachers or pre-service teachers feeling competent in their profession. The purpose of this study is to examine the relationship between the pre-service teachers' self-efficacy perceptions and their emotional intelligence and self-esteem. The study group of the current research comprised a total of 212…

Emotional intelligence, personality, and gender as factors in disordered eating patterns.

Science.gov (United States)

Zysberg, Leehu

2014-08-01

We examined the hypotheses that proposing higher levels of emotional intelligence (ability test and self-report) and lower neuroticism, extraversion, and agreeableness associate with lower levels of disordered eating. In a correlational study, 126 Israeli college students completed two measures of emotional intelligence, a brief five-factor personality test, demographic data questionnaires, and questionnaires assessing food preoccupation, namely, the Body Weight, Image and Self-Esteem Scale and the Appearance Schema Inventory. Results suggested that ability emotional intelligence is associated with disordered eating beyond gender and personality. Self-reported emotional intelligence did not associate with any of the outcomes after controlling for personality. Implications and applications are briefly discussed. © The Author(s) 2013.

Predictive validity of Perceived Emotional Intelligence on nursing students' self-concept.

Science.gov (United States)

Augusto Landa, José María; López-Zafra, Esther; Aguilar-Luzón, Maria del Carmen; de Ugarte, Maria Fe Salguero

2009-10-01

This study examines the role of Perceived Emotional Intelligence, in nursing students' self-concept, controlling personality dimensions. Self-image is a cognitive component of the self that contains images of who we are, what we want to be and what we express and wish to express to others. Likewise, there is also an emotional and assessable component known as self-esteem. For a profession that requires not only technical expertise but also psychologically oriented care, knowledge about the self in nursing would be crucial to further development and growth of the profession. However, the role of emotions in the formation of nursing professionals has been scarcely studied. One hundred and thirty five undergraduates from nursing studies voluntarily participated in our study. They completed a questionnaire that comprises several scales. Our results show positive correlations between the Clarity and Emotional Repair components of Perceived Emotional Intelligence and all scales of the self-concept scale. Furthermore, we found positive relationships between the Extraversion and Accountability components of personality with almost all the scales of the self-concept and negative relationships with personality and neuroticism components of the self-concept.

A Study On Relationship Between Emotional Intelligence And Self-Esteem Among Secondary School Children

OpenAIRE

Sujatha, B.

2015-01-01

The major objective of this article is to establish a relationship between emotional intelligence and self-esteem among secondary school students. Emotional intelligence (EI) is the ability to recognize one's own and other people's emotions, to discriminate between different feelings and label them appropriately, and to use emotional information to guide thinking and behavior (by Daniel Goleman). Self-esteem reflects a person's overall subjective emotional evaluation of his or her own worth. ...

Improving Emotional Intelligence and Emotional Self-Efficacy through a Teaching Intervention for University Students

Science.gov (United States)

Pool, Lorraine Dacre; Qualter, Pamela

2012-01-01

Emotional intelligence continues to receive a substantial amount of attention from researchers who argue that it is an important predictor of health, wellbeing and in particular, work-related outcomes. Emotional self-efficacy, which is concerned with beliefs in one's emotional functioning capabilities, has recently been shown to be important in…

Estimates of general and emotional intelligence for self and parents in Iran.

Science.gov (United States)

Yousefi, Farideh

2009-08-01

Estimations of IQ and emotional intelligence for self and parents were investigated. Previous studies in both Western and African cultures have found significant sex differences in self-estimates of IQ and emotional intelligence, while IQ was rated higher for fathers than mothers. These prior results suggest the findings should be invariant across culture, and were expected to be replicated here in a predominantly Islamic society with great sociopolitical changes with respect to the Islamic Revolution. 187 Iranian university students estimated their own and their parents' scores on IQ and 15 facets of emotional intelligence on a normal distribution graph. The present results showed no significant sex differences in self-estimates of these variables, while fathers were rated higher on IQ. The implications of these findings are offered in light of sociopolitical changes during the last three decades in Iran.

Social desirability: the role of over-claiming, self-esteem, and emotional intelligence

Directory of Open Access Journals (Sweden)

JESSICA MESMER-MAGNUS

2006-09-01

Full Text Available Socially desirable responding (SDR has been widely studied with regards to personality assessment due to fears it may attenuate the predictive validity of decisions made using such assessments (e.g., in personnel selection. A number of scales have been employed to assess individual differences in response distortion. We expand the nomological net for a popular measure of social desirability – the Marlowe-Crowne scale – by correlating individual differences in SDR to measures of over-claiming, self-esteem, and emotional intelligence. Survey results (n = 198 yielded a significant positive correlation between SDR and both self-esteem and emotional intelligence. Over-claiming was found to be negatively related to self-deceptive enhancement, a form of SDR, but not to SDR overall. Regression analyses revealed emotional intelligence explains significant variance in SDR, over and above that which is explained by self-esteem and over-claiming alone (ΔR2 = .16, p < .01. Implications for personality assessment are discussed.

The relationship between emotional intelligence and learning outcomes, and the mediating role of emotional conflict

OpenAIRE

Hjertø, Kjell B.

2010-01-01

A field sample of 1100 employees in the army was investigated to study the relationship between the individuals’ self reported emotional intelligence and learning outcomes in work groups, with two dimensions of emotional conflict as mediators, emotional person conflict and emotional task conflict. Most importantly, emotional intelligence predicted positively learning outcomes and emotional task conflict, and predicted negatively emotional person conflict. Further, emotional task ...

Emotional intelligence in incarcerated men with psychopathic traits

Science.gov (United States)

Ermer, Elsa; Kahn, Rachel E.; Salovey, Peter; Kiehl, Kent A.

2012-01-01

The expression, recognition, and communication of emotional states are ubiquitous features of the human social world. Emotional intelligence (EI) is defined as the ability to perceive, manage, and reason about emotions, in oneself and others. Individuals with psychopathy have numerous difficulties in social interaction and show impairment on some emotional tasks. Here we investigate the relation between emotional intelligence and psychopathy in a sample of incarcerated men (n=374), using the Psychopathy Checklist—Revised (PCL-R; Hare, 2003) and the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; Mayer, Salovey, & Caruso, 2002). The MSCEIT is a well-validated ability-based emotional intelligence measure that does not rely on self-report judgments of emotional skills. The Hare PCL-R is the gold-standard for the assessment of psychopathy in clinical populations. Controlling for general intelligence, psychopathy was associated with lower emotional intelligence. These findings suggest individuals with psychopathy are impaired on a range of emotional intelligence abilities and that emotional intelligence is an important area for understanding deficits in psychopathy. PMID:22329657

Learning Disabilities and Emotional Intelligence.

Science.gov (United States)

Zysberg, Leehu; Kasler, Jon

2017-07-04

The literature is conflicted around the subject of the emotional abilities of individuals with Specific Learning Disabilities (SLDs): While many claim cognitive challenges are associated with emotional difficulties, some suggest emotional and interpersonal abilities are not compromised in such disorders and may help individuals compensate and cope effectively with the challenges they meet in learning environments. Two studies explored differences in emotional intelligence (EI) between young adults with and without SLD. Two samples (matched on gender, approximate age, and program of study; n = 100, and unmatched; n = 584) of college students took self-report and performance-based tests of EI (Ability-EI) as well as a measure of self-esteem and demographics associated with college performance (e.g.: SAT scores, gender, etc.). The results showed that while SAT scores and ability emotional intelligence (Ability-EI) were associated with college GPA, Ability-EI did not differ between the two groups, while self-report measures of EI and self-esteem did show differences, with the group with learning disabilities ranking lower. The effects remained stable when we controlled for demographics and potential intervening factors. The results suggest that EI may play a protective role in the association between background variables and college attainment in students with SLD. The results may provide a basis for interventions to empower students with SLD in academia.

The role of self-efficacy, emotional intelligence and leadership style as attributes of leadership effectiveness

Directory of Open Access Journals (Sweden)

Yvette Ramchunder

2014-05-01

Research purpose: The purpose of this study is to explore the relationship between three constructs, namely emotional intelligence, self-efficacy and leadership effectiveness in a policing context. Motivation for this study: In the police sector, there are difficulties in linking leadership to organisational outcomes since common police-leadership measures are affected by multiple contributory factors. This study explores the psychological constructs of emotional intelligence and self-efficacy on the leadership effectiveness of the police. Research design, approach and method: This research adopted a quantitative approach to assess the relationship between emotional intelligence and self-efficacy as attributes of leadership effectiveness. A total of 107 police personnel in commanding positions made up the sample. The measuring instruments used were the Assessing Emotions Scale, the Self-efficacy Scale and the Multifactor Leadership Questionnaire (MLQ Form 5X. Main findings: The results confirmed a positive relationship between emotional intelligence and self-efficacy and leadership effectiveness. The correlations were significant at the 0.01 level (2-tailed. Practical/managerial implications: Emotional intelligence and self-efficacy should be considered as attributes during the selection of leaders in police organisations or used for developmental purposes to enhance these attributes in police leaders. Contribution/value-add: The insights gained from the findings may be used to guide the selection of future leaders in the policing environment, and they could also be used to establish future developmental programmes and research initiatives.

Emotional intelligence and affective events in nurse education: A narrative review.

Science.gov (United States)

Lewis, Gillian M; Neville, Christine; Ashkanasy, Neal M

2017-06-01

To investigate the current state of knowledge about emotional intelligence and affective events that arise during nursing students' clinical placement experiences. Narrative literature review. CINAHL, MEDLINE, PsycINFO, Scopus, Web of Science, ERIC and APAIS-Health databases published in English between 1990 and 2016. Data extraction from and constant comparative analysis of ten (10) research articles. We found four main themes: (1) emotional intelligence buffers stress; (2) emotional intelligence reduces anxiety associated with end of life care; (3) emotional intelligence promotes effective communication; and (4) emotional intelligence improves nursing performance. The articles we analysed adopted a variety of emotional intelligence models. Using the Ashkanasy and Daus "three-stream" taxonomy (Stream 1: ability models; 2: self-report; 3: mixed models), we found that Stream 2 self-report measures were the most popular followed by Stream 3 mixed model measures. None of the studies we surveyed used the Stream 1 approach. Findings nonetheless indicated that emotional intelligence was important in maintaining physical and psychological well-being. We concluded that developing emotional intelligence should be a useful adjunct to improve academic and clinical performance and to reduce the risk of emotional distress during clinical placement experiences. We call for more consistency in the use of emotional intelligence tests as a means to create an empirical evidence base in the field of nurse education. Copyright © 2017 Elsevier Ltd. All rights reserved.

Parenting styles and emotional intelligence of HIV-affected children in Thailand.

Science.gov (United States)

Lee, Sung-Jae; Li, Li; Thammawijaya, Panithee

2013-01-01

The purpose of this study was to examine the impact of parenting styles on emotional intelligence of HIV-affected children in Thailand. This study uses data from 205 HIV-affected children in northern and northeastern Thailand. Correlation and regression analyses were used to examine the predictors of emotional intelligence. Children reporting higher levels of stress reported less caring parenting style (standardized beta [B]=-0.18, p=0.050). Children with higher self-esteem were also more likely to perceive their parents as caring (B=0.48, p=0.002). Children who scored lower on their self-esteem reported their parents to be more overprotective (B=-0.30, p=0.030), and children reporting higher levels of stress reported their parents to be more overprotective (B=0.12, p=0.010). Children reporting caring parenting style were significantly more likely to report higher emotional intelligence (B=0.66, p=0.001). Parenting styles play an important role in the emotional intelligence. Identifying and testing interventions to help parents improve their parenting styles, while helping their HIV-affected children cope with stress and self-esteem, are essential in promoting mental health of HIV-affected children in Thailand.

Priming Ability Emotional Intelligence

Science.gov (United States)

Schutte, Nicola S.; Malouff, John M.

2012-01-01

Two studies examined whether priming self-schemas relating to successful emotional competency results in better emotional intelligence performance. In the first study participants were randomly assigned to a successful emotional competency self-schema prime condition or a control condition and then completed an ability measure of emotional…

Emotional intelligence and its importance in human life – case study

OpenAIRE

Ewa Kupcewicz; Adam Kupcewicz

2017-01-01

Introduction. Emotional intelligence is a set of abilities used for processing emotional informations that underpins the development of social and emotional competence. Knowing one’s own emotional intelligence is a valuable element of the individual's self-knowledge which allows to develop further and improve weaknesses through social training. Aim of the study. To study the profile of emotional intelligence and to identify the developmental needs of the researched man. Case report. T...

Emotional intelligence, anxiety, and emotional eating: A deeper insight into a recently reported association?

Science.gov (United States)

Zysberg, Leehu

2018-04-01

Recent studies reported a negative association between emotional intelligence (EI: defined here as individual predispositions associated with effective identification and regulation of emotions) and emotional eating. Although theory provides some insights into how the concept represents mechanisms that may serve as protective factors, empirical evidence of the mechanism behind the association has yet to be presented. This study tested a proposed model in which anxiety levels mediate the association between emotional intelligence and emotional-eating patterns in a normative sample of women in Israel. A cross-sectional/correlational design was used to gather data from 208 generally healthy female participants who completed measures of trait emotional intelligence, anxiety, and tendency toward emotional eating, as well as demographics. Anxiety levels mediated the negative association between emotional intelligence and emotional eating. Background variables had only marginal involvement in this model. The results shed light on the mechanisms underlying the association between emotional intelligence and emotional eating. Should future studies corroborate the findings, they may serve as a basis for future screening protocols, prevention and interventions with individuals and groups at risk of EE and eating disorders. Copyright © 2018 Elsevier Ltd. All rights reserved.

Effect of Emotional Intelligence on Student Learning Achievement

Directory of Open Access Journals (Sweden)

Hendra Hadiwijaya

2017-08-01

Full Text Available The Effect of Emotional Intelligence Against Student Achievement aims to determine the effect of emotional intelligence which consists of self awareness, self management, Motivation, social awareness, relationship management partially and simultaneously on learning achievement. Respondents are students of SMP Negeri 4 Lalan Bumi Agung  Vilage Musi Banyuasin Regency to be 135 people. Methods of data analysis using regression analysis techniques. Partial assay results (t-test showed emotional intelligence consists of Self awareness, self management, Motivation, social awareness, relationship management positive and significant effect on learning achievement. Simultaneous Test Results (Test-F emotional intelligence consists of Self awareness, self management, motivation, social awareness, relationship management and significant positive effect on learning achievement. Social awareness is more dominant influence on learning achievement.

Emotional intelligence and social functioning in persons with schizotypy.

Science.gov (United States)

Aguirre, Fabian; Sergi, Mark J; Levy, Cynthia A

2008-09-01

The present study is the first to examine emotional intelligence in persons with schizotypy. Over 2100 undergraduates were screened for schizotypy with the Schizotypal Personality Questionnaire-Brief Version. Forty participants identified as persons with high schizotypy and 56 participants identified as persons with low schizotypy completed assessments of emotional intelligence (Mayer-Salovey-Caruso Emotional Intelligence Test), social functioning (Social Adjustment Scale-Self Report), verbal episodic (secondary) memory (California Verbal Learning Test), and executive functioning (Wisconsin Card Sorting Test). Persons high in schizotypy were impaired in overall emotional intelligence and two aspects of emotional intelligence, the ability to perceive emotions and the ability to manage emotions. Persons high in schizotypy were also impaired in three aspects of social functioning: peer relationships, family relationships, and academic functioning. Group differences in verbal episodic (secondary) memory and executive functioning were not observed. For persons with high schizotypy, overall emotional intelligence and two aspects of emotional intelligence, the ability to perceive emotions and the ability to manage emotions, were associated with peer relationship functioning. Overall emotional intelligence was associated with verbal episodic (secondary) memory, but not executive functioning, in persons with high schizotypy. The current findings suggest that emotional intelligence is impaired in persons with schizotypy and that these impairments affect their social functioning.

Cyberbullying Victimization, Self-Esteem and Suicidal Ideation in Adolescence: Does Emotional Intelligence Play a Buffering Role?

Science.gov (United States)

Extremera, Natalio; Quintana-Orts, Cirenia; Mérida-López, Sergio; Rey, Lourdes

2018-01-01

Cyberbullying has been linked to social, physical and psychological problems for adolescent victims but there has been no analysis of the specific role of emotional intelligence in protecting against the negative symptoms associated with cyberbullying victimization. This study examined the interaction between cyberbullying victimization and emotional intelligence (EI) as predictors of psychological maladjustment (operationalized as high suicidal ideation and low self-esteem) in 1,660 Spanish adolescents. We also investigated whether levels of EI moderated the relationship between cyberbullying victimization and mental health problems. The cyberbullying victimization x EI interaction contributed to variance in suicidal ideation and self-esteem in our sample of adolescent victims. Adolescent victims of cyberbullying with high EI scores reported lower suicidal ideation and higher self-esteem than their less emotionally intelligent counterparts. Thus, our data provide empirical support for theoretical and conceptual work connecting victimization, EI abilities and mental health associated with cyberbullying. This suggests that alone, but also in combination, EI may be particularly relevant in leading to increased levels of mental health issues in cyberbullying victims. Finally, the theoretical implications of our findings on the relationship between these variables and the mental health issues of adolescent victims of cyberbullying are discussed.

Effective Stress Management: A Model of Emotional Intelligence, Self-Leadership, and Student Stress Coping

Science.gov (United States)

Houghton, Jeffery D.; Wu, Jinpei; Godwin, Jeffrey L.; Neck, Christopher P.; Manz, Charles C.

2012-01-01

This article develops and presents a model of the relationships among emotional intelligence, self-leadership, and stress coping among management students. In short, the authors' model suggests that effective emotion regulation and self-leadership, as mediated through positive affect and self-efficacy, has the potential to facilitate stress coping…

The relationship of Emotional Intelligence with Academic Intelligence and the Big Five

NARCIS (Netherlands)

Van der Zee, K.I.; Thijs, Melanie; Schakel, Lolle

The present study examines the relationship of self- and other ratings of emotional intelligence with academic intelligence and personality, as well as the incremental validity of emotional intelligence beyond academic intelligence and personality in predicting academic and social success. A sample

The relationship of emotional intelligence with academic intelligence and the Big Five

NARCIS (Netherlands)

van der Zee, K; Thijs, M; Schakel, L

2002-01-01

The present study examines the relationship of self- and other ratings of emotional intelligence with academic intelligence and personality, as well as the incremental validity of emotional intelligence beyond academic intelligence and personality in predicting academic and social success. A sample

Self-efficacy, emotional intelligence and birth order as predictors of ...

African Journals Online (AJOL)

Self-efficacy, emotional intelligence and birth order as predictors of academic performance among secondary school students in Kajola Local Government ... standardized scales and the data obtained was analyzed using Pearson Product Moment Correlation (PPMC) and Multiple Regression Statistical analysis of SPSS.

CEO Emotional Intelligence and Board of Directors Efficiency

Directory of Open Access Journals (Sweden)

Mohamed Ali Azouzi

2012-07-01

Full Text Available This article deals with the relationship existing between the emotional aspect and decision-making processes. More specifically, it examines the links between emotional intelligence, decision biases and effectiveness of the governance mechanisms. The primary purposes of this article are to: consider emotional intelligence like new research ideas that make important contributions to society; offer suggestions for improving manuscripts submitted to the journal; and discuss methods for enhancing the validity of inferences made from research. The article explains that the main cause of organization’s problems is CEO emotional intelligence level. I will use three models (linear regression and logistic binary regression to examine this correlation: each model treats the relationship between emotional intelligence and one of efficiency criteria of the board. Emotional intelligence has been measured according to the Schutte self-report emotional intelligence scale with a high internal validity level. Regarding the four cognitive biases, they have been measured by means of a questionnaire comprising several items. As for the selected sample, it comprises of some one hundred and eighty Tunisian executives, belonging to sixty firms. Our results have revealed that the presence of a high emotional intelligence rate is not always positively correlated with the executives’ suggestibility with respect to behavioral biases. They have also affirmed the existence of a complementarity relationship between emotional intelligence and the board of directors.

Emotional intelligence as a predictor of self-efficacy among students with different levels of academic achievement at Kermanshah University of Medical Sciences

Directory of Open Access Journals (Sweden)

AMENEH GHARETEPEH

2015-04-01

Full Text Available Introduction: studies have indicated that emotional intelligence is positively related to self-efficacy and can predict the academic achievement. The present study aimed to investigate the role of emotional intelligence in identifying self-efficacy among the students of Public Health School with different levels of academic achievement. Methods: This correlational study was conducted on all the students of Public Health School. 129 students were included in the study through census method. Data were collected using Emotional Intelligence and self-efficacy questionnaires and analyzed using descriptive statistics and regression analysis by SPSS 14. Results: The average score of students with high academic achievement was higher in self-efficacy (39.78±5.82 and emotional intelligence (117.07±10.33 variables and their components than that of students with low academic achievement (39.17±5.91, 112.07±13.23. The overall emotional intelligence score to predict self-efficacy explanation was different among students with different levels of academic achievement (p<0.001. Self-efficacy structure was explained through self-awareness and self-motivation components in students with low academic achievement (r=0.571. In students with high academic achievement, self-awareness, selfmotivation and social consciousness played an effective role in explaining self-efficacy (r=0.677, p<0.001. Conclusion: Emotional intelligence and self-efficacy play an important role in achieving academic success and emotional intelligence can explain self-efficacy. Therefore, it is recommended to teach emotional intelligence skills to students with low academic achievement through training workshops.

The Nature of Reflective Practice and Emotional Intelligence in Tutorial Settings

Science.gov (United States)

Gill, Gobinder Singh

2014-01-01

The purpose of this paper was to assess the nature of reflective practice and emotional intelligence in tutorial settings. Following the completion of a self-report measure of emotional intelligence, practitioners incorporated a model of reflective practice into their tutorial sessions. Practitioners were instructed to utilise reflective practice…

Are the Emotionally Intelligent Happier? Associations Between the Trait Emotional Intelligence Questionnaire (TEIQUE) and External Measures of Happiness and Well-Being.

OpenAIRE

Raithatha, Sonal

2009-01-01

This study used self-report questionnaires to investigate emotional intelligence (EI) in relation to happiness and well-being. Previous research has supported the links between well-being and life satisfaction to EI. This study aimed to look specifically at associations between the full version of the ‘Trait Emotional Intelligence Questionnaire’ (TEIQue) (Petrides, 2009) for trait EI and an external measure of happiness. A student sample (N=187) completed 4 questionnaires online; The TEIQue f...

Cyberbullying Victimization, Self-Esteem and Suicidal Ideation in Adolescence: Does Emotional Intelligence Play a Buffering Role?

Directory of Open Access Journals (Sweden)

Natalio Extremera

2018-03-01

Full Text Available Cyberbullying has been linked to social, physical and psychological problems for adolescent victims but there has been no analysis of the specific role of emotional intelligence in protecting against the negative symptoms associated with cyberbullying victimization. This study examined the interaction between cyberbullying victimization and emotional intelligence (EI as predictors of psychological maladjustment (operationalized as high suicidal ideation and low self-esteem in 1,660 Spanish adolescents. We also investigated whether levels of EI moderated the relationship between cyberbullying victimization and mental health problems. The cyberbullying victimization x EI interaction contributed to variance in suicidal ideation and self-esteem in our sample of adolescent victims. Adolescent victims of cyberbullying with high EI scores reported lower suicidal ideation and higher self-esteem than their less emotionally intelligent counterparts. Thus, our data provide empirical support for theoretical and conceptual work connecting victimization, EI abilities and mental health associated with cyberbullying. This suggests that alone, but also in combination, EI may be particularly relevant in leading to increased levels of mental health issues in cyberbullying victims. Finally, the theoretical implications of our findings on the relationship between these variables and the mental health issues of adolescent victims of cyberbullying are discussed.

Cyberbullying Victimization, Self-Esteem and Suicidal Ideation in Adolescence: Does Emotional Intelligence Play a Buffering Role?

Science.gov (United States)

Extremera, Natalio; Quintana-Orts, Cirenia; Mérida-López, Sergio; Rey, Lourdes

2018-01-01

Cyberbullying has been linked to social, physical and psychological problems for adolescent victims but there has been no analysis of the specific role of emotional intelligence in protecting against the negative symptoms associated with cyberbullying victimization. This study examined the interaction between cyberbullying victimization and emotional intelligence (EI) as predictors of psychological maladjustment (operationalized as high suicidal ideation and low self-esteem) in 1,660 Spanish adolescents. We also investigated whether levels of EI moderated the relationship between cyberbullying victimization and mental health problems. The cyberbullying victimization x EI interaction contributed to variance in suicidal ideation and self-esteem in our sample of adolescent victims. Adolescent victims of cyberbullying with high EI scores reported lower suicidal ideation and higher self-esteem than their less emotionally intelligent counterparts. Thus, our data provide empirical support for theoretical and conceptual work connecting victimization, EI abilities and mental health associated with cyberbullying. This suggests that alone, but also in combination, EI may be particularly relevant in leading to increased levels of mental health issues in cyberbullying victims. Finally, the theoretical implications of our findings on the relationship between these variables and the mental health issues of adolescent victims of cyberbullying are discussed. PMID:29623058

Perceived emotional intelligence, general intelligence and early professional success: predictive and incremental validity

Directory of Open Access Journals (Sweden)

José-Manuel de Haro

2014-05-01

Full Text Available Although the study of factors affecting career success has shown connections between biographical and other aspects related to ability, knowledge and personality, few studies have examined the relationship between emotional intelligence and professional success at the initial career stage. When these studies were carried out, the results showed significant relationships between the dimensions of emotional intelligence (emotional self-awareness, self-regulation, social awareness or social skills and the level of professional competence. In this paper, we analyze the relationship between perceived emotional intelligence, measured by the Trait Meta-Mood Scale (TMMS-24 questionnaire, general intelligence assessed by the Cattell factor "g" test, scale 3, and extrinsic indicators of career success, in a sample of 130 graduates at the beginning of their careers. Results from hierarchical regression analysis indicate that emotional intelligence makes a specific contribution to the prediction of salary, after controlling the general intelligence effect. The perceived emotional intelligence dimensions of TMMS repair, TMMS attention and sex show a higher correlation and make a greater contribution to professional success than general intelligence. The implications of these results for the development of socio-emotional skills among University graduates are discussed.

Resilience and Emotional Intelligence: which role in achievement motivation

Directory of Open Access Journals (Sweden)

Paola Magnano

2016-01-01

Full Text Available In the framework of Positive Organizational Behavior, the construct of Psychological Capital identifies four psychological capacities that affect motivation and performance in the workplace: self-efficacy, hope, optimism and resilience. Emotional Intelligence, then, addresses self-regulatory processes of emotions and motivation that enable people to make adjustments to achieve individual, group, and organizational goals; Emotional Intelligence is strongly correlated with individual advancement and success in an organizational setting and with individual performance. Moreover, Emotional Intelligence is considered an antecedent to resilience. The present study aims to investigate the role of resilience and emotional intelligence in achievement motivation, verifying if emotional intelligence mediates the relationship among resilience and achievement motivation. Participants are 488 Italian workers, aged between 18 and 55 years. The findings confirm the significant role played by emotional intelligence on resilience and on motivation to achievement.

Manfaat Emotional Intelligence bagi Pengajar dalam Proses Belajar Mengajar

Directory of Open Access Journals (Sweden)

Astrini Astrini

2010-10-01

Full Text Available This paper contains a theoretical overview of Emotional Intelligence or emotional intelligence that can be applied in teaching and learning. The application of emotional intelligence is not only beneficial to create quality graduates but is also useful for self-development of teachers. Emotional intelligence can be developed by the faculty including the development of self-awareness of their feelings experience, acceptance and management of feelings, relationships built with students and also the ability to create a conducive learning environment for students ready to learn. 

Why does self-reported emotional intelligence predict job performance? A meta-analytic investigation of mixed EI.

Science.gov (United States)

Joseph, Dana L; Jin, Jing; Newman, Daniel A; O'Boyle, Ernest H

2015-03-01

Recent empirical reviews have claimed a surprisingly strong relationship between job performance and self-reported emotional intelligence (also commonly called trait EI or mixed EI), suggesting self-reported/mixed EI is one of the best known predictors of job performance (e.g., ρ = .47; Joseph & Newman, 2010b). Results further suggest mixed EI can robustly predict job performance beyond cognitive ability and Big Five personality traits (Joseph & Newman, 2010b; O'Boyle, Humphrey, Pollack, Hawver, & Story, 2011). These criterion-related validity results are problematic, given the paucity of evidence and the questionable construct validity of mixed EI measures themselves. In the current research, we update and reevaluate existing evidence for mixed EI, in light of prior work regarding the content of mixed EI measures. Results of the current meta-analysis demonstrate that (a) the content of mixed EI measures strongly overlaps with a set of well-known psychological constructs (i.e., ability EI, self-efficacy, and self-rated performance, in addition to Conscientiousness, Emotional Stability, Extraversion, and general mental ability; multiple R = .79), (b) an updated estimate of the meta-analytic correlation between mixed EI and supervisor-rated job performance is ρ = .29, and (c) the mixed EI-job performance relationship becomes nil (β = -.02) after controlling for the set of covariates listed above. Findings help to establish the construct validity of mixed EI measures and further support an intuitive theoretical explanation for the uncommonly high association between mixed EI and job performance--mixed EI instruments assess a combination of ability EI and self-perceptions, in addition to personality and cognitive ability. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Opportunities for emotional intelligence in the context of nursing

Directory of Open Access Journals (Sweden)

Lubica Ilievová

2013-04-01

Full Text Available Introduction: Emotional intelligence is the ability to recognize and control one´s own emotions as well as emotions of other people. There are two orientations in studying emotional intelligence. They differ in whether they relate abilities and personal characteristic features or not. Emotional intelligence usage is currently being understood as a fundamental requirement of nursing in care provision to patients.Methods: In a research conducted with a group of nursing students (n = 86, we were examining emotional intelligence as an ability and as a feature. We used SIT-EMO (Situational Test of Emotional Understanding scales in order to fi nd out emotional intelligence as an ability, and SEIS (Schutte Emotional Intelligence Scale, measuring emotional intelligence as a feature. In the context of nursing, we were finding out emotional self-effi cacy in relation to geriatric patients (ESE-GP. TEIQue-SF (Trait Emotional Intelligence Questionnaire – short form method was used to set up our own questionnaire.Results: We were fi nding out the extent of emotional intelligence and we were analyzing it from the viewpoint of its grasping as a feature, ability and emotional self-effi cacy in relation to geriatric patients. We found out lower levels in social awareness, emotional management and stress management dimensions of the nursing students.Conclusion: Emotional intelligence as an ability of the nursing students can be enhanced through psychological and social trainings. Emotional intelligence has an impact on social and communication skills, which are a precondition of effective nursing care.

Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality, and Self-Concept

Science.gov (United States)

Ferrando, Mercedes; Prieto, Maria Dolores; Almeida, Leandro S.; Ferrandiz, Carmen; Bermejo, Rosario; Lopez-Pina, Jose Antonio; Hernandez, Daniel; Sainz, Marta; Fernandez, Mari-Carmen

2011-01-01

This article analyses the relationship between trait emotional intelligence and academic performance, controlling for the effects of IQ, personality, and self-concept dimensions. A sample of 290 preadolescents (11-12 years old) took part in the study. The instruments used were (a) Trait Emotional Intelligence Questionnaire-Adolescents Short Form…

Associations between trait emotional intelligence and loneliness in Chinese undergraduate students: mediating effects of self-esteem and social support.

Science.gov (United States)

Zou, Jilin

2014-06-01

Prior studies indicate that trait emotional intelligence (EI) is associated negatively with loneliness. However, the mechanisms underlying the relationship are not clear. This study assessed whether both self-esteem and social support mediated the associations between trait EI and loneliness. 469 Chinese undergraduate participants whose age ranged from 18 to 23 years (208 women) were asked to complete four self-report questionnaires, including the Wong Law Emotional Intelligence Scale, the Social and Emotional Loneliness Scale, the Rosenberg Self-esteem Scale, and the Multi-Dimensional Scale of Perceived Social Support. Analyses indicated that self-esteem and social support fully mediated the associations between trait EI and loneliness. Effect contrasts indicated that the specific indirect effect through social support was significantly greater than that through self-esteem. Moreover, a multiple-group analysis indicated that no path differed significantly by sex. These results suggest that social support is more important than self-esteem in the association between trait EI and loneliness. Furthermore, both sexes appear to share the same mechanism underlying this association.

Exploring an Emotional Intelligence Model With Psychiatric Mental Health Nurses.

Science.gov (United States)

Sims, Traci T

A lack of emotional skills may affect a nurse's personal well-being and have negative effects on patient outcomes. To compare psychiatric-mental health nurses' (PMHN) scores on the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to a normed population and compare the emotional intelligence (EI) scores of PMHNs using two tools, MSCEIT and Self-Rated Emotional Intelligence Scale (SREIS). Comparative descriptive and correlational study. PMHNs in the study had a higher mean EI compared with that of 5,000 participants in the normed MSCEIT sample. Significant weak correlations were seen between the perceiving and understanding emotion branches of the MSCEIT and SREIS. The current study added data about a sample of PMHN's EI levels in the United States, which may encourage dialog about EI among PMHNs. Future research is needed to examine the relationship between self-report EI tools (e.g., SREIS) and performance tools (e.g., MSCEIT) to determine if they are measuring the same construct.

Keeping Current: Emotional Intelligence and the School Library Media Specialist.

Science.gov (United States)

Barron, Daniel D.

1997-01-01

Discusses emotional intelligence and its importance for school library media specialists, based on a book by Daniel Goleman called "Emotional Intelligence." Highlights include managing emotions and relationships; self-motivation; and how emotional intelligence fits in with Standards for Information Literacy. (LRW)

The Impact of Emotional Intelligence and Self-Efficacy on the ...

African Journals Online (AJOL)

Age ranges of the participants were 26- 55 years with a mean of 38.06 years and standard deviation of 8.34. Four scales of measurement were utilized to measure the variables of the study. These are the Swinburne University Emotional Intelligence Test (SUEIT), the General Self-efficacy scale, the Job Performance Scale ...

Investigation of the Effectiveness of Emotional Intelligence Training on the Self-esteem and Mental Health in Boy Deaf Students

Directory of Open Access Journals (Sweden)

Mohammad A'shouri

2014-04-01

Full Text Available Objective: The purpose of the present research was to investigation of the effectiveness of emotional intelligence training on the self-esteem of deaf students in Tehran province. Materials & Methods: The present research was an experimental study by pre-test, post-test design with control group. The study population included of boys deaf students from secondary schools (2ed grade in Tehran province. Subjects were selected randomly by cluster sampling method. In this study were participated 40 students. Subjects were divided into two groups by randomly (experimental and control group, each of which was consisted of 20 students. Experimental group received emotional intelligence training in 12 sessions while control group did not. The instruments of present research were Wechsler intelligence scale for children and Cooper Smith self-esteem questionnaire. The obtained data were statistically analyzed by MANCOVA. Results: The findings of this research showed that there was significant increase in self-esteem scores mean of experimental group in the post intervention in comparison with control group (P<0.05. Also scores mean of experimental group increased significantly in ego self-esteem, social self-esteem, family self-esteem and academic self-esteem (P<0.05. Conclusion: The emotional intelligence training program led to improvement the self-esteem and their subscales of deaf students. Therefore, planning for providing of emotional intelligence training is a particular importance.

Strategies to Foster Emotional Intelligence in Christian Higher Education

Science.gov (United States)

Gliebe, Sudi Kate

2012-01-01

This article proposes five initiatives to foster emotional intelligence (EI) education throughout institutions of Christian higher education. Goleman (1995) identifies self-awareness, managing emotions, motivation, empathy, and social intelligence as the hallmark skills of emotional intelligence. The importance of mastering these skills and their…

Emotional intelligence scale for medical students

Directory of Open Access Journals (Sweden)

Kalpana Srivastava

2011-01-01

Full Text Available Background: Emotional Intelligence has been associated with positive outcome process in varied professions. There is paucity of Indian literature on the subject; especially involving medical undergraduates; and presently there is no scale available to measure the same in the Indian scenario. Objective: To develop a scale to measure Emotional Intelligence among medical undergraduates. Materials and Methods: Four domains of Emotional intelligence were selected, viz. Self-Awareness, Self-Management, Social-Awareness & Social-Skills and these were included for the purpose of domains of the scale. On the basis of focused group discussions and in-depth deliberations with experts, undergraduate and postgraduate medical students a pool of 50 items was generated. The items were reduced to 27 based on expert consensus and on the basis of frequency of endorsement by expert reviews. It was followed by a pilot study of 50 undergraduates. This completed the preparation of the preliminary draft based on content analysis. The questionnaire was then administered in 480 students and the data was analyzed by appropriate statistical methods. For the purpose of concurrent validity, emotional intelligence scale developed by Dr. Ekta was used. Results: The Cronbach′s Alpha for Internal Consistency Reliability was 0.68. The EIS had a significant correlation with social awareness domain of Emotional Intelligence Test (EIT establishing Concurrent Validity. Conclusion: Emotional Intelligence Scale for medical undergraduates was constructed. Reliability and concurrent validity were also established for the same.

PERCEIVED EMOTIONAL INTELLIGENCE AS A MODERATOR VARIABLE BETWEEN CYBERVICTIMIZATION AND ITS EMOTIONAL IMPACT

Directory of Open Access Journals (Sweden)

Paz eElipe

2015-04-01

Full Text Available The negative effects of traditional bullying and, recently, cyberbullying on victims are well documented, and abundant empirical evidence for it exists. Cybervictimization affects areas such as academic performance, social integration and self-esteem, and causes emotions ranging from anger and sadness to more complex problems such as depression. However, not all victims are equally affected, and the differences seem to be due to certain situational and personal characteristics. The objective of this study is to analyze the relationship between perceived emotional intelligence and the emotional impact of cybervictimization. We hypothesize that emotional intelligence, which has previously been found to play a role in traditional bullying and cyberbullying, may also affect the emotional impact of cyberbullying.The participants in our study were 636 university students from two universities in the south of Spain. Three self-report questionnaires were used: the European Cyberbullying Intervention Project Questionnaire, the Cyberbullying Emotional Impact Scale; and Trait Meta-Mood Scale-24. Structural Equation Models were used to test the relationships between the analyzed variables.The results support the idea that perceived emotional intelligence, by way of a moderator effect, affects the relationship between cybervictimization and emotional impact. Taken together, cybervictimization and perceived emotional intelligence explain much of the variance observed in the emotional impact in general and in the negative dimensions of that impact in particular. Attention and Repair were found to be inversely related to Annoyance and Dejection, and positively related to Invigoration. Clarity has the opposite pattern; a positive relationship with Annoyance and Dejection and an inverse relationship with Invigoration. Various hypothetical explanations of these patterns are discussed.

Fostering Emotional Intelligence in Online Higher Education Courses

Science.gov (United States)

Majeski, Robin A.; Stover, Merrily; Valais, Teresa; Ronch, Judah

2017-01-01

Given the complex challenges organizations face and the importance of emotional intelligence to effective leadership, management education has begun to help adult learners develop emotional intelligence competencies. These include emotional self-control, conflict management, teamwork, cultural awareness, and inspirational leadership, among other…

Training emotional intelligence improves both emotional intelligence and depressive symptoms in inpatients with borderline personality disorder and depression.

Science.gov (United States)

Jahangard, Leila; Haghighi, Mohammad; Bajoghli, Hafez; Ahmadpanah, Mohammad; Ghaleiha, Ali; Zarrabian, Mohammad Kazem; Brand, Serge

2012-09-01

Borderline personality disorder (BPD) is defined as a pervasive pattern of instability in emotion, mood and interpersonal relationships, with a comorbidity between PBD and depressive disorders (DD). A key competence for successful management of interpersonal relationships is emotional intelligence (EI). Given the low EI of patients suffering from BPD, the present study aimed at investigating the effect on both emotional intelligence and depression of training emotional intelligence in patients with BPD and DD. A total of 30 inpatients with BPD and DD (53% females; mean age 24.20 years) took part in the study. Patients were randomly assigned either to the treatment or to the control group. Pre- and post-testing 4 weeks later involved experts' rating of depressive disorder and self-reported EI. The treatment group received 12 sessions of training in components of emotional intelligence. Relative to the control group, EI increased significantly in the treatment group over time. Depressive symptoms decreased significantly over time in both groups, though improvement was greater in the treatment than the control group. For inpatients suffering from BPD and DD, regular skill training in EI can be successfully implemented and leads to improvements both in EI and depression. Results suggest an additive effect of EI training on both EI and depressive symptoms.

Parenting Styles and Emotional Intelligence of HIV-affected Children in Thailand

OpenAIRE

Lee, Sung-Jae; Li, Li; Thammawijaya, Panithee

2013-01-01

The purpose of this study was to examine the impact of parenting styles on emotional intelligence of HIV-affected children in Thailand. This study uses data from 205 HIV-affected children in northern and northeastern Thailand. Correlation and regression analyses were used to examine the predictors of emotional intelligence. Children reporting higher levels of stress reported less caring parenting style (standardized beta [B]=-0.18, p=0.050). Children with higher self-esteem were also more lik...

Emotional Intelligence and Nurse Recruitment: Rasch and confirmatory factor analysis of the trait emotional intelligence questionnaire short form.

Science.gov (United States)

Snowden, Austyn; Watson, Roger; Stenhouse, Rosie; Hale, Claire

2015-12-01

To examine the construct validity of the Trait Emotional Intelligence Questionnaire Short form. Emotional intelligence involves the identification and regulation of our own emotions and the emotions of others. It is therefore a potentially useful construct in the investigation of recruitment and retention in nursing and many questionnaires have been constructed to measure it. Secondary analysis of existing dataset of responses to Trait Emotional Intelligence Questionnaire Short form using concurrent application of Rasch analysis and confirmatory factor analysis. First year undergraduate nursing and computing students completed Trait Emotional Intelligence Questionnaire-Short Form in September 2013. Responses were analysed by synthesising results of Rasch analysis and confirmatory factor analysis. Participants (N = 938) completed Trait Emotional Intelligence Questionnaire Short form. Rasch analysis showed the majority of the Trait Emotional Intelligence Questionnaire-Short Form items made a unique contribution to the latent trait of emotional intelligence. Five items did not fit the model and differential item functioning (gender) accounted for this misfit. Confirmatory factor analysis revealed a four-factor structure consisting of: self-confidence, empathy, uncertainty and social connection. All five misfitting items from the Rasch analysis belonged to the 'social connection' factor. The concurrent use of Rasch and factor analysis allowed for novel interpretation of Trait Emotional Intelligence Questionnaire Short form. Much of the response variation in Trait Emotional Intelligence Questionnaire Short form can be accounted for by the social connection factor. Implications for practice are discussed. © 2015 John Wiley & Sons Ltd.

The Role of Personality Traits, Core Self-Evaluation, and Emotional Intelligence in Career Decision-Making Difficulties

Science.gov (United States)

Di Fabio, Annamaria; Palazzeschi, Letizia; Bar-On, Reuven

2012-01-01

This study examines the role of personality traits, core self-evaluation, and emotional intelligence (EI) in career decision-making difficulties. Italian university students (N = 232) responded to questions on the Big Five Questionnaire, Core Self-Evaluation Scale, Bar-On Emotional Quotient Inventory, and Career Decision-Making Difficulties…

Resilience and Emotional Intelligence: which role in achievement motivation

OpenAIRE

Paola Magnano; Giuseppe Craparo; Anna Paolillo

2016-01-01

In the framework of Positive Organizational Behavior, the construct of Psychological Capital identifies four psychological capacities that affect motivation and performance in the workplace: self-efficacy, hope, optimism and resilience. Emotional Intelligence, then, addresses self-regulatory processes of emotions and motivation that enable people to make adjustments to achieve individual, group, and organizational goals; Emotional Intelligence is strongly correlated with individual advancemen...

Resilience and emotional intelligence: which role in achievement motivation

OpenAIRE

Magnano, Paola; Facoltà di Scienze dell'Uomo e della Società, Università degli studi Kore, Enna, Italia.; Craparo, Giuseppe; Facoltà di Scienze dell'Uomo e della Società, Università degli studi Kore, Enna, Italia.; Paolillo, Anna; Dipartimento Filosofia, Pedagogia e Psicologia, Università degli Studi di Verona, Verona, Italia.

2016-01-01

In the framework of Positive Organizational Behavior, the construct of Psychological Capital identifies four psychological capacities that affect motivation and performance in the workplace: self-efficacy, hope, optimism and resilience. Emotional Intelligence, then, addresses self-regulatory processes of emotions and motivation that enable people to make adjustments to achieve individual, group, and organizational goals; Emotional Intelligence is strongly correlated with individual advancemen...

Emotional Intelligence and Transformational Leadership in Physical Education Managers

Directory of Open Access Journals (Sweden)

Nooshin Esfahani,

2013-03-01

Full Text Available The aim of the present research was to investigate the relationship between emotional intelligence and transformational leadership in managers of physical education of Golestan province. The managers and deputies of Golestan physical education departments participated in this research and 47 subjects were selected as the statistical sample of this study. Emotional Intelligence questionnaire that assessed five micro scales of self-awareness, self-management, self-motivation, empathy and social skills, Multifactor Leadership questionnaire (MLQ by Bass and Avolio (1996 that measured five micro scales related to transformational leadership, three micro scales of transactional leadership, and laissez-faire leadership were used to collect the data. In order to analyze the data, ANOVA test, multiple regression test, and Pearson correlation coefficient were applied. The results showed a significant relationship between emotional intelligence and transformational leadership method. Also, the results of multiple regression test indicated that among transformational leadership micro scales, personal considerations was the strongest predictive variable in transformational leadership method and among emotional intelligence micro scales, empathy had a great influence on emotional intelligence of physical education managers.

Effects of emotional intelligence on entrepreneurial intention and self-efficacy

OpenAIRE

Andreea Mortan, Roxana; Ripoll, Pilar; Carvalho, Carla; Bernal, M. Consuelo

2014-01-01

Past studies associated emotional intelligence with positive workplace outcomes, such as job performance and job satisfaction. However, to date, the relationship between emotional intelligence and individual differences in entrepreneurship has been scarcely examined. In this study, the contribution of emotional intelligence dimensions to entrepreneurial potential is explored, controlling for the influence of personality traits and demographic variables. Using a sample of 394 participants, it ...

Brief Report: Bridging the Divide for Better Health - Harnessing the power of Emotional Intelligence to foster an enhanced Clinician-Patient Relationship

OpenAIRE

Ken Russell Coelho

2012-01-01

Background: According to Daniel Goleman, Emotional Intelligence accounts for up to eighty percent of unexplained successes in life and the remaining is mainly due to technical competence accounted by differences in the Intelligence Quotient.Aim/Objective: This preliminary mini-review of the literature on Emotional Intelligence explores the application of Golemans’ definition of Emotional Intelligence’ multidimensional construct; self-awareness, self-regulation, motivation, empathy, and social...

Cyberbullying Victimization, Self-Esteem and Suicidal Ideation in Adolescence: Does Emotional Intelligence Play a Buffering Role?

OpenAIRE

Natalio Extremera; Cirenia Quintana-Orts; Sergio Mérida-López; Lourdes Rey

2018-01-01

Cyberbullying has been linked to social, physical and psychological problems for adolescent victims but there has been no analysis of the specific role of emotional intelligence in protecting against the negative symptoms associated with cyberbullying victimization. This study examined the interaction between cyberbullying victimization and emotional intelligence (EI) as predictors of psychological maladjustment (operationalized as high suicidal ideation and low self-esteem) in 1,660 Spanish ...

Are Women More Emotionally Skilled When It Comes to Expression of Emotions in the Foreign Language? Gender, Emotional Intelligence and Personality Traits in Relation to Emotional Expression in the L2

Science.gov (United States)

Ozanska-Ponikwia, Katarzyna

2017-01-01

The present study investigates the link between gender, emotional intelligence (EI), personality traits and self-reported emotional expression in the second language (L2). Data analysis suggests that gender might not influence self-perceived emotional expression in the L2, as the results of the t-test show that both males and females declare…

Associations between emotional intelligence, depression and suicide risk in nursing students.

Science.gov (United States)

Aradilla-Herrero, Amor; Tomás-Sábado, Joaquín; Gómez-Benito, Juana

2014-04-01

The most important factor which predisposes young people to suicide is depression, although protective factors such as self-esteem, emotional adaptation and social support may reduce the probability of suicidal ideation and suicide attempts. Several studies have indicated an elevated risk of suicide for health-related professions. Little is known, however, about the relationship between perceived emotional intelligence and suicide risk among nursing students. The main goals were to determine the prevalence of suicide risk in a sample of nursing students, to examine the relationship between suicide risk and perceived emotional intelligence, depression, trait anxiety and self-esteem, and to identify any gender differences in relation to these variables. Cross-sectional study of nursing students (n=93) who completed self-report measures of perceived emotional intelligence (Trait Meta-Mood Scale, which evaluates three dimensions: emotional attention, clarity and repair), suicide risk (Plutchik Suicide Risk Scale), self-esteem (Rosenberg Self-esteem Scale), depression (Zung Self-Rating Depression Scale) and anxiety (Trait scale of the State-Trait Anxiety Inventory). Linear regression analysis confirmed that depression and emotional attention are significant predictors of suicidal ideation. Moreover, suicide risk showed a significant negative association with self-esteem and with emotional clarity and repair. Gender differences were only observed in relation to depression, on which women scored significantly higher. Overall, 14% of the students were considered to present a substantial suicide risk. The findings suggest that interventions to prevent suicidal ideation among nursing students should include strategies to detect mood disorders (especially depression) and to improve emotional coping skills. In line with previous research the results indicate that high scores on emotional attention are linked to heightened emotional susceptibility and an increased risk of

Emotional intelligence and psychological health in a sample of Kuwaiti college students.

Science.gov (United States)

Alkhadher, Othman

2007-06-01

This summary investigated correlations between emotional intelligence and psychological health amongst 191 Kuwaiti undergraduate students in psychology, 98 men and 93 women (M age=20.6 yr., SD=2.8). There were two measures of emotional intelligence, one based on the ability model, the Arabic Test for Emotional Intelligence, and the other on the mixed model, the Emotional Intelligence Questionnaire. Participants' psychological health was assessed using scales from the Personality Assessment Inventory. A weak relationship between the two types of emotional intelligence was found. A correlation for scores on the Emotional Intelligence Questionnaire with the Personality Assessment Inventory was found but not with those of the Arabic Test for Emotional Intelligence. Regression analysis indicated scores on Managing Emotions and Self-awareness accounted for most of the variance in the association with the Personality Assessment Inventory. Significant sex differences were found only on the Arabic Test for Emotional Intelligence; women scored higher than men. On Emotional Intelligence Questionnaire measures, men had significantly higher means on Managing Emotions and Self-motivation. However, no significant differences were found between the sexes on the Total Emotional Intelligence Questionnaire scores.

Emotional intelligence among nursing students: Findings from a cross-sectional study.

Science.gov (United States)

Štiglic, Gregor; Cilar, Leona; Novak, Žiga; Vrbnjak, Dominika; Stenhouse, Rosie; Snowden, Austyn; Pajnkihar, Majda

2018-07-01

Emotional intelligence in nursing is of global interest. International studies identify that emotional intelligence influences nurses' work and relationships with patients. It is associated with compassion and care. Nursing students scored higher on measures of emotional intelligence compared to students of other study programmes. The level of emotional intelligence increases with age and tends to be higher in women. This study aims to measure the differences in emotional intelligence between nursing students with previous caring experience and those without; to examine the effects of gender on emotional intelligence scores; and to test whether nursing students score higher than engineering colleagues on emotional intelligence measures. A cross-sectional descriptive study design was used. The study included 113 nursing and 104 engineering students at the beginning of their first year of study at a university in Slovenia. Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire (TEIQue) and Schutte Self Report Emotional Intelligence Test (SSEIT). Shapiro-Wilk's test of normality was used to test the sample distribution, while the differences in mean values were tested using Student t-test of independent samples. Emotional intelligence was higher in nursing students (n = 113) than engineering students (n = 104) in both measures [TEIQue t = 3.972; p emotional intelligence scores than male students on both measures, the difference was not statistically significant [TEIQue t = -0.839; p = 0.403; SSEIT t = -1.159; p = 0.249]. EI scores in nursing students with previous caring experience were not higher compared to students without such experience for any measure [TEIQue t = -1.633; p = 0.105; SSEIT t = -0.595; p = 0.553]. Emotional intelligence was higher in nursing than engineering students, and slightly higher in women than men. It was not associated with previous caring experience. Copyright

Emotional Intelligence and job performance: Evidence from railroad industry

Directory of Open Access Journals (Sweden)

Masoumeh Bahmanabadi

2014-08-01

Full Text Available This paper presents an empirical investigation to study the relationship between emotional intelligence and job performance in railroad industry. The study uses two questionnaires, one for measuring emotional intelligence adopted from Salovey and Mayer (1989 [Salovey, P., & Mayer, J. D. (1989. Emotional intelligence. Imagination, Cognition and Personality, 9(3, 185-211.] and the other one for measuring job performance. The study selects 300 full time employees who work for railroad industry in city of Tehran, Iran, distributes two questionnaires among the employees and managed to collect all filled ones. Using Spearman correlation, the study has determined a positive and meaningful relationship between emotional intelligence and job performance (r = 0.796, Sig. = 0.000. In addition, there were positive and meaningful relationships between four components of emotional intelligence, namely consciousness (r = 0.642, Sig. = 0.000, self-regulation (r = 0.41, Sig. = 0.000, self-awareness ( r = 0.552, Sig. = 0.000 and social skills (r = 0.524, Sig. = 0.000.

A meta-analysis of emotional intelligence and work attitudes

OpenAIRE

Miao, Chao; Humphrey, Ronald; Qian, Shanshan

2017-01-01

Our meta-analysis of emotional intelligence (EI) demonstrates that: First, all three types of EI are significantly related with job satisfaction (ability EI: ρ ̂ = .08; self-report EI: ρ ̂ = .32; and mixed EI: ρ ̂ = .39). Second, both self-report EI and mixed EI exhibit modest yet statistically significant incremental validity (ΔR2 = .03 for self-report EI and ΔR2 = .06 for mixed EI) and large relative importance (31.3% for self-report EI and 42.8% for mixed EI) in the presence of cognitive a...

Measurement of ability emotional intelligence: results for two new tests.

Science.gov (United States)

Austin, Elizabeth J

2010-08-01

Emotional intelligence (EI) has attracted considerable interest amongst both individual differences researchers and those in other areas of psychology who are interested in how EI relates to criteria such as well-being and career success. Both trait (self-report) and ability EI measures have been developed; the focus of this paper is on ability EI. The associations of two new ability EI tests with psychometric intelligence, emotion perception, and the Mayer-Salovey-Caruso EI test (MSCEIT) were examined. The new EI tests were the Situational Test of Emotion Management (STEM) and the Situational Test of Emotional Understanding (STEU). Only the STEU and the MSCEIT Understanding Emotions branch were significantly correlated with psychometric intelligence, suggesting that only understanding emotions can be regarded as a candidate new intelligence component. These understanding emotions tests were also positively correlated with emotion perception tests, and STEM and STEU scores were positively correlated with MSCEIT total score and most branch scores. Neither the STEM nor the STEU were significantly correlated with trait EI tests, confirming the distinctness of trait and ability EI. Taking the present results as a starting-point, approaches to the development of new ability EI tests and models of EI are suggested.

The consideration of emotional intelligence abilities in event volunteers

Directory of Open Access Journals (Sweden)

Reza Andam

2012-09-01

Full Text Available The measurement of emotional intelligence abilities is one of the new subjects and important in human behavior studies. According to this matter, purpose of this research is consideration of emotional intelligence abilities in public sport events volunteers in 2011. For this purpose, Bradbury and Cruise's standard questionnaire was completed by present volunteers in event (n=80. The results indicated that 4 levels of emotional intelligence in volunteers are higher than expectational average significantly (p<0.01. Also, priority of emotional intelligence abilities indicated that self-awareness is first priority and social awareness, relationship management and self-management are second, third and fourth priorities in volunteers. Finally, in the basis of parameter, results stated that there is no difference between male and female volunteers emotional intelligence in first Olympia of public sport. According to results of present research and advantages of attention to emotional intelligence and human behavior in organizations, it recommended sport events managers to be more sensitive relative to human behavior abilities in human behavior abilities in human resource (volunteers under his management. At least, result of this meditation in student's sport is recruitment and development of motivated volunteers for continuous attendance in sport events.

Impact of Emotional Intelligence on Academic Achievement and Leadership

Directory of Open Access Journals (Sweden)

Beena Johnson

2016-10-01

Full Text Available Emotional intelligence is the ability to perceive, appraise and control one's emotions. It is the ability to motivate oneself even in stressful situations, to control impulsive behaviour and to manage feelings in perfect way. Emotional intelligence can be considered as a set of skills which contribute to the proper assessment and regulation of emotions, and the utilization of feelings for best achievement in academics, profession and life. Emotional Intelligence is an important predictor of success in life and has significant role in stress management and academic achievement. Students who are high academic performers, usually have higher emotional intelligence scores compared with children with scholastic backwardness. Individuals with high emotional intelligence will correctly understand emotional issues, manage stressful situations successfully and regulate emotions in the best way. They are balanced, empathetic, self-aware and sociable. They have very strong will-power and are intrinsically motivated. Emotional intelligence is also a crucial factor needed for successful leadership. It has significant role in academic and organizational success.

The Prediction of Tendency to Substance Abuse on the Basis of Self Esteem and Components of Emotional Intelligence

Directory of Open Access Journals (Sweden)

farzad nasiry

2015-02-01

Full Text Available Objective: The aim of present study was the prediction of tendency to substance abuse on the basis of self esteem and components of emotional intelligence. Method: In this descriptive-correlational Study our sample included 153 students of Azad university of qorveh which selected by simple random sampling. APS, Rosenberg’s self esteem scale and Bradberry’s emotional intelligence questionnaires administered among selected sample. Results: Research findings represented that there are negative significant correlation between tendency to substance abuse and self esteem, also between tendency to substance abuse and self management and relationship management. Conclusion: Results of this study are showing the predictor role of self esteem, self-management and relationship management in tendency to substance abuse.

Academic Self-Efficacy, Emotional Intelligence, GPA and Academic Procrastination in Higher Education

OpenAIRE

Meirav Hen; Marina Goroshit

2014-01-01

Academic procrastination has been seen as an impediment to students' academic success because it decreases the quality and quantity of learning while increasing the severity of negative outcomes in students’ lives. Research findings suggest that academic procrastination is closely related to motivation variables such as self-efficacy and self-regulated learning, and with higher levels of anxiety, stress, and illness. Emotional Intelligence is the ability to assess, regulate, an...

How healthcare leaders can increase emotional intelligence.

Science.gov (United States)

Scott, Jason

2013-01-01

How leaders deal with a variety of feelings will deduce how successful they are in dealing with the daily challenges of being in a leadership position. Successful healthcare leaders are those who lead with heart and possess the soft skills needed to positively influence others. All humans have two minds: the rational one and the emotional one, which operate in tight harmony to assist in decision making. When passions surge, the emotional mind takes over and sometimes makes a decision before the rational mind has time to react. Some strategies to help leaders strengthen emotional intelligence include keeping an emotional journal, daily meditation, positive visualization, appreciative inquiry, thought before action, and empathetic listening. Four skills that will enhance an individual's emotional intelligence include self awareness, self management, social management, and relationship management.

Emotionally intelligent nurse leadership: a literature review study.

Science.gov (United States)

Akerjordet, Kristin; Severinsson, Elisabeth

2008-07-01

To establish a synthesis of the literature on the theoretical and empirical basis of emotional intelligence and it's linkage to nurse leadership, focusing on subjective well-being and professional development. Emotional intelligence has been acknowledged in the literature as supporting nurse leadership that fosters a healthy work environment, creating inspiring relationships based on mutual trust. Nurse leaders who exhibit characteristics of emotional intelligence enhance organizational, staff and patient outcomes. A literature search was undertaken using international data bases covering the period January 1997 to December 2007. Eighteen articles were included in this integrative review and were thoroughly reviewed by both authors. Emotional intelligence was associated with positive empowerment processes as well as positive organizational outcomes. Emotionally intelligent nurse leadership characterized by self-awareness and supervisory skills highlights positive empowerment processes, creating a favourable work climate characterized by resilience, innovation and change. Emotional intelligence cannot be considered a general panacea, but it may offer new ways of thinking and being for nurse leaders, as it takes the intelligence of feelings more seriously by continually reflecting, evaluating and improving leadership and supervisory skills.

Emotional Intelligence, Self-Esteem and Academic Achievement: A Case Study, English Department Students

OpenAIRE

Wiwik Andreani.

2013-01-01

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High...

The Role of Intelligence Quotient and Emotional Intelligence in Cognitive Control Processes

Science.gov (United States)

Checa, Purificación; Fernández-Berrocal, Pablo

2015-01-01

The relationship between intelligence quotient (IQ) and cognitive control processes has been extensively established. Several studies have shown that IQ correlates with cognitive control abilities, such as interference suppression, as measured with experimental tasks like the Stroop and Flanker tasks. By contrast, there is a debate about the role of Emotional Intelligence (EI) in individuals' cognitive control abilities. The aim of this study is to examine the relation between IQ and EI, and cognitive control abilities evaluated by a typical laboratory control cognitive task, the Stroop task. Results show a negative correlation between IQ and the interference suppression index, the ability to inhibit processing of irrelevant information. However, the Managing Emotions dimension of EI measured by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), but not self-reported of EI, negatively correlates with the impulsivity index, the premature execution of the response. These results suggest that not only is IQ crucial, but also competences related to EI are essential to human cognitive control processes. Limitations and implications of these results are also discussed. PMID:26648901

The role of Intelligence Quotient and Emotional Intelligence in cognitive control processes

Directory of Open Access Journals (Sweden)

Purificación eCheca

2015-12-01

Full Text Available The relationship between intelligence quotient (IQ and cognitive control processes has been extensively established. Several studies have shown that IQ correlates with cognitive control abilities, such as interference suppression, as measured with experimental tasks like the Stroop and Flanker tasks. By contrast, there is a debate about the role of Emotional Intelligence (EI in individuals’ cognitive control abilities. The aim of this study is to examine the relation between IQ and EI, and cognitive control abilities evaluated by a typical laboratory control cognitive task, the Stroop task. Results show a negative correlation between IQ and the interference suppression index, the ability to inhibit processing of irrelevant information. However, the Managing Emotions dimension of EI measured by the Mayer-Salovey-Caruso Emotional Intelligence Test, but not self-reported of EI, negatively correlates with the impulsivity index, the premature execution of the response. These results suggest that not only is IQ crucial, but also competences related to EI are essential to human cognitive control processes. Limitations and implications of these results are also discussed

Regulating and facilitating: the role of emotional intelligence in maintaining and using positive affect for creativity.

Science.gov (United States)

Parke, Michael R; Seo, Myeong-Gu; Sherf, Elad N

2015-05-01

Although past research has identified the effects of emotional intelligence on numerous employee outcomes, the relationship between emotional intelligence and creativity has not been well established. We draw upon affective information processing theory to explain how two facets of emotional intelligence-emotion regulation and emotion facilitation-shape employee creativity. Specifically, we propose that emotion regulation ability enables employees to maintain higher positive affect (PA) when faced with unique knowledge processing requirements, while emotion facilitation ability enables employees to use their PA to enhance their creativity. We find support for our hypotheses using a multimethod (ability test, experience sampling, survey) and multisource (archival, self-reported, supervisor-reported) research design of early career managers across a wide range of jobs. (c) 2015 APA, all rights reserved.

Relationship emotional intelligence and personality traits with organizational commitment among Iranian nurses

Directory of Open Access Journals (Sweden)

Zahra Taherinejad

2017-06-01

Full Text Available In the past three decades, organizational commitment has been of interest to researchers as one of the organizational attitudes. The aim of this study was to investigate the relationship of emotional intelligence and personality traits with organizational commitment among Iranian nurses. A total of 280 nurses were selected by multistage random sampling. Study tools included emotional intelligence inventory, Neo personality inventory and organizational commitment inventory. Results showed the positive and significant relationship of emotional intelligence and its dimensions (self-expression, self-regard, independence, social responsibility, problem solving, stress tolerance, impulse control, and optimism with organizational commitment. Also, organizational commitment showed a positive and significant relationship with extroversion and conscientiousness. Moreover, components of self-expression, problem solving and stress tolerance in emotional intelligence are able to predict organizational commitment. Thus, these results indicate the importance of emotional intelligence and personality traits in organizational commitment.

Emotional intelligence and its association with orgasmic frequency in women.

Science.gov (United States)

Burri, Andrea V; Cherkas, Lynn M; Spector, Tim D

2009-07-01

Up to 30% of women suffer from female orgasmic disorder (FOD)-the second most common type of female sexual dysfunction. FOD has been acknowledged to be multifactorial and recent research has implicated the importance of psychosocial risk factors. The aim of this study is to investigate whether normal variations in emotional intelligence--the ability to identify and manage emotions of one's self and others--are associated with orgasmic frequency during intercourse and masturbation. To our knowledge, this is the first such study in a large unselected population. A total of 2035 women from the TwinsUK registry completed questionnaires relating to emotional intelligence and sexual behavior. Global emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). Orgasmic frequency was assessed using two self-constructed questions. Using Spearman's rank correlation and quartile logistic regression, we investigated whether variations in emotional intelligence are associated with female orgasmic frequency during intercourse and masturbation. Emotional intelligence was not associated with the potential confounders of age and years of education, nor did we find a significant association between emotional intelligence and potential risk factors for FOD such as age, body mass index, physical or sexual abuse, or menopause. We found emotional intelligence to be positively correlated with both frequency of orgasm during intercourse (r = 0.13, P emotional intelligence had an approximate twofold increased risk of infrequent orgasm (Intercourse = odds ratio [OR] 2.3, 95% confidence interval [CI] 1.4-3.9; Masturbation = [OR] 1.8, [CI] 1.3-2.5). Low emotional intelligence seems to be a significant risk factor for low orgasmic frequency. Consideration of this behavioral risk factor may need to be incorporated into research into FOD and possible treatment approaches.

Emotional Intelligence and Callous-Unemotional Traits in Incarcerated Adolescents.

Science.gov (United States)

Kahn, Rachel E; Ermer, Elsa; Salovey, Peter; Kiehl, Kent A

2016-12-01

Emotional intelligence (EI) is the ability to perceive, manage, and reason about emotions and to use this information to guide thinking and behavior adaptively. Youth with callous-unemotional (CU) traits demonstrate a variety of affective deficits, including impairment in recognition of emotion and reduced emotional responsiveness to distress or pain in others. We examined the association between ability EI and CU traits in a sample of incarcerated adolescents (n = 141) using an expert-rater device (Psychopathy Checklist Youth Version (PCL-YV; Manual for the Hare psychopathy checklist: Youth version. Multi-Health Systems, Toronto, 2003) and self-report assessments of CU traits. EI was assessed using the Mayer-Salovey-Caruso Emotional Intelligence Test-Youth Version, Research Version (MSCEIT-YV-R; MSCEIT YV: Mayer-Salovey-Caruso emotional intelligence test: Youth version, research version 1.0. Multi-Health Systems, Toronto, Ontario, 2005). Similar to findings in adult forensic populations, high levels of CU traits in incarcerated adolescents were associated with lower EI, particularly higher order EI skills. Identifying impairment on EI abilities may have important implications for emerging treatment and intervention developments for youth with high levels of CU traits.

Servant Leadership, Emotional Intelligence: Essential for Baccalaureate Nursing Students.

Science.gov (United States)

Anderson, Della

2016-08-01

Baker University Bachelor of Science in Nursing students study servant leadership and emotional intelligence in a Leadership and Management in Professional Nursing course. The acquisition of these skills increases collaboration with clients and colleagues. Servant leadership improves care through encouragement and facilitation rather than power (Waterman, 2011). Emotional intelligence allows individuals to deal effectively with emotions and is associated with better health (Por, Barriball, Fitzpatrick, & Roberts, 2011). Knowledge of servant leadership, combined with emotional intelligence, creates a relationship with self; encourages relationships with others, clients, and providers; allows teamwork participation; and impacts the entire community.

Emotional Intelligence, Self-Esteem and Academic Achievement: A Case Study, English Department Students

Directory of Open Access Journals (Sweden)

Wiwik Andreani

2012-04-01

Full Text Available This study examines the comparison between English Department students’ emotional intelligence (EQ, their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4. 

On Emotional Intelligence: A Conversation with Daniel Goleman.

Science.gov (United States)

O'Neil, John

1996-01-01

Emotional intelligence involves a cluster of skills, including self-control, zeal, persistence, and self-motivation. Every child must be taught the essentials of handling anger, managing conflicts, developing empathy, and controlling impulses. Schools must help children recognize and manage their emotions. Educators should model emotional…

Developing Self-Esteem and Emotional Well-Being--Inclusion or Intrusion?

Science.gov (United States)

Ecclestone, Kathryn

2004-01-01

The growing popularity of notions such as "self esteem" and "emotional intelligence" reflect people's shifts in thinking. From the pages of self-help manuals and women's magazines, self-esteem, emotional well-being and emotional intelligence have gone mainstream. This is leading to new professional activities in emotional management, life…

Emotional intelligence and recovering from induced negative emotional state

Directory of Open Access Journals (Sweden)

Joaquín T. Limonero

2015-06-01

Full Text Available The aim of the present study was to examine the relationship between emotional intelligence and recovering from negative emotions induction, using a performance test to measure Emotional Inteligence (EI. Sixty seven undergraduates participated in the procedure, which lasted 75 minutes and was divided into three stages. At Time 1, subjects answered the STAI-S, POMS-A, and EI was assessed by MSCEIT. At Time 2, negative emotions were induced by 9 pictures taken from the International Affective Picture System (IAPS and participants were asked to complete a second STAI-S and POMS-B questionnaires. At Time 3 participants were allowed to rest doing a distracting task and participants were asked to complete a third STAI-S and POMS-A questionnaires. Results showed that the branches of the MSCEIT emotional facilitation and emotional understanding are related to previous mood states and mood recovery, but not to mood reactivity. This finding contrasts nicely with studies on which emotional recovery was assessed in relation to EI self-reported measures, highlighting the perception and emotional regulation.

Implications of State Dental Board Disciplinary Actions for Teaching Dental Students About Emotional Intelligence.

Science.gov (United States)

Munk, Lyle Kris

2016-01-01

The primary emphasis in dental education is on developing students' cognitive intelligence (thinking) and technical intelligence (doing), while emotional intelligence (being) receives less emphasis. The aim of this study was to explore a potential consequence of the paucity of emotional intelligence education by determining the level of emotional intelligence-related (EI-R) infractions in state dental board disciplinary actions and characterizing the types of those infractions. For this study, 1,100 disciplinary action reports from 21 state dental boards were reviewed, and disciplinary infractions were classified as cognitive intelligence-related (CI-R) infractions, technical intelligence-related (TI-R) infractions, and EI-R infractions. EI-R infractions were then subcategorized into emotional intelligence clusters and competencies using the Emotional and Social Competency Inventory (ESCI). The results showed that 56.6% of the infractions were EI-R. When the EI-R infractions were subcategorized, the four competencies most frequently violated involved transparency, teamwork and collaboration, organizational awareness, and accurate self-assessment. Understanding the frequency and nature of EI-R infractions may promote awareness of the need for increased attention to principles of emotional intelligence in dental education and may encourage integration of those principles across dental curricula to help students understand the impact of emotional intelligence on their future well-being and livelihood.

Emotional Intelligence as a Predictor of Academic and/or Professional Success

Science.gov (United States)

Cain, Jeff; Smith, Kelly M.

2006-01-01

The concept of “emotional intelligence” has been extensively popularized in the lay press and corporate world as individuals purport the potential ability of emotional intelligence to predict various markers of success. Emotional intelligence (EI) most commonly incorporates concepts of emotional expression and regulation, self-awareness, and empathy. The concept has been criticized by some for its loose definition and parallels to personality traits. Additionally, several limitations to the instruments used to measure emotional intelligence have been identified. This review examines the foundations of the definitions of emotional intelligence as well as existing educational research involving emotional intelligence, both within the health professions and externally. Recommendations for future research and research potential are discussed. PMID:17136189

Effects of Self-Reported Wisdom on Happiness : Not Much More Than Emotional Intelligence?

NARCIS (Netherlands)

Zacher, Hannes; McKenna, Bernard; Rooney, David

2013-01-01

Wisdom and emotional intelligence are increasingly popular topics among happiness scholars. Despite their conceptual overlap, no empirical research has examined their interrelations and incremental predictive validities. The aims of this study were (a) to investigate associations between

The Jekyll and Hyde of emotional intelligence: emotion-regulation knowledge facilitates both prosocial and interpersonally deviant behavior.

Science.gov (United States)

Côté, Stéphane; Decelles, Katherine A; McCarthy, Julie M; Van Kleef, Gerben A; Hideg, Ivona

2011-08-01

Does emotional intelligence promote behavior that strictly benefits the greater good, or can it also advance interpersonal deviance? In the investigation reported here, we tested the possibility that a core facet of emotional intelligence--emotion-regulation knowledge--can promote both prosocial and interpersonally deviant behavior. Drawing from research on how the effective regulation of emotion promotes goal achievement, we predicted that emotion-regulation knowledge would strengthen the effects of other-oriented and self-oriented personality traits on prosocial behavior and interpersonal deviance, respectively. Two studies supported our predictions. Among individuals with higher emotion-regulation knowledge, moral identity exhibited a stronger positive association with prosocial behavior in a social dilemma (Study 1), and Machiavellianism exhibited a stronger positive association with interpersonal deviance in the workplace (Study 2). Thus, emotion-regulation knowledge has a positive side and a dark side.

Mathematical literacy in undergraduates: role of gender, emotional intelligence and emotional self-efficacy

Science.gov (United States)

Tariq, Vicki N.; Qualter, Pamela; Roberts, Sian; Appleby, Yvon; Barnes, Lynne

2013-12-01

This empirical study explores the roles that Emotional Intelligence (EI) and Emotional Self-Efficacy (ESE) play in undergraduates' mathematical literacy, and the influence of EI and ESE on students' attitudes towards and beliefs about mathematics. A convenience sample of 93 female and 82 male first-year undergraduates completed a test of mathematical literacy, followed by an online survey designed to measure the students' EI, ESE and factors associated with mathematical literacy. Analysis of the data revealed significant gender differences. Males attained a higher mean test score than females and out-performed the females on most of the individual questions and the associated mathematical tasks. Overall, males expressed greater confidence in their mathematical skills, although both males' and females' confidence outweighed their actual mathematical proficiency. Correlation analyses revealed that males and females attaining higher mathematical literacy test scores were more confident and persistent, exhibited lower levels of mathematics anxiety and possessed higher mathematics qualifications. Correlation analyses also revealed that in male students, aspects of ESE were associated with beliefs concerning the learning of mathematics (i.e. that intelligence is malleable and that persistence can facilitate success), but not with confidence or actual performance. Both EI and ESE play a greater role with regard to test performance and attitudes/beliefs regarding mathematics amongst female undergraduates; higher EI and ESE scores were associated with higher test scores, while females exhibiting higher levels of ESE were also more confident and less anxious about mathematics, believed intelligence to be malleable, were more persistent and were learning goal oriented. Moderated regression analyses confirmed mathematics anxiety as a negative predictor of test performance in males and females, but also revealed that in females EI and ESE moderate the effects of anxiety on test

Nursing students' post-traumatic growth, emotional intelligence and psychological resilience.

Science.gov (United States)

Li, Y; Cao, F; Cao, D; Liu, J

2015-06-01

Nursing students in the present sample who have experienced childhood adversity have a certain level of post-traumatic growth. If introduced into nursing curricula, emotional intelligence interventions may increase emotional coping resources and enhance social skills for nurses, which may benefit their long-term occupational health. As researchers consider personal resilience a strategy for responding to workplace adversity in nurses, resilience building should be incorporated into nursing education. This is a preliminary study that may guide future investigations of the curvilinear relationship rather than linear relationship between post-traumatic growth and positive factors in the special sample of nursing students. Resilience, emotional intelligence and post-traumatic growth may benefit nursing students' careers and personal well-being in clinical work. Developing both their emotional intelligence and resilience may assist their individual post-traumatic growth and enhance their ability to cope with clinical stress. To investigate the relationships among post-traumatic growth, emotional intelligence and psychological resilience in vocational school nursing students who have experienced childhood adversities, a cross-sectional research design with anonymous questionnaires was conducted and self-report data were analysed. The Childhood Adversities Checklist (Chinese version), Posttraumatic Growth Inventory, Emotional Intelligence Scale and the 10-item Connor-Davidson Resilience Scale were used. Survey data were collected from 202 Chinese vocational school nursing students during 2011. Post-traumatic growth was associated with emotional intelligence and psychological resilience. Results indicated a curvilinear relationship between emotional intelligence and post-traumatic growth, and between psychological resilience and post-traumatic growth. Moderate-level emotional intelligence and psychological resilience were most associated with the greatest levels of growth

Perceived emotional intelligence in nursing: psychometric properties of the Trait Meta-Mood Scale.

Science.gov (United States)

Aradilla-Herrero, Amor; Tomás-Sábado, Joaquín; Gómez-Benito, Juana

2014-04-01

To examine the psychometric properties of the Trait Meta-Mood Scale in the nursing context and to determine the relationships between emotional intelligence, self-esteem, alexithymia and death anxiety. The Trait Meta-Mood Scale is one of the most widely used self-report measures for assessing perceived emotional intelligence. However, in the nursing context, no extensive analysis has been conducted to examine its psychometric properties. Cross-sectional and observational study. A total of 1417 subjects participated in the study (1208 nursing students and 209 hospital nurses). The Trait Meta-Mood Scale, the Toronto Alexithymia Scale, the Rosenberg Self-Esteem Scale and the Death Anxiety Inventory were all applied to half of the sample (n = 707). A confirmatory factor analysis was carried out, and statistical analyses examined the internal consistency and test-retest reliability of the Trait Meta-Mood Scale, as well as its relationship with relevant variables. Confirmatory factor analysis confirmed the three dimensions of the original scale (Attention, Clarity and Repair). The instrument showed adequate internal consistency and temporal stability. Correlational results indicated that nurses with high scores on emotional Attention experience more death anxiety, report greater difficulties identifying feelings and have less self-esteem. By contrast, nurses with high levels of emotional Clarity and Repair showed less death anxiety and higher levels of self-esteem. The Trait Meta-Mood Scale is an effective, valid and reliable tool for measuring perceived emotional intelligence in the nursing context. Training programmes should seek to promote emotional abilities among nurses. Use of the Trait Meta-Mood Scale in the nursing context would provide information about nurses' perceived abilities to interpret and manage emotions when interacting with patients. © 2013 John Wiley & Sons Ltd.

Predictors of effective leadership in industry - should engineering education focus on traditional intelligence, personality, or emotional intelligence?

Science.gov (United States)

Lappalainen, Pia

2015-03-01

Despite the changing global and industrial conditions requiring new approaches to leadership, management training as part of higher engineering education still remains understudied. The subsequent gap in engineering education calls for research on today's leader requirements and pedagogy supporting the inclusion of management competence in higher engineering education. Previous organisation and management studies have, on a general level, established the importance of managerial qualities for industrial performance, but the nature and make-up of these qualifications has not been adequately analysed. To fill the related research gap, the present work embarked on a quantitative empirical effort to identify predictors of successful leadership in engineering. In particular, this study investigated relationships between perceived leader performance and three dimensions of managerial capability: (1) mathematical-logical intelligence, (2) personality, and (3) socio-emotional intelligence. This work complemented previous research by resorting to both self-reports and other-reports: the results acquired from the managerial sample were compared to subordinate perceptions as measured through an emotive intelligence other-report and a general managerial competence multi-source appraisal. The sample comprised 80 superiors and 354 subordinates operating in seven organisations in engineering industries. The results from the quantitative measurements signalled the strongest correlation for socio-emotional intelligence and certain personality dimensions with successful leadership. Mathematical-logical intelligence demonstrated no correlation with subordinate perceptions of good leadership. These findings lay the foundation for the incorporation of socio-emotive skills into higher engineering education.

Emotional and meta-emotional intelligence as predictors of adjustment problems in students with Specific Learning Disorders

Directory of Open Access Journals (Sweden)

Antonella D’Amico

2017-11-01

Full Text Available The purpose of this study was to analyse adjustment problems in a group of adolescents with a Specific Learning Disorder (SLD, examining to what extent they depend on the severity level of the learning disorder and/or on the individual‟s level of emotional intelligence. Adjustment problems,, perceived severity levels of SLD, and emotional and meta-emotional intelligence were examined in 34 adolescents with SLD. Results demonstrated that emotional beliefs, emotional self-concept and emotional intelligence are very important factors in the psychological adjustment of adolescents with SLD. These results provide evidence for the importance of considering meta-emotional intelligence in both diagnostic and intervention protocols, as well as in the inclusive education of students with SLD.

Teacher Effectiveness in Relation to Emotional Intelligence Among Medical and Engineering Faculty Members

Directory of Open Access Journals (Sweden)

Ajeya Jha

2012-11-01

Full Text Available Studies have revealed that emotional intelligence (EI influences an individual's job performance in terms of organizational commitment and job satisfaction. But prior studies were limited mostly to the corporate sector. Therefore the present study was conducted to understand the correlation between EI and teaching performance in the case of faculty members at medical and engineering colleges, as courses related to these two fields are quite extensive and demanding which often leads to stress among students (Saipanish, 2003; Foster & Spencer, 2003; Schneider, 2007; Ray and Joseph, 2010. A total of 250 faculty members from three medical and four private engineering colleges of Uttar Pradesh, India, participated in the study. Emotional intelligence scale (EIS, 2007, Teacher Effectiveness Scale (TES, 2010 and Teacher Rating Scale (TRS, 2003 were administered to measure the emotional intelligence, self-reported teacher effectiveness and student rated teacher effectiveness of the faculty members respectively. All materials used in the study are constructed and standardized on Indian population. The study revealed a positive correlation between EI and teacher effectiveness, both self-reported and students rated. Among ten components of EI considered in the study; emotional stability, self-motivation, managing relations, self-awareness and integrity emerged as the best predictors of teacher effectiveness. Gender differences on the scores of EI and Teacher Effectiveness was insignificant. The EI and self-reported teacher effectiveness of engineering faculty members were relatively higher than those of medical faculty. However, according to students’ rating there was no significant difference in teacher effectiveness among the two groups. Implications of this research from the perspective of training faculty members are discussed.

Identifying emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables.

Science.gov (United States)

Kahraman, Nilgün; Hiçdurmaz, Duygu

2016-04-01

This study aimed to identify the emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables. Emotional intelligence is "the ability of a person to comprehend self-emotions, to show empathy towards the feelings of others, and to control self-emotions in a way that enriches life." Nurses with a higher emotional intelligence level offer more efficient and professional care, and they accomplish more in their social and professional lives. We designed a descriptive cross-sectional study. The Introductory Information Form and the Bar-On emotional intelligence Inventory were used to collect data between 20th June and 20th August 2012. The study was conducted with 312 nurses from 37 hospitals located within the borders of the metropolitan municipality in Ankara. There were no significant differences between emotional intelligence scores of the nurses according to demographic variables such as age, gender, marital status, having children. Thus, sociodemographic factors did not appear to be key factors, but some professional variables did. Higher total emotional intelligence scores were observed in those who had 10 years or longer experience, who found oneself successful in professional life, who stated that emotional intelligence is an improvable skill and who previously received self-improvement training. Interpersonal skills were higher in those with a graduate degree and in nurses working in polyclinics and paediatric units. These findings indicate which groups require improvement in emotional intelligence skills and which skills need improvement. Additionally, these results provide knowledge and create awareness about emotional intelligence skills of nurses and the distribution of these skills according to sociodemographic and professional variables. Implementation of emotional intelligence improvement programmes targeting the determined clinical nursing groups by nursing administrations can help the increase in

The impact of emotional intelligence, self-esteem, and self-image on romantic communication over MySpace.

Science.gov (United States)

Dong, Qingwen; Urista, Mark A; Gundrum, Duane

2008-10-01

A study based on a survey of 240 individual MySpace users found that low self-esteem encourages young adults to engage in romantic communication (such as having intimate communication with the opposite sex and looking for romantic partners) while higher emotional intelligence discourages such activity. The results also suggested that those who have higher self-image, such as thinking themselves attractive and happy with their appearance, tend to engage in romantic communication. Limitations of the study and suggestion for future study are discussed.

Relationship Between Big Five Personality Traits, Emotional Intelligence and Self-esteem Among College Students

OpenAIRE

Fauzia Nazir, AnamAzam, Muhammad Rafiq, Sobia Nazir, Sophia Nazir, ShaziaTasleem

2015-01-01

The current research study was on the “Relationship between Big Five Personality Traits & Emotional Intelligence and Self-esteem among the College Students”. This work is based on cross sectional survey research design. The convenience sample was used by including 170 female Students studying at government college kotla Arab Ali khan Gujrat, Pakistan, degree program of 3rd year and 4th year. The study variables were measured using Big Five Inventory Scale by Goldberg (1993), Emotional Intell...

The relationship between emotional intelligence and stress management

Directory of Open Access Journals (Sweden)

Saras Ramesar

2009-05-01

Full Text Available Regardless of where one lives in the world, one cannot escape three defi ning forces of our time: globalisation, the information revolution and the speed of change (Cascio, 2001. To ensure continued organisational performance and to maintain the competitive advantage, organisations must therefore constantly implement changes in strategy, structure, process and culture (Higgs, 2002; Langley, 2000. Goleman (1998 proposes a solution of self-awareness as a key skill in handling stress, thereby indicating that a lack of emotional intelligence in such an unstable environment means possible failure that can impact on everyone’s future. The general aim of this research was to determine whether there is a relationship between emotional intelligence and stress management in a group of managers. This was done through a quantitative study of the relationship between stress management and emotional intelligence. These constructs were operationalised by means of a combination of scales present in the Feelings and Emotions domain of the Occupational Personality Questionnaire (OPQ32i and the Emotional Quotient Inventory (Bar-On EQ-i. The correlation and regression results seem to indicate that stress management (the ability to cope with stress is a component of emotional intelligence, while stress can be either an input or an outflow of emotional intelligence or the lack thereof.

The role of trait emotional intelligence in predicting networking behavior

Directory of Open Access Journals (Sweden)

Teresa Torres-Coronas

2017-02-01

Full Text Available Objective – The purpose of this paper is to obtain evidence of the relation between entrepreneur proactive networking behavior and trait emotional intelligence to support transition towards entrepreneurial careers. Design/methodology/approach – The Trait Emotional Intelligence Questionnaire-Short form (TEIQue-SF, developed by Cooper and Petrides (2010, was used to test hypotheses on the factors that define a proactive use of a professional network and their relationship with the individual level of trait emotional intelligence and its four components (well-being, self-control, emotionality and sociability. A questionnaire was sent to local entrepreneurs to verify whether trait emotional intelligence act as a predictor of proactive networking behavior. Theoretical foundation – We will be using Petrides and Furnham’s (2001 trait EI definition and EI will be studied within a personality framework (Petrides, 2001, Petrides & Furnham, 2001, 2006, 2014. Findings – Final findings partially confirms research hypothesis, with some components of EI (well-being and self-control factors showing a significant positive correlation with proactive networking behavior. This indicates that entrepreneurs’ ability to regulate emotions influences their networking behavior helping them to succeed in their business relationships. Practical implications – The present study provides a clear direction for further research by focusing on how trait emotional intelligence affects social networking behavior amongst entrepreneurs, thus demonstrating the utility of using trait EI to evaluate high potential entrepreneurs.

Disordered eating attitudes in relation to body image and emotional intelligence in young women.

Science.gov (United States)

Costarelli, V; Demerzi, M; Stamou, D

2009-06-01

A number of different psychological factors have been implicated in the multifactorial aetiology of disordered eating (DE) attitudes and behaviours; however, the possible role of emotional intelligence in DE symptomatology has not been thoroughly investigated in the past. The present study aimed to explore the possible differences in emotional intelligence, body image and anxiety levels in young females with DE attitudes and healthy controls. A total of 92 Greek female university students, 18-30 years old, were recruited. Subjects completed the following questionnaires: the Eating Attitudes Test (EAT-26), the Multidimensional Body-Self Questionnaire (MBRSQ), the State-Trait Anxiety Inventory (STAI) and the BarOn Emotional Intelligence Questionnaire (BarOn EQ-I). The EAT-26 revealed that 23% of the subjects presented DE attitudes. Women in the DE attitudes group had lower levels of Emotional Intelligence (EI) in comparison to the control group, particularly in factors such as emotional self-awareness (P emotional intelligence, such as emotional self-awareness and interpersonal relationships, which is an important finding in terms of the prevention and management of DE, and warrants further investigation.

A reflective framework to foster emotionally intelligent leadership in nursing.

Science.gov (United States)

Heckemann, Birgit; Schols, Jos M G A; Halfens, Ruud J G

2015-09-01

To propose a reflective framework based on the perspective of emotional intelligence (EI) in nurse leadership literature. Emotional intelligence is a self-development construct aimed at enhancing the management of feelings and interpersonal relationships, which has become increasingly popular in nurse leadership. Reflection is an established means to foster learning. Integrating those aspects of emotional intelligence pertinent to nurse leadership into a reflective framework might support the development of nurse leadership in a practical context. A sample of 22 articles, retrieved via electronic databases (Ovid/Medline, BNI, psycArticles, Zetoc and CINAHL) and published between January 1996 and April 2009, was analysed in a qualitative descriptive content analysis. Three dimensions that characterise emotional intelligence leadership in the context of nursing - the nurse leader as a 'socio-cultural architect', as a 'responsive carer' and as a 'strategic visionary' - emerged from the analysis. To enable practical application, these dimensions were contextualised into a reflective framework. Emotional intelligence skills are regarded as essential for establishing empowering work environments in nursing. A reflective framework might aid the translation of emotional intelligence into a real-world context. The proposed framework may supplement learning about emotional intelligence skills and aid the integration of emotional intelligence in a clinical environment. © 2014 John Wiley & Sons Ltd.

Emotional intelligence and clinical performance/retention of nursing students

Science.gov (United States)

Marvos, Chelsea; Hale, Frankie B.

2015-01-01

Objective: This exploratory, quantitative, descriptive study was undertaken to explore the relationship between clinical performance and anticipated retention in nursing students. Methods: After approval by the university's Human Subjects Committee, a sample of 104 nursing students were recruited for this study, which involved testing with a valid and reliable emotional intelligence (EI) instrument and a self-report survey of clinical competencies. Results: Statistical analysis revealed that although the group average for total EI score and the 6 score subsets were in the average range, approximately 30% of the individual total EI scores and 30% of two branch scores, identifying emotions correctly and understanding emotions, fell in the less than average range. This data, as well as the analysis of correlation with clinical self-report scores, suggest recommendations applicable to educators of clinical nursing students. Conclusions: Registered nurses make-up the largest segment of the ever-growing healthcare workforce. Yet, retention of new graduates has historically been a challenge for the profession. Given the projected employment growth in nursing, it is important to identify factors which correlate with high levels of performance and job retention among nurses. There is preliminary evidence that EI a nontraditional intelligence measure relates positively not only with retention of clinical staff nurses, but with overall clinical performance as well. PMID:27981096

Cognitive-emotional interplay:implications for children’s development of self-aware emotion regulation as the last developmental phase of emotional intelligence

OpenAIRE

Kralj, S. (Sara)

2016-01-01

Abstract Cognitive and emotional developmental trajectories account for individual differences in children. Individual variations of emotional intelligence may be a result of various factors. For the purpose of this work children’s development of emotional intelligence is examined through individual developmental aspect related to development of cognition and emotion. The ability to be aware of own emotions and emotions of ...

ABOUT EMOTIONAL INTELLIGENCE AND LEADERSHIP

Directory of Open Access Journals (Sweden)

RADULESCU Corina Michaela

2012-12-01

Full Text Available This article is, because of its topic of study, a part of management and includes details regarding the important role of emotional intelligence in management and leadership. The importance of this problem is related to the fact that, in Romanian management, this concept (being of a psycho-management nature, is poorly understood. Emotional intelligence is still a highly publicized concept in the West, subject to many controversies between recognized experts in various fields: organizational management, leadership, psychology, sociology. The target of the article is to highlight the fact that there are few management or recruitment consulting firms in Romania that support emotional intelligence development programs, and fewer are the organizations that realize the impact it has in running a business. Since 1995, from the first publication of Daniel Goleman's book, "Emotional intelligence", EQ has become one of the most debated concepts in U.S management. The content of the article calls for a new business climate, ensuring professional excellence. We want this to be "a guide" in cultivating emotional intelligence in individuals, groups and organizations, through leadership, trying to validate the scientific aspect. Because we live in a time when future projects depend increasingly more on self-control and on the art with which we know to maintain interpersonal relationships, such guidelines are necessary to prevent future challenges. The contribution of the authors brings to the forefront the debate about management, behavior management, the concept of emotional intelligence and the importance of understanding, knowing its substance, and the manner in which the management process has to be adopted in order to achieve positive results in an organization, as a system. Businessmen with a preemptive mind will encourage and support such an education in business, not only to improve the quality of management in their organization but also for the

[Emotional competence in the multiple intelligences theory from the perspective of laypersons].

Science.gov (United States)

Nozaki, Yuki; Koyasu, Masuo

2016-02-01

Emotional competence has recently, become a widespread concern in schools and workplaces, both which deeplyinvolve laypersons. While academic researchers have discussed the status of emotional competence comparedto the traditional intelligence, it is very important to elucidate how laypersons regard emotional competencecompared to traditional intelligence as well. The present study investigated the position of emotional competencein the multiple intelligences theory by assessing laypersons' self-estimates of their abilities and their rating ofthe importance of emotional competence for thriving in society. Participants (N = 584) answered a questionnaireonline. Results showed that laypersons regarded emotional competence as a distinct construct, and most stronglyrelated it to personal intelligence. Moreover, their ratings of the importance of emotional competence and personalintelligence for thriving in society were higher than that of traditional intelligence.

Trait emotional intelligence influences on academic achievement and school behaviour.

Science.gov (United States)

Mavroveli, Stella; Sánchez-Ruiz, María José

2011-03-01

BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren. ©2010 The British Psychological Society.

A study of group reminiscence therapy and emotional intelligence among elderly members

Directory of Open Access Journals (Sweden)

Azam Bazooband

2016-09-01

Full Text Available This study aims to investigate the effects of group reminiscence therapy on elderly’s emotional intelligence. A quasi-experimental research with a pre-test-post-test control group was conducted in July 2015, with a sample of 40 elderly members referring to an (anonymous Community Center in the city of Shiraz, Iran. A predesigned instrument, i.e., the Emotional Intelligence Questionnaire developed by Schering, was applied to collect data. SPSS Statistics v. 22.0 (Released 2013; IBM Corp., Armonk, NY, USA was used to analyze data, with a 95% confidence level and a measurement error of α=0.05. Hypothesis tests were mainly conducted to examine whether group reminiscence therapy correlates with emotional intelligence among the respondents. Findings revealed that the applied intervention i.e., group reminiscence therapy significantly associates with various dimensions of emotional intelligence including self-awareness, self-control, self-motivation, empathy and social skills in the older adults within the experiment group; i.e., the mean scores of the variables for the post-test administered on the experimental group were significantly higher than those on the control group. Group reminiscence therapy has the potential to enhance emotional intelligence in the elderly by helping them control their thoughts and emotions and learn problem-solving skills.

Perceived Emotional Intelligence as a predictor of Depressive Symptoms after a one year follow-up during Adolescence

Directory of Open Access Journals (Sweden)

Diego Gomez-Baya

2016-04-01

Full Text Available Research to date has identified various risk factors in the emergence of depressive disorders in adolescence. There are very few studies, however, which have analyzed the role of perceived emotional intelligence in depressive symptoms longitudinally during adolescence. This work aimed to analyze longitudinal relationships between perceived emotional intelligence and depressive symptoms in adolescence, developing an explanatory model of depression following a one-year follow-up. A longitudinal study was carried out with two waves separated by one year, with a sample of 714 Spanish adolescents. The instruments consisted of self-report measures of depressive symptoms and perceived emotional intelligence. Results underlined gender differences in depressive symptoms and emotional intelligence, and indicated that greater emotional intelligence was associated with a lower presence of depressive symptoms after a oneyear follow-up. A multiple partial mediation model was developed to explain longitudinally depressive symptoms based on perceived emotional intelligence skills and depressive symptoms. These contributions underscore the need to design programs to prevent depression in adolescence through the promotion of emotional intelligence.

The Factor Structure of Trait Emotional Intelligence in Hong Kong Adolescents

Science.gov (United States)

Mavroveli, Stella; Siu, Angela F. Y.

2012-01-01

Background: Trait emotional intelligence ("trait EI" or "trait emotional self-efficacy") refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). A growing number of studies are looking at cross-cultural differences in the structure of the construct. Aims: This study investigates the…

'Emotional Intelligence': Lessons from Lesions.

Science.gov (United States)

Hogeveen, J; Salvi, C; Grafman, J

2016-10-01

'Emotional intelligence' (EI) is one of the most highly used psychological terms in popular nomenclature, yet its construct, divergent, and predictive validities are contentiously debated. Despite this debate, the EI construct is composed of a set of emotional abilities - recognizing emotional states in the self and others, using emotions to guide thought and behavior, understanding how emotions shape behavior, and emotion regulation - that undoubtedly influence important social and personal outcomes. In this review, evidence from human lesion studies is reviewed in order to provide insight into the necessary brain regions for each of these core emotional abilities. Critically, we consider how this neuropsychological evidence might help to guide efforts to define and measure EI. Copyright © 2016 Elsevier Ltd. All rights reserved.

The impact of stroke on emotional intelligence

Directory of Open Access Journals (Sweden)

Hoffmann Bronwyn

2010-10-01

Full Text Available Abstract Background Emotional intelligence (EI is important for personal, social and career success and has been linked to the frontal anterior cingulate, insula and amygdala regions. Aim To ascertain which stroke lesion sites impair emotional intelligence and relation to current frontal assessment measurements. Methods One hundred consecutive, non aphasic, independently functioning patients post stroke were evaluated with the Bar-On emotional intelligence test, "known as the Emotional Quotient Inventory (EQ-i" and frontal tests that included the Wisconsin Card Sorting Test (WCST and Frontal Systems Behavioral Inventory (FRSBE for correlational validity. The results of a screening, bedside frontal network syndrome test (FNS and NIHSS to document neurological deficit were also recorded. Lesion location was determined by the Cerefy digital, coxial brain atlas. Results After exclusions (n = 8, patients tested (n = 92, mean age 50.1, CI: 52.9, 47.3 years revealed that EQ-i scores were correlated (negatively with all FRSBE T sub-scores (apathy, disinhibition, executive, total, with self-reported scores correlating better than family reported scores. Regression analysis revealed age and FRSBE total scores as the most influential variables. The WCST error percentage T score did not correlate with the EQ-i scores. Based on ANOVA, there were significant differences among the lesion sites with the lowest mean EQ-i scores associated with temporal (71.5 and frontal (87.3 lesions followed by subtentorial (91.7, subcortical gray (92.6 and white (95.2 matter, and the highest scores associated with parieto-occipital lesions (113.1. Conclusions 1 Stroke impairs EI and is associated with apathy, disinhibition and executive functioning. 2 EI is associated with frontal, temporal, subcortical and subtentorial stroke syndromes.

The effects of sex and grade-point average on emotional intelligence.

Science.gov (United States)

Tapia, Martha; Marsh, George E

2006-01-01

This study was conducted to examine the effects of sex and grade-point average (GPA) on emotional intelligence on secondary students as measured by the Emotional Intelligence Inventory (EII). The EII is a 41-item Likert scale based on the original theoretical model of emotional intelligence developed by Salovey and Mayer. An exploratory factor analysis identified four factors, which were named Empathy, Utilization of Feelings, Handling Relationships, and Self-control. The sample consisted of 319 students, 162 males and 157 females, who attended school at a bilingual (English and Spanish) college preparatory school. General linear analysis revealed significant differences in empathy scores when grouped by gender. There were significant differences in self-control when grouped by GPA levels.

Are You Emotionally Intelligent? A Legitimate Question for the College Classroom

Science.gov (United States)

Lawry, John D.

2008-01-01

The author discusses Daniel Goleman's concept of emotional intelligence as encompassing the characteristics of self-awareness, mood management, self-motivation, empathy, and relationship management. and his own consideration of whether emotional literacy can be taught.

Emotional intelligence components in alcohol dependent and mentally healthy individuals.

Science.gov (United States)

Mohagheghi, Arash; Amiri, Shahrokh; Mousavi Rizi, Seyedreza; Safikhanlou, Salman

2015-01-01

Emotional intelligence might play an important role in the onset and persistence of different psychopathologies. This study investigated the relationship between emotional intelligence and alcohol dependence. In this case-control study, participants included alcohol dependent individuals and mentally healthy inpatients. Each group consisted of 40 individuals (male/female: 1). The diagnosis was based on the criteria of the DSM-IV-TR using the Structured Clinical Interview for DSM-IV (SCID-IV). All the participants completed Bar-On emotional intelligence test. 20 males and 20 females were included in each group. Mean age of alcohol dependent participants and controls was 31.28±7.82 and 34.93±9.83 years in that order. The analyses showed that the alcohol dependent individuals had a significant difference compared with the control group and received lower scores in empathy, responsibility, impulse control, self-esteem, optimism, emotional consciousness, stress tolerance, autonomy, problem-solving, and total score of emotional intelligence components. Patients with alcohol dependence have deficits in components of emotional intelligence. Identifying and targeted training of the individuals with lower scores in components of emotional intelligence may be effective in prevention of alcohol dependence.

Emotional Intelligence: The MSCEIT from the Perspective of Generalizability Theory

Science.gov (United States)

Follesdal, Hallvard; Hagtvet, Knut A.

2009-01-01

The Mayer, Salovey, & Caruso Emotional Intelligence Test (MSCEIT) has been reported to provide reliable scores for the four-branch ability model of emotional intelligence [Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). "Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). User's manual." Toronto, Canada: Multi-Health…

Phenotypic, genetic, and environmental relationships between self-reported talents and measured intelligence.

Science.gov (United States)

Schermer, Julie Aitken; Johnson, Andrew M; Jang, Kerry L; Vernon, Philip A

2015-02-01

The relationship between self-report abilities and measured intelligence was examined at both the phenotypic (zero-order) level as well as at the genetic and environmental levels. Twins and siblings (N = 516) completed a timed intelligence test and a self-report ability questionnaire, which has previously been found to produce 10 factors, including: politics, interpersonal relationships, practical tasks, intellectual pursuits, academic skills, entrepreneur/business, domestic skills, vocal abilities, and creativity. At the phenotypic level, the correlations between the ability factor scores and intelligence ranged from 0.01 to 0.42 (between self-report academic abilities and verbal intelligence). Further analyses found that some of the phenotypic relationships between self-report ability scores and measured intelligence also had significant correlations at the genetic and environmental levels, suggesting that some of the observed relationships may be due to common genetic and/or environmental factors.

Self-Esteem and Emotional Intelligence among B.Ed Trainees of Tsunami Affected Coastal Belt

Science.gov (United States)

Babu M, Sameer

2008-01-01

Through this study the author investigates the relationship between self-esteem and emotional intelligence among B.Ed trainees of Tsunami affected coastal belt of Alappey district of Kerala, India. Stream of study, marital status and age based comparisons were made among the B.Ed trainees. 92 B.Ed trainees were the participants in the study. It…

Parent and Child Independent Report of Emotional Responses to Asthma-Specific Vignettes: The Relationship Between Emotional States, Self-Management Behaviors, and Symptoms.

Science.gov (United States)

Conn, Kelly M; Fisher, Susan G; Rhee, Hyekyun

2016-01-01

Little is known about the emotional intelligence (EI) of parents and their children with asthma. Objectives of this study were to assess: 1) parent's and children's report of emotions in response to an asthma vignette (proxy for EI) and 2) the relationship between emotions, self-management behaviors, and symptoms. We conducted a descriptive, mixed methods study of children 7-12 years old with asthma. Parent-Child dyads (n=104) responded to an asthma vignette to gain insight into emotions, symptoms, and self-management behaviors. Additional questions assessed confidence and worry using a 5-point Likert scale. Thematic analyses and descriptive statistics were used to assess qualitative and quantitative outcomes. Children were predominantly male (58%), 7-9 (58%), and White (46%). The most common negative emotions reported by children were scared and sad. Children who sought help from an adult were less likely to report using medications compared to children who did not seek help (39.5% vs. 62.3%, p=.029). Children with low worry and high confidence had fewer symptoms compared to children reporting high worry and low confidence (symptoms: days 3.24 vs. 6.77, p=.012, nights 2.71 vs. 5.36, p=.004). Children provided appropriate emotional responses to the asthma vignette; emotions were related to self-management behaviors and symptoms. More studies are needed to specifically assess EI in this population. Parents and children with greater EI may be better able to understand their needs, engage in self-management behaviors, and communicate with their nurses, to improve their support network and ability to access services. Copyright © 2016 Elsevier Inc. All rights reserved.

Emotional Intelligence, Academic Procrastination and Academic ...

African Journals Online (AJOL)

Itwas therefore recommended that efforts should be made to look into other pressing factors like self-esteem, teacher's attitude, student's attitude, parental background among others which may be influencing student's poor academic achievement. Key words: Emotional Intelligence, Academic Procrastination, Academic ...

Relationship between Emotional Intelligence and

Directory of Open Access Journals (Sweden)

Vahid Rafieyan

2014-07-01

Full Text Available Language learners’ awareness of target language pragmatic features is influenced by individual difference variables, the least explored one being emotional intelligence. To investigate the relationship between emotional intelligence and pragmatic awareness, the current study was conducted over 120 Iranian senior undergraduates of English as a Foreign Language at a university in Iran. Pragmatic awareness was measured through a 12-scenario contextualized pragmatic judgment task. Emotional intelligence was also measured through the EQ-i. The results of the Pearson correlation revealed a strong positive relationship between emotional intelligence and pragmatic awareness. The pedagogical implications of the findings suggested incorporation of emotion-driven authentic materials in English language classes to invoke emotional intelligence in language learners.

Emotional rescue: the role of emotional intelligence and emotional labour on well-being and job-stress among community nurses.

Science.gov (United States)

Karimi, Leila; Leggat, Sandra G; Donohue, Lisa; Farrell, Gerald; Couper, Greta E

2014-01-01

To investigate the extent to which emotional labour and emotional intelligence are associated with well-being and job-stress among a group of Australian community nurses. The moderating role of emotional intelligence was evaluated as a key factor in the rescue of healthcare workers from job-stress, thus increasing job retention. Although emotional labour has been broadly investigated in the literature, the contribution of emotional labour and emotional intelligence to the well-being and experience of job-stress in a community nursing setting requires further exploration. This study used a cross-sectional quantitative research design with data collected from Australian community nurses. Australian community nurses (n = 312) reported on their perceived emotional labour, emotional intelligence and their levels of well-being and job-stress using a paper and pencil survey in 2010. Results from structural equation modelling support the hypothesis that both emotional labour and emotional intelligence have significant effects on nurses' well-being and perceived job-stress. Emotional intelligence plays a moderating role in the experience of job-stress. These findings provide additional evidence for the important effects that emotional labour and emotional intelligence can have on well-being and job-stress among community nurses. The potential benefits of emotional intelligence in the nurses' emotional work have been explored. © 2013 John Wiley & Sons Ltd.

Do emergency nurses have enough emotional intelligence?

Science.gov (United States)

Codier, Estelle; Codier, David

2015-06-01

A significant body of research suggests there is a correlation between measured emotional intelligence (EI) abilities and performance in nursing. The four critical elements of EI, namely the abilities to identify emotions correctly in self and others, using emotions to support reasoning, understanding emotions and managing emotions, apply to emergency care settings and are important for safe patient care, teamwork, retention and burnout prevention. This article describes 'emotional labour' and the importance of EI abilities for emergency nurses, and suggests that such abilities should be considered core competencies for the profession.

An examination of personality, emotional intelligence, coping, gender and subjective well-being with perceived stress (trait and state) in undergraduate students.

OpenAIRE

Osborne, Shona Elizabeth

2009-01-01

This multivariate study aimed to further understand student stress. Associations between personality, emotional intelligence, coping and subjective well-being with perceived stress (trait and state) were examined in 238 undergraduate students, using self-report measures. Gender differences in these variables were also investigated. The results showed that students low in emotional stability, extraversion, emotional intelligence, subjective well-being and those with a tendency to use emotion...

Emotional Intelligence, Self-Esteem, and Academic Achievement: a Case Study of English Department Students, Binus University

OpenAIRE

Andreani, Wiwik

2013-01-01

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High...

Emotional intelligence and clinical performance/retention of nursing students

Directory of Open Access Journals (Sweden)

Chelsea Marvos

2015-01-01

Full Text Available Objective: This exploratory, quantitative, descriptive study was undertaken to explore the relationship between clinical performance and anticipated retention in nursing students. Methods: After approval by the university′s Human Subjects Committee, a sample of 104 nursing students were recruited for this study, which involved testing with a valid and reliable emotional intelligence (EI instrument and a self-report survey of clinical competencies. Results: Statistical analysis revealed that although the group average for total EI score and the 6 score subsets were in the average range, approximately 30% of the individual total EI scores and 30% of two branch scores, identifying emotions correctly and understanding emotions, fell in the less than average range. This data, as well as the analysis of correlation with clinical self-report scores, suggest recommendations applicable to educators of clinical nursing students. Conclusions: Registered nurses make-up the largest segment of the ever-growing healthcare workforce. Yet, retention of new graduates has historically been a challenge for the profession. Given the projected employment growth in nursing, it is important to identify factors which correlate with high levels of performance and job retention among nurses. There is preliminary evidence that EI "a nontraditional intelligence measure" relates positively not only with retention of clinical staff nurses, but with overall clinical performance as well.

Autobiographical remembering and individual differences in emotional intelligence.

Science.gov (United States)

Yamamoto, Kohsuke; Toyota, Hiroshi

2013-06-01

The relationship between individual differences in Emotional Intelligence (EI) and self-reported arousal from remembering an autobiographical emotional or neutral event was examined. Participants (N = 235; 75 men; M age = 18.7 yr., SD = 0.9, range = 18-22) were required to complete the Japanese version of the Emotional Skills and Competence Questionnaire to assess EI. Participants were then asked to recall personal episodes from autobiographical memory, and then completed the Memory Characteristics Questionnaire (MCQ). A group with high EI-rated, emotionally neutral episodes higher than did a group with low EI on several MCQ subscales: sound, participants, overall memory, and doubt/certainty. However, differences in ratings between the two groups were not observed for emotionally positive episodes. These results suggest that high EI is related to more effective use of weak retrieval cues when recalling neutral autobiographical memories.

Emotional intelligence, performance, and retention in clinical staff nurses.

Science.gov (United States)

Codier, Estelle; Kamikawa, Cindy; Kooker, Barbara M; Shoultz, Jan

2009-01-01

Emotional intelligence has been correlated with performance, retention, and organizational commitment in professions other than nursing. A 2006 pilot study provided the first evidence of a correlation between emotional intelligence and performance in clinical staff nurses. A follow-up study was completed, the purpose of which was to explore emotional intelligence, performance level, organizational commitment, and retention. A convenience sample of 350 nurses in a large medical center in urban Hawaii participated in this study. This article reports the findings pertaining to the subset of 193 clinical staff nurses who responded. The Mayer-Salovey-Caruso Emotional Intelligence Test instrument was used to measure emotional intelligence abilities. Performance was defined as ranking on a clinical ladder. Commitment was scored on a Likert scale. The following variables measured retention: total years in nursing, years in current job, total years anticipated in current job, and total anticipated career length. Emotional intelligence scores in clinical staff nurses correlated positively with both performance level and retention variables. Clinical staff nurses with higher emotional intelligence scores demonstrated higher performance, had longer careers, and greater job retention.

Dimensions of Emotional Intelligence and Online Gaming Addiction in Adolescence: The Indirect Effects of Two Facets of Perceived Stress.

Science.gov (United States)

Che, Dexin; Hu, Jianping; Zhen, Shuangju; Yu, Chengfu; Li, Bin; Chang, Xi; Zhang, Wei

2017-01-01

This study tested a parallel two-mediator model in which the relationship between dimensions of emotional intelligence and online gaming addiction are mediated by perceived helplessness and perceived self-efficacy, respectively. The sample included 931 male adolescents (mean age = 16.18 years, SD = 0.95) from southern China. Data on emotional intelligence (four dimensions, including self-management of emotion, social skills, empathy and utilization of emotions), perceived stress (two facets, including perceived self-efficacy and perceived helplessness) and online gaming addiction were collected, and bootstrap methods were used to test this parallel two-mediator model. Our findings revealed that perceived self-efficacy mediated the relationship between three dimensions of emotional intelligence (i.e., self-management, social skills, and empathy) and online gaming addiction, and perceived helplessness mediated the relationship between two dimensions of emotional intelligence (i.e., self-management and emotion utilization) and online gaming addiction. These findings underscore the importance of separating the four dimensions of emotional intelligence and two facets of perceived stress to understand the complex relationship between these factors and online gaming addiction.

Dimensions of Emotional Intelligence and Online Gaming Addiction in Adolescence: The Indirect Effects of Two Facets of Perceived Stress

Directory of Open Access Journals (Sweden)

Dexin Che

2017-07-01

Full Text Available This study tested a parallel two-mediator model in which the relationship between dimensions of emotional intelligence and online gaming addiction are mediated by perceived helplessness and perceived self-efficacy, respectively. The sample included 931 male adolescents (mean age = 16.18 years, SD = 0.95 from southern China. Data on emotional intelligence (four dimensions, including self-management of emotion, social skills, empathy and utilization of emotions, perceived stress (two facets, including perceived self-efficacy and perceived helplessness and online gaming addiction were collected, and bootstrap methods were used to test this parallel two-mediator model. Our findings revealed that perceived self-efficacy mediated the relationship between three dimensions of emotional intelligence (i.e., self-management, social skills, and empathy and online gaming addiction, and perceived helplessness mediated the relationship between two dimensions of emotional intelligence (i.e., self-management and emotion utilization and online gaming addiction. These findings underscore the importance of separating the four dimensions of emotional intelligence and two facets of perceived stress to understand the complex relationship between these factors and online gaming addiction.

Dimensions of Emotional Intelligence and Online Gaming Addiction in Adolescence: The Indirect Effects of Two Facets of Perceived Stress

Science.gov (United States)

Che, Dexin; Hu, Jianping; Zhen, Shuangju; Yu, Chengfu; Li, Bin; Chang, Xi; Zhang, Wei

2017-01-01

This study tested a parallel two-mediator model in which the relationship between dimensions of emotional intelligence and online gaming addiction are mediated by perceived helplessness and perceived self-efficacy, respectively. The sample included 931 male adolescents (mean age = 16.18 years, SD = 0.95) from southern China. Data on emotional intelligence (four dimensions, including self-management of emotion, social skills, empathy and utilization of emotions), perceived stress (two facets, including perceived self-efficacy and perceived helplessness) and online gaming addiction were collected, and bootstrap methods were used to test this parallel two-mediator model. Our findings revealed that perceived self-efficacy mediated the relationship between three dimensions of emotional intelligence (i.e., self-management, social skills, and empathy) and online gaming addiction, and perceived helplessness mediated the relationship between two dimensions of emotional intelligence (i.e., self-management and emotion utilization) and online gaming addiction. These findings underscore the importance of separating the four dimensions of emotional intelligence and two facets of perceived stress to understand the complex relationship between these factors and online gaming addiction. PMID:28751876

When getting angry is smart: emotional preferences and emotional intelligence.

Science.gov (United States)

Ford, Brett Q; Tamir, Maya

2012-08-01

People who prefer to feel useful emotions, even when they are unpleasant to experience, must understand emotions and seek to regulate them in strategic ways. Such people, therefore, may be more emotionally intelligent compared with people who prefer to feel emotions that may not be useful for the context at hand, even if those emotions are pleasant to experience. We tested this hypothesis by measuring emotional intelligence and preferences to feel pleasant and unpleasant emotions in contexts in which they are likely to be useful or not. We found significant positive associations between emotional intelligence and preferences for useful emotions, even when controlling for trait emotional experiences and cognitive intelligence. People who prefer to feel anger when confronting others tend to be higher in emotional intelligence, whereas people who prefer to feel happiness in such contexts tend to be lower in emotional intelligence. Such findings are consistent with the idea that wanting to feel bad may be good at times, and vice versa.

Relationships between self-reported physical and mental health and intelligence performance across adulthood.

Science.gov (United States)

Perlmutter, M; Nyquist, L

1990-07-01

One hundred and twenty-seven adults between 20 and 90 years of age were tested on the Wechsler Adult Intelligence Scale for their digit span memory (forward and backward), fluid intelligence (block design and digit symbol), and crystallized intelligence (vocabulary and information), as well as assessed for self-reported health (Cornell Medical Index, Zung Depression Scale, health habits, and self-ratings of physical and mental health). As expected, across the entire age range there was no correlation between age and digit span memory (r = .03), a strong negative correlation between age and fluid intelligence (r = -.78), and a modest positive correlation between age and crystallized intelligence (r = .27). In addition, older adults reported more physical (r = .36) and mental (r = .32) health problems than did younger adults. Of special interest was the finding that both self-reported physical and mental health accounted for significant variance in intelligence performance, particularly in older adults. Moreover, self-reported health accounted for a considerable portion of observed variance, even when age differences in self-reported health were statistically controlled.

Emotional Intelligence Components in Alcohol Dependent and Mentally Healthy Individuals

Directory of Open Access Journals (Sweden)

Arash Mohagheghi

2015-01-01

Full Text Available Objective. Emotional intelligence might play an important role in the onset and persistence of different psychopathologies. This study investigated the relationship between emotional intelligence and alcohol dependence. Methods. In this case-control study, participants included alcohol dependent individuals and mentally healthy inpatients. Each group consisted of 40 individuals (male/female: 1. The diagnosis was based on the criteria of the DSM-IV-TR using the Structured Clinical Interview for DSM-IV (SCID-IV. All the participants completed Bar-On emotional intelligence test. Results. 20 males and 20 females were included in each group. Mean age of alcohol dependent participants and controls was 31.28 ± 7.82 and 34.93 ± 9.83 years in that order. The analyses showed that the alcohol dependent individuals had a significant difference compared with the control group and received lower scores in empathy, responsibility, impulse control, self-esteem, optimism, emotional consciousness, stress tolerance, autonomy, problem-solving, and total score of emotional intelligence components. Conclusion. Patients with alcohol dependence have deficits in components of emotional intelligence. Identifying and targeted training of the individuals with lower scores in components of emotional intelligence may be effective in prevention of alcohol dependence.

THE PSYCHODIAGNOSTICS OF THE EMOTIONAL INTELLIGENCE DEVELOPMENT OF INDIVIDUALS AT THE SENIOR SCHOOL AGE

Directory of Open Access Journals (Sweden)

I. V. Opanasyuk

2015-03-01

Full Text Available Background. The article deals with the phenomenon of “emotional intelligence” and its characteristic features at the senior school age. It is proved that the emotional intelligence enables senior pupils to reduce the impact of negative feelings with the help of the control over the situation and their emotions. The topicality of the problem is determined by the fact that the emotional intelligence is one of the prerequisites to the formation of the senior pupils’ personality, their ability to ensure and regulate the acquired experience, as well as the ability of self-identi?cation. Objective. The purpose of the study is to determine the level of the senior pupils’ emotional intelligence development, as well as to analyze the nature of the interrelation of its components. The set aim presupposes the ful?llment of the following tasks: 1 to analyze the content characteristic feature of the phenomenon of “emotional intelligence” and the levels of its development among the senior pupils; 2 to carry out the diagnostics of the development of the senior pupils’ emotional intelligence; 3 to identify the relationships between the emotional intelligence and its components on the basis of the empirical researches. Method. The research tasks have determined the sample of 420 pupils (15-17 years old representing various schools of the Ivano-Frankivsk region. The diagnostics of emotional barriers in interpersonal communication (V.V. Boyko; the diagnostics of emotional intelligence (N. Hall; the diagnostics of the emotional orientation of the individual (B.I. Dodonov; the emotional intelligence questionnaire “EmIn” (D.V. Lyusin. The mathematical processing of the above-mentioned test methods was conducted with the help of the correlation and factor analysis. Results. The research identi?es signi?cant relationships between the emotional intelligence components. The emotional intelligence correlates with understanding one’s own and others�

Emotional Intelligence and Perceived Social Support among Italian High School Students

Science.gov (United States)

Di Fabio, Annamaria; Kenny, Maureen E.

2012-01-01

Emotional intelligence (EI) has emerged in recent research as a teachable skill that is distinct from personality and is relevant to scholastic and work success and progress in career development. This study adds to that research by examining the relationship of performance and self-report measures of EI and personality traits with perceived…

An exploratory examination of the relationships among emotional intelligence, elementary school science teacher self-efficacy, length of teaching experience, race/ethnicity, gender, and age

Science.gov (United States)

Okech, Allan P.

The purpose of the study was to examine the relationships among emotional intelligence, teacher self-efficacy, length of teaching experience, and age in a sample of south Texas public school teachers. Additionally, the study examined differences in emotional intelligence between male teachers and female teachers, and among African American, Hispanics, and White teachers. Participants were 180 elementary science teachers from south Texas public schools. The sample was made up of 14 (7.8%) males and 166 (92.2%) females. Regarding race/ethnicity, the study sample consisted of 31 (17.2%) African Americans (3 males and 28 females), 49 (27.2) Hispanics (7 males and 42 females), 98 (54.4%) Whites (3 males and 95 females), and 2 (1.1%) "Other" (1 male and 1 female). Participants ranged in age from 23 years to 65 years. Five hypotheses were proposed and tested to address the relationships under investigation. The study employed a mixed methods---correlational and causal-comparative---research design approach. Three instruments, the Multifactor Emotional Intelligence Scale (Mayer, Caruso, & Salovey, 1999), the Science Teaching Efficacy Beliefs Instrument (Riggs & Enochs, 1990), and a demographics questionnaire were utilized to collect the data. An independent-measures t test, the Pearson r, and the one-way MANOVA were used to analyze the data. A Significant positive relationship was found between "emotional intelligence" and "teacher self-efficacy." Data analyses, however, failed to support hypothesized relationships between "emotional intelligence" and "length of teaching experience," and between "emotional intelligence" and "age". Additionally, statistical analyses of the data collected for this study supported predicted statistically significant differences in "emotional intelligence" between male and female teachers, and among the three race/ethnicity groupings. Based on these findings, recommendations for the application of the construct of "emotional intelligence" in

Emotional intelligence in professional nursing practice: A concept review using Rodgers's evolutionary analysis approach

Directory of Open Access Journals (Sweden)

Angelina E. Raghubir

2018-04-01

Full Text Available Background: Knowledge around emotional intelligence originated in the 1990s from research regarding thoughts, emotions and abilities. The concept of emotional intelligence has evolved over the last 25 years; however, the understanding and use is still unclear. Despite this, emotional intelligence has been a widely-considered concept within professions such as business, management, education, and within the last 10 years has gained traction within nursing practice. Aims and objectives: The aim of this concept review is to clarify the understanding of the concept emotional intelligence, what attributes signify emotional intelligence, what are its antecedents, consequences, related terms and implications to advance nursing practice. Method: A computerized search was guided by Rodger's evolutional concept analysis. Data courses included: CINAHL, PyschINFO, Scopus, EMBASE and ProQuest, focusing on articles published in Canada and the United Stated during 1990–2017. Results: A total of 23 articles from various bodies of disciplines were included in this integrative concept review. The analysis reveals that there are many inconsistencies regarding the description of emotional intelligence, however, four common attributes were discovered: self-awareness, self-management, social awareness and social/relationship management. These attributes facilitate the emotional well-being among advance practice nurses and enhances the ability to practice in a way that will benefit patients, families, colleagues and advance practice nurses as working professionals and as individuals. Conclusion: The integration of emotional intelligence is supported within several disciplines as there is consensus on the impact that emotional intelligence has on job satisfaction, stress level, burnout and helps to facilitate a positive environment. Explicit to advance practice nursing, emotional intelligence is a concept that may be central to nursing practice as it has the

Emotionele intelligentie gemeten: Pretenties en prestaties. Measuring emotional intelligence: Claims and achievements.

NARCIS (Netherlands)

Elshout, J.J.

2000-01-01

Presents a critical discussion of the claims and achievements regarding various types of tests of emotional intelligence (EI). The construct of EI, the reception given to EI tests, EI as a new type of intelligence, EI as self-efficacy in the social-emotional sphere, and factors determining

Emotional Intelligence in medical practice

Directory of Open Access Journals (Sweden)

Abu Hasan Sarkar

2016-08-01

Full Text Available Emotional Intelligence is the ability to perceive, express, understand and regulate one’s inner emotions and the emotions of others. It is considered to be a ‘must have’ competence in the workplace. Several scientific studies have proven that the application of emotional intelligence is effective in improving the teaching-learning process and that it leads to organizational growth; however, only limited work has been carried out to assess its effectiveness in the practice of medicine, especially in India. Various scales have been developed to measure emotional intelligence but they are not universally applicable because emotional intelligence depends upon culture and personal background among other factors. In recent years in India, conflicts between patients and doctors have had serious, sometimes fatal, consequences for the physician. Behavior, when faced with a potential conflict-like situation, depends to a great extent on the emotional intelligence of the physician. Emotional intelligence of medical students and medical professionals can be honed through exposure to the medical humanities which are known to promote patient-centered care. Building better physician-patient relationships might help in averting doctor-patient conflict.

Role of emotional intelligence in managerial effectiveness: An empirical study

Directory of Open Access Journals (Sweden)

Md. Sahidur Rahman

2016-03-01

Full Text Available Emotional intelligence is very critical to the managerial effectiveness. The present study intends to explore the relationships between emotional intelligence and the three roles such as, interpersonal, informational, and decision of managerial effectiveness. Emotional intelligence is measured by using the Emotional Quotient Index (Rahim et al., 2002 [Rahim, M., Psenicka, C., Polychroniou, P., Zhao, J., Yu, C., Chan, K., Susana, K., Alves, M., Lee, C., Rahman, M.S., Ferdausy, S., & Wyk, R. (2002. A model of emotional intelligence and conflict management strategies: a study in seven countries. International Journal of Organizational Analysis, 10(4, 302-326.] while managerial effectiveness is assessed by using Tsui’s (1984 scale [Tsui, A.S. (1984. A role set analysis of managerial reputation. Organizational Behavior and Human Performance, 34, 64-96.]. Data were collected by distributing self-administered questionnaires among the working MBA students using a convenience sampling technique. Respondents are asked to rate their emotional intelligence and managerial effectiveness scales. Finally 127 usable responses are received and, then, analyzed by using the descriptive statistics, bivariate correlation, and regression analysis. Analysis shows that emotional intelligence was positively related with interpersonal role, informational role, and decision role. The main implication is that emotional intelligence could enhance managerial effectiveness guiding the managers, academics, and professionals. The limitations are the sample size and the sampling technique which might limit the generalizability of the findings. Future directions are also discussed.

Spiritual Intelligence, Emotional Intelligence and Auditor’s Performance

OpenAIRE

Hanafi, Rustam

2010-01-01

The objective of this research was to investigate empirical evidence about influence audi-tor spiritual intelligence on the performance with emotional intelligence as a mediator variable. Linear regression models are developed to examine the hypothesis and path analysis. The de-pendent variable of each model is auditor performance, whereas the independent variable of model 1 is spiritual intelligence, of model 2 are emotional intelligence and spiritual intelligence. The parameters were estima...

Emotional Intelligence: Requiring Attention

Directory of Open Access Journals (Sweden)

Monica Tudor

2016-01-01

Full Text Available This article aims to highlight the need for emotional intelligence. Two methods of measurementare presented in this research, in order to better understand the necessity of a correct result. Theresults of research can lead to recommendations for improving levels of emotional intelligence andare useful for obtaining data to better compare past and present result. The papers presented inthis research are significant for future study of this subject. The first paper presents the evolutionof emotional intelligence in the past two years, more specifically its decrease concerning certaincharacteristics. The second one presents a research on the differences between generations. Thethird one shows a difference in emotional intelligence levels of children from rural versus urbanenvironments and the obstacles that they encounter in their own development.

The Relationship between Emotional Intelligence and Perception of Job Performance among Nurses in North West of Iran.

Science.gov (United States)

Vahidi, Maryam; Namdar Areshtanab, Hossein; Arshadi Bostanabad, Mohammad

2016-01-01

Emotional intelligence skills help nurses to cope with the emotional demands of healthcare environment. The aim of this study was to identify the relationship between emotional intelligence and perception of job performance among nurses. Using a correlational descriptive design with stratified random sampling, 338 registered nurses from teaching hospitals in North West of Iran were surveyed. Emotional intelligence and perception of job performance were measured using validated self-report measures. The collected data were analyzed through descriptive and inferential methods using SPSS/13. The mean of nurses' emotional intelligence and their perception of job performance was, respectively, 235.83 ± 37.98 and 157.63 ± 33.23. There was no significant relationship between nurses' emotional intelligence and their perception of job performance. Although there was a significant relationship between intrapersonal subscale of emotional intelligence and job performance, there was none with other subscales. In order to get rid of the physical and psychological effects of stressful work in wards, it seems that nurses just do routine activities and refuse working closely with the patients. It seems that fitting the patient to nurse ratio, dividing work between nurses, and supporting each other are necessary.

Emotional Intelligence, Self-Esteem, and Academic Achievement: A Case Study of English Department Students, Binus University

Directory of Open Access Journals (Sweden)

Wiwik Andreani

2013-10-01

Full Text Available This study examines the comparison between English Department students’ emotional intelligence (EQ, their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4.  

Emotional intelligence and depressive symptoms in Spanish institutionalized elders: does emotional self-efficacy act as a mediator?

Directory of Open Access Journals (Sweden)

Octavio Luque-Reca

2016-07-01

Full Text Available Background. This work examines the relationship between emotional intelligence (EI and depressive symptomatology in institutionalized older adults, delving into the mechanisms underlying this relationship. Considering that previous evidence of the variation of the EI-depression relationship depending on whether the emotional ability or the perception of that ability is evaluated, a model of multiple mediation was tested in which the dimensions of emotional self-efficacy (ESE act as mediators in the relationship between ability EI and depressive symptomatology. Methods. The sample consisted of 115 institutionalized older adults (47.82% women; 80.3 ± 7.9 years of age from the province of Jaén (Spain who completed a test of ESE, a measure of ability EI, and a self-administered questionnaire of depressive symptoms. Results. The results showed a positive association between older adults’ emotional performance and depressive symptomatology, finding stronger associations with ESE than with EI abilities. In addition, multiple mediation analyses showed that two of the four dimensions of ESE fully mediated the relationship between ability EI and depressive symptoms. Discussion. These findings suggest that older adults’ high levels of emotional competence generate a feeling of ESE which can protect them against depressive symptoms. This work supports the predictive validity of emotional abilities and ESE for the mental health of a group that is particularly vulnerable to depression, institutionalized older adults. The limitations of the work are discussed, and future lines of research were considered.

Individual differences in self-reported self-control predict successful emotion regulation.

Science.gov (United States)

Paschke, Lena M; Dörfel, Denise; Steimke, Rosa; Trempler, Ima; Magrabi, Amadeus; Ludwig, Vera U; Schubert, Torsten; Stelzel, Christine; Walter, Henrik

2016-08-01

Both self-control and emotion regulation enable individuals to adapt to external circumstances and social contexts, and both are assumed to rely on the overlapping neural resources. Here, we tested whether high self-reported self-control is related to successful emotion regulation on the behavioral and neural level. One hundred eight participants completed three self-control questionnaires and regulated their negative emotions during functional magnetic resonance imaging using reappraisal (distancing). Trait self-control correlated positively with successful emotion regulation both subjectively and neurally, as indicated by online ratings of negative emotions and functional connectivity strength between the amygdala and prefrontal areas, respectively. This stronger overall connectivity of the left amygdala was related to more successful subjective emotion regulation. Comparing amygdala activity over time showed that high self-controllers successfully maintained down-regulation of the left amygdala over time, while low self-controllers failed to down-regulate towards the end of the experiment. This indicates that high self-controllers are better at maintaining a motivated state supporting emotion regulation over time. Our results support assumptions concerning a close relation of self-control and emotion regulation as two domains of behavioral control. They further indicate that individual differences in functional connectivity between task-related brain areas directly relate to differences in trait self-control. © The Author (2016). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Putting Emotional Intelligence To Work

CERN Document Server

Ryback, David

2012-01-01

Putting Emotional Intelligence to Work offers a new paradigm of communication for the 21st-century workplace. Beginning with the thoughts of communication pioneer Carl Rogers, this book covers the origins and history of emotional intelligence, why it is essential at this point in the changing marketplace, how to delegate and negotiate more effectively, and how to change yourself to become a more effective player. An EQ (Emotional Quotient) survey helps you determine where you are on the scale of executive intelligence. Putting Emotional Intelligence to Work leaves you with a greater understand

Understanding the Links Between Self-Report Emotional Intelligence and Suicide Risk: Does Psychological Distress Mediate This Relationship Across Time and Samples?

Directory of Open Access Journals (Sweden)

Sergio Mérida-López

2018-05-01

Full Text Available Objective: In the last decades, increasing attention has been paid to examining psychological resources that might contribute to our understanding of suicide risk. Although Emotional Intelligence (EI is one dimension that has been linked with decreased suicidal ideation and behaviors, we detected several gaps in the literature in this area regarding the research designs and samples involved. In this research, we aimed to test a mediator model considering self-report EI, psychological distress and suicide risk across samples adopting both cross-sectional and prospective designs in two independent studies.Method: In Study 1, our purpose was to examine the potential role of psychological distress as a mediator in the relationship between self-report EI and suicide risk in a community sample comprised of 438 adults (270 women; mean age: 33.21 years. In Study 2, we sought to examine the proposed mediator model considering a 2-month prospective design in a sample of college students (n = 330 in T1; n = 311 in T2; 264 women; mean age: 22.22 years.Results: In Study 1, we found that psychological distress partially mediated the effect of self-report EI on suicide risk. More interestingly, findings from Study 2 showed that psychological distress fully mediated the relationship between self-report EI and suicide risk at Time 2.Conclusion: These results point out the role of psychological distress as a mediator in the association between self-report EI and suicide risk. These findings suggest an underlying process by which self-report EI may act as a protective factor against suicidal ideation and behaviors. In line with the limitations of our work, plausible avenues for future research and interventions are discussed.

Motivation and emotional intelligence in high school students

Directory of Open Access Journals (Sweden)

José Domínguez-Alonso

2016-11-01

Full Text Available This study explores the motivational and emotional intelligence level of students in Obligatory Secondary Education, and the relationship between the two essential components of an individual's personality. It has worked from a quantitative methodology with a sample of 500 students from public secondary schools, using the questionnaire motivation and learning strategies (CMEA and Spanish version of the Trait goal-Mood Scale (TMMS-24. The results show a good motivational level in all factors with an adequate perception and understanding emotional regulation (intrinsic goals, tasks value, control beliefs, self-efficacy for performance anxiety and extrinsic goals, with an adequate perception, regulation and understanding emotional. In addition, they denote a positive and significant correlation of both, except in the factors that make emotional intelligence, and they are as follows: anxiety, understanding and regulation. In conclusion, both motivation and emotional intelligence are likely to be trained and improved in the field of education, with a capacity to put in place social skills and make the most of each adolescent.

A UK-wide analysis of trait emotional intelligence within the radiography profession

International Nuclear Information System (INIS)

Mackay, S.J.; Hogg, P.; Cooke, G.; Baker, R.D.; Dawkes, T.

2012-01-01

The aim of this study was to profile the Trait emotional intelligence (EI) of the radiography profession, explore any differences between subgroups, compare the profession with a normative group and investigate the relationship between EI and the leaders of the profession. An online UK-wide survey was conducted using the Trait Emotional Intelligence Questionnaire, a self-report measure. Three main analyses were undertaken to investigate any differences between the sample and population, the radiographer subgroups and the sample and a normative group. The sample had similar characteristics to the population. There were differences between types of radiographer, with nuclear medicine radiographers scoring consistently lower than other groups. There were differences between the leaders and other members of the profession particularly in the Sociability factor. Radiographers scored higher than the TEIQue normative group for Global EI and three of the four factors. The study has benchmarked the Trait EI of one healthcare profession and identified areas for future research to develop our understanding of emotional intelligence.

Investigating the effect of emotional intelligence education on baccalaureate nursing students' emotional intelligence scores.

Science.gov (United States)

Orak, Roohangiz Jamshidi; Farahani, Mansoureh Ashghali; Kelishami, Fatemeh Ghofrani; Seyedfatemi, Naima; Banihashemi, Sara; Havaei, Farinaz

2016-09-01

Nursing students, particularly at the time of entering clinical education, experience a great deal of stress and emotion typically related to their educational and clinical competence. Emotional intelligence is known to be one of the required skills to effectively cope with such feelings. The aim of this study was to investigate the effect of training on first-year nursing students' levels of emotional intelligence. This was a quasi-experiment study in which 69 first-year nursing students affiliated with Tehran University of Medical Sciences were assigned to either the control or the experimental groups. The study intervention included of an emotional intelligence educational program offered in eight two-hour sessions for eight subsequent weeks. In total, 66 students completed the study. The study groups did not differ significantly in terms of emotional intelligence scores before and after educational program. Although the educational program did not have an effect on students' emotional intelligence scores, this study finding can be explained. Limited time for exercising the acquired knowledge and skills may explain the non-significant findings. Moreover, our participants were exclusively first-year students who had no clinical experience and hence, might have felt no real need to learn emotional intelligence skills. Copyright © 2016 Elsevier Ltd. All rights reserved.

Relationship of emotional intelligence and health locus of control among female breast cancer patients in pakistan

International Nuclear Information System (INIS)

Naz, R.; Kamal, A.

2016-01-01

Objective: To investigate relationship between emotional intelligence and health locus of control in married women with breast cancer disease. Study Design: Cross sectional study. Place and Duration of Study: The data was collected from Nuclear Oncology and Radiology Institute (NORI Hospital) Islamabad (n=210) and from Combined Military Hospital (CMH) Rawalpindi (n=101). Data collection was completed between the period from Oct 2013 to Feb 2014. Patients and Methods: The sample was selected using non- probability sampling technique. Collected breast cancer patients sample was n= 311 whose age range was from 18-80 years. A biographical sheet that contain personal and disease information of patient, and two scales were used: Self Report Measure of Emotional Intelligence (Khan and Kamal, 2010), and Multidimensional Health Locus of Control (Wallston, Stein, and Smith, 1994) were used to assess the constructs explored in this study. Results: Results depict that there was significant positive correlation between emotional intelligence (EI), including its sub scales Emotional Self-Regulation Skills (ESRS), Emotional Self Awareness Skills (ESAS), and Interpersonal Skills Scale (ISS) with the Internal Health Locus of Control (IHLOC). Doctors Health Locus of Control (DHLOC) also have significant relationship to emotional intelligence's all sub divisions, whereas external health locus of control including Chance Health Locus of Control (CHLOC) and Powerful Other people Health Locus of Control (PHLOC) both are related to psychological distresses but it was observed in breast cancer population that chance was significantly correlated to ESAS, and ISS and powerful other people locus. Further on group comparison One Way Analysis of Variance (ANOVA) depicted no significant difference on disease stage groups. Conclusion: The strength factors of EI and HLOC are highlighted in current study. It was concluded that Emotional Intelligence (EI) and health locus of control (IHLOC, and

Emotional intelligence education in pre-registration nursing programmes: an integrative review.

Science.gov (United States)

Foster, Kim; McCloughen, Andrea; Delgado, Cynthia; Kefalas, Claudia; Harkness, Emily

2015-03-01

To investigate the state of knowledge on emotional intelligence (EI) education in pre-registration nursing programmes. Integrative literature review. CINAHL, Medline, Scopus, ERIC, and Web of Knowledge electronic databases were searched for abstracts published in English between 1992-2014. Data extraction and constant comparative analysis of 17 articles. Three categories were identified: Constructs of emotional intelligence; emotional intelligence curricula components; and strategies for emotional intelligence education. A wide range of emotional intelligence constructs were found, with a predominance of trait-based constructs. A variety of strategies to enhance students' emotional intelligence skills were identified, but limited curricula components and frameworks reported in the literature. An ability-based model for curricula and learning and teaching approaches is recommended. Copyright © 2014. Published by Elsevier Ltd.

The role of cognitive versus emotional intelligence in Iowa Gambling Task performance: What's emotion got to do with it?

Science.gov (United States)

Webb, Christian A; DelDonno, Sophie; Killgore, William D S

2014-01-01

Debate persists regarding the relative role of cognitive versus emotional processes in driving successful performance on the widely used Iowa Gambling Task (IGT). From the time of its initial development, patterns of IGT performance were commonly interpreted as primarily reflecting implicit, emotion-based processes. Surprisingly, little research has tried to directly compare the extent to which measures tapping relevant cognitive versus emotional competencies predict IGT performance in the same study. The current investigation attempts to address this question by comparing patterns of associations between IGT performance, cognitive intelligence (Wechsler Abbreviated Scale of Intelligence; WASI) and three commonly employed measures of emotional intelligence (EI; Mayer-Salovey-Caruso Emotional Intelligence Test, MSCEIT; Bar-On Emotional Quotient Inventory, EQ-i; Self-Rated Emotional Intelligence Scale, SREIS). Results indicated that IGT performance was more strongly associated with cognitive, than emotional, intelligence. To the extent that the IGT indeed mimics "real-world" decision-making, our findings, coupled with the results of existing research, may highlight the role of deliberate, cognitive capacities over implicit, emotional processes in contributing to at least some domains of decision-making relevant to everyday life.

Is there a link between the volume of physical exercise and emotional intelligence (EQ?

Directory of Open Access Journals (Sweden)

Gáspár Zoltán

2017-03-01

Full Text Available Emotional intelligence (EQ was linked to sport participation. We report two studies in which we tested the link between exercise volume, defined as weekly hours of exercise, and EQ. Volunteers (n = 64 and n = 84 completed the Wong and Law Emotional Intelligence Scale. In Study I, significant correlations between exercise volume and use- and regulation-of-emotions prompted us to use a posteriori grouping into high- and low exercise-volume groups. The former exhibited better use-of-emotions than the latter (p = .007, d = .87. In Study II, using a priori grouping, we replicated the finding from Study I (p = .001, d = .78, and the groups also differed in “self-emotions appraisal” (p = .05, d = .44 and total EQ (p = .017, d = .54. Since the items measuring the use-of-emotions involve motivational aspects of the EQ, we posit that this dimension is “naturally” linked to exercise volume. Our findings also suggest that self-emotions appraisal and the overall EQ are linked to greater volumes of exercise. These results should provide an incentive for longitudinal studies in this area.

Emotional Intelligence and School Leadership

Science.gov (United States)

Gray, David

2009-01-01

Emotional intelligence is the cornerstone of every decision a principal makes; solving problems and making judgments are part of a leader's system of values and beliefs. Mayer and Salovney (1997) described emotionally intelligent leaders as those who are able to perceive and understand emotions and to regulate emotions to foster emotional and…

Convergent and Divergent Validity of Integrative versus Mixed Model Measures of Emotional Intelligence

Science.gov (United States)

Webb, Christian A.; Schwab, Zachary J.; Weber, Mareen; DelDonno, Sophie; Kipman, Maia; Weiner, Melissa R.; Killgore, William D. S.

2013-01-01

The construct of emotional intelligence (EI) has garnered increased attention in the popular media and scientific literature. Several competing measures of EI have been developed, including self-report and performance-based instruments. The current study replicates and expands on previous research by examining three competing EI measures…

The subject to emotional intelligence training of changes of emotional intelligence research, and adolescence of Japan seen from overseas literature

OpenAIRE

中島, 正世; Nakajima, Masayo

2015-01-01

In this paper, the author have revealed the transition about the concept of emotional intelligence from overseas literature, and have tried to clarify the subject to the definition of emotional intelligence, the difference from similar concepts, the measuring method of emotional intelligence, the related element of emotional intelligence, and emotional intelligence training for the man-power development to current adolescence. As a result, the base element which constitutes emotional intellig...

Trait Emotional Intelligence and the Big Five: A Study on Italian Children and Preadolescents

Science.gov (United States)

Russo, Paolo Maria; Mancini, Giacomo; Trombini, Elena; Baldaro, Bruno; Mavroveli, Stella; Petrides, K. V.

2012-01-01

Trait emotional intelligence (EI) is a constellation of emotion-related self-perceptions located at the lower levels of personality hierarchies. This article examines the validity of the Trait Emotional Intelligence Questionnaire-Child Form and investigates its relationships with Big Five factors and cognitive ability. A total of 690 children (317…

Health care leader competencies and the relevance of emotional intelligence.

Science.gov (United States)

Weiszbrod, Twila

2015-01-01

As health care leader competencies continue to be refined and emphasized in health care administration educational programs, the "soft skills" of emotional intelligence have often been implied, but not included explicitly. The purpose of this study was to better understand what relationship, if any, could be identified between health care leader competencies and emotional intelligence. A quantitative correlational method of study was used, utilizing self-assessments and 360-degree assessments of both constructs. There were 43 valid participants in the study, representing the various types of health care delivery systems. Correlational analysis suggested there was a positive relationship; for each unit of increase in emotional intelligence, there was a 0.6 increase in overall health care leadership competence. This study did not suggest causation, but instead suggested that including the study and development of emotional intelligence in health care administration programs could have a positive impact on the degree of leader competence in graduates. Some curricula suggestions were provided, and further study was recommended.

Emotional intelligence and glycemic management among type I diabetes patients.

Science.gov (United States)

Zysberg, Leehu; Bar Yoseph, Tal; Goldman, Mor

2017-02-01

Type 1 diabetes is a lifelong physical and emotional challenge. The concept of emotional intelligence may offer better understanding of personal resources facilitating management of such challenges. We therefore hypothesized that emotional intelligence will negatively associate with two measures of diabetic management: HA1c and blood sugar levels. A total of 78 young adults with type 1 diabetes mellitus reported their last HA1c test result and their blood sugar level, as well as demographics and took the audio-visual test of emotional intelligence. The results showed a negative association between emotional intelligence and HA1c and marginal results in the same direction with blood sugar levels even when controlling for demographics.

Creativity Styles and Emotional Intelligence of Filipino Student Teachers: A Search for Congruity

Directory of Open Access Journals (Sweden)

Gilbert C. Magulod Jr.

2017-02-01

Full Text Available The purpose of this study is to determine the congruity between the creativity styles and emotional intelligence of Filipino student teachers. Descriptive correlational research design was employed. The participants of the study were the 76 fourth year students of Bachelor in Elementary Education (BEED and Bachelor in Secondary Education (BSED in one state university in the Philippines. Data of the study were obtained using two standardized instruments relating to creativity styles and emotional intelligence. Findings of the study revealed that the student teachers espoused themselves to have high creative capacity while they assessed themselves to have high creativity styles along belief in unconscious processes, use of techniques, use of other people and final product orientation. With regards to their emotional intelligence, they assessed themselves to have high attributes on self-awareness, management of emotions, self-motivation, empathy and social skills. Significantly, this study also revealed that gender, birth order, course and scholastic standing in high school spelled differences on the creativity styles of Filipino student teachers. Moreover, test of difference also showed that scholastic standing in high school and family income defined differences along emotional intelligence. Finally, it was also revealed in the study that there is a significant relationship between creativity styles and emotional intelligence of Filipino student teachers. Implications of the congruity between emotional intelligence and creativity styles would help Teacher Education Institutions (TEIs to implement curriculum enhancement which is vital to the preparation of twenty-first century teachers.

A study of relationship between emotional intelligence and innovative work behavior of managers

Directory of Open Access Journals (Sweden)

Mohammad Reza Shojaei

2014-07-01

Full Text Available This paper studies the relationship between emotional intelligence and its components, self-awareness, self-management, social-awareness and relationship-management, with managers’ innovative work behavior. The research statistical population includes 100 managers of private bank branches in the city of Tehran selected with the random sampling method. The research type is descriptive-correlation. The tool for data aggregation is comprised of two questionnaires of emotional intelligence by Bradberry and Greaves (2006 [Bradberry, T., & Greaves, J. (2006. The emotional intelligence quick book: Everything you need to know to put your EQ to work. Simon and Schuster.] and innovative work behavior based on the studies of Janssen (2000 [Janssen, O. (2000. Job demands, perceptions of effort‐reward fairness and innovative work behaviour. Journal of Occupational and organizational psychology, 73(3, 287-302.]. The Pearson correlation coefficient and multiple regression analysis have been used for data analysis. The results indicated that there was a positive and significant relationship between emotional intelligence and its components with innovative work behavior of managers. In addition, regression analysis showed that the self-management variable had the highest effect in estimating the managers’ innovative work behavior followed by relationship-management, self-awareness and social-awareness.

The correlation between emotional intelligence and gray matter volume in university students.

Science.gov (United States)

Tan, Yafei; Zhang, Qinglin; Li, Wenfu; Wei, Dongtao; Qiao, Lei; Qiu, Jiang; Hitchman, Glenn; Liu, Yijun

2014-11-01

A number of recent studies have investigated the neurological substrates of emotional intelligence (EI), but none of them have considered the neural correlates of EI that are measured using the Schutte Self-Report Emotional Intelligence Scale (SSREIS). This scale was developed based on the EI model of Salovey and Mayer (1990). In the present study, SSREIS was adopted to estimate EI. Meanwhile, magnetic resonance imaging (MRI) and voxel-based morphometry (VBM) were used to evaluate the gray matter volume (GMV) of 328 university students. Results found positive correlations between Monitor of Emotions and VBM measurements in the insula and orbitofrontal cortex. In addition, Utilization of Emotions was positively correlated with the GMV in the parahippocampal gyrus, but was negatively correlated with the VBM measurements in the fusiform gyrus and middle temporal gyrus. Furthermore, Social Ability had volume correlates in the vermis. These findings indicate that the neural correlates of the EI model, which primarily focuses on the abilities of individuals to appraise and express emotions, can also regulate and utilize emotions to solve problems. Copyright © 2014 Elsevier Inc. All rights reserved.

The role of cognitive versus emotional intelligence in Iowa Gambling Task performance: What’s emotion got to do with it?

Science.gov (United States)

Webb, Christian A.; DelDonno, Sophie; Killgore, William D.S.

2014-01-01

Debate persists regarding the relative role of cognitive versus emotional processes in driving successful performance on the widely used Iowa Gambling Task (IGT). From the time of its initial development, patterns of IGT performance were commonly interpreted as primarily reflecting implicit, emotion-based processes. Surprisingly, little research has tried to directly compare the extent to which measures tapping relevant cognitive versus emotional competencies predict IGT performance in the same study. The current investigation attempts to address this question by comparing patterns of associations between IGT performance, cognitive intelligence (Wechsler Abbreviated Scale of Intelligence; WASI) and three commonly employed measures of emotional intelligence (EI; Mayer–Salovey–Caruso Emotional Intelligence Test, MSCEIT; Bar-On Emotional Quotient Inventory, EQ-i; Self-Rated Emotional Intelligence Scale, SREIS). Results indicated that IGT performance was more strongly associated with cognitive, than emotional, intelligence. To the extent that the IGT indeed mimics “real-world” decision-making, our findings, coupled with the results of existing research, may highlight the role of deliberate, cognitive capacities over implicit, emotional processes in contributing to at least some domains of decision-making relevant to everyday life. PMID:25635149

Self-Reported Psychopathology, Trauma Symptoms, and Emotion Coping Among Child Suicide Attempters and Ideators: An Exploratory Study of Young Children.

Science.gov (United States)

Bodzy, Mary E; Barreto, Steven J; Swenson, Lance P; Liguori, Gina; Costea, Geanina

2016-01-01

This study examined self-reported psychopathology, trauma symptoms, and emotion coping in 7 to 12 year old children with suicidal ideation and attempts. This study compared 70 psychiatric inpatient children with current suicidal ideation to 59 psychiatric inpatient children with recent suicide attempts on measures of depression, anxiety, anger, emotional intelligence, and family/contextual factors. Results revealed greater self-reported anger as well as psychological distress associated with traumatic experiences (dissociation, anger, depression), among children who attempted suicide, in addition to increased reports of special education utilization, when compared to ideators only. These relationships were not affected by age or gender. Overall, the findings suggest self-reports of younger children who attempt suicide share similarities with older children and adolescent attempters, when compared with ideators who do not attempt. Implications for assessment and treatment are discussed.

Emotional intelligence among medical students: a mixed methods study from Chennai, India.

Science.gov (United States)

Sundararajan, Subashini; Gopichandran, Vijayaprasad

2018-05-04

Emotional Intelligence is the ability of a person to understand and respond to one's own and others' emotions and use this understanding to guide one's thoughts and actions. To assess the level of emotional intelligence of medical students in a medical college in Chennai and to explore their understanding of the role of emotions in medical practice. A quantitative, cross sectional, questionnaire based, survey was conducted among 207 medical students in a college in Chennai, India using the Quick Emotional Intelligence Self Assessment Test and some hypothetical emotional clinical vignettes. This was followed by a qualitative moderated fish-bowl discussion to elicit the opinion of medical students on role of emotions in the practice of medicine. The mean score of Emotional Intelligence was 107.58 (SD 16.44) out of a maximum possible score of 160. Students who went to government schools for high school education had greater emotional intelligence than students from private schools (p = 0.044) and women were more emotionally intelligent in their response to emotional vignettes than men (p = 0.056). The fish bowl discussion highlighted several positive and negative impacts of emotions in clinical care. The students concluded at the end of the discussion that emotions are inevitable in the practice of medicine and a good physician should know how to handle them. Medical students, both men and women, had good level of emotional intelligence in the college that was studied. Students from collectivist social settings like government high schools have better emotional intelligence, which may indicate that a collectivist, community oriented medical education can serve the same purpose. Though students have diverse opinions on the role of emotions in clinical care, cognitive reflection exercises can help them understand its importance.

Emotional Intelligence: The Contribution to Leadership Skills in Female Catholic Elementary School Principals

Science.gov (United States)

Dziewior, Jane M.

2009-01-01

Past research was not clear what the relationship was between emotional intelligence (EI) and leadership style for school principals. This researcher examined EI and its contribution to leadership skills of 22 female Catholic elementary school principals. The method included a self-reported questionnaire of leadership style and EI to explore if…

The Relationship between Emotional Intelligence and Mathematical Competency among Secondary School Students

Directory of Open Access Journals (Sweden)

Nurul Adibah Khairiyah Mohd Nor

2016-09-01

Full Text Available Anxiety towards mathematics among secondary school students have been reported. Anxiety creates strong negative emotions and can hinder a person's cognitive, learning and academic performance. Fear of mathematics came early in the educational process and if this is not handled properly, it will negatively affect the students to adulthood. In learning mathematics, emotional intelligence (EI impacts on how a person deals with emotions, mathematics and the general self-regulations strategies that the person adopts. A study was carried out to access secondary students’ EI and their mathematical competency (MC. The EI was tested using an EI questionnaire for adolescents (IKEM-R/MEQI consisting of 7 domains, while the MC was tested using selected questions from PISA (Programme for International Student Assessment 2012 released items. Analysis shows that EI predict significantly students MC, but with low correlational value. Most of the respondents have moderate level of EI in all 7 domains whereby self awareness and self-regulation are the two domains with lowest scores. On the other hand, most of the students’ MC are poor. This particular research shows that EI is not a good predictor of MC which contradicts other reports. However it is suggested that the data collection can be improved by examining students’ EI while they are engaging in activities that call for MCs rather than doing it before or after the tasks. Keywords: Emotional Intelligence (EI, emotion, Mathematical Competency (MC, PISA (Programme for International Student Assessment, anxiety DOI: http://dx.doi.org/10.22342/jme.7.2.3534.91-100

The Relationship between Emotional Intelligence of Principals and the Overall Organizational Climate of Public Elementary Schools

Science.gov (United States)

Juma, Dalal Sabri

2013-01-01

In this study the researcher examined the influence between a principal's self-perceived emotional intelligence and the overall organizational climate of one public elementary school as perceived by the principal's followers. These followers included teaching and non-teaching staff. It was not known how self-perceived emotional intelligence of a…

Emotional intelligence of mental health nurses

NARCIS (Netherlands)

Jan Derksen; prof Berno van Meijel; Loes van Dusseldorp

2011-01-01

Aims. The aim of this study is to gain insight into the level of emotional intelligence of mental health nurses in the Netherlands. Background. The focus in research on emotional intelligence to date has been on a variety of professionals. However, little is known about emotional intelligence in

What it feels like to be me: Linking emotional intelligence, identity, and intimacy.

Science.gov (United States)

Maher, Hemali; Winston, Christine N; S, Usha Rani

2017-04-01

The search for the self and for an intimate other are the normative tasks of adolescence and early adulthood. The role of emotions in the resolution of these developmental tasks, however, remains largely under-studied, especially in non-western cultures. The objective of the present study, therefore, was to examine the relationships between emotional intelligence, identity, and intimacy, among Indian adolescents. Differences across genders (boys vs. girls) and types of school (gender segregated vs. integrated) were also explored. A sample of 486 adolescents completed measures of emotional intelligence, identity, and intimacy. Girls scored higher than boys on intimacy, and those from segregated schools scored higher, than those from integrated schools, on emotional intelligence. Significant relationships emerged between emotional intelligence, and identity and intimacy, and were invariant across the groups. These findings underscore the pivotal role that emotional intelligence plays in healthy adolescent development, irrespective of personal and environmental variables. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Investigation of the construct of trait emotional intelligence in children.

Science.gov (United States)

Mavroveli, Stella; Petrides, K V; Shove, Chloe; Whitehead, Amanda

2008-12-01

This paper discusses the construct of trait emotional intelligence (trait EI or trait emotional self-efficacy) with emphasis on measurement in children. The Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF) is introduced and its development and theoretical background are briefly explained. It is shown in two independent studies that the TEIQue-CF has satisfactory levels of internal consistency (alpha = 0.76 and alpha = 0.73, respectively) and temporal stability [r = 0.79 and r ((corrected)) = 1.00]. Trait EI scores were generally unrelated to proxies of cognitive ability, as hypothesized in trait EI theory (Petrides et al. in Matthews et al. (eds) Emotional intelligence: knowns and unknowns -- series in affective science. Oxford University Press, Oxford, pp 151-166). They also differentiated between pupils with unauthorized absences or exclusions from school and controls. Trait EI correlated positively with teacher-rated positive behavior and negatively with negative behavior (emotional symptoms, conduct problems, peer problems, and hyperactivity).

Developing emotional intelligence ability in oncology nurses: a clinical rounds approach.

Science.gov (United States)

Codier, Estelle; Freitas, Beth; Muneno, Lynn

2013-01-01

To explore the feasibility and impact of an emotional intelligence ability development program on staff and patient care. A mixed method, pre/post-test design. A tertiary care hospital in urban Honolulu, HI. Rounds took place on a 24-bed inpatient oncology unit. 33 RNs in an oncology unit. After collection of baseline data, the emotional intelligence rounds were conducted in an inpatient oncology nursing unit on all shifts during a 10-month period. Demographic information, emotional intelligence scores, data from rounds, chart reviews of emotional care documentation, and unit-wide satisfaction and safety data. The ability to identify emotions in self and others was demonstrated less frequently than expected in this population. The low test response rate prevented comparison of scores pre- and postintervention. The staff's 94% participation in rounds, the positive (100%) evaluation of rounds, and poststudy improvements in emotional care documentation and emotional care planning suggest a positive effect from the intervention. Additional research is recommended over a longer period of time to evaluate the impact emotional intelligence specifically has on the staff's identification of emotions. Because the intervention involved minimal time and resources, feasibility for continuation of the intervention poststudy was rated "high" by the research team. Research in other disciplines suggests that improvement in emotional intelligence ability in clinical staff nurses may improve retention, performance, and teamwork in nursing, which would be of particular significance in high-risk clinical practice environments. Few research studies have explored development of emotional intelligence abilities in clinical staff nurses. Evidence from this study suggests that interventions in the clinical environment may be used to develop emotional intelligence ability. Impact from such development may be used in the future to not only improve the quality of nursing care, but also

HbA1c levels as a function of emotional regulation and emotional intelligence in patients with type 2 diabetes.

Science.gov (United States)

Coccaro, Emil F; Drossos, Tina; Phillipson, Louis

2016-10-01

Understanding the role of emotion in glycemic control may be critical for the long-term treatment of patients with type 2 diabetes (T2D). In this study we investigated the relationship between measures of emotional regulation and emotional intelligence and HbA1c levels in adult patients with T2 diabetes. 100 adult patients with T2 diabetes completed assessments of emotional regulation (i.e., affect intensity/lability) and emotional intelligence and were then correlated with HbA1c levels with several relevant covariates. HbA1c levels were significantly associated with affect intensity (AI: r=.24, p=.018) and with emotional intelligence (EI: r=-.29, p=.004), but not affect lability. These results were the same even after adding income, state depression scores, insulin-dependent status, serum cholesterol, diabetes literacy and self-care as covariates (AI: β=.33, p=.001; EI: β=-.31, p=.002). Diabetes self-care, but not diabetes literacy, was also associated with HbA1c levels (β=-.29, p=.003). These data suggest that aspects of emotional regulation and emotional intelligence play a role in glycemic control in adult patients with T2 diabetes and do so even in the context of several variables relevant to diabetes. If so, interventions that can reduce affect intensity and/or increase emotional intelligence may represent a new strategy in the glycemic control of adult patients with T2 diabetes. Copyright © 2016 Primary Care Diabetes Europe. Published by Elsevier Ltd. All rights reserved.

Examining the Relationship between Collective Teacher Efficacy and the Emotional Intelligence of Elementary School Principals

Science.gov (United States)

Pierce, Stephanie

2014-01-01

Education research has established a significant relationship between collective teacher efficacy and student achievement. This study considered the relationship between emotional intelligence of elementary school principals and collective teacher efficacy as perceived by teachers' and principals' self-report. Study findings suggest that…

Impact of emotional intelligence on teacher׳s performance in higher education institutions of Pakistan

Directory of Open Access Journals (Sweden)

Muhammad Asrar-ul-Haq

2017-12-01

Full Text Available This research paper aims at investigating the impact of emotional intelligence on teacher׳s job performance in the education sector of Pakistan. Sample size consists of 166 teachers from universities in the area of central Punjab, Pakistan. Theories of emotional intelligence proposed by Salovey and Mayer (1989–1990 were used as the conceptual framework and its relationship with the job performance of teachers was examined. Reliability and validity of variables was tested through measurement model of PLS-SEM. The result indicated that emotional intelligence has a significant impact on the teacher׳s job performance. Key research finding revealed that emotional self-awareness, self-confidence, achievement, developing others and conflict management have a positive and significant relationship with the teacher׳s job performance. Keywords: Emotional intelligence, Performance, Teachers, Pakistan

Dental ethics and emotional intelligence.

Science.gov (United States)

Rosenblum, Alvin B; Wolf, Steve

2014-01-01

Dental ethics is often taught, viewed, and conducted as an intell enterprise, uninformed by other noncognitive factors. Emotional intelligence (EQ) is defined distinguished from the cognitive intelligence measured by Intelligence Quotient (IQ). This essay recommends more inclusion of emotional, noncognitive input to the ethical decision process in dental education and dental practice.

Emotional Intelligence and Will to Win: The Invincible and Invisible Phenomenon in Basketball Sports

Directory of Open Access Journals (Sweden)

Davinder SINGH

2015-12-01

Full Text Available This study examined the emotional intelligence and will to win level among female basketball players. A group of fifty (N=50 female inter-college level basketball players of Guru Nanak Dev University, Amritsar, Punjab were selected for this study. The purposive sampling technique was used to attain the objectives of the study. All the subjects, after having been informed about the objective and protocol of the study, gave their consent and volunteered to participate in this study. Summarizing the findings we can say that significant differences were found among female basketball players on the sub-variables of Emotional Intelligence i.e., Self-awareness, Empathy, Self-development, Value orientation and Altruistic behaviour. However no-significant no significant differences were found among female basketball players on the sub-variables of Emotional Intelligence i.e., Self-motivation, Emotional stability, Managing relations, Integrity and Commitment. Conculdingly from the above findings that insignificant differences were present among female basketball players on the sub-variables of will to win.

Leadership Competencies among Chinese Gifted Students in Hong Kong: "The Connection with Emotional Intelligence and Successful Intelligence"

Science.gov (United States)

Chan, David W.

2007-01-01

This study examined components of leadership competencies in relation to emotional intelligence and successful intelligence among 498 Chinese gifted students in Hong Kong. These students rated themselves significantly higher on goal orientation than leadership flexibility, which was also rated significantly higher than leadership self-efficacy.…

The Intention to Quit Smoking: The Impact of Susceptibility, Self-Efficacy, Social Norms and Emotional Intelligence Embedded Model

Science.gov (United States)

Rahman, Muhammad Sabbir; Mannan, Mahafuz; Rahman, Mohammad Mahboob

2018-01-01

Purpose: From the perspective of developing countries, studies regarding the behavioral effects of quitting tobacco consumption on emerging psychological determinants are limited. The purpose of this paper is to examine the influence of emotional intelligence (EI), social norms, susceptibility and self-efficacy on the behavioral effects of…

EMOTIONAL INTELLIGENCE AND SUCCESSFUL LEADERSHIP

OpenAIRE

Ilić, Egli

2008-01-01

The occurrence of the construct of emotional intelligence in the late twentieth century provoked controversies among scientists, due to connecting two, seemingly exclusive psychological notions – intelligence and emotions, with emotions being considered as an obstacle to rational thinking and quality performance. However, numerous studies have proven that, provided they are appropriately managed, emotions may even facilitate rational thinking, influence the appropriate decision-making and per...

The Relationship between Emotional Intelligence and Cool and Hot Cognitive Processes: A Systematic Review

Science.gov (United States)

Gutiérrez-Cobo, María José; Cabello, Rosario; Fernández-Berrocal, Pablo

2016-01-01

Although emotion and cognition were considered to be separate aspects of the psyche in the past, researchers today have demonstrated the existence of an interplay between the two processes. Emotional intelligence (EI), or the ability to perceive, use, understand, and regulate emotions, is a relatively young concept that attempts to connect both emotion and cognition. While EI has been demonstrated to be positively related to well-being, mental and physical health, and non-aggressive behaviors, little is known about its underlying cognitive processes. The aim of the present study was to systematically review available evidence about the relationship between EI and cognitive processes as measured through “cool” (i.e., not emotionally laden) and “hot” (i.e., emotionally laden) laboratory tasks. We searched Scopus and Medline to find relevant articles in Spanish and English, and divided the studies following two variables: cognitive processes (hot vs. cool) and EI instruments used (performance-based ability test, self-report ability test, and self-report mixed test). We identified 26 eligible studies. The results provide a fair amount of evidence that performance-based ability EI (but not self-report EI tests) is positively related with efficiency in hot cognitive tasks. EI, however, does not appear to be related with cool cognitive tasks: neither through self-reporting nor through performance-based ability instruments. These findings suggest that performance-based ability EI could improve individuals’ emotional information processing abilities. PMID:27303277

Increasing Organizational Productivity Through Heightened Emotional Intelligence.

Science.gov (United States)

Maulding, Wanda S.

According to psychologist Daniel Goleman, a strong IQ can set the baseline for success but does not guarantee prosperity. Goleman believes that factors contributing to "emotional intelligence" (for example, self-control, zeal and persistence, and ability to motivate oneself) are key to success in the corporate world. Howard Gardner has…

The Three Models of Emotional Intelligence and Performance in a Hot and Cool go/no-go Task in Undergraduate Students

Science.gov (United States)

Gutiérrez-Cobo, María J.; Cabello, Rosario; Fernández-Berrocal, Pablo

2017-01-01

Emotional intelligence (EI), or the ability to perceive, use, understand and regulate emotions, appears to be helpful in the performance of “hot” (i.e., emotionally laden) cognitive tasks when using performance-based ability models, but not when using self-report EI models. The aim of this study is to analyze the relationship between EI (as measured through a performance-based ability test, a self-report mixed test and a self-report ability test) and cognitive control ability during the performance of hot and “cool” (i.e., non-emotionally laden) “go/no-go” tasks. An experimental design was used for this study in which 187 undergraduate students (25% men) with a mean age of 21.93 years (standard deviation [SD] = 3.8) completed the three EI tests of interest (Mayer-Salovey-Caruso Emotional Intelligence Test [MSCEIT], Trait Meta-Mood Scale [TMMS] and Emotional Quotient Inventory–Short Form [EQi:S]) as well as go/no-go tasks using faces and geometric figures as stimuli. The results provide evidence for negative associations between the “managing” branch of EI measured through the performance-based ability test of EI and the cognitive control index of the hot go/no-go task, although similar evidence was not found when using the cool task. Further, the present study failed to observe consistent results when using the self-report EI instruments. These findings are discussed in terms of both the validity and implications of the various EI models. PMID:28275343

Measured emotional intelligence ability and grade point average in nursing students.

Science.gov (United States)

Codier, Estelle; Odell, Ellen

2014-04-01

For most schools of nursing, grade point average is the most important criteria for admission to nursing school and constitutes the main indicator of success throughout the nursing program. In the general research literature, the relationship between traditional measures of academic success, such as grade point average and postgraduation job performance is not well established. In both the general population and among practicing nurses, measured emotional intelligence ability correlates with both performance and other important professional indicators postgraduation. Little research exists comparing traditional measures of intelligence with measured emotional intelligence prior to graduation, and none in the student nurse population. This exploratory, descriptive, quantitative study was undertaken to explore the relationship between measured emotional intelligence ability and grade point average of first year nursing students. The study took place at a school of nursing at a university in the south central region of the United States. Participants included 72 undergraduate student nurse volunteers. Emotional intelligence was measured using the Mayer-Salovey-Caruso Emotional Intelligence Test, version 2, an instrument for quantifying emotional intelligence ability. Pre-admission grade point average was reported by the school records department. Total emotional intelligence (r=.24) scores and one subscore, experiential emotional intelligence(r=.25) correlated significantly (>.05) with grade point average. This exploratory, descriptive study provided evidence for some relationship between GPA and measured emotional intelligence ability, but also demonstrated lower than average range scores in several emotional intelligence scores. The relationship between pre-graduation measures of success and level of performance postgraduation deserves further exploration. The findings of this study suggest that research on the relationship between traditional and nontraditional

The Effect of Noise on Relationships Between Speech Intelligibility and Self-Reported Communication Measures in Tracheoesophageal Speakers.

Science.gov (United States)

Eadie, Tanya L; Otero, Devon Sawin; Bolt, Susan; Kapsner-Smith, Mara; Sullivan, Jessica R

2016-08-01

The purpose of this study was to examine how sentence intelligibility relates to self-reported communication in tracheoesophageal speakers when speech intelligibility is measured in quiet and noise. Twenty-four tracheoesophageal speakers who were at least 1 year postlaryngectomy provided audio recordings of 5 sentences from the Sentence Intelligibility Test. Speakers also completed self-reported measures of communication-the Voice Handicap Index-10 and the Communicative Participation Item Bank short form. Speech recordings were presented to 2 groups of inexperienced listeners who heard sentences in quiet or noise. Listeners transcribed the sentences to yield speech intelligibility scores. Very weak relationships were found between intelligibility in quiet and measures of voice handicap and communicative participation. Slightly stronger, but still weak and nonsignificant, relationships were observed between measures of intelligibility in noise and both self-reported measures. However, 12 speakers who were more than 65% intelligible in noise showed strong and statistically significant relationships with both self-reported measures (R2 = .76-.79). Speech intelligibility in quiet is a weak predictor of self-reported communication measures in tracheoesophageal speakers. Speech intelligibility in noise may be a better metric of self-reported communicative function for speakers who demonstrate higher speech intelligibility in noise.

Investigating links between emotional intelligence and observer performance by radiologists in mammography

Science.gov (United States)

Lewis, Sarah J.; Brennan, Patrick C.; Cumming, Steven; MacKay, Stuart J.; McEntee, Mark F.; Keane, Kevin; Mello-Thoms, Claudia R.

2014-03-01

A novel direction of radiology research is better understanding the links between cognitive and personality factors and radiologists' accuracy and performance. This study examines relationships between Emotional Intelligence (EI) scores and observer performance by radiologists in breast cancer detection. Three separate samples were collected with Australian and US breast imaging radiologists. The radiologists were asked to undertake a mammographic interpretation task to identify malignant breast lesions and localise them, in addition to use a confidence rating scale to report confidence in the decision. Following this activity, the radiologists were administered the EI Trait (TEIQue-SF) questionnaire. The Trait EI test gives a Global EI score and 4 sub-scores in Well-being, Self-Control, Emotionality and Sociability. Sample 1 (Sydney 2012) radiologists were divided into 2 experience bands; radiologists practicing emotionality" and "sociability" to Location Sensitivity and JAFROC. Our preliminary results indicate EI is correlated to observer performance in lesser experienced radiologists. It is suggested that tasks perceived as more difficult by less experienced radiologists may evoke more emotion (uncertainty, frustration, pressure). As experience increases, radiologists may develop an ability to control their emotions or emotional intelligence becomes less important in decision making.

Emotional intelligence profiles of nurses caring for people with severe behaviour problems

NARCIS (Netherlands)

Gerits, L.; Derksen, J.J.L.; Verbruggen, A.B.P.M.

2005-01-01

This paper reports on a two-year longitudinal study on the emotional intelligence profiles of 380 nurses caring for clients with highly frequent and extremely severe behaviour problems. The aim was to identify emotional intelligence cluster types for those nurses reporting the fewest symptoms of

Validity evidence for the situational judgment test paradigm in emotional intelligence measurement.

Science.gov (United States)

Libbrecht, Nele; Lievens, Filip

2012-01-01

To date, various measurement approaches have been proposed to assess emotional intelligence (EI). Recently, two new EI tests have been developed based on the situational judgment test (SJT) paradigm: the Situational Test of Emotional Understanding (STEU) and the Situational Test of Emotion Management (STEM). Initial attempts have been made to examine the construct-related validity of these new tests; we extend these findings by placing the tests in a broad nomological network. To this end, 850 undergraduate students completed a personality inventory, a cognitive ability test, a self-report EI test, a performance-based EI measure, the STEU, and the STEM. The SJT-based EI tests were not strongly correlated with personality and fluid cognitive ability. Regarding their relation with existing EI measures, the tests did not capture the same construct as self-report EI measures, but corresponded rather to performance-based EI measures. Overall, these results lend support for the SJT paradigm for measuring EI as an ability.

Is Nurses' Professional Competence Related to Their Personality and Emotional Intelligence? A Cross-Sectional Study.

Science.gov (United States)

Heydari, Abbas; Kareshki, Hossein; Armat, Mohammad Reza

2016-01-01

Nurses' professional competence is a crucial factor in clinical practice. Systematic evaluation of nurses' competence and its related factors are essential for enhancing the quality of nursing care. This study aimed to assess the nurses' competence level and its possible relationship with their personality and emotional intelligence. Using a cross-sectional survey design, three instruments including Nurse Competence Scale, short form of Schutte Self Report Emotional Intelligence Test, and the short 10-item version of Big Five Factor Inventory, were administered simultaneously to a randomized stratified sample of 220 nurses working in hospitals affiliated to Mashhad University of Medical Sciences. Data analysis was performed using SPSS 11.5. Majority of nurses rated themselves as "good" and "very good", with the highest scores in "managing situations" and "work role" dimensions of nurse competence. A relatively similar pattern of scores was seen in competence dimensions, personality and emotional intelligence, among male and female nurses. Emotional intelligence and personality scores showed a significant relationship with nurses' competence, explaining almost 20% of variations in nurse competence scores. Iranian nurses evaluated their overall professional competence at similar level of the nurses in other countries. Knowledge about the nurses' competence level and its related factors, including personality and emotional intelligence, may help nurse managers in enhancing nurses' professional competence through appropriate task assignments and conducting in-service educational programs, thus improving the health status of patients.

Emotional Intelligence and At-Risk Students

Directory of Open Access Journals (Sweden)

Abdullah Maria Chong

2015-02-01

Full Text Available This study examined the relationships between emotional intelligence (EI and the delinquent behavior (DB of the students. The level of DB reported by the students is categorized under the headings of crime, drugs, vandalism, pornography and sexual behavior, other misbehavior, and dishonesty. Meanwhile, EI is investigated by looking at the level of EI domains, such as self-awareness, self-regulation, self-motivation, empathy, social skills, maturity, and spiritual awareness. Data were gathered from a sample of 300 secondary school students aged 15 to 18 years in Selangor. The schools they attended were selected from the so-called “hardcore schools,” which were identified by Schools Division in the State of Selangor. Two instruments, namely, surveys on the “Behavior of Students” and “Malaysian Emotional Quotient Inventory (R–Adolescence (MEQI,” were utilized to collect the research data and were analyzed using SPSS 19.0. The data showed that the highest delinquency among the adolescents was misbehavior in school, followed by crime, vandalism, pornography, dishonesty, and drugs. Results also revealed a negative linear relationship between EI (r = −.208, n = 300, p = .001 and DB, implying that adolescents with better EI had lower levels of delinquency. Multiple regression analysis revealed that EI is a significant predictor of DB and self-awareness is the main factor of DB. This study contributes to the knowledge of the importance of EI in understanding DB. EI can be used to identify and discriminate emotional skills among those adolescents who exhibit DB. Addressing the role of EI as a predictor would probably prove to be effective in reducing DB.

Self-esteem of physical education students: sex differences and relationships with intelligence

Directory of Open Access Journals (Sweden)

Monika Guszkowska

2015-11-01

Full Text Available Background The aim of the study was to determine the level of self-esteem of physical education and sport students, its diversification according to sex, as well as relationships between self-esteem and the following variables: fluid intelligence, emotional intelligence, social intelligence, and academic performance. Participants and procedure A total of 385 first-year undergraduates aged 18-26 years studying physical education and sport at the University of Physical Education in Warsaw participated in the study. The following research tools were used: the Multidimensional Self-Esteem Inventory, Raven’s Standard Progressive Matrices Plus, the Emotional Intelligence Questionnaire, and the Social Competence Questionnaire. The average of marks obtained for all courses taken during the first year was adopted as an indicator of academic performance. Results The obtained results attest to the high self-esteem of the first-year students. Male students gave higher ratings for their body appearance and body functioning, personal power and likeability, self-control, and competence. They also indicated a higher level of global self-esteem and identity integration. The highest number of significant positive correlations connected self-esteem and emotional intelligence; slightly fewer correlations existed between self-esteem and social competence. The lowest number of significant relationships was established for fluid intelligence. Only one positive predictor of average evaluations was established in male students (self-control and female students (competence. Conclusions The profile of self-esteem of physical education students demonstrates their high self-esteem, especially in areas related to their field of study. Some variations in the components of self-esteem of male and female students reflect the differences between sexes typical for the Polish adult population.

What is the relationship between emotional intelligence and dental student clinical performance?

Science.gov (United States)

Victoroff, Kristin Zakariasen; Boyatzis, Richard E

2013-04-01

Emotional intelligence has emerged as a key factor in differentiating average from outstanding performers in managerial and leadership positions across multiple business settings, but relatively few studies have examined the role of emotional intelligence in the health care professions. The purpose of this study was to examine the relationship between emotional intelligence (EI) and dental student clinical performance. All third- and fourth-year students at a single U.S. dental school were invited to participate. Participation rate was 74 percent (100/136). Dental students' EI was assessed using the Emotional Competence Inventory-University version (ECI-U), a seventy-two-item, 360-degree questionnaire completed by both self and other raters. The ECI-U measured twenty-two EI competencies grouped into four clusters (Self-Awareness, Self-Management, Social Awareness, and Relationship Management). Clinical performance was assessed using the mean grade assigned by clinical preceptors. This grade represents an overall assessment of a student's clinical performance including diagnostic and treatment planning skills, time utilization, preparation and organization, fundamental knowledge, technical skills, self-evaluation, professionalism, and patient management. Additional variables were didactic grade point average (GPA) in Years 1 and 2, preclinical GPA in Years 1 and 2, Dental Admission Test academic average and Perceptual Ability Test scores, year of study, age, and gender. Multiple linear regression analyses were conducted. The Self-Management cluster of competencies (b=0.448, pintelligence may be an important predictor of clinical performance, which has important implications for students' development during dental school.

Exploring the Implications of Emotional Intelligence to Enhance Employees’ Performance

Directory of Open Access Journals (Sweden)

Muhammad Bashir Khan

2013-05-01

Full Text Available Emotional intelligence (EI is an effective tool to increase organizational productivity. This study depicts the impact of EI on employees’ performance who are engaged with customer services by using four elements i.e. self awareness, self management, social awareness and relationship management. A sample of 120 respondents was selected from four paint manufacturing companies in Pakistan. The primary data was collected through the structured questionnaire and simple regression method was used to investigate the relationship between employee’s performance and emotional intelligence. The results illustrate that EI has positive impact on employee’s performance. It is suggested that the implication of EI be ensured as contemporary need of customer services in paint industries so that organization productivity may be enhanced with efficient employees’ performance.

Coping Self-Efficacy and Academic Stress among Hispanic First-Year College Students: The Moderating Role of Emotional Intelligence

Science.gov (United States)

Watson, Joshua C.; Watson, April A.

2016-01-01

In this study, the authors examined the role that emotional intelligence plays in moderating the relationship between academic stress and coping self-efficacy among a sample of 125 Hispanic 1st-year college students enrolled at a medium-size, southern Hispanic-serving institution. Results of a 2-stage hierarchical multiple regression analysis…

Emotional intelligence and job performance: The role of enactment and focus on others’ emotions

NARCIS (Netherlands)

Pekaar, K.A. (Keri A.); D. van der Linden (Dimitri); A.B. Bakker (Arnold); M.Ph. Born (Marise)

2017-01-01

textabstractThe link between emotional intelligence (EI) and job performance was examined focusing on the interplay between self- and other-focused EI dimensions. Two diary studies were conducted among divorce lawyers and salespersons. We adopted a two-level perspective including individual

Self-Perceptions, Discrepancies between Self- and Other-Perceptions, and Children's Self-Reported Emotions

Science.gov (United States)

Nuijens, Karen L.; Teglasi, Hedwig; Hancock, Gregory R.

2009-01-01

Self and others' perceptions of victimization, bullying, and academic competence were examined in relation to self-reported anxiety, depression, anger, and global self-worth in a non-clinical sample of second- and third-grade children. Previous studies document links between negative emotions and self-perceptions that are less favorable than…

The Effect of Emotional Intelligence on Student Success

Science.gov (United States)

Chapin, Krysta

2015-01-01

Emotional intelligence (EI) is the ability to recognize, assess, and control one's emotions, as well as the emotions of others, and even groups. It also allows people to handle added pressures, as they often experience in higher education. Occasionally clinicians report a small number of senior veterinary medicine students lack the ability to…

The Trait Emotional Intelligence Questionnaire: Internal Structure, Convergent, Criterion, and Incremental Validity in an Italian Sample

Science.gov (United States)

Andrei, Federica; Smith, Martin M.; Surcinelli, Paola; Baldaro, Bruno; Saklofske, Donald H.

2016-01-01

This study investigated the structure and validity of the Italian translation of the Trait Emotional Intelligence Questionnaire. Data were self-reported from 227 participants. Confirmatory factor analysis supported the four-factor structure of the scale. Hierarchical regressions also demonstrated its incremental validity beyond demographics, the…

INVESTIGATION ON THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS

Directory of Open Access Journals (Sweden)

O. V. Kotomina

2017-01-01

Full Text Available . Introduction. In recent decades, emotional component during the education process has been widely studied by Russian and foreign researchers. The problems of emotional intelligence formation at the higher school have received much attention due to the fact that development of this psychological characteristic of a personality positively influences students’ motivation to training, adaptation at university and academic results of education. Students with high level of emotional stability, able to adequately perceive own and other experiences, and to control them, can master professional competences more successfully; as a matter of practice, those students become good communicators. Thus, such graduates become high-demand specialists in labour market.The aim of this article is to present the results of the research conducted by the author in order to identify the interrelation between emotional intelligence of future managers and their academic achievement.Methodology and research methods. Analytical review of scientific literature was undertaken at the initial stage of work; that allowed to receive general perception of a state of knowledge of the studied problem and to define methods. D.V. Lyusin questionnaire (psychodiagnostic technique based on the self-report and complemented in connection with specifics of the respondent base was used to study various aspects of the students’ emotional intelligence. The online form of the survey was developed for the convenience of interaction with students and rapid data collection; the results were processed by means of correlation analysis.Results and scientific novelty. The results of the survey showed the average level of development of emotional intelligence among Management students. Interpersonal component of emotional intelligence has proven to be the most pronounced. The correlation analysis of the data revealed a statistically significant interrelation between the level of emotional

Emotionally intelligent learner leadership development: a case study

Directory of Open Access Journals (Sweden)

CA Jansen

2014-01-01

Full Text Available A case study was conducted with a student leadership body of a private multicultural international secondary school in North- West Province, South Africa, to indicate that the emotional intelligence leadership development challenges of student leaders can be identified through a questionnaire as a measuring instrument, which can then be utilized in promoting training and development of student leaders. The questionnaire results were used to construct emotional intelligence leadership profiles for the 12 participating student leaders, followed by semi-structured interviews with them to verify the results qualitatively. The results of the questionnaire and two of the interviews are reported. It was established that it was possible to develop a reliable instrument to measure the emotional intelligence leadership development challenges of student leaders, which can be used in promoting their training and development.

Parenting style, emotional intelligence, and psycho-behavioral outcomes of Thai adolescents in HIV-affected families

OpenAIRE

Thammawijaya, Panithee

2012-01-01

Background: The adolescents children of HIV-infected parents tend to have several psycho-behavioral challenges including functioning at schools and in their families. Objective of this study is to examine 1) the role of parenting style, parent's quality of life, and family functioning in self-esteem and emotional intelligence of HIV-affected adolescents in Thailand, 2) associations of perceived social support, emotional intelligence and self-esteem of HIV-affected adolescents with their stres...

A STUDY OF THE DEGREES OF EMOTIONAL INTELLIGENCE ON PROBLEM SOLVING SKILLS IN THE WAY OF DANIEL GOLEMAN

OpenAIRE

Yalın, Elif; SÖZEN, İlyas

2015-01-01

The aim of the study is to reveal the effects of emotional intelligence upon problem-solving for business challenges that an employee meets at any time in business life. For this purpose, it is aimed to analyze behaviors of 135 white collars working in textile and food industry by making them complete self-report surveys. Prior to the survey, it has highly been suggested that emotional traits consisting of intrapersonal, interpersonal, motivation and self management are effective. Daniel Gole...

Phenotypic and genetic relations between the HEXACO dimensions and trait emotional intelligence.

Science.gov (United States)

Veselka, Livia; Petrides, K V; Schermer, Julie Aitken; Cherkas, Lynn F; Spector, Tim D; Vernon, Philip A

2010-02-01

The present study investigated the location of trait emotional intelligence (trait EI or trait emotional self-efficacy) within the context of the HEXACO model - a more comprehensive personality framework than the conventional Big Five structure. A total of 666 MZ and 526 DZ adult twin pairs from the United Kingdom completed the short form of the Trait Emotional Intelligence Questionnaire (TEIQue-SF) and the short form of the HEXACO Personality Inventory (HEXACO-60). Many significant phenotypic correlations between the TEIQue-SF and the HEXACO-60 were obtained, which were strongest for HEXACO Extraversion, and weakest for HEXACO Honesty-Humility. As was expected, Emotionality was the only HEXACO dimension to correlate negatively with TEIQue-SF scores. Bivariate behavioral genetic analyses revealed that all phenotypic correlations were attributable to common genetic and common nonshared environmental factors. The study confirms the validity of trait EI as a constellation of emotional self-perceptions located at the lower levels of personality.

Evolution of Self-Reporting Methods for Identifying Discrete Emotions in Science Classrooms

Science.gov (United States)

Ritchie, Stephen M.; Hudson, Peter; Bellocchi, Alberto; Henderson, Senka; King, Donna; Tobin, Kenneth

2016-01-01

Emotion researchers have grappled with challenging methodological issues in capturing emotions of participants in naturalistic settings such as school or university classrooms. Self-reporting methods have been used frequently, yet these methods are inadequate when used alone. We argue that the self-reporting methods of emotion diaries and…

Speech-based recognition of self-reported and observed emotion in a dimensional space

NARCIS (Netherlands)

Truong, Khiet Phuong; van Leeuwen, David A.; de Jong, Franciska M.G.

2012-01-01

The differences between self-reported and observed emotion have only marginally been investigated in the context of speech-based automatic emotion recognition. We address this issue by comparing self-reported emotion ratings to observed emotion ratings and look at how differences between these two

High Level of Emotional Intelligence Is Related to High Level of Online Teaching Self-Efficacy among Academic Nurse Educators

Science.gov (United States)

Ali, Nagia; Ali, Omar; Jones, James

2017-01-01

This study examined the relationship between emotional intelligence (EI) and online teaching self-efficacy among 115 academic nurse educators who teach online (totally, blended, or both). The sample was randomly drawn from the list of nursing schools accredited by Commission on Collegiate Nursing Education (CCNE) with baccalaureate, master's…

Building the Emotional Intelligence of Groups.

Science.gov (United States)

Druskat, Vanessa Urch; Wolff, Steven B.

2001-01-01

Research has found that individual emotional intelligence has a group analog and it is critical to groups' effectiveness. Teams can develop greater emotional intelligence and boost their overall performance. (JOW)

Ability-versus skill-based assessment of emotional intelligence.

Science.gov (United States)

Bradberry, Travis R; Su, Lac D

2006-01-01

Emotional intelligence has received an intense amount of attention in leadership circles during the last decade and continuing debate exists concerning the best method for measuring this construct. This study analyzed leader emotional intelligence scores, measured via skill and ability methodologies, against leader job performance. Two hundred twelve employees from three organizations participated in this study. Scores on the Emotional Intelligence Appraisal, a skill-based assessment, were positively, though not significantly, correlated with scores on the MSCEIT, an ability-based assessment of emotional intelligence. Scores on the MSCEIT did not have a significant relationship with job performance in this study, whereas, scores on the Emotional Intelligence Appraisal had a strong link to leader job performance. The four subcomponents of the Emotional Intelligence Appraisal were examined against job performance. Relationship management was a stronger predictor of leader job performance than the other three subcomponents. Social awareness was the single emotional intelligence skill that did not have a significant link to leader job performance. Factor analyses yielded a two-component model of emotional intelligence encompassing personal and social competence, rather than confirmation of a four-part taxonomy.

Perceived emotional intelligence as a moderator variable between cybervictimization and its emotional impact.

Science.gov (United States)

Elipe, Paz; Mora-Merchán, Joaquín A; Ortega-Ruiz, Rosario; Casas, José A

2015-01-01

The negative effects of traditional bullying and, recently, cyberbullying on victims are well-documented, and abundant empirical evidence for it exists. Cybervictimization affects areas such as academic performance, social integration and self-esteem, and causes emotions ranging from anger and sadness to more complex problems such as depression. However, not all victims are equally affected, and the differences seem to be due to certain situational and personal characteristics. The objective of this study is to analyze the relationship between perceived emotional intelligence (PEI) and the emotional impact of cybervictimization. We hypothesize that EI, which has previously been found to play a role in traditional bullying and cyberbullying, may also affect the emotional impact of cyberbullying. The participants in our study were 636 university students from two universities in the south of Spain. Three self-report questionnaires were used: the "European Cyberbullying Intervention Project Questionnaire," the "Cyberbullying Emotional Impact Scale"; and "Trait Meta-Mood Scale-24." Structural Equation Models were used to test the relationships between the analyzed variables. The results support the idea that PEI, by way of a moderator effect, affects the relationship between cybervictimization and emotional impact. Taken together, cybervictimization and PEI explain much of the variance observed in the emotional impact in general and in the negative dimensions of that impact in particular. Attention and Repair were found to be inversely related to Annoyance and Dejection, and positively related to Invigoration. Clarity has the opposite pattern; a positive relationship with Annoyance and Dejection and an inverse relationship with Invigoration. Various hypothetical explanations of these patterns are discussed.

Validación estructural del Wong-Law Emotional Intelligence Scale (WLEIS: estudio preliminar en adultos / Structural validation of the Wong-Law Emotional Intelligence Scale (WLEIS: preliminary study in adults

Directory of Open Access Journals (Sweden)

César Merino Soto

2016-06-01

Full Text Available RESUMEN: La medición de la inteligencia emocional ha tenido muchas propuestas en formato de autorreporte. Una de estas es el Wong-Law Emotional Intelligence Scale (WLEIS, creada para el contexto laboral y que evalúa valoración y expresión de las emociones propias, valoración y reconocimiento de las emociones en otros, regulación de las propias emociones y uso de la emoción para facilitar el desempeño. Hay poca evidencia psicométrica sobre el Wong-Law Emotional Intelligence Scale en habla hispana, lo que posiblemente conduce a que sea también poco utilizado en la investigación y práctica profesional. El objetivo del presente estudio es presentar los primeros resultados de la validez de la estructura interna del WLEIS en adultos peruanos. Fueron 120 participantes (72 mujeres entre 17 y 59 años, quienes respondieron al cuestionario mediados por internet. Se analizó la estructura interna mediante metodología de ecuaciones estructurales. Se halló una satisfactoria estructura de 4 factores y elevadas cargas factoriales de los ítems; las correlaciones interfactores fueron altas o moderadamente altas; y la consistencia interna fue buena. Se concluye que los primeros resultados son aceptables para asumir que el modelo de Wong-Law también es aparentemente generalizable. ABSTRACT: The measurement of emotional intelligence has had many proposals in the form of self-report. One of these is the Wong-Law Emotional Intelligence Scale (WLEIS, created for the job context and which evaluates valuation and the expression of self-emotions; valuation and recognition of emotions in others; regulation of one’s own emotions and the use of emotion to facilitate performance. There is little psychometric evidence regarding the Wong-Law Emotional Intelligence Scale in the Spanish speaking world, which could lead to it also being little used in research and professional practice. The objective of this study is to present the first results of the internal

Relationship between emotional intelligence and organizational citizenship behavior.

Science.gov (United States)

Turnipseed, David L; Vandewaa, Elizabeth A

2012-06-01

This study evaluated hypothesized positive linkages between organizational citizenship behavior and the emotional intelligence dimensions of perception, using emotion, understanding emotion, and management of emotion, involving two samples. Sample 1 comprised 334 employed college students, 52% male, with a mean age of 23.4 yr., who worked an average of 29.6 hr. per week. Sample 2 comprised 72 professors, 81% female, with a mean age of 47 yr. Measures were the Emotional Intelligence Scale and the Organizational Citizenship Behavior Scale. Results of hierarchical multiple regressions indicated a positive link between organizational citizenship behavior and emotional intelligence. There were differences between the samples. In Sample 1, each of the emotional intelligence dimensions were positively linked to citizenship behavior: using and managing emotion were the greatest contributors. In Sample 2, managing emotion was the only contributor. Emotional intelligence had the strongest relationship with citizenship behavior directed at individuals.

Emotional intelligence in nursing students

Directory of Open Access Journals (Sweden)

MAASOUMEH BARKHORDARI

2013-04-01

Full Text Available Introduction: Emotion is fundamental to nursing practice and Emotional Intelligence is considered as an important characteristic of nurses that can affect the quality of their work including clinical decision-making, critical thinking, evidence and knowledge use in practice, etc. The aim of this research was to assess and compare Emotional Intelligence between freshman and senior baccalaureate nursing students at Islamic Azad University of Yazd. Methods: This descriptive, cross-sectional study was performed on a sample of 87 freshmen and senior baccalaureate nursing students at Islamic Azad University of Yazd. The data was collected, using a questionnaire. The questionnaire consisted of two parts; demographic information and the Baron Emotional Quotient Inventory (EQ-i. The data were analyzed through both descriptive and inferential statistics (t-test, and ANOVA. Results: The mean score of emotional intelligence for the freshmen was 282.37±27.93 and for the senior students 289.64±21.13. No significant difference was found between the freshmen and senior students’ score patterns. Conclusion: The findings showed that there was no statistically significant difference between the freshmen and senior students’ scores. However, as emotional intelligence can have a significant role in what one does. So this quality should be given more importance in nursing education.

Is Nurses' Professional Competence Related to Their Personality and Emotional Intelligence? A Cross-Sectional Study

Directory of Open Access Journals (Sweden)

Abbas Heydari

2016-01-01

Full Text Available Introduction: Nurses' professional competence is a crucial factor in clinical practice. Systematic evaluation of nurses’ competence and its related factors are essential for enhancing the quality of nursing care. This study aimed to assess the nurses’ competence level and its possible relationship with their personality and emotional intelligence. Methods: Using a cross-sectional survey design, three instruments including Nurse Competence Scale, short form of Schutte Self Report Emotional Intelligence Test, and the short 10-item version of Big Five Factor Inventory, were administered simultaneously to a randomized stratified sample of 220 nurses working in hospitals affiliated to Mashhad University of Medical Sciences. Data analysis was performed using SPSS 11.5. Results: Majority of nurses rated themselves as "good" and "very good", with the highest scores in "managing situations" and "work role" dimensions of nurse competence. A relatively similar pattern of scores was seen in competence dimensions, personality and emotional intelligence, among male and female nurses. Emotional intelligence and personality scores showed a significant relationship with nurses’ competence, explaining almost 20% of variations in nurse competence scores. Conclusion: Iranian nurses evaluated their overall professional competence at similar level of the nurses in other countries. Knowledge about the nurses’ competence level and its related factors, including personality and emotional intelligence, may help nurse managers in enhancing nurses' professional competence through appropriate task assignments and conducting in-service educational programs, thus improving the health status of patients.

Relationships between components of emotional intelligence and physical pain in alcohol-dependent patients.

Science.gov (United States)

Kopera, Maciej; Brower, Kirk J; Suszek, Hubert; Jakubczyk, Andrzej; Fudalej, Sylwia; Krasowska, Aleksandra; Klimkiewicz, Anna; Wojnar, Marcin

2017-01-01

Chronic pain is a significant comorbidity in individuals with alcohol dependence (AD). Emotional processing deficits are a substantial component of both AD and chronic pain. The aim of this study was to analyze the interrelations between components of emotional intelligence and self-reported pain severity in AD patients. A sample of 103 participants was recruited from an alcohol treatment center in Warsaw, Poland. Information concerning pain level in the last 4 weeks, demographics, severity of current anxiety and depressive symptoms, as well as neuroticism was obtained. The study sample was divided into "mild or no pain" and "moderate or greater pain" groups. In the logistic regression model, across a set of sociodemographic, psychological, and clinical factors, higher emotion regulation and higher education predicted lower severity, whereas increased levels of anxiety predicted higher severity of self-reported pain during the previous 4 weeks. When the mediation models looking at the association between current severity of anxiety and depressive symptoms and pain severity with the mediating role of emotion regulation were tested, emotion regulation appeared to fully mediate the relationship between depression severity and pain, and partially the relationship between anxiety severity and pain. The current findings extend previous results indicating that emotion regulation deficits are related to self-reported pain in AD subjects. Comprehensive strategies focusing on the improvement of mood regulation skills might be effective in the treatment of AD patients with comorbid pain symptoms.

The study of emotional intelligence at preadolescents from different environment

Directory of Open Access Journals (Sweden)

Racu Iulia

2016-09-01

Full Text Available The issue of emotional intelligence is an important one in the sphere of human resources, management, education and psychology. Emotional intelligence is the capability of individuals to recognize their own, and other people’s emotions, to discriminate between different feelings and label them appropriately, and to use emotional information to guide thinking and behaviour. The present research is focused on emotional intelligence at preadolescents. As a result we established that the high level of emotional intelligence is particular for 23,46% preadolescents. Girls manifest a high level of emotional intelligence. Also high level of emotional intelligence is characteristic to 13 – 14 preadolescents. The emotional intelligence are more developed at preadolescents from rural environment.

Managing emotions - an ability of emotional intelligence.

OpenAIRE

Correia, Ana Almeida; Veiga-Branco, Augusta

2011-01-01

This study focuses on the concept Managing Emotions from Emotional Intelligence (I.E.), (Mayer-Salovey, 1990, 1997, Goleman, 1995), also identified as Emotional Regulation (Bisquerra, 2000), to obtain recognition and practical use of this concept, through the use of Emotional Fitness charts (Bimbela-Pedrola, 2008), to develop these abilities and manage emotions in contexts of practical life. Objective: To train preschool teachers, as well as primary and lower secondary sc...

Students' Self-Determined Motivation, Emotional Intelligence and Academic Persistence: An Examination of Second Year Students at a Public and a Private Historically Black University

Science.gov (United States)

Watts-Martinez, Evanda Shentelle

2015-01-01

Self-determined Motivation, Emotional Intelligence, Persistence Attitudes, and Persistence Behaviors are non-cognitive factors that influence students' academic progression. This study examined the associations between Self-determined Motivation, EI, Persistence Attitudes, and Persistence Behaviors and the degree to which EI, as a mediating…

Emotional intelligence in anorexia nervosa: is anxiety a missing piece of the puzzle?

Science.gov (United States)

Hambrook, David; Brown, Gary; Tchanturia, Kate

2012-11-30

Problematic emotional processing has been implicated in the genesis and maintenance of anorexia nervosa (AN). This study built on existing research and explored performance-based emotional intelligence (EI) in people with AN. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) was administered to 32 women diagnosed with AN and 32 female healthy controls (HC). Compared to HC women, the AN group demonstrated significantly lower total EI scores and poorer ability to understand how emotions can progress and change over time. Despite scores within the broadly average range compared to published EI norms, there was a general pattern of poorer performance in the AN sample. Self-reported anxiety symptoms were the strongest predictor of EI, over and above a diagnosis of AN. This study adds to the literature documenting the socioemotional phenotype of AN, suggesting this group of individuals may find it relatively difficult to carry out accurate reasoning about emotions, and to use emotions and emotional knowledge to enhance thought. Anxiety was highlighted as a putative variable partially explaining why people with AN demonstrated lower EI compared to controls. Implications for further research are discussed, including the need to explore the specificity of EI difficulties in AN using larger samples and additional control groups. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Developing human capital by linking emotional intelligence with personal competencies in Indian business organizations

Directory of Open Access Journals (Sweden)

Singh, K.

2010-01-01

Full Text Available The concept of emotional intelligence has become so popular in the management literature that it has become imperative to understand and leverage it for the sake of enhancing the capacity of human capital in organizations. As the pace of change is increasing and world of work is making ever greater demands on a person’s cognitive, emotional and physical resources, this particular set of abilities are becoming increasingly important. Since majority of the concerns in organization involve people in different roles, emotional intelligence must become a determining factor for their effective management. It has also been found that ultimately it is the emotional and personal competencies that we need to identify and measure if we want to be able to predict performance at workplace resulting in its effectiveness, thereby enhancing the worth of the human capital. In this scenario the competencies possessed by the people will have a bearing on the extent to which they can actualize their emotional intelligence. The current paper sets out to examine the relationship between the emotional intelligence of executives in Indian business organizations with their personal competencies. The result suggests that emotional intelligence is significantly related with the personal competencies of employees and the variables of personal competency namely, people success, system success and self success have a predictive relationship with emotional intelligence.

Improving Emotional Intelligence through Personality Development: The Effect of the Smart Phone Application based Dharma Life Program on Emotional Intelligence.

Science.gov (United States)

Poonamallee, Latha; Harrington, Alex M; Nagpal, Manisha; Musial, Alec

2018-01-01

Emotional intelligence is established to predict success in leadership effectiveness in various contexts and has been linked to personality factors. This paper introduces Dharma Life Program, a novel approach to improving emotional intelligence by targeting maladaptive personality traits and triggering neuroplasticity through the use of a smart-phone application and mentoring. The program uses neuroplasticity to enable users to create a more adaptive application of their maladaptive traits, thus improving their emotional intelligence. In this study 26 participants underwent the Dharma Life Program in a leadership development setting. We assessed their emotional and social intelligence before and after the Dharma Life Program intervention using the Emotional and Social Competency Inventory (ESCI). The study found a significant improvement in the lowest three competencies and a significant improvement in almost all domains for the entire sample. Our findings suggest that the completion of the Dharma Life Program has a significant positive effect on Emotional and Social Competency scores and offers a new avenue for improving emotional intelligence competencies.

TIE: An Ability Test of Emotional Intelligence

Science.gov (United States)

Śmieja, Magdalena; Orzechowski, Jarosław; Stolarski, Maciej S.

2014-01-01

The Test of Emotional Intelligence (TIE) is a new ability scale based on a theoretical model that defines emotional intelligence as a set of skills responsible for the processing of emotion-relevant information. Participants are provided with descriptions of emotional problems, and asked to indicate which emotion is most probable in a given situation, or to suggest the most appropriate action. Scoring is based on the judgments of experts: professional psychotherapists, trainers, and HR specialists. The validation study showed that the TIE is a reliable and valid test, suitable for both scientific research and individual assessment. Its internal consistency measures were as high as .88. In line with theoretical model of emotional intelligence, the results of the TIE shared about 10% of common variance with a general intelligence test, and were independent of major personality dimensions. PMID:25072656

TIE: an ability test of emotional intelligence.

Science.gov (United States)

Śmieja, Magdalena; Orzechowski, Jarosław; Stolarski, Maciej S

2014-01-01

The Test of Emotional Intelligence (TIE) is a new ability scale based on a theoretical model that defines emotional intelligence as a set of skills responsible for the processing of emotion-relevant information. Participants are provided with descriptions of emotional problems, and asked to indicate which emotion is most probable in a given situation, or to suggest the most appropriate action. Scoring is based on the judgments of experts: professional psychotherapists, trainers, and HR specialists. The validation study showed that the TIE is a reliable and valid test, suitable for both scientific research and individual assessment. Its internal consistency measures were as high as .88. In line with theoretical model of emotional intelligence, the results of the TIE shared about 10% of common variance with a general intelligence test, and were independent of major personality dimensions.

TIE: an ability test of emotional intelligence.

Directory of Open Access Journals (Sweden)

Magdalena Śmieja

Full Text Available The Test of Emotional Intelligence (TIE is a new ability scale based on a theoretical model that defines emotional intelligence as a set of skills responsible for the processing of emotion-relevant information. Participants are provided with descriptions of emotional problems, and asked to indicate which emotion is most probable in a given situation, or to suggest the most appropriate action. Scoring is based on the judgments of experts: professional psychotherapists, trainers, and HR specialists. The validation study showed that the TIE is a reliable and valid test, suitable for both scientific research and individual assessment. Its internal consistency measures were as high as .88. In line with theoretical model of emotional intelligence, the results of the TIE shared about 10% of common variance with a general intelligence test, and were independent of major personality dimensions.

The Positive Effects of Trait Emotional Intelligence during a Performance Review Discussion – A Psychophysiological Study

Science.gov (United States)

Salminen, Mikko; Ravaja, Niklas

2017-01-01

Performance review discussions of real manager–subordinate pairs were examined in two studies to investigate the effects of trait emotional intelligence (EI) on dyad member’s felt and expressed emotions. Altogether there were 84 managers and 122 subordinates in two studies using 360 measured and self-reported trait EI. Facial electromyography, and frontal electroencephalography (EEG) asymmetry were collected continuously. Manager’s high trait EI was related to increased positive valence emotional facial expressions in the dyad during the discussions. The managers also had more EEG frontal asymmetry indicating approach motivation, than the subordinates. In addition, actor and partner effects and actor × partner interactions, and interactions between the role and actor or partner effect of trait EI were observed. Both actor and partner trait EI were related to more positive self-reported emotional valence. The results imply that trait EI has a role in organizational social interaction. PMID:28400747

Modeling habitual and addictive smartphone behavior: The role of smartphone usage types, emotional intelligence, social stress, self-regulation, age, and gender

NARCIS (Netherlands)

van Deursen, Alexander Johannes Aloysius Maria; Bolle, Colin L.; Hegner, Sabrina M.; Hegner, Sabrina; Kommers, Petrus A.M.

2015-01-01

The present study investigates the role of process and social oriented smartphone usage, emotional intelligence, social stress, self-regulation, gender, and age in relation to habitual and addictive smartphone behavior. We conducted an online survey among 386 respondents. The results revealed that

Sleep deprivation reduces perceived emotional intelligence and constructive thinking skills.

Science.gov (United States)

Killgore, William D S; Kahn-Greene, Ellen T; Lipizzi, Erica L; Newman, Rachel A; Kamimori, Gary H; Balkin, Thomas J

2008-07-01

Insufficient sleep can adversely affect a variety of cognitive abilities, ranging from simple alertness to higher-order executive functions. Although the effects of sleep loss on mood and cognition are well documented, there have been no controlled studies examining its effects on perceived emotional intelligence (EQ) and constructive thinking, abilities that require the integration of affect and cognition and are central to adaptive functioning. Twenty-six healthy volunteers completed the Bar-On Emotional Quotient Inventory (EQi) and the Constructive Thinking Inventory (CTI) at rested baseline and again after 55.5 and 58 h of continuous wakefulness, respectively. Relative to baseline, sleep deprivation was associated with lower scores on Total EQ (decreased global emotional intelligence), Intrapersonal functioning (reduced self-regard, assertiveness, sense of independence, and self-actualization), Interpersonal functioning (reduced empathy toward others and quality of interpersonal relationships), Stress Management skills (reduced impulse control and difficulty with delay of gratification), and Behavioral Coping (reduced positive thinking and action orientation). Esoteric Thinking (greater reliance on formal superstitions and magical thinking processes) was increased. These findings are consistent with the neurobehavioral model suggesting that sleep loss produces temporary changes in cerebral metabolism, cognition, emotion, and behavior consistent with mild prefrontal lobe dysfunction.

The Role of the Emotional Intelligence and Emotional Schema in Womenn’s Marital Satisfaction

Directory of Open Access Journals (Sweden)

جعفر حسني

2014-01-01

Full Text Available The present study investigated the role of emotional intelligence and emotional schema in marital satisfaction among women. A sample of 200 married women (100 employed and 100 household women was selected randomly and completed measures of emotional schemas, emotional intelligence, and marital satisfaction. The results of stepwise regression analysis showed that attention and clarity components of emotional intelligence are significant predictors of most marital satisfaction dimensions. Also, blame, agreement, simplistic view of emotions and higher values towards emotional schemas predicted different dimensions of marital satisfaction. Based on the findings it can be concluded that the emotional intelligence and effective emotional schema play a key role in marital satisfaction.

An Analytical Model / Emotional Intelligence Quotient and QOL in Mothers with Infants in Japan.

Science.gov (United States)

Ohashi, Junko; Katsura, Toshiki; Hoshino, Akiko; Usui, Kanae

2013-01-01

The purpose of this study was to examine the relationship between the emotional intelligence quotient and health-related quality of life using structural equation modeling. A self-administered questionnaire survey was conducted among 1,911 mothers who visited the Health Center for an infant medical examination. A hypothetical model was constructed using variables of the emotional intelligence quotient, social support, coping, parenting stress, and perceived health competence. There were a total of 1,104 valid responses (57.8%). Significant standardized estimates were obtained, confirming the goodness of fit issues with the model. The emotional intelligence quotient had a strong impact on physical and psychological quality of life, and showed the greatest association with coping. This study differed from previous studies in that, due to the inclusion of social support and explanatory variables in coping, an increase in coping strategies was more highly associated with emotional intelligence quotient levels than with social support. An enhanced emotional intelligence quotient should be considered a primary objective to promote the health of mothers with infant children.

How Emotionally Intelligent Are Pre-Service Teachers?

Science.gov (United States)

Corcoran, Roisin P.; Tormey, Roland

2012-01-01

Although there is evidence that teacher emotional intelligence is important for pupil adjustment and learning and for teachers in managing the emotional demands of their work, little is known about the levels of emotional skill of teachers and beginning teachers. Using Mayer and Salovey's emotional intelligence (EI) model and the MSCEIT test of…

Borderline personality disorder and emotional intelligence.

Science.gov (United States)

Peter, Mathell; Schuurmans, Hanneke; Vingerhoets, Ad J J M; Smeets, Guus; Verkoeijen, Peter; Arntz, Arnoud

2013-02-01

The present study investigated emotional intelligence (EI) in borderline personality disorder (BPD). It was hypothesized that patients with BPD (n = 61) compared with patients with other personality disorders (PDs; n = 69) and nonpatients (n = 248) would show higher scores on the ability to perceive emotions and impairments in the ability to regulate emotions. EI was assessed with the Mayer-Salovey-Caruso Emotional Intelligence Test (Mayer, Salovey, and Caruso [New York: MHS, 2002]). As compared with the PD group and the nonpatient group, the patients with BPD displayed the anticipated deficits in their ability to understand, whereas no differences emerged with respect to their ability to perceive, use, and regulate emotions. In addition, a negative relationship was found between the severity of BPD and total EI score. However, this relationship disappeared when intelligence quotient was partialled out. These results suggest that BPD is associated with emotion understanding deficits, whereas temporary severity of BPD is associated with emotion regulation deficits.

Emotions in the classroom: the role of teachers' emotional intelligence ability in predicting students' achievement.

Science.gov (United States)

Curci, Antonietta; Lanciano, Tiziana; Soleti, Emanuela

2014-01-01

School days can be a difficult time, especially when students are faced with subjects that require motivational investment along with cognitive effort, such as mathematics and sciences. In the present study, we investigated the effects of teachers' emotional intelligence (El) ability, self-efficacy, and emotional states and students' self-esteem, perceptions of ability, and metacognitive beliefs in predicting school achievement. We hypothesized that the level of teacher EI ability would moderate the impact of students' self-perceptions and beliefs about their achievements in mathematics and sciences. Students from Italian junior high schools (N = 338) and their math teachers (N = 12) were involved in the study, and a multilevel approach was used. Findings showed that teachers' EI has a positive role in promoting students' achievement, by enhancing the effects of students' self-perceptions of ability and self-esteem.These results have implications for the implementation of intervention programs on the emotional, motivational, and metacognitive correlates of studying and learning behavior.

Quantitative Correlational Study: Emotional Intelligence and Project Outcomes among Hispanics in Technology

Science.gov (United States)

Trejo, Arturo

2013-01-01

The present quantitative correlational research study explored relationships between Emotional Intelligence (EI) competencies, such as self-awareness, self-management, social awareness, and relationship management, and project management outcomes: scope creep, in-budget project cost, and project timeliness. The study was conducted within the…

BSN Program Admittance Criteria: Should Emotional Intelligence Be Included?

Science.gov (United States)

Smith, Tanya

2017-01-01

Emotional intelligence refers to the ability to identify and monitor emotions and remain aware of how emotions affect thoughts and actions. Emotional intelligence has been discussed as a better predictor of personal and occupational success than performance on intellectual intelligence tests. Despite the importance of one's emotional intelligence, BSN (Bachelor of Science in Nursing) nursing schools routinely admit candidates based on the student's cumulative college course grade point average (GPA). Nursing is a profession that requires one's ability to empathize, care, and react in emotionally sound manners. Is the GPA enough to determine if a student will evolve into a professional nurse? This article will explore the routine admittance criteria for BSN nursing programs and propose the concept of using the emotional intelligence tool as an adjunct to the cumulative college course GPA. The emotional intelligence theory will be identified and applied to the nursing profession. © 2016 Wiley Periodicals, Inc.

Implicit theories and ability emotional intelligence

Science.gov (United States)

Cabello, Rosario; Fernández-Berrocal, Pablo

2015-01-01

Previous research has shown that people differ in their implicit theories about the essential characteristics of intelligence and emotions. Some people believe these characteristics to be predetermined and immutable (entity theorists), whereas others believe that these characteristics can be changed through learning and behavior training (incremental theorists). The present study provides evidence that in healthy adults (N = 688), implicit beliefs about emotions and emotional intelligence (EI) may influence performance on the ability-based Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Adults in our sample with incremental theories about emotions and EI scored higher on the MSCEIT than entity theorists, with implicit theories about EI showing a stronger relationship to scores than theories about emotions. Although our participants perceived both emotion and EI as malleable, they viewed emotions as more malleable than EI. Women and young adults in general were more likely to be incremental theorists than men and older adults. Furthermore, we found that emotion and EI theories mediated the relationship of gender and age with ability EI. Our findings suggest that people’s implicit theories about EI may influence their emotional abilities, which may have important consequences for personal and professional EI training. PMID:26052309

Implicit theories and ability emotional intelligence

Directory of Open Access Journals (Sweden)

ROSARIO eCABELLO

2015-05-01

Full Text Available Previous research has shown that people differ in their implicit theories about the essential characteristics of intelligence and emotions. Some people believe these characteristics to be predetermined and immutable (entity theorists, whereas others believe that these characteristics can be changed through learning and behavior training (incremental theorists. The present study provides evidence that in healthy adults (N = 688, implicit beliefs about emotions and emotional intelligence (EI may influence performance on the ability-based Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT. Adults in our sample with incremental theories about emotions and EI scored higher on the MSCEIT than entity theorists, with implicit theories about EI showing a stronger relationship to scores than theories about emotions. Although our participants perceived both emotion and EI as malleable, they viewed emotions as more malleable than EI. Women and young adults in general were more likely to be incremental theorists than men and older adults. Furthermore, we found that emotion and EI theories mediated the relationship of gender and age with ability EI. Our findings suggest that people’s implicit theories about EI may influence their emotional abilities, which may have important consequences for personal and professional EI training.

Emotional Intelligence in Learners with Attention Deficit Disorder

Science.gov (United States)

Wootton, Carol Anne; Roets, H. E.

2013-01-01

This study was undertaken to analyse and evaluate the nature and quality of emotional intelligence in learners with Attention Deficit Disorder (ADD), and to investigate whether their emotional intelligence was enhanced, and whether the symptoms and behaviour of these learners improved, after exposure to a programme on emotional intelligence.…

An Analytical Model / Emotional Intelligence Quotient and QOL in Mothers with Infants in Japan

OpenAIRE

Ohashi, Junko; Katsura, Toshiki; Hoshino, Akiko; Usui, Kanae

2013-01-01

Objective: The purpose of this study was to examine the relationship between the emotional intelligence quotient and health-related quality of life using structural equation modeling. Methods: A self-administered questionnaire survey was conducted among 1,911 mothers who visited the Health Center for an infant medical examination. A hypothetical model was constructed using variables of the emotional intelligence quotient, social support, coping, parenting stress, and perceived health competen...

Emotional Intelligence in Christian Higher Education

Science.gov (United States)

Gliebe, Sudi Kate

2012-01-01

This paper explores the importance of emotional intelligence in Christian higher education. Specifically, it addresses possible implications between emotional intelligence skills and success in the areas of learning, mental health, and career preparation. The paper addresses the following questions: Is there a positive relationship between…

Evaluating the Emotion Ontology through use in the self-reporting of emotional responses at an academic conference.

Science.gov (United States)

Hastings, Janna; Brass, Andy; Caine, Colin; Jay, Caroline; Stevens, Robert

2014-01-01

We evaluate the application of the Emotion Ontology (EM) to the task of self-reporting of emotional experience in the context of audience response to academic presentations at the International Conference on Biomedical Ontology (ICBO). Ontology evaluation is regarded as a difficult task. Types of ontology evaluation range from gauging adherence to some philosophical principles, following some engineering method, to assessing fitness for purpose. The Emotion Ontology (EM) represents emotions and all related affective phenomena, and should enable self-reporting or articulation of emotional states and responses; how do we know if this is the case? Here we use the EM 'in the wild' in order to evaluate the EM's ability to capture people's self-reported emotional responses to a situation through use of the vocabulary provided by the EM. To achieve this evaluation we developed a tool, EmOntoTag, in which audience members were able to capture their self-reported emotional responses to scientific presentations using the vocabulary offered by the EM. We furthermore asked participants using the tool to rate the appropriateness of an EM vocabulary term for capturing their self-assessed emotional response. Participants were also able to suggest improvements to the EM using a free-text feedback facility. Here, we present the data captured and analyse the EM's fitness for purpose in reporting emotional responses to conference talks. Based on our analysis of this data set, our primary finding is that the audience are able to articulate their emotional response to a talk via the EM, and reporting via the EM ontology is able to draw distinctions between the audience's response to a speaker and between the speakers (or talks) themselves. Thus we can conclude that the vocabulary provided at the leaves of the EM are fit for purpose in this setting. We additionally obtained interesting observations from the experiment as a whole, such as that the majority of emotions captured had

Effects Of Emotional Intelligence On Marital Adjustment Of Couples ...

African Journals Online (AJOL)

Couples should be helped to develop emotion management skills. Couples should be taught emotional sensitivity skills. Our educational systems should not only develop learners' Intelligence (IQ) but their Emotional intelligence (EQI) competencies too. Emotional intelligence should form part of the criteria for marital choice ...

Improving Emotional Intelligence through Personality Development: The Effect of the Smart Phone Application based Dharma Life Program on Emotional Intelligence

Directory of Open Access Journals (Sweden)

Latha Poonamallee

2018-02-01

Full Text Available Emotional intelligence is established to predict success in leadership effectiveness in various contexts and has been linked to personality factors. This paper introduces Dharma Life Program, a novel approach to improving emotional intelligence by targeting maladaptive personality traits and triggering neuroplasticity through the use of a smart-phone application and mentoring. The program uses neuroplasticity to enable users to create a more adaptive application of their maladaptive traits, thus improving their emotional intelligence. In this study 26 participants underwent the Dharma Life Program in a leadership development setting. We assessed their emotional and social intelligence before and after the Dharma Life Program intervention using the Emotional and Social Competency Inventory (ESCI. The study found a significant improvement in the lowest three competencies and a significant improvement in almost all domains for the entire sample. Our findings suggest that the completion of the Dharma Life Program has a significant positive effect on Emotional and Social Competency scores and offers a new avenue for improving emotional intelligence competencies.

Improving Emotional Intelligence through Personality Development: The Effect of the Smart Phone Application based Dharma Life Program on Emotional Intelligence

Science.gov (United States)

Poonamallee, Latha; Harrington, Alex M.; Nagpal, Manisha; Musial, Alec

2018-01-01

Emotional intelligence is established to predict success in leadership effectiveness in various contexts and has been linked to personality factors. This paper introduces Dharma Life Program, a novel approach to improving emotional intelligence by targeting maladaptive personality traits and triggering neuroplasticity through the use of a smart-phone application and mentoring. The program uses neuroplasticity to enable users to create a more adaptive application of their maladaptive traits, thus improving their emotional intelligence. In this study 26 participants underwent the Dharma Life Program in a leadership development setting. We assessed their emotional and social intelligence before and after the Dharma Life Program intervention using the Emotional and Social Competency Inventory (ESCI). The study found a significant improvement in the lowest three competencies and a significant improvement in almost all domains for the entire sample. Our findings suggest that the completion of the Dharma Life Program has a significant positive effect on Emotional and Social Competency scores and offers a new avenue for improving emotional intelligence competencies. PMID:29527182

Emotional Intelligence, Work/Family Conflict, and Work Values among Customer Service Representatives: Basis for Organizational Support

Directory of Open Access Journals (Sweden)

Rommel P. Sergio

2015-03-01

Full Text Available This research paper discusses the profile of emotional intelligence, work/family conflict, and work values among 437 purposively selected customer service representatives (CSRs from the Middle East, Iran, Pakistan, Russia, India, and the Philippines. Moreover, the study leads to a set of organizational change development programs to assist organizations to cope with their diversity concerns. The descriptive, comparative-correlational methods were employed as this paper also aims to find the correlates of emotional intelligence such as work/family conflict, and work values. The researchers utilized several instruments, namely the Demographic Profile Sheet, Emotional Competence Inventory, Work/Family Conflict Scale, and Work Values Inventory. The general findings reveal that there is a significant relationship between emotional intelligence and work/family conflict, particularly on the areas of self- management, social awareness and relationship management; whereas, there is a significant relationship between emotional intelligence (particularly on the clusters of self- management, social awareness and relationship management and work values (specifically in the areas of management, achievement, supervisory relations, way of life, and independence. The organizational development support programs with emphasis on diversity management have been recommended to set future directions for call center organizations involved in the study.

Emotional intelligence as a determinant of leadership potential

Directory of Open Access Journals (Sweden)

Anita D. Stuart

2001-09-01

Full Text Available Emotional intelligence scores of employees of a financial institution who displayed leadership potential (n = 31 were compared with scores of a groupwho displayed little leadership potential. Leadershipwas rated by ascertaining the presence of transformational behaviour. All rated employees completed an emotional intelligence scale. Results indicated that the factors of optimism and self-actualisationwere significantly higher for the leader group. The non-leader group indicated higher scores on the positive impression scale, indicating possible positive skewing of results for that group. Generally, the research data indicates a link between the fundamental postulates of transformational leadership theory and emotional intelligence. Opsomming Emosionele intelligensie-tellings van’n groep werknemers binne ’n finansiele instelling wie leierskapspotensiaal getoon het (n = 31 is vergelyk met ’n groepwat min leierskapspotensiaal getoon het. Leierskapspotensiaal is bepaal op grond van die teenwoordigheid van transformasionele gedrag. Alle werknemerswat gemeet is het ’n emosionele intelligensieskaal voltooi. Resultate toon dat optimisme en selfaktualisasie beduidend hoer was vir die leiergroep. Die nie-leiergroep het hoer tellings getoon op die positiewe indruk-skaal, wat ’nmoontlike positiewe skeefheid van daardie groep se resultate aandui. Die navorsingsdata toon oor die algemeen’n koppeling tussen die fundamentele beginsels van transformasionele leierskapsteorie en emosionele intelligensie.

The Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions.

Science.gov (United States)

Goetz, Thomas; Becker, Eva S; Bieg, Madeleine; Keller, Melanie M; Frenzel, Anne C; Hall, Nathan C

2015-01-01

Following from previous research on intensity bias and the accessibility model of emotional self-report, the present study examined the role of emotional exhaustion in explaining the discrepancy in teachers' reports of their trait (habitual) versus state (momentary, "real") emotions. Trait reports (habitual emotions, exhaustion) were assessed via trait questionnaires, and state reports (momentary emotions) were assessed in real time via the experience sampling method by using personal digital assistants (N = 69 high school teachers; 1,089 measures within teachers). In line with our assumptions, multi-level analyses showed that, as compared to the state assessment, teachers reported higher levels of habitual teaching-related emotions of anger, anxiety, shame, boredom, enjoyment, and pride. Additionally, the state-trait discrepancy in self-reports of negative emotions was accounted for by teachers' emotional exhaustion, with high exhaustion levels corresponding with a greater state-trait discrepancy. Exhaustion levels did not moderate the state-trait discrepancy in positive emotions indicating that perceived emotional exhaustion may reflect identity-related cognitions specific to the negative belief system. Implications for research and educational practice are discussed.

The Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions

Science.gov (United States)

Goetz, Thomas; Becker, Eva S.; Bieg, Madeleine; Keller, Melanie M.; Frenzel, Anne C.; Hall, Nathan C.

2015-01-01

Following from previous research on intensity bias and the accessibility model of emotional self-report, the present study examined the role of emotional exhaustion in explaining the discrepancy in teachers’ reports of their trait (habitual) versus state (momentary, “real”) emotions. Trait reports (habitual emotions, exhaustion) were assessed via trait questionnaires, and state reports (momentary emotions) were assessed in real time via the experience sampling method by using personal digital assistants (N = 69 high school teachers; 1,089 measures within teachers). In line with our assumptions, multi-level analyses showed that, as compared to the state assessment, teachers reported higher levels of habitual teaching-related emotions of anger, anxiety, shame, boredom, enjoyment, and pride. Additionally, the state-trait discrepancy in self-reports of negative emotions was accounted for by teachers’ emotional exhaustion, with high exhaustion levels corresponding with a greater state-trait discrepancy. Exhaustion levels did not moderate the state-trait discrepancy in positive emotions indicating that perceived emotional exhaustion may reflect identity-related cognitions specific to the negative belief system. Implications for research and educational practice are discussed. PMID:26368911

Psychometric properties of Akinboye's emotional intelligence tests ...

African Journals Online (AJOL)

Various studies have been carried out on emotional intelligence. But few of these studies have been able to link emotional intelligence to creativity, innovation and entrepreneurship. Importantly, the fact that creativity, innovation and entrepreneurship are strongly driven by positive emotions cannot be ignored. This study ...

Emotional Intelligence and Social-Emotional Learning: An Overview

Science.gov (United States)

Basu, Anamitra; Mermillod, Martial

2011-01-01

The term "EI (emotional intelligence)" was first used in 1990 by Salovey and Mayer. EI involves: (1) the ability to perceive accurately, appraise and express emotion; (2) the ability to access and/or generate feelings when they facilitate thought; (3) the ability to understand emotion and emotional knowledge; and (4) the ability to regulate…

The mediating effect of job satisfaction between emotional intelligence and organisational commitment of nurses: a questionnaire survey.

Science.gov (United States)

Güleryüz, Güldal; Güney, Semra; Aydin, Eren Miski; Aşan, Oznur

2008-11-01

The effect of emotional intelligence and its dimensions on job satisfaction and organisational commitment of nurses has been investigated in this study. This paper examines the relations among emotional intelligence, job satisfaction and organisational commitment of nurses and the mediating effect of job satisfaction between emotional intelligence and organisational commitment. A questionnaire survey was carried out to explore the relations between emotional intelligence, job satisfaction and organisational commitment. Teaching hospital in Ankara, Turkey. Questionnaires were distributed by Nursing Services Administration to 550 nurses working at different departments of the hospital and 267 questionnaires were analyzed. A 45-item questionnaire which consists of emotional intelligence, job satisfaction and organisational commitment parts was carried out to investigate the relations among these variables. Some basic socio-demographic questions were included. Emotional intelligence was significantly and positively related to job satisfaction (r=0.236,pemotion (ROE)"(r=0.228,pemotion (UOE)"(r=0.155,pemotional intelligence. "Others's emotional appraisal" did not have any relations with job satisfaction or organisational commitment and "self-emotional appraisal (SEA)" was found to be a suppressor. It was found that job satisfaction is a mediator between emotional intelligence and organisational commitment. The other finding of the study was that "SEA" and "UOE" have direct effects on organisational commitment whereas job satisfaction is a mediator between "regulation of emotion" and organisational commitment.

Emotional Intelligence in Patients with Spinal Cord Injury (SCI).

Science.gov (United States)

Saberi, Hooshang; Ghajarzadeh, Mahsa

2017-05-01

Spinal Cord Injury (SCI) is a devastating situation. Spinal Cord Injury affects functional, psychological and socioeconomic aspects of patients' lives. The ability to accomplish and explicate the one's own and other's feelings and emotions to spread over appropriate information for confirming thoughts and actions is defined as emotional intelligence (EI). The goal of this study was to evaluate depression and EI in SCI patients in comparison with healthy subjects. One-hundred-ten patients with SCI and 80 healthy subjects between Aug 2014 and Aug 2015 were enrolled. The study was conducted in Imam Hospital, Tehran, Iran. All participants were asked to fill valid and reliable Persian version Emotional Quotient inventory (EQ-i) and Beck Depression Inventory (BDI). All data were analyzed using SPSS. Data were presented as Mean±SD for continuous or frequencies for categorical variables. Continuous variables compared by means of independent sample t -test. P -values less than 0.05 were considered as significant. Mean age of patients was 28.7 and mean age of controls was 30.2 yr. Spinal cord injury in 20 (18.3%) were at cervical level, in 83 (75.4%) were thoracic and in 7 (6.3%) were lumbar. Mean values of independence, stress tolerance, self-actualization, emotional Self-Awareness, reality testing, Impulse Control, flexibility, responsibility, and assertiveness were significantly different between cases and controls. Mean values of stress tolerance, optimism, self-regard, and responsibility were significantly different between three groups with different injury level. Most scales were not significantly different between male and female cases. Emotional intelligence should be considered in SCI cases as their physical and psychological health is affected by their illness.

Math anxiety and its relationship to inhibitory abilities and perceived emotional intelligence

Directory of Open Access Journals (Sweden)

Maria-José Justicia-Galiano

2016-01-01

Full Text Available Math anxiety has been found to be an emotional problem that has a negative effect on students' academic performance across different levels of education. This type of anxiety could be related to certain cognitive and emotional processes. A first objective was to examine the relationship between math anxiety and certain inhibitory abilities responsible of eliminating intrusive thoughts or preventing them access to consciousness. A second aim was to determine the extent in which math anxiety and students' self-perceptions of their own emotional abilities are related. To this end, 187 first-year undergraduate psychology students were administered different measures to assess math anxiety, statistics anxiety, inhibitory abilities, and perceived emotional intelligence. The results showed that students with high math anxiety were more likely to experience intrusive thoughts, were less effective at suppressing these thoughts, and reported lower scores in understanding and regulating their emotions. These cognitive mechanisms and emotional abilities are of relevance to better understand the nature of this type of anxiety.

The role of Trait Emotional Intelligence and social and emotional skills in students’ emotional and behavioural strengths and difficulties: A study of Greek adolescents’ perceptions.

Directory of Open Access Journals (Sweden)

Maria S. Poulou

2010-11-01

Full Text Available The emergence of the Trait Emotional Intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. A second body of research in applied settings, the Social and Emotional Learning movement, emphasized the cultivation of emotional and social skills for positive relationships in a school environment. In this paper we investigate the role of both personality traits and social and emotional skills, in the occurrence of emotional and behavioural strengths and difficulties, according to adolescent students’ self-perceptions. Five hundred and fifty-nine students from state secondary schools in Greece, aged 12-14 years old, completed The Trait Emotional Intelligence Questionnaire-Adolescent Short Form, The Matson Evaluation of Social Skills with Youngsters, and The Strengths and Difficulties Questionnaire. It was found that students with higher Trait Emotional Intelligence and stronger social and emotional skills were less likely to present emotional, conduct, hyperactivity and peer difficulties and more likely to present prosocial behaviour. Gender was a significant factor for emotional difficulties and grade for peer difficulties. The paper describes the underlying mechanisms of students’ emotional and behavioural strengths and difficulties, and provides practical implications for educators to improve the quality of students’ lives in schools.

EMOTIONAL INTELLIGENCE AND PARENTING STYLES INFLUENCE ON ADOLESCENT GIRLS

Directory of Open Access Journals (Sweden)

A V Krasnov

2016-12-01

Full Text Available Foreign psychologists believe that parenting may influence children’s development of emotional intelligence. However, little research has been done in this area. In view of the reviewed literature and given the scarcity of data, we conducted an exploratory study in an as yet unexplored field. The present study aims at examining relationships between the parenting practices and adolescents’ emotional intelligence. 74 students (17-18 years, females were surveyed to assess their perception of parenting styles and their own emotional intelligence. Spearman’s rank correlation coefficients showed that adolescents’ emotional intelligence correlated with one of maternal parenting styles (positive attitude and four of paternal parenting styles (positive attitude, directivity, autonomy, incoherence. Positive interest of parents positively correlated with adolescents’ ability for understanding their own emotions. Paternal positive interest positively correlated with adolescents’ ability for managing their own emotions and emotional intelligence. Paternal directivity positively correlated with adolescents’ ability for understanding emotions (their own and other people’s. Paternal autonomy negatively correlated with adolescents’ emotional intelligence and ability for understanding other people’s emotions. Paternalincoherence negatively correlated with adolescents’ ability for understanding and managing their own emotions.

Predicting athletic success motivation using mental skin and emotional intelligence and its components in male athletes.

Science.gov (United States)

Kajbafnezhad, H; Ahadi, H; Heidarie, A; Askari, P; Enayati, M

2012-10-01

The aim of this study was to predict athletic success motivation by mental skills, emotional intelligence and its components. The research sample consisted of 153 male athletes who were selected through random multistage sampling. The subjects completed the Mental Skills Questionnaire, Bar-On Emotional Intelligence questionnaire and the perception of sport success questionnaire. Data were analyzed using Pearson correlation coefficient and multiple regressions. Regression analysis shows that between the two variables of mental skill and emotional intelligence, mental skill is the best predictor for athletic success motivation and has a better ability to predict the success rate of the participants. Regression analysis results showed that among all the components of emotional intelligence, self-respect had a significantly higher ability to predict athletic success motivation. The use of psychological skills and emotional intelligence as an mediating and regulating factor and organizer cause leads to improved performance and can not only can to help athletes in making suitable and effective decisions for reaching a desired goal.

The trait-coverage of emotional intelligence

NARCIS (Netherlands)

De Raad, B

In this paper it is explored to what extent emotional intelligence can be expressed in terms of a standard trait model. Two studies were performed. In Study 1 a total of 437 items from several emotional intelligence questionnaires were used. The items were classified into the categories comprised by

Measuring Emotional Intelligence: Where We Are Today.

Science.gov (United States)

Finegan, Jane E.

Emotional intelligence has been defined as "the ability to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and actions" (P. Salovey and J. Mayer, 1990). As a subset of social intelligence and of personal intelligences (H. Gardner, 1983), emotional…

[Emotional intelligence and oscillatory responses on the emotional facial expressions].

Science.gov (United States)

Kniazev, G G; Mitrofanova, L G; Bocharov, A V

2013-01-01

Emotional intelligence-related differences in oscillatory responses to emotional facial expressions were investigated in 48 subjects (26 men and 22 women) in age 18-30 years. Participants were instructed to evaluate emotional expression (angry, happy and neutral) of each presented face on an analog scale ranging from -100 (very hostile) to + 100 (very friendly). High emotional intelligence (EI) participants were found to be more sensitive to the emotional content of the stimuli. It showed up both in their subjective evaluation of the stimuli and in a stronger EEG theta synchronization at an earlier (between 100 and 500 ms after face presentation) processing stage. Source localization using sLORETA showed that this effect was localized in the fusiform gyrus upon the presentation of angry faces and in the posterior cingulate gyrus upon the presentation of happy faces. At a later processing stage (500-870 ms) event-related theta synchronization in high emotional intelligence subject was higher in the left prefrontal cortex upon the presentation of happy faces, but it was lower in the anterior cingulate cortex upon presentation of angry faces. This suggests the existence of a mechanism that can be selectively increase the positive emotions and reduce negative emotions.

Predictive Estimates of Employees’ Intelligence at Workplace with Special Reference to Emotional and Spiritual Intelligence

OpenAIRE

B. K. Punia; Priyanka Yadav

2015-01-01

The piece of writing investigates the relationship between employees’ emotional and Spiritual intelligence. A conversation of spirituality and emotions within the workplace can be an unthinkable topic. However, emotional intelligence and spiritual intelligence are, at present, more widely acknowledged. Drawing a research connected with these construct we suggest that emotional intelligence within the employees in organisations may provide employees with a medium to better understand and mix s...

Emotional Intelligence of Women Who Experience Domestic Violence.

Science.gov (United States)

Tsirigotis, Konstantinos; Łuczak, Joanna

2016-03-01

Violence in family constitutes serious social and psychological problem with harmful consequences leading, among others, to changes in emotional functioning of victim and, secondarily, also perpetrator. The aim of this study was to examine emotional intelligence of women experiencing domestic violence. INTE, i.e. Polish version of "Assessing Emotional Scale" by Schutte, was used to study two groups of women. Study (criterion) group included 40 women aged 23-47 years (mean age 35.28) using assistance of Crisis Intervention Centre due to experienced domestic violence. Reference (control) group was well-matched in terms of socio-demographic characteristics and consisted of 140 women not experiencing domestic violence. Study women experiencing domestic violence have significantly lower scores on all INTE indicators (general score, Factor I and Factor II). Women not experiencing domestic violence achieved significantly higher scores on Factor I than on Factor II. In this group all INTE components (general score, Factor I, Factor II) are positively correlated, whereas in group of women experiencing domestic violence there is no significant correlation between Factor I and Factor II and coefficients are lower. Emotional intelligence of study women experiencing domestic violence is lower than emotional intelligence of women not experiencing domestic violence. Their abilities and skills making up emotional intelligence are also less developed. The internal structure of emotional intelligence of study women experiencing domestic violence differs from emotional intelligence of women not experiencing domestic violence. It seems advisable to consider emotional intelligence in the process of providing women experiencing domestic violence with psychosocial help.

The Jekyll and Hyde of emotional intelligence: emotion-regulation knowledge facilitates both prosocial and interpersonally deviant behavior

NARCIS (Netherlands)

Côté, S.; DeCelles, K.A.; McCarthy, J.M.; van Kleef, G.A.; Hideg, I.

2011-01-01

Does emotional intelligence promote behavior that strictly benefits the greater good, or can it also advance interpersonal deviance? In the investigation reported here, we tested the possibility that a core facet of emotional intelligence—emotion-regulation knowledge—can promote both prosocial and

Can Emotionally Intelligent Volleyball Players Be More Prone to Sportspersonship?

Science.gov (United States)

Can, Suleyman

2016-01-01

Emotional intelligence concept has been examined by researchers in the field of education as well as field of sports. When emotional intelligence theory examined, it comes to mind that emotional intelligence can be related to moral behaviors in sport. In this regard, the question of "Can emotional intelligence predict sportspersonship…

Trait Emotional Intelligence and Personality

OpenAIRE

Siegling, Alexander B.; Furnham, Adrian; Petrides, K. V.

2015-01-01

This study investigated if the linkages between trait emotional intelligence (trait EI) and the Five-Factor Model of personality were invariant between men and women. Five English-speaking samples (N = 307-685) of mostly undergraduate students each completed a different measure of the Big Five personality traits and either the full form or short form of the Trait Emotional Intelligence Questionnaire (TEIQue). Across samples, models predicting global TEIQue scores from the Big Five were invari...

Emotional intelligence, risk perception in abstinent cocaine dependent individuals.

Science.gov (United States)

Romero-Ayuso, Dulce; Mayoral-Gontán, Yolanda; Triviño-Juárez, José-Matías

2016-01-01

Cocaine is now responsible for the second-highest number of cessation intervention requests. In this study we analyze the different skills of emotional intelligence in cocaine- dependent patients maintaining abstinence. The Mayer- Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Balloon Analogue Risk Task (BART) were administered to 50 subjects (25 individuals with no history of drug use and 25 individuals in treatment at the Addictive Behaviors Unit in a state of withdrawal at the time of evaluation). The results showed differences between these groups in overall emotional intelligence quotient, strategic emotional intelligence, understanding emotions and emotional management. Cocaine-addicted participants showed difficulties in analyzing complex emotions and regulating their emotional response, aspects that can interfere with interactions in daily life.

Neural correlates of emotional intelligence in a visual emotional oddball task: an ERP study.

Science.gov (United States)

Raz, Sivan; Dan, Orrie; Zysberg, Leehu

2014-11-01

The present study was aimed at identifying potential behavioral and neural correlates of Emotional Intelligence (EI) by using scalp-recorded Event-Related Potentials (ERPs). EI levels were defined according to both self-report questionnaire and a performance-based ability test. We identified ERP correlates of emotional processing by using a visual-emotional oddball paradigm, in which subjects were confronted with one frequent standard stimulus (a neutral face) and two deviant stimuli (a happy and an angry face). The effects of these faces were then compared across groups with low and high EI levels. The ERP results indicate that participants with high EI exhibited significantly greater mean amplitudes of the P1, P2, N2, and P3 ERP components in response to emotional and neutral faces, at frontal, posterior-parietal and occipital scalp locations. P1, P2 and N2 are considered indexes of attention-related processes and have been associated with early attention to emotional stimuli. The later P3 component has been thought to reflect more elaborative, top-down, emotional information processing including emotional evaluation and memory encoding and formation. These results may suggest greater recruitment of resources to process all emotional and non-emotional faces at early and late processing stages among individuals with higher EI. The present study underscores the usefulness of ERP methodology as a sensitive measure for the study of emotional stimuli processing in the research field of EI. Copyright © 2014 Elsevier Inc. All rights reserved.

A New Layered Model on Emotional Intelligence

Science.gov (United States)

Drigas, Athanasios S.

2018-01-01

Emotional Intelligence (EI) has been an important and controversial topic during the last few decades. Its significance and its correlation with many domains of life has made it the subject of expert study. EI is the rudder for feeling, thinking, learning, problem-solving, and decision-making. In this article, we present an emotional–cognitive based approach to the process of gaining emotional intelligence and thus, we suggest a nine-layer pyramid of emotional intelligence and the gradual development to reach the top of EI. PMID:29724021

Emotional intelligence predicts success in medical school.

Science.gov (United States)

Libbrecht, Nele; Lievens, Filip; Carette, Bernd; Côté, Stéphane

2014-02-01

Accumulating evidence suggests that effective communication and interpersonal sensitivity during interactions between doctors and patients impact therapeutic outcomes. There is an important need to identify predictors of these behaviors, because traditional tests used in medical admissions offer limited predictions of "bedside manners" in medical practice. This study examined whether emotional intelligence would predict the performance of 367 medical students in medical school courses on communication and interpersonal sensitivity. One of the dimensions of emotional intelligence, the ability to regulate emotions, predicted performance in courses on communication and interpersonal sensitivity over the next 3 years of medical school, over and above cognitive ability and conscientiousness. Emotional intelligence did not predict performance on courses on medical subject domains. The results suggest that medical schools may better predict who will communicate effectively and show interpersonal sensitivity if they include measures of emotional intelligence in their admission systems. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Building Emotional Competence in Educators

Science.gov (United States)

Kasler, Jonathan; Hen, Meirav; Nov, Adi Sharabi

2013-01-01

The importance of emotion in the process of learning interpersonal communication in educational settings has been well documented. We administered the Schutte Self-Report Emotional Intelligence Test (Schutte et al., 1998), the Interpersonal Reactivity Index (Davis, 1980), and the Emotional Self-Efficacy Scale (Kirk et al., 2008) to 50…

Thinking style preference, emotional intelligence and leadership effectiveness

Directory of Open Access Journals (Sweden)

Tessie H. Herbst

2008-04-01

Full Text Available In this study, the researchers investigate the relationship between thinking style preference, emotional intelligence and leadership effectiveness in an institution of higher education. The measuring instruments used were the Neethling Brain Preference Profle (NBPP and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT, as well as the Kouzes and Posner Leadership Practices Inventory (LPI. The sample comprised 138 managers within a higher education institution. The researchers found some evidence to support the relationship between thinking style, emotional intelligence (EI and leadership effectiveness. The researchers concluded that facets of brain dominance and emotional intelligence may be potentially useful predictors of transformational leadership behaviours.

Self-reported emotion regulation in adults with Tourette's syndrome.

Science.gov (United States)

Drury, Helena; Wilkinson, Verity; Robertson, Mary M; Channon, Shelley

2016-11-30

Recent work has reported mild impairments in social and emotional processing in Tourette's syndrome (TS), but deliberate attempts to use specific emotion regulation strategies have not been investigated previously. In the present study, adult participants with TS and no comorbidities (TS-alone) were compared to healthy control participants on several self-report measures assessing habitual use of reappraisal and suppression emotion regulation strategies. There were no group differences on measures of reappraisal, but the TS-alone group reported using suppression more frequently than the control group and this was true across a range of negative emotions. The groups did not differ on symptomatology scores of anxiety or depression, although more frequent use of suppression was associated with higher depressive symptomatology for the TS-alone group only. Further work is needed to examine potential factors that may influence emotion regulation in TS, including increased emotional reactivity or expertise in applying strategies to suppress tic symptoms. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Distributed neural system for emotional intelligence revealed by lesion mapping.

Science.gov (United States)

Barbey, Aron K; Colom, Roberto; Grafman, Jordan

2014-03-01

Cognitive neuroscience has made considerable progress in understanding the neural architecture of human intelligence, identifying a broadly distributed network of frontal and parietal regions that support goal-directed, intelligent behavior. However, the contributions of this network to social and emotional aspects of intellectual function remain to be well characterized. Here we investigated the neural basis of emotional intelligence in 152 patients with focal brain injuries using voxel-based lesion-symptom mapping. Latent variable modeling was applied to obtain measures of emotional intelligence, general intelligence and personality from the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT), the Wechsler Adult Intelligence Scale and the Neuroticism-Extroversion-Openness Inventory, respectively. Regression analyses revealed that latent scores for measures of general intelligence and personality reliably predicted latent scores for emotional intelligence. Lesion mapping results further indicated that these convergent processes depend on a shared network of frontal, temporal and parietal brain regions. The results support an integrative framework for understanding the architecture of executive, social and emotional processes and make specific recommendations for the interpretation and application of the MSCEIT to the study of emotional intelligence in health and disease.

Distributed neural system for emotional intelligence revealed by lesion mapping

Science.gov (United States)

Colom, Roberto; Grafman, Jordan

2014-01-01

Cognitive neuroscience has made considerable progress in understanding the neural architecture of human intelligence, identifying a broadly distributed network of frontal and parietal regions that support goal-directed, intelligent behavior. However, the contributions of this network to social and emotional aspects of intellectual function remain to be well characterized. Here we investigated the neural basis of emotional intelligence in 152 patients with focal brain injuries using voxel-based lesion-symptom mapping. Latent variable modeling was applied to obtain measures of emotional intelligence, general intelligence and personality from the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT), the Wechsler Adult Intelligence Scale and the Neuroticism-Extroversion-Openness Inventory, respectively. Regression analyses revealed that latent scores for measures of general intelligence and personality reliably predicted latent scores for emotional intelligence. Lesion mapping results further indicated that these convergent processes depend on a shared network of frontal, temporal and parietal brain regions. The results support an integrative framework for understanding the architecture of executive, social and emotional processes and make specific recommendations for the interpretation and application of the MSCEIT to the study of emotional intelligence in health and disease. PMID:23171618

Promoting well-being: The contribution of emotional intelligence

Directory of Open Access Journals (Sweden)

Annamaria Di Fabio

2016-08-01

Full Text Available Adopting a primary prevention perspective, this study examines competencies with the potential to enhance well-being and performance among future workers. More specifically, the contributions of ability-based and trait models of emotional intelligence (EI, assessed through well-established measures, to indices of hedonic and eudaimonic well-being were examined for a sample of 157 Italian high school students. The Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT was used to assess ability-based EI, the Bar-On Emotional Intelligence Inventory (EQ-i and the Trait Emotional Intelligence Questionnaire (TeiQue were used to assess trait EI, the Positive and Negative Affect Scale (PANAS and the Satisfaction With Life Scale (SWLS were used to assess hedonic well-being, and the Meaningful Life Measure (MLM was used to assess eudaimonic well-being. The results highlight the contributions of trait emotional intelligence in explaining both hedonic and eudaimonic well-being, after controlling for the effects of fluid intelligence and personality traits. Implications for further research and intervention regarding future workers are discussed.

Emotional reactivity and emotion regulation among adults with a history of self-harm: laboratory self-report and functional MRI evidence.

Science.gov (United States)

Davis, Tchiki S; Mauss, Iris B; Lumian, Daniel; Troy, Allison S; Shallcross, Amanda J; Zarolia, Paree; Ford, Brett Q; McRae, Kateri

2014-08-01

Intentionally hurting one's body (deliberate self-harm; DSH) is theorized to be associated with high negative emotional reactivity and poor emotion regulation ability. However, little research has assessed the relationship between these potential risk factors and DSH using laboratory measures. Therefore, we conducted 2 studies using laboratory measures of negative emotional reactivity and emotion regulation ability. Study 1 assessed self-reported negative emotions during a sad film clip (reactivity) and during a sad film clip for which participants were instructed to use reappraisal (regulation). Those with a history of DSH were compared with 2 control groups without a history of DSH matched on key demographics: 1 healthy group low in depression and anxiety symptoms and 1 group matched to the DSH group on depression and anxiety symptoms. Study 2 extended Study 1 by assessing neural responding to negative images (reactivity) and negative images for which participants were instructed to use reappraisal (regulation). Those with a history of DSH were compared with a control group matched to the DSH group on demographics, depression, and anxiety symptoms. Compared with control groups, participants with a history of DSH did not exhibit greater negative emotional reactivity but did exhibit lower ability to regulate emotion with reappraisal (greater self-reported negative emotions in Study 1 and greater amygdala activation in Study 2 during regulation). These results suggest that poor emotion regulation ability, but not necessarily greater negative emotional reactivity, is a correlate of and may be a risk factor for DSH, even when controlling for mood disorder symptoms. (c) 2014 APA, all rights reserved.

The role of emotional intelligence and organisational support on work stress of nurses in Ibadan, Nigeria.

Science.gov (United States)

Lawal, Abiodun M; Idemudia, Erhabor S

2017-05-23

Universally, nurses have been reported to be a group at high risk of workplace stress. However, nurses' responses to stressful situations at work could be the outcomes of individual differences and organisational factors. We examined the independent and joint contributions of four dimensions of emotional intelligence and perceived organisational support in work stress of nurses in a teaching hospital in Nigeria. The study was a cross-sectional survey research design, which selected 228 (41 male and 187 female nurses) nurses through the use of convenience sampling. Questionnaires comprising demographics with work stress, organisational support and emotional intelligence scales were administered to the sampled 228 nurses in the study. Data were analysed with the use of correlational matrix and hierarchical multiple regression. Self-emotion appraisal, others' emotion appraisal, use of emotion, regulation of emotion and perceived organisational support were found to have joint contributions to explaining work stress among nurses. Others' emotion appraisal, use of emotion and perceived organisational support were found to have independent relationships with work stress. Our findings stress that judgement of others' emotions, accurate use of emotion by nurses and support from management of the hospital are most important in explaining their reactions towards work-related stress.

Are Emotionally Intelligent EFL Teachers More Satisfied Professionally?

Directory of Open Access Journals (Sweden)

Mohammad Hossein Hekmatzadeh

2016-03-01

Full Text Available Despite the fact that Intelligence Quotient (IQ is an important factor in one’s success in terms of working environment, it is believed that emotional quotient or EQ plays a more important role. With that in mind, this study investigated the relationship between emotional intelligence and job satisfaction of English as Foreign Language (EFL teachers who work at private language institutes in Iran/Shiraz. Furthermore, this study tried to answer whether there is a significant difference between emotional intelligence and job satisfaction of Iranian’s EFL teachers in terms of gender.  A 90-item Bar-On questionnaire was used to measure the teachers’ emotional intelligence; also, a modified version of Karavas’s (2010 job satisfaction scale was used to see how satisfied our teachers are with their teaching career. To answer the research question, Pearson Product-Moment Correlation Coefficient statistical test was run. The results showed that there was a positive and significant correlation between emotional intelligence and job satisfaction of EFL teachers in Iran/Shiraz. Furthermore, the results revealed that there was a statistically significant difference in emotional intelligence between EFL male and female teachers, but there was no statistically significant relationship between Iranian EFL teachers’ job satisfaction in terms of gender. Based on our findings, it is suggested that some preparatory courses aiming at enhancing the important psychological traits such as emotional intelligence should be incorporated in educational programs designed for novice teachers so that it will contribute to pedagogical improvement.

Practical Leader Development Program Using Emotional Intelligence

DEFF Research Database (Denmark)

Barfod, Jakob Rømer; Bakkegaard, Bjarne

2017-01-01

The Danish Army has more than ten years of experience working with developing emotional intelligence in the Royal Danish Army Officers’ Academy (RDAOA), and the Academy has developed military leaders who have benefitted from emotional intelligence training. Today many of the military leaders...... are better at understanding themselves as well as their ability to build relationships whilst under great pressure e.g. during combat operations. On the basis of field experience, qualitative research and quantitative data the effects of working with emotional intelligence in a structured way is presented...

Does emotional intelligence influence success during medical school admissions and program matriculation?: a systematic review.

Science.gov (United States)

Cook, Christian Jaeger; Cook, Chad E; Hilton, Tiffany N

2016-01-01

It aimed at determining whether emotional intelligence is a predictor for success in a medical school program and whether the emotional intelligence construct correlated with other markers for admission into medical school. Three databases (PubMed, CINAHL, and ERIC) were searched up to and including July 2016, using relevant terms. Studies written in English were selected if they included emotional intelligence as a predictor for success in medical school, markers of success such as examination scores and grade point average and association with success defined through traditional medical school admission criteria and failures, and details about the sample. Data extraction included the study authors and year, population description, emotional intelligence I tool, outcome variables, and results. Associations between emotional intelligence scores and reported data were extracted and recorded. Six manuscripts were included. Overall, study quality was high. Four of the manuscripts examined emotional intelligence as a predictor for success while in medical school. Three of these four studies supported a weak positive relationship between emotional intelligence scores and success during matriculation. Two of manuscripts examined the relationship of emotional intelligence to medical school admissions. There were no significant relevant correlations between emotional intelligence and medical school admission selection. Emotional intelligence was correlated with some, but not all, measures of success during medical school matriculation and none of the measures associated with medical school admissions. Variability in success measures across studies likely explains the variable findings.

Does emotional intelligence influence success during medical school admissions and program matriculation?: a systematic review

Directory of Open Access Journals (Sweden)

Christian Jaeger Cook

2016-11-01

Full Text Available Purpose It aimed at determining whether emotional intelligence is a predictor for success in a medical school program and whether the emotional intelligence construct correlated with other markers for admission into medical school. Methods Three databases (PubMed, CINAHL, and ERIC were searched up to and including July 2016, using relevant terms. Studies written in English were selected if they included emotional intelligence as a predictor for success in medical school, markers of success such as examination scores and grade point average and association with success defined through traditional medical school admission criteria and failures, and details about the sample. Data extraction included the study authors and year, population description, emotional intelligence I tool, outcome variables, and results. Associations between emotional intelligence scores and reported data were extracted and recorded. Results Six manuscripts were included. Overall, study quality was high. Four of the manuscripts examined emotional intelligence as a predictor for success while in medical school. Three of these four studies supported a weak positive relationship between emotional intelligence scores and success during matriculation. Two of manuscripts examined the relationship of emotional intelligence to medical school admissions. There were no significant relevant correlations between emotional intelligence and medical school admission selection. Conclusion Emotional intelligence was correlated with some, but not all, measures of success during medical school matriculation and none of the measures associated with medical school admissions. Variability in success measures across studies likely explains the variable findings.

Do Narcissism and Emotional Intelligence Win Us Friends? Modeling Dynamics of Peer Popularity Using Inferential Network Analysis.

Science.gov (United States)

Czarna, Anna Z; Leifeld, Philip; Śmieja, Magdalena; Dufner, Michael; Salovey, Peter

2016-09-27

This research investigated effects of narcissism and emotional intelligence (EI) on popularity in social networks. In a longitudinal field study, we examined the dynamics of popularity in 15 peer groups in two waves (N = 273). We measured narcissism, ability EI, and explicit and implicit self-esteem. In addition, we measured popularity at zero acquaintance and 3 months later. We analyzed the data using inferential network analysis (temporal exponential random graph modeling, TERGM) accounting for self-organizing network forces. People high in narcissism were popular, but increased less in popularity over time than people lower in narcissism. In contrast, emotionally intelligent people increased more in popularity over time than less emotionally intelligent people. The effects held when we controlled for explicit and implicit self-esteem. These results suggest that narcissism is rather disadvantageous and that EI is rather advantageous for long-term popularity. © 2016 by the Society for Personality and Social Psychology, Inc.

The Relationship between Emotional Intelligence and Productive Language Skills

Science.gov (United States)

Genç, Gülten; Kulusakh, Emine; Aydin, Savas

2016-01-01

Emotional intelligence has recently attracted educators' attention around the world. Educators who try to investigate the factors in language learning achievement have decided to pave the way to success through emotional intelligence. The relationship between emotional intelligence and language learning is the major concern of this study. The…

Exploring the validity of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) with established emotions measures.

Science.gov (United States)

Roberts, Richard D; Schulze, Ralf; O'Brien, Kristin; MacCann, Carolyn; Reid, John; Maul, Andy

2006-11-01

Emotions measures represent an important means of obtaining construct validity evidence for emotional intelligence (EI) tests because they have the same theoretical underpinnings. Additionally, the extent to which both emotions and EI measures relate to intelligence is poorly understood. The current study was designed to address these issues. Participants (N = 138) completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), two emotions measures, as well as four intelligence tests. Results provide mixed support for the model hypothesized to underlie the MSCEIT, with emotions research and EI measures failing to load on the same factor. The emotions measures loaded on the same factor as intelligence measures. The validity of certain EI components (in particular, Emotion Perception), as currently assessed, appears equivocal. Copyright 2006 APA, all rights reserved.

The mediating effect of emotional intelligence between emotional labour, job stress, burnout and nurses' turnover intention.

Science.gov (United States)

Hong, Eunyoung; Lee, Young Sook

2016-12-01

This study was designed to construct and test the structural equation modelling on nurses' turnover intention including emotional labour, job stress, emotional intelligence and burnout in order to identify the mediating effect of emotional intelligence between those variables. Emotional labour, job stress and burnout increase turnover intention of nurses. However, emotional intelligence is negatively correlated with emotional labour and reduces job stress, burnout and turnover intention. Structural equation modelling was used to analyse the goodness of fit of the hypothetical model of nurses' turnover intention. Research data were collected via questionnaires from 4 to 22 August 2014 and analysed using SPSS version 18.0 and AMOS version 20.0. The model fit indices for the hypothetical model were suitable for recommended. Emotional intelligence has decreasing effect on turnover intention through burnout, although its direct effect on turnover intention is not significant. Emotional intelligence has mediation effect between emotional labour and burnout. This study's results suggest that increasing emotional intelligence might critically decrease nurses' turnover intention by reducing the effect of emotional labour on burnout. © 2016 John Wiley & Sons Australia, Ltd.

Personality and emotional intelligence in teacher burnout.

Science.gov (United States)

Pishghadam, Reza; Sahebjam, Samaneh

2012-03-01

This paper aims to investigate the relationship between teacher's personality types, emotional intelligence and burnout and to predict the burnout levels of 147 teachers in the city of Mashhad (Iran). To this end, we have used three inventories: Maslach Burnout Inventory (MBI), NEO Five Factor Inventory (NEO-FFI), and Emotional Quotient Inventory (EQ-I). We used Homogeneity Analysis and Multiple Linear Regression to analyze the data. The results exhibited a significant relationship between personality types and emotional intelligence and the three dimensions of burnout. It was indicated that the best predictors for emotional exhaustion were neuroticism and extroversion, for depersonalization were intrapersonal scale of emotional intelligence and agreeableness, and for personal accomplishment were interpersonal scale and conscientiousness. Finally, the results were discussed in the context of teacher burnout.

Trait Emotional Intelligence Is Related to Risk Taking when Adolescents Make Deliberative Decisions

Directory of Open Access Journals (Sweden)

Angelo Panno

2016-08-01

Full Text Available Most forms of risky behavior reach their peak during adolescence. A prominent line of research is exploring the relationship between people’s emotional self-efficacy and risk taking, but little is known about this relationship in the cognitive-deliberative domain among adolescents. The main aim of the present study consists in investigating whether trait EI (Emotional Intelligence is positively related to risk taking under predominantly cognitive-deliberative conditions among adolescents. Ninety-four adolescents played the cold version of the Columbia Card Task one month following an assessment of their trait EI. Results showed that trait EI is associated with risk taking under cognitive-deliberative conditions among adolescents. Moreover, the present research showed that trait EI is related to risk taking through the decision makers’ self-motivation. These results provide novel insights into research investigating the connections between emotional intelligence, decision science and adolescence research.

Identifying emotional intelligence in professional nursing practice.

Science.gov (United States)

Kooker, Barbara Molina; Shoultz, Jan; Codier, Estelle E

2007-01-01

The National Center for Health Workforce Analysis projects that the shortage of registered nurses in the United States will double by 2010 and will nearly quadruple to 20% by 2015 (Bureau of Health Professionals Health Resources and Services Administration. [2002]. Projected supply, demand, and shortages of registered nurses, 2000-2020 [On-line]. Available: http:bhpr.hrsa.gov/healthworkforce/reports/rnprojects/report.htm). The purpose of this study was to use the conceptual framework of emotional intelligence to analyze nurses' stories about their practice to identify factors that could be related to improved nurse retention and patient/client outcomes. The stories reflected evidence of the competencies and domains of emotional intelligence and were related to nurse retention and improved outcomes. Nurses recognized their own strengths and limitations, displayed empathy and recognized client needs, nurtured relationships, used personal influence, and acted as change agents. Nurses were frustrated when organizational barriers conflicted with their knowledge/intuition about nursing practice, their communications were disregarded, or their attempts to create a shared vision and teamwork were ignored. Elements of professional nursing practice, such as autonomy, nurse satisfaction, respect, and the professional practice environment, were identified in the excerpts of the stories. The shortage of practicing nurses continues to be a national issue. The use of emotional intelligence concepts may provide fresh insights into ways to keep nurses engaged in practice and to improve nurse retention and patient/client outcomes.

On the validity of self-report assessment of cognitive abilities: Attentional control scale associations with cognitive performance, emotional adjustment, and personality.

Science.gov (United States)

Williams, Paula G; Rau, Holly K; Suchy, Yana; Thorgusen, Sommer R; Smith, Timothy W

2017-05-01

Individual differences in attentional control involve the ability to voluntarily direct, shift, and sustain attention. In studies of the role of attentional control in emotional adjustment, social relationships, and vulnerability to the effects of stress, self-report questionnaires are commonly used to measure this construct. Yet, convincing evidence of the association between self-report scales and actual cognitive performance has not been demonstrated. Across 2 independent samples, we examined associations between self-reported attentional control (Attentional Control Scale; ACS), self-reported emotional adjustment, Five-Factor Model personality traits (NEO Personality Inventory-Revised) and performance measures of attentional control. Study 1 examined behavioral performance on the Attention Network Test (ANT; Fan, McCandliss, Sommer, Raz, & Posner, 2002) and the Modified Switching Task (MST; Suchy & Kosson, 2006) in a large sample (n = 315) of healthy young adults. Study 2 (n = 78) examined behavioral performance on standardized neuropsychological tests of attention, including Conner's Continuous Performance Test-II and subtests from the Wechsler Adult Intelligence Scales, Third Edition (WAIS-III; Psychological Corporation, 1997) and Delis-Kaplan Executive Function System (D-KEFS; Delis, Kaplan, & Kramer, 2001). Results indicated that the ACS was largely unrelated to behavioral performance measures of attentional control but was significantly associated with emotional adjustment, neuroticism, and conscientiousness. These findings suggest that although self-reported attentional control may be a useful construct, researchers using the ACS should exercise caution in interpreting it as a proxy for actual cognitive ability or performance. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Individual and social correlates of aggressive behavior in Lebanese undergraduates: The role of trait emotional intelligence.

Science.gov (United States)

Sanchez-Ruiz, Maria-Jose; Baaklini, Amal

2018-01-01

This study investigates the relationship between Aggressive Behavior and individual factors, namely trait Emotional Intelligence, personality dimensions, emotion regulation and self-worth, as well as social factors, namely accepting/rejecting parenting styles and exposure to violence. The sample consisted of 252 university students in Lebanon (154 females), from 16 to 30 years old. Results from hierarchical regression analyses (controlling for age and gender and in the presence of social and individual predictors) showed that the Self-control and Emotionality factors of trait Emotional Intelligence were significant negative predictors of Aggressive Behavior while controlling for age and gender and in the presence of social and individual predictors). Exposure to violence and openness to experience also predicted Aggressive Behavior. Implications for future research and limitations of the present study are discussed.

Emotional Intelligence and the ACGME Competencies.

Science.gov (United States)

Webb, Anita R; Young, Richard A; Baumer, Joane G

2010-12-01

Residency programs desire assessment tools for teaching and measuring resident attainment of the Accreditation Council for Graduate Medical Education competencies, including interpersonal and communication skills. We sought to evaluate the use of emotional intelligence (EI) assessment and training tools in assessing and enhancing interpersonal and communication skills. We used a quasi-experimental design, with an intervention and control group composed of 1 class each of family medicine residents. The intervention was EI coaching. The assessment used the Emotional and Social Competence Inventory, a 360-degree EI survey consisting of self and other (colleague) ratings for 12 EI competencies. There were 21 participants in each of the 3 assessments (test, posttest, and control). Our EI coaching intervention had very limited participation due to a lack of protected time for EI coaching and residents' competing obligations. Return rates for self surveys were 86% to 91% and 66% to 68% for others. On all 3 trials, ratings by others were significantly higher than self ratings for every competence (range, P competencies. None of the intervention group self ratings increased significantly on posttesting, whereas ratings by others increased significantly for coach/mentor (P coaching intervention was unsuccessful, the effects of coaching on interpersonal and communication skills could not be assessed.

Emotional intelligence and social interaction.

Science.gov (United States)

Lopes, Paulo N; Brackett, Marc A; Nezlek, John B; Schütz, Astrid; Sellin, Ina; Salovey, Peter

2004-08-01

Two studies found positive relationships between the ability to manage emotions and the quality of social interactions, supporting the predictive and incremental validity of an ability measure of emotional intelligence, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). In a sample of 118 American college students (Study 1), higher scores on the managing emotions subscale of the MSCEIT were positively related to the quality of interactions with friends, evaluated separately by participants and two friends. In a diary study of social interaction with 103 German college students (Study 2), managing emotions scores were positively related to the perceived quality of interactions with opposite sex individuals. Scores on this subscale were also positively related to perceived success in impression management in social interactions with individuals of the opposite sex. In both studies, the main findings remained statistically significant after controlling for Big Five personality traits.

Emotional Intelligence as a Predictor of Resident Well-Being.

Science.gov (United States)

Lin, Dana T; Liebert, Cara A; Tran, Jennifer; Lau, James N; Salles, Arghavan

2016-08-01

There is increasing recognition that physician wellness is critical; it not only benefits the provider, but also influences quality and patient care outcomes. Despite this, resident physicians suffer from a high rate of burnout and personal distress. Individuals with higher emotional intelligence (EI) are thought to perceive, process, and regulate emotions more effectively, which can lead to enhanced well-being and less emotional disturbance. This study sought to understand the relationship between EI and wellness among surgical residents. Residents in a single general surgery residency program were surveyed on a voluntary basis. Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire-Short Form. Resident wellness was assessed with the Dupuy Psychological General Well-Being Index, Maslach Burnout Inventory, and Beck Depression Inventory-Short Form. Emotional intelligence and wellness parameters were correlated using Pearson coefficients. Multivariate analysis was performed to identify factors predictive of well-being. Seventy-three residents participated in the survey (response rate 63%). Emotional intelligence scores correlated positively with psychological well-being (r = 0.74; p emotional exhaustion (r = -0.69; p emotional exhaustion (β = -0.63; p Emotional intelligence is a strong predictor of resident well-being. Prospectively measuring EI can identify those who are most likely to thrive in surgical residency. Interventions to increase EI can be effective at optimizing the wellness of residents. Copyright © 2016. Published by Elsevier Inc.

The relationship between emotional intelligence and transformational-transactional leadership style among the heads of nursing education departments in Iranian medical universities, 2012

Directory of Open Access Journals (Sweden)

2014-01-01

Full Text Available Background and objectives: Emotional intelligence contributes to the success in leadership, especially among nursing managers. This study sought to determine the relationship between the components of emotional intelligence and transformational-transactional leadership style among the heads of nursing education departments of Iranian medical universities.Methods: This cross-sectional study used convenience sampling to select the managers of 68 nursing education departments from the country’s universities of medical sciences. Data were collected using the Bar-On Emotional Quotient Inventory and Bass’s Multifactor Leadership Questionnaire. Data analysis was performed with Pearson’s correlation coefficient, analysis of variance, and Student’s test in SPSS version 16.0.Results: There was a direct, positive correlation between emotional intelligence and leadership style (P < 0.05 r = 0.36. The components of problem solving, happiness, independence, self-actualization, emotional self-awareness, interpersonal relationship, optimism, and accountability showed significant correlations with all leadership styles. However, impulse control was not significantly correlation with any of the leadership styles.Conclusion: Considering the significant positive correlation between the components of emotional intelligence and leadership styles, training about emotional intelligence and its components and reinforcing the components of emotional intelligence can be beneficial to presenting leadership styles and thus more successful management.

Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

Science.gov (United States)

Hen, Meirav; Goroshit, Marina

2014-01-01

Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

Emotional intelligence in incarcerated men with psychopathic traits

OpenAIRE

Ermer, Elsa; Kahn, Rachel E.; Salovey, Peter; Kiehl, Kent A.

2012-01-01

The expression, recognition, and communication of emotional states are ubiquitous features of the human social world. Emotional intelligence (EI) is defined as the ability to perceive, manage, and reason about emotions, in oneself and others. Individuals with psychopathy have numerous difficulties in social interaction and show impairment on some emotional tasks. Here we investigate the relation between emotional intelligence and psychopathy in a sample of incarcerated men (n=374), using the ...