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Sample records for underlying emotional intelligence

  1. Relationship between Emotional Intelligence

    African Journals Online (AJOL)

    GB

    Items 21 - 28 ... Mayer, DiPaolo and. Salovey (1990) introduced emotional intelligence as a set of social skills and abilities, distinct from rational intelligence (1). In the early 1990, the term emotional intelligence in the Mayer and. Salovey's scientific literature is defined as the subgroup of social intelligence. That is including.

  2. 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...

  3. 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…

  4. Emotional Intelligence in Education

    Science.gov (United States)

    Fernandez-Berrocal, Pablo; Ruiz, Desiree

    2008-01-01

    Emotional intelligence (EI) has emerged in the past twenty five years as one of the crucial components of emotional adjustment, personal well-being, life success, and interpersonal relationships in different contexts of everyday life. This article provides a critical review of the research field of EI in the school context and analyzes its present…

  5. Emotional intelligence and emotional creativity.

    Science.gov (United States)

    Ivcevic, Zorana; Brackett, Marc A; Mayer, John D

    2007-04-01

    Three studies examined the relationship between emotional intelligence (EI) and emotional creativity (EC) and whether each construct was predictive of creative behavior. It was hypothesized that the relationship between EI and EC corresponds to the relationship between cognitive intelligence and creative ability. Therefore, EI and EC were expected to be two distinct sets of abilities. Intercorrelations and confirmatory factor analyses supported the hypothesis. Furthermore, it was hypothesized that EC, but not EI, would correlate with behavioral creativity. Self-report measures of EC significantly correlated with laboratory and self-reported creativity measures in both studies, while ability measures of EC only correlated with self-reported artistic activity. EI was uncorrelated with creative behavior.

  6. 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…

  7. Emotionally Intelligent Interventions for Students with Reading Disabilities

    Science.gov (United States)

    Pellitteri, John; Dealy, Michael; Fasano, Charles; Kugler, John

    2006-01-01

    The construct of emotional intelligence provides a framework for understanding emotional processes in students with reading disabilities. The components of emotional intelligence include the perception of emotions, emotional facilitation of thinking, emotional knowledge, and emotional regulation. This article examines underlying affective…

  8. Philosophy Underlying Emotional Intelligence in Relation to Level of Curiosity and Academic Achievement of Rural Area Students

    OpenAIRE

    Aminuddin Hassan; Tajularipin Sulaiman; Rohaizan Ishak

    2009-01-01

    Problem statement: Since emotional intelligence is still not wholly-accepted despite evidences of its powerful influence in general setting, this study is therefore conducted to identify the emotional intelligence level among school students in rural areas, relationships between emotional intelligence and anxiety, as well as relationships between emotional intelligence and academic achievement. Approach: It involved a sample of 223 form 1 and form 4 students. Process of data collection was ad...

  9. Emotional Intelligence and Interpersonal Relations.

    Science.gov (United States)

    Schutte, Nicola S.; Malouff, John M.; Bobik, Chad; Coston, Tracie D.; Greeson, Cyndy; Jedlicka, Christina; Rhodes, Emily; Wendorf, Greta

    2001-01-01

    Presents the results of seven studies that focused on the link between emotional intelligence and interpersonal relations. Tests emotional intelligence with empathy and self-monitoring, social skills, cooperation, relations with others, and marital satisfaction. Explores preference for emotionally intelligent partners in the final study. Includes…

  10. Emotional intelligence and interpersonal relations.

    Science.gov (United States)

    Schutte, N S; Malouff, J M; Bobik, C; Coston, T D; Greeson, C; Jedlicka, C; Rhodes, E; Wendorf, G

    2001-08-01

    In 7 studies, the authors examined the link between emotional intelligence and interpersonal relations. In Studies 1 and 2, the participants with higher scores for emotional intelligence had higher scores for empathic perspective taking and self-monitoring in social situations. In Study 3, the participants with higher scores for emotional intelligence had higher scores for social skills. In Study 4, the participants with higher scores for emotional intelligence displayed more cooperative responses toward partners. In Study 5, the participants with higher scores for emotional intelligence had higher scores for close and affectionate relationships. In Study 6, the participants' scores for marital satisfaction were higher when they rated their marital partners higher for emotional intelligence. In Study 7, the participants anticipated greater satisfaction in relationships with partners described as having emotional intelligence.

  11. Emotionally intelligent teachers

    Directory of Open Access Journals (Sweden)

    Rosario Cabello

    2010-04-01

    Full Text Available In this article, we describe the importance of complementing teachers’ training with the learning and development of social and emotional aspects. It is in this way that Emotional Intelligence (EI –understood as a complement of the cognitive development of teachers and students– is to play a role in the educational context. We review Mayer & Salovey’s ability model (1997, some of the programmes of socio-emotional improvement that are also designed for teachers and several activities for the development of teachers’ EI. In addition, we examine the implications for teachers derived from the development of their EI to enhance their capacity to appropriately perceive, understand and manage one’s own emotions and those of others.

  12. 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.

  13. 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...

  14. 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

  15. Emotional Intelligence and Simulation.

    Science.gov (United States)

    McKinley, Sophia K; Phitayakorn, Roy

    2015-08-01

    Emotional intelligence (EI) is an established concept in the business literature with evidence that it is an important factor in determining career achievement. There is increasing interest in the role that EI has in medical training, but it is still a nascent field. This article reviews the EI literature most relevant to surgical training and proposes that simulation offers many benefits to the development of EI. Although there are many unanswered questions, it is expected that future research will demonstrate the effectiveness of using simulation to develop EI within surgery. Copyright © 2015 Elsevier Inc. All rights reserved.

  16. 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.

  17. Emotional Intelligence: A Stable Change?

    Science.gov (United States)

    Goroshit, Marina; Hen, Meirav

    2012-01-01

    In recent decades, emotional intelligence (EI) has emerged as one of the crucial components of emotional adjustment, personal well-being, interpersonal relationships, and overall success in life. Yet few professional curricula adequately address this subject. The results of this study indicate that the potential for enhanced emotional intelligence…

  18. 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.

  19. Emotional Intelligence in Romanian Business

    Directory of Open Access Journals (Sweden)

    Ecaterina Necsulescu

    2010-06-01

    Full Text Available Intelligence is one quality that all mental activity, the expression of superior organization of all psychological processes, including emotional - motivational. As the forming and developing the mechanismsand operations of all other mental functions we encounter a flexible and versatile intelligence. Unlike IQ, emotional intelligence (EI has proven to be a more reliable predictor of success in personal and professional life. IQ and IE is not opposing powers, but rather separated, but first they can not operate at maximum potential without the second. We tried to identify what emotional intelligence is considered perhaps the most important core competence to determine the success of an organization. Analytical intelligence or IQcompared with that change very little after adolescence, emotional intelligence seems to be largely learned and continue to develop as we go through life and learn from experience. In the quality of being a good user enters emotional intelligence and understanding that it is not and should not be viewed as a replacement or substitute for skills, knowledge or skill gained over time. Emotional intelligence is an innovative and unconventional idea in the business world. Promoters of this concept emphasize its importance in all activities that take an individual as a primary factor of success in personal or professional life. Increasing attention is given to this concept, internationally and, more recently in Romania, should raise an exclamation point on what was hitherto considered to be "intelligent" support development programs of intelligence instruments representing real emotional awareness rising and its impact on everyday life and in business success.

  20. Emotional intelligence, trauma severity, and emotional expression.

    Science.gov (United States)

    Kao, Min C; Chen, Yung Y

    2016-07-01

    This study investigated Emotional Intelligence (EI) as a moderator for the association between emotional expression and adaptive trauma processing, as measured by depressive symptoms. Using Pennebaker's written emotional expression paradigm, 105 participants were assigned to either a conventional trauma-writing or religious trauma-writing condition. Depressive symptoms were assessed at baseline and again at one-month post writing. No significant association between EI and religiousness was found at baseline. Results indicated a three-way interaction among EI, trauma severity, and writing condition on depressive symptoms at follow-up. For the religious trauma-writing condition only, there was a significant difference between high- versus low-EI participants who experienced more severe trauma in depressive symptoms at follow-up, such that low-EI participants registered less depressive symptoms than high-EI participants; while there was no significant difference between low versus high EI for participants with less severe trauma. These findings encourage further investigation of the conditions under which religion may be a beneficial factor in trauma adaptation.

  1. Emotional Intelligence Model for Managers in Mumbai

    OpenAIRE

    Vaibhav P. Birwatkar

    2014-01-01

    Much of the literature pertinent to management indicates that managers with high emotional intelligence are morale boosters in their workplaces. Previous studies offer limited evidence regarding the impact of manager's emotional intelligence on workplace psychology, productivity and job satisfaction. This research examines the awareness level of the concept of emotional intelligence, the emotional intelligence level of managers across the organizations, whether managers use emotional intellig...

  2. Emotional Intelligence and Social Perception

    OpenAIRE

    Forrester, Roisin

    2010-01-01

    Abstract The concept of Emotional Intelligence (EI) involves understanding the relation between reason and emotion. The present study introduces EI and investigates its relation to social intelligence (SI) and nonverbal communication. EI has been described as the subset of SI which enables the ability to interpret the expressive behaviours of others. Nonverbal cues such as facial expressions, gestures, and posture have an influence on behaviour which helps to inform and guide our interact...

  3. EMOTIONAL INTELLIGENCE AND TEACHER EFFECTIVENESS -AN ANALYSIS

    OpenAIRE

    T. V. Ramana

    2013-01-01

    Emotional Intelligence is the ability to understand own emotions and those of people around. The concept of emotional intelligence means must persons have a self-awareness that enables to recognize feelings and manage your emotions. An attempt is made in this paper to analyze the concept of emotional intelligence and teachers' effectiveness in the class room of schools and universities. Role and the qualities of the teachers, programmes for enhancing emotional intelligence and their results, ...

  4. A Research about Emotional Intelligence on Generations

    OpenAIRE

    Akduman, Gülbeniz; Hatipoğlu, Zeynep; Yüksekbilgili, Zeki

    2014-01-01

    Success in the workplace takes a lot more than education, book knowledge or experience. Organizations and the conscious, achievement-oriented managers needs a high rate of "emotional intelligence" to be successful. Emotional intelligence is the ability to identify and manage personal emotions and the emotions of others. Emotional intelligence (EQ) matters just as much as intellectual ability (IQ). In the research Chan's (2006) EI12 scale was used for the measure of emotional intelligence. The...

  5. Emotional Intelligence and the Career Choice Process.

    Science.gov (United States)

    Emmerling, Robert J.; Cherniss, Cary

    2003-01-01

    Emotional intelligence as conceptualized by Mayer and Salovey consists of perceiving emotions, using emotions to facilitate thoughts, understanding emotions, and managing emotions to enhance personal growth. The Multifactor Emotional Intelligence Scale has proven a valid and reliable measure that can be used to explore the implications of…

  6. 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.

  7. 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.

  8. '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.

  9. 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)

  10. Relationship between emotional intelligence and organizational ...

    African Journals Online (AJOL)

    Background: Several factors including emotional intelligence affect the efficiency of people. It seems that organizational behavior of each person is strongly influenced by emotional intelligence. Therefore, the present study is aimed to examine the relationship between emotional intelligence and organizational citizenship ...

  11. Emotional intelligence of mental health nurses

    NARCIS (Netherlands)

    Dusseldorp, R.L.C. van; Meijel, B.K.G. van; Derksen, J.J.L.

    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

  12. Learning Emotional Intelligence: Training & Assessment

    Science.gov (United States)

    Shults, Allison

    2015-01-01

    This core assessment provides an overview and training of the use of Emotional Intelligence (EI) in the workplace. It includes a needs analysis for a local Chamber of Commerce, and outlines the importance of improving their organizational communication with the improvement of their EI. Behavioral objectives related to the skills needed are…

  13. Emotional Intelligence and Medical Professionalism

    Science.gov (United States)

    Zayapragassarazan, Z.; Kumar, Santosh

    2011-01-01

    Studies have shown that IQ alone does not contribute to the professional success of medical professionals. Professionals who are trained to be clinically competent, but have inadequate social skills for practice have proved to be less successful in their profession. Emotional intelligence (EI), which has already proved to be a key attribute for…

  14. Emotional intelligence and criminal behavior.

    Science.gov (United States)

    Megreya, Ahmed M

    2015-01-01

    A large body of research links criminality to cognitive intelligence and personality traits. This study examined the link between emotional intelligence (EI) and criminal behavior. One hundred Egyptian adult male offenders who have been sentenced for theft, drug dealing or murder and 100 nonoffenders were administered the Bar-On Emotional Quotient Inventory (EQ-i). The offenders had lower levels of EI than the nonoffenders. In addition, EI varied as a function of the types of offenses. Namely, it decreased in magnitude with crime severity (lowest for murder, higher for drug dealing, and highest for theft). These results converged with the direct/ indirect aggression theory suggesting that indirect aggression requires more social intelligence than physical aggression. Forensic intervention programs should therefore include EI training, especially when violence is involved. © 2014 American Academy of Forensic Sciences.

  15. Emotions and trait emotional intelligence among ultra-endurance runners.

    Science.gov (United States)

    Lane, Andrew M; Wilson, Mathew

    2011-07-01

    The aim of this study was to investigate relationships between trait emotional intelligence and emotional state changes over the course of an ultra-endurance foot race covering a route of approximately 175 miles (282 km) and held in set stages over six days. A repeated measures field design that sought to maintain ecological validity was used. Trait emotional intelligence was defined as a relatively stable concept that should predict adaptive emotional states experienced over the duration of the race and therefore associate with pleasant emotions during a 6-stage endurance event. Thirty-four runners completed a self-report measure of trait emotional intelligence before the event started. Participants reported emotional states before and after each of the six races. Repeated measures ANOVA results showed significant variations in emotions over time and a main effect for trait emotional intelligence. Runners high in self-report trait emotional intelligence also reported higher pleasant and lower unpleasant emotions than runners low in trait emotional intelligence. Findings lend support to the notion that trait emotional intelligence associates with adaptive psychological states, suggesting that it may be a key individual difference that explains why some athletes respond to repeated bouts of hard exercise better than others. Future research should test the effectiveness of interventions designed to enhance trait emotional intelligence and examine the attendant impact on emotional responses to intense exercise during multi-stage events. Copyright © 2011. Published by Elsevier Ltd.

  16. Impact of emotional intelligence on job performance

    Directory of Open Access Journals (Sweden)

    Marjanca Krajnc

    2012-06-01

    Full Text Available RQ: To determine whether emotional intelligence has an impact on motivation and how this can affect work performance.Purpose: High work performance of individuals in an organization can be achieved with a high level of motivation that is directly derived from emotional intelligence. Because the impact of emotional intelligence in organizations is under-researched and is not sufficiently included in the scope of management, there is a need tofurther explore this topic.Method: Qualitative analysis in the form of interviews and quantitative analysis in the form of a survey was used in this study. Details of interviews with employees were analyzed according to the rules of qualitative methods. The data obtained in the survey were analyzed with a chi-square test.Results: The results showed that emotional intelligence has a significant impact on motivation and that emotionally motivated person works more and better.Organization: Management can take these research findings into consideration during the human resources management process, and in the procedures of a comprehensive development of individual’s personal potential. The result of the research findings can be used bymanagement, supervisors, and all employees as a method to establish better motivational climate.Society: With a similar, but wider purpose, the findings of this research can be taken into account in the wider social environment, particularly in the field of public administration and media.Originality: In Slovenian organizations, research on this topic and in this combination has not yet been performed.Limitations: The sample is small and limited to only one major successful Slovenian company. It takes into account only the influence of motivation that comes from emotional intelligence.

  17. 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

  18. Optimizing managerial effectiveness through emotional intelligence

    OpenAIRE

    Hur, Y.H.

    2009-01-01

    The idea that emotional competence is crucial for adaptation in various realms of life has fuelled numerous studies and social learning programs. Nonetheless, leadership research on emotional intelligence contexts is still limited and the construct is controversial on several grounds and includes a lack of rigor in terms of the employed research designs. Focusing on emotional intelligence in leadership processes, the dissertation substantiates effects of managerial emotional intelligence at t...

  19. 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.

  20. 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.

  1. Reliability and construct validity of factors underlying the emotional intelligence of Iranian EFL teachers

    Directory of Open Access Journals (Sweden)

    Ebrahim Khodadady

    2013-06-01

    The 133-item Emotional Quotient Inventory (EQ-i designed by Bar-On (1997 and translated by Dehshiry (2003 was revised and modified by removing the response validity items, changing reverse indicators into positively worded statements and revising the remaining 117 Persian indicators on the basis of schema theory. It was administered to 669 instructors most of whom were teaching English as a foreign language (EFL in national branches of Iran Language Institute in 15 cities. The application of the Principal Axis Factoring to the data and rotating the extracted factors via Varimax with Kaiser Normalization yielded 15 latent variables (LVs called Humanistic, Self-Satisfying, Self-Confident, Self-Aware, Self-Controlled, Research-Oriented, Content, Sociable, Empathetic, Tolerant, Flexible, Realistic, Independent, Emotional and Happy in this study. Not only did the modified Persian EQ-I proved to be more reliable than its original version, but also its thirteen LVs reached very high and acceptable levels of reliability. With the exception of the last, all the LVs also correlated significantly with each other and thus established the EI as a multifactorial construct whose constituting LVs are closely related to each other. The findings question correlating the so-called competences of EI and offer employing the factorially valid LVs as the best factors to explore the relationship between EI and variables involved in teaching and learning EFL.

  2. Emotional Intelligence and Education: A Critical Review

    Science.gov (United States)

    Humphrey, Neil; Curran, Andrew; Morris, Elisabeth; Farrell, Peter; Woods, Kevin

    2007-01-01

    In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional "rationalist" views of education.…

  3. 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 ...

  4. Using Emotional Intelligence in Personalized Adaptation

    NARCIS (Netherlands)

    Damjanovic, Violeta; Kravcik, Milos

    2007-01-01

    Damjanovic, V. & Kravcik, M. (2007). Using Emotional Intelligence in Personalized Adaptation. In V. Sugumaran (Ed.), Intelligent Information Technologies: Concepts, Methodologies, Tools, and Applications (pp. 1716-1742). IGI Publishing.

  5. Indirect Self-Destructiveness and Emotional Intelligence.

    Science.gov (United States)

    Tsirigotis, Konstantinos

    2016-06-01

    While emotional intelligence may have a favourable influence on the life and psychological and social functioning of the individual, indirect self-destructiveness exerts a rather negative influence. The aim of this study has been to explore possible relations between indirect self-destructiveness and 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. Indirect self-destructiveness has significant correlations with all variables of INTE (overall score, factor I, factor II), and these correlations are negative. The intensity of indirect self-destructiveness differentiates significantly the height of the emotional intelligence and vice versa: the height of the emotional intelligence differentiates significantly the intensity of indirect self-destructiveness. Indirect self-destructiveness has negative correlations with emotional intelligence as well as its components: the ability to recognize emotions and the ability to utilize emotions. The height of emotional intelligence differentiates the intensity of indirect self-destructiveness, and vice versa: the intensity of indirect self-destructiveness differentiates the height of emotional intelligence. It seems advisable to use emotional intelligence in the prophylactic and therapeutic work with persons with various types of disorders, especially with the syndrome of indirect self-destructiveness.

  6. Emotional intelligence scale for medical students

    OpenAIRE

    Srivastava, Kalpana; Joshi, Saumya; Raichaudhuri, Arkojyoti; Ryali, VSSR; Bhat, P. S.; Shashikumar, R.; Prakash, J.; Basannar, D.

    2011-01-01

    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-Managem...

  7. EMOTIONAL INTELLIGENCE AMONG HIGHER SECONDARY TEACHERS

    OpenAIRE

    Dr. A. C. Lal Kumar

    2016-01-01

    The present study was conducted to investigate emotional intelligence among higher secondary teachers in relation to certain demographic variables viz. gender, type of management, nature of school, location of school and marital status. Emotional intelligence is denied as one of the important aspects in educating a person to be balanced as a whole. Through emotional intelligence, one will become more successful in life as compared to individuals that gain solely high levels of intellectual in...

  8. Emotional intelligence and prosocial behaviors in adolescents.

    Science.gov (United States)

    Charbonneau, Danielle; Nicol, Adelheid A M

    2002-04-01

    The relationship between emotional intelligence and prosocial behaviors and sex differences in 134 adolescents involved in a 6-wk. training camp run by the military was investigated. They were asked to evaluate themselves on emotional intelligence and randomly chosen peers evaluated them on prosocial behaviors, indicated by organizational citizenship behaviors, a measure used in work organizations. Ratings of emotional intelligence significantly correlated with scores on two of the five organizational citizenship behavior factors: Altruism (r = .25, p Emotional Intelligence, Altruism, Conscientiousness, and Civic virtue, an observation which might be explored further.

  9. Are emotional intelligent workers also more empathic?

    Science.gov (United States)

    Martos, Maria Pilar Berrios; Lopez-Zafra, Esther; Pulido-Martos, Manuel; Augusto, José María

    2013-10-01

    This paper analyzes whether emotional intelligence and self-monitoring are related to empathy among a sample of workers in both the public and private employment sectors. Two hundred and forty-two employees (42.5% men and 57.5% women) with a mean age of 35.21 years (SD = 10.07, range 18-61) completed a questionnaire that measured the variables of interest. The results showed that emotion regulation, a dimension of emotional intelligence, accounts for most of the variance of empathy, followed by the ability to understand emotions and the management of others' emotions. Furthermore, gender did not yield any moderator effect on the relations among emotional intelligence, self-monitoring and empathy. We conclude that the intrapersonal aspects of emotional intelligence, in particular, emotion regulation, help explain the empathy of workers. The implications of these findings are discussed herein. © 2013 The Scandinavian Psychological Associations.

  10. Applying Emotional Intelligence in the Workplace.

    Science.gov (United States)

    Cooper, Robert K.

    1997-01-01

    Studies show that emotional intelligence underpins many of the best decisions, most dynamic organizations, and most satisfying and successful lives. Attention to emotions has been shown to save time, expand opportunities, and focus energy for better results. (JOW)

  11. Emotional intelligence and perceived stress.

    Science.gov (United States)

    Naidoo, Sudeshni; Pau, Allan

    2008-04-01

    Many studies have reported that high levels of stress and psychological morbidity occur in students in the health care profession. Stress has been defined as the strain that accompanies a demand perceived to be either challenging (positive) or threatening (negative) and, depending on the appraisal, may be either adaptive or debilitating. The aim of the present survey was to gain some understanding of the explanatory factors for stress and an evaluation of the role that emotional intelligence (EI) plays in the experience of perceived stress (PS). It also aimed to compare EI and PS and explore the association between academic background, satisfaction with career choice and EI, and PS in first year dental students. A cross-sectional survey was conducted at the Faculty of Dentistry, University of the Western Cape. First year dental undergraduates who had completed at least six months of their dental degree course during 2005/06 were invited to complete a set of questionnaires on emotional intelligence and perceived stress. Demographic questions included gender and age. Students were also asked if they had a previous qualification from a higher education institution and if they were satisfied with their decision to study dentistry. Ninety eight completed the questionnaires representing a response rate of 96%. 43 were male (44%) and 55 female (56%), Results of t-tests indicated that low scorers on the EI scale were more likely to be (i) younger compared to older students (peducation qualification (peducation qualification (peducation qualification, satisfaction with decision to study dentistry and EI. The t statistic indicates that EI is relatively the most important predictor of PS. The finding that low EI is associated the stress suggests two possible strategies: firstly, selection of prospective students could be based on EI, and there should be interventions to enhance students' emotional intelligence.

  12. Personality, emotional intelligence and exercise.

    Science.gov (United States)

    Saklofske, Donald H; Austin, Elizabeth J; Rohr, Betty A; Andrews, Jac J W

    2007-11-01

    The associations of personality and self-report emotional intelligence (EI) with attitudes to exercise and self-reported exercise behaviour were investigated in a sample of 497 Canadian undergraduates. A positive attitude to exercise was negatively associated with Neuroticism and uncorrelated with other personality traits and EI. Exercise behaviour was positively associated with Extraversion and EI and negatively associated with Neuroticism. Structural equation modelling indicated that EI mediated the relationship between personality and exercise behaviour. The interpretation of this result in terms of EI having some properties of a coping style is discussed.

  13. Emotional intelligence in personality development

    Directory of Open Access Journals (Sweden)

    Alejandro Collado Dorta

    2002-12-01

    Full Text Available The psychological term Emotional Intelligence released some years ago by Western psychologists, becomes relevant in our day, in trying to explain and correct assessments about the behavior of each person in their individual and social action. This leads us to appreciate the importance of cognition-affect relationship in the full configuration of the personality of any individual, and in turn try to locate its rightful place, and give a more all-encompassing assessment of affective area of each individual, where feelings and emotions play a leading role. It is our intention to approach this controversial and important term of the psychological world from our historical and cultural perspective, underlining the significance of his knowledge in the family and educational environment that may lead to comprehensive and multifaceted formation of the personality of each individual

  14. 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…

  15. 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.

  16. A Validation of the Emotional Intelligence Inventory.

    Science.gov (United States)

    Tapia, Martha; Marsh, George E., II

    This study examined the concurrent validity of the Emotional Intelligence Inventory (M. Tapia, 2001) and the Emotional Intelligence Scale (N. Schutte and others, 1998). The responses to the inventories of 234 college students, 84 males and 250 females, were analyzed. Correlations between the total score on the two scales were significant.…

  17. Perceived Emotional Intelligence and Stress Management among ...

    African Journals Online (AJOL)

    Based on this, it was recommended that the inclusion of emotional intelligence training in the school curricula could be considered as important to enable students improve their awareness and assertively express themselves particularly in the management of stress. Keywords: Stress Management, Emotional Intelligence

  18. 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...

  19. 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…

  20. Emotional Intelligence of Self Regulated Learners

    Science.gov (United States)

    Rathore, Ami

    2018-01-01

    The study was conducted on self regulated learners of senior secondary school. The main objectives of the study were to find out significant dimensions of emotional intelligence held by self regulated learners. To compare the emotional intelligence dimensions of self regulated learners, in terms of subject and gender. To find out the relationship…

  1. 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

  2. Emotional intelligence, happiness, hope and marital satisfaction ...

    African Journals Online (AJOL)

    Emotional Intelligence Scale, Subjective-happiness Scale, Adult Trait-hope Scale and the Marital Satisfaction Scale were used to collect data from the participants. Statistical analysis involved the use of Simple Linear and Standard Multiple regression. Findings indicated that, emotional intelligence did not have a significant ...

  3. Emotional intelligence and electro-dermal activity.

    Science.gov (United States)

    Zysberg, Leehu

    2012-09-01

    Emotional intelligence (EI) is a promising concept in our understanding of emotional regulation, related behaviors and pathologies. However, research linking EI to underlying physiological and biological structure and responses is meager. This study explored potential associations of EI with electro-dermal activity (EDA) responses to emotionally arousing visual stimuli. It was hypothesized that higher levels of EI will associate with more efficient emotional regulation as reflected by EDA. Eighty-four healthy participants were exposed to stimuli consisting of a series of 12 images designed to evoke positive or negative emotional responses, presented in a counterbalanced order. A self-report questionnaire and a computer based test of EI were administered along with a demographic questionnaire. EDA measures were taken during the exposure to the above stimuli using BIOPACK MP150. EI test scores (Beta = .35, .32; p gender. ethnicity) did not show any associations with the outcome measures. The results support the relevance of the concept to our understanding of emotional responses and regulation. The findings are briefly discussed within the context of underlying mechanisms of EI as well as measure validity and relevance.

  4. 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...

  5. 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.

  6. 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

  7. Components of Emotional Intelligence in Iranian Entrepreneurs

    OpenAIRE

    Farzaneh Noori

    2015-01-01

    Entrepreneurs face different sort of difficulties especially with customers, organizations and employees. Emotional intelligence which is the ability to understand and control the emotions is an important factor to help entrepreneurs end up challenges to the result they prefer. So it is assumed that entrepreneurs especially those who have passed the first challenging years of starting a new business, have high emotional intelligence. In this study the Iranian established ...

  8. 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.

  9. Emotional Awareness and Emotional Intelligence in Leadership Teaching

    Science.gov (United States)

    Ashkanasy, Neal M.; Dasborough, Marie T.

    2003-01-01

    Recent research has highlighted the importance of emotional awareness and emotional intelligence in organizations, and these topics are attracting increasing attention. In this article, the authors present the results of a preliminary classroom study in which emotion concepts were incorporated into an undergraduate leadership course. In the study,…

  10. 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.

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

    Science.gov (United States)

    Zysberg, Leehu

    2018-04-11

    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.

  12. Organizational Emotional Intelligence and Top Selling

    Directory of Open Access Journals (Sweden)

    Gabriele Giorgi

    2014-11-01

    Full Text Available The purpose of this study is to explore emotional intelligence in association with effective sales performance. The participants involved in this study were sellers in a home furniture company and completed a new tool measuring emotional intelligence at the beginning of their employment with the company. After four months, their volume of sales was calculated and compared with other results. Briefly, evidence from this study indicates that emotional intelligence skills are relevant in association with job performance, particularly relationship management and self-management. The final results support the main hypothesis. Subsequent implications for sales organizations and researchers are discussed.

  13. Emotional intelligence vs. General intelligence: Aspects to consider in teaching

    OpenAIRE

    Moraleda Sepúlveda, Esther; Rodríguez Polo, Blanca; Martínez Rubio, José Luis; García-Salmones Fernández, María Lourdes; Primo Prieto, Manuel

    2014-01-01

    The main objective of this study was to analyze the way in which emotional competencies (EI) in students are linked to general intelligence (IQ), and how the crossing of the two measurements determines their academic performance. To conduct this research, two tests were applied. First, the TEIQue (Trait Emotional Intelligence Questionnaire) assessment was administered and, secondly, the R scale of the PMA Test (Primary Mental Abilities). The sample consisted of 58 university students between ...

  14. Emotional Intelligence, Emotional Self-regulation and Dispositional Mindfulness in High School Intelligent Students

    Directory of Open Access Journals (Sweden)

    Rasoul Heshmati

    2017-08-01

    Full Text Available The aim of current investigation was to study the relationship among emotional intelligence, mindfulness and emotional self-regulation in high school intelligent students. in line with the objectives of the study, using sectional method 144 intelligent students (77male and 67 female of intelligent schools were selected in random sampling method. They were asked to fill Bar-On EQ-i, FFMQ, and Self-Regulation Questionnaire (SRQ Data were analyzed using chi square, t-test, and Pearson’s moment correlation and multivariate regression statistical tests. chi square tests revealed that the two studied male and female intelligent students have no significant difference in the demographic variables. Moreover results of the t-test indicated that the two groups have significant difference in emotional intelligence. Results of stepwise regression indicated that variables of acting with awareness and no reaction from mindfulness variable explains about 17% of emotional self-regulation variance. Moreover, the components of problem solution and optimism about emotional intelligence explain 38% of emotional self-regulation. According to the results, it can be concluded that from components of mindfulness, acting with awareness and no mental reaction and from components of emotional intelligence, problem solution and optimism play a major role in emotional self-regulation of the intelligent students. Hence it seems necessary to pay much attention to the role of such components in emotional self-regulation and decreasing negative emotions of such students.

  15. 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…

  16. The Influence of Competitive Personality Orientation on Adolescent Emotional Intelligence

    OpenAIRE

    Scott D. Scheer; Nicholas Harrod; Kristi S. Lekies

    2012-01-01

    Emotional intelligence (EI) is related to life success and everyday social interactions. The extent to which competitive personality orientation (CPO) may influence emotional intelligence among adolescents is unknown. The objective of this investigation was to determine the relationship between adolescent competitive personality orientation and emotional intelligence and if competitive personality orientation predicts emotional intelligence while controlling for demographic variables. Partic...

  17. Scholastic Success: Fluid Intelligence, Personality, and Emotional Intelligence

    Science.gov (United States)

    Downey, Luke A.; Lomas, Justine; Billings, Clare; Hansen, Karen; Stough, Con

    2014-01-01

    The aim of the current study was to examine the role of fluid intelligence, personality traits, and emotional intelligence (EI) in predicting female Year 9 students' grade point average (GPA) and to determine whether any differences in scholastic performance were related to differences in EI or Personality. Two-hundred and forty-three female…

  18. Emotional Intelligence and EFL Students’ Translation Ability

    Directory of Open Access Journals (Sweden)

    Samaneh Moghimi

    2013-05-01

    Full Text Available Emotional Intelligence is a challenging topic in the area of language research. Among other factors that might manipulate translators’ mind, their Emotional Intelligence level might be an influential element, too. The present research focused on examining the relationship between emotional intelligence and the students’ translation ability. It was carried out among 59 translation students in the Payam-Noor University in Iran, Mazandaran. After homogenizing the sample, the sample size was reduced to 32. The participants were required to translate some paragraphs of the short story 'A rose for Emily' and answer the Bar-On EQ-I questionnaire (1997. The results indicated that there was no relationship between EQ and the learners’ translation ability but some of the main subscales of emotional intelligence (i.e., problem solving, happiness, and flexibility had statistically weak relationship with the learners’ translation ability. The results also showed that the combination of EQ and gender were positively correlated.

  19. Using Emotional Intelligence in Personalized Adaptation

    NARCIS (Netherlands)

    Damjanovic, Violeta; Kravcik, Milos

    2008-01-01

    Damjanovic, V. & Kravcik, M. (2007). Using Emotional Intelligence in Personalized Adaptation. In M. D. Lytras & A. Naeve (Eds.), Ubiquitous and Pervasive Knowledge and Learning Management (pp. 158-197). IGI Publishing.

  20. 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.

  1. 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.

  2. LEADERS’ MANAGERIAL INTERACTION TYPE AND EMOTIONAL INTELLIGENCE

    OpenAIRE

    Kravtsova Anna Konstantinovna

    2012-01-01

    This article describes the results of the research, which devotes to the study of leaders’ emotional intelligence and type of his managerial interaction. Article gives the relevance of the study, discuses problems connected with leadership. Article is divided into the following semantic blocks: 1. Approaches to definition of organizational culture (from the point of view of psychology and management), administrative interaction, emotional intelligence and leadership are considered in the part...

  3. Emotional Intelligence and Nursing Student Retention

    Science.gov (United States)

    Wilson, Victoria Jane

    2013-01-01

    The study examined the constructs of a Multi-Intelligence Model of Retention with four constructs: cognitive and emotional-social intelligence, student characteristics, and environmental factors. Data were obtained from sophomore students entering two diploma, nine associate, and five baccalaureate nursing programs. One year later, retention and…

  4. Social Skills Via Emotional intelligence: Language Learning

    OpenAIRE

    Yıldırım, Osman

    2010-01-01

    The aim of this essay to draw an outline of the effect of various types of intelligence, paying particular attention to the concept of so called "Emotional Intelligence" with a language teacher's perspective. Throughout the essay it is aimed to create an awareness of different intelligence capacity of each individual learner in an ideal language teaching environment. While doing this literature on the area has been scanned and case studies have been performed on learners of various cultu...

  5. 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.

  6. Emotional intelligence scale for medical students.

    Science.gov (United States)

    Srivastava, Kalpana; Joshi, Saumya; Raichaudhuri, Arkojyoti; Ryali, Vssr; Bhat, P S; Shashikumar, R; Prakash, J; Basannar, D

    2011-01-01

    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. To develop a scale to measure Emotional Intelligence among medical undergraduates. 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. 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. Emotional Intelligence Scale for medical undergraduates was constructed. Reliability and concurrent validity were also established for the same.

  7. 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.

  8. Is emotional intelligence an advantage? An exploration of the impact of emotional and general intelligence on individual performance.

    Science.gov (United States)

    Lam, Laura Thi; Kirby, Susan L

    2002-02-01

    Emotional intelligence is an increasingly popular consulting tool. According to popular opinion and work-place testimonials, emotional intelligence increases performance and productivity; however, there has been a general lack of independent, systematic analysis substantiating that claim. The authors investigated whether emotional intelligence would account for increases in individual cognitive-based performance over and above the level attributable to traditional general intelligence. The authors measured emotional intelligence with the Multifactor Emotional Intelligence Scale (MEIS; J. D. Mayer, P. Salovey, & D. R. Caruso, 1997). As measured by the MEIS, overall emotional intelligence is a composite of the 3 distinct emotional reasoning abilities: perceiving, understanding, and regulating emotions (J. D. Mayer & P. Salovey, 1997). Although further psychometric analysis of the MEIS is warranted, the authors found that overall emotional intelligence, emotional perception, and emotional regulation uniquely explained individual cognitive-based performance over and beyond the level attributable to general intelligence.

  9. Emotional Intelligence and Job Satisfaction

    Science.gov (United States)

    Hosseinian, Simin; Yazdi, Seyedeh-Monavar; Zahraie, Shaghayegh; Fathi-Ashtiani, Ali

    This study aims to investigate the effect of training some aspects of Emotional Intelligence (EI) on job satisfaction and productivity of employees. The results can help organizations to realize human capabilities and the way to improve them by paying more attention to psychological issues. We used a quasi-experimental method using a pre-test and a post-test designed with control group and a four-month follow-up. Study population consists of employees of Marine Installations and Construction Company. Considering variables like age, education and job rank, we selected 28 employees who earned the lowest score for EI. They were then randomly assigned to experimental and control groups. Each employee got job satisfaction and productivity questionnaires and their managers were given employee evaluation questionnaire. Then some aspects of EI were taught to the experimental group once a week for 10 sessions. Four months later, both groups were evaluated by managers. The results show that education did not increase employees` job satisfaction nor did it improve managers` evaluation. However, employees` productivity score after training sessions and managers` evaluation improved in the long run. The results reveal that training EI by further controlling the above-mentioned variables is effective and essential to improve human resources.

  10. 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 ...

  11. 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.

  12. 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.

  13. 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

  14. Strengthening Social and Emotional Intelligences through Writing

    Science.gov (United States)

    Burth, Jeanne Hager; McConnell, Michelle

    2017-01-01

    Using writing to allow children with Autism Spectrum Disorder (ASD) to express how they are feeling or to stimulate thinking about a social situation will allow the students the opportunity to strengthen social and emotional intelligences. By giving prompts about different social and emotional situations or ideas to children, the teacher allows…

  15. Emotion Comprehension: The Impact of Nonverbal Intelligence

    Science.gov (United States)

    Albanese, Ottavia; De Stasio, Simona; Di Chiacchio, Carlo; Fiorilli, Caterina; Pons, Francisco

    2010-01-01

    A substantial body of research has established that emotion understanding develops throughout early childhood and has identified three hierarchical developmental phases: external, mental, and reflexive. The authors analyzed nonverbal intelligence and its effect on children's improvement of emotion understanding and hypothesized that cognitive…

  16. Emotional intelligence and leadership abilities | Herbst | South ...

    African Journals Online (AJOL)

    (defined from a cognitive perspective, as a set of abilities). Given the increased recognition of the importance of the role of emotions in the leadership literature, the question arises whether the concept of emotional intelligence has significance for leadership effectiveness. In a pioneering study in the South African context, we

  17. Emotional Intelligence and Leadership Success of Secondary ...

    African Journals Online (AJOL)

    User

    emotional intelligence on leadership success of secondary school principals in Rivers State of ... social settings. When emotions are aroused, the individual is either in a disturbed or excited mental state with accompanying distinctive thoughts and feelings. To achieve a ... These include: ability to perceive, appraise and ...

  18. The Emotional Foundations of High Moral Intelligence

    Science.gov (United States)

    Narvaez, Darcia

    2010-01-01

    Moral intelligence is grounded in emotion and reason. Neuroscientific and clinical research illustrate how early life co-regulation with caregivers influences emotion, cognition, and moral character. Triune ethics theory (Narvaez, 2008) integrates neuroscientific, evolutionary, and developmental findings to explain differences in moral…

  19. Optimizing managerial effectiveness through emotional intelligence

    NARCIS (Netherlands)

    Hur, Y.H.

    2009-01-01

    The idea that emotional competence is crucial for adaptation in various realms of life has fuelled numerous studies and social learning programs. Nonetheless, leadership research on emotional intelligence contexts is still limited and the construct is controversial on several grounds and includes a

  20. The neural bases of key competencies of emotional intelligence.

    Science.gov (United States)

    Krueger, Frank; Barbey, Aron K; McCabe, Kevin; Strenziok, Maren; Zamboni, Giovanna; Solomon, Jeffrey; Raymont, Vanessa; Grafman, Jordan

    2009-12-29

    Emotional intelligence (EI) refers to a set of competencies that are essential features of human social life. Although the neural substrates of EI are virtually unknown, it is well established that the prefrontal cortex (PFC) plays a crucial role in human social-emotional behavior. We studied a unique sample of combat veterans from the Vietnam Head Injury Study, which is a prospective, long-term follow-up study of veterans with focal penetrating head injuries. We administered the Mayer-Salovey-Caruso Emotional Intelligence Test as a valid standardized psychometric measure of EI behavior to examine two key competencies of EI: (i) Strategic EI as the competency to understand emotional information and to apply it for the management of the self and of others and (ii) Experiential EI as the competency to perceive emotional information and to apply it for the integration into thinking. The results revealed that key competencies underlying EI depend on distinct neural PFC substrates. First, ventromedial PFC damage diminishes Strategic EI, and therefore, hinders the understanding and managing of emotional information. Second, dorsolateral PFC damage diminishes Experiential EI, and therefore, hinders the perception and integration of emotional information. In conclusion, EI should be viewed as complementary to cognitive intelligence and, when considered together, provide a more complete understanding of human intelligence.

  1. Family functioning and trait emotional intelligence among youth.

    Science.gov (United States)

    Alavi, Masoumeh; Mehrinezhad, Seyed Abolghasem; Amini, Mansour; Parthaman Singh, Minder Kaur A/P

    2017-01-01

    This study explored the relationship between family functioning and trait emotional intelligence among 547 respondents, between the age of 16 and 24 years from Malaysia, Iran, China, Sudan, Somalia, Morocco, the United Kingdom, Germany and the Netherlands. The questionnaires were Family Adaptability and Cohesion Evaluation Scale III and Trait Emotional Intelligence Questionnaire Short Form. Pearson correlation analysis revealed a significant relationship between family functioning and trait emotional intelligence. The higher the family functioning, the higher the trait emotional intelligence among youths. The findings provide a deeper understanding in the field of family functioning and trait emotional intelligence and have implications for parents, administrators and child relationships dealing with trait emotional intelligence.

  2. [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.

  3. Emotional intelligence: the most potent factor in the success equation.

    Science.gov (United States)

    Strickland, D

    2000-03-01

    Star performers can be differentiated from average ones by emotional intelligence. For jobs of all kinds, emotional intelligence is twice as important as a person's intelligence quotient and technical skills combined. Excellent performance by top-level managers adds directly to a company's "hard" results, such as increased profitability, lower costs, and improved customer retention. Those with high emotional intelligence enhance "softer" results by contributing to increased morale and motivation, greater cooperation, and lower turnover. The author discusses the five components of emotional intelligence, its role in facilitating organizational change, and ways to increase an organization's emotional intelligence.

  4. 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.

  5. Emotional intelligence and its role in recruitment of nursing students

    OpenAIRE

    Lyon, Steve; Trotter, Fiona; Holt, Barrie; Powell, Elaine; Roe, Andrew

    2013-01-01

    This article considers the concept of emotional intelligence and how it can be used in the recruitment and development of nursing students. The links between emotional intelligence and the qualities of compassion and caring are examined. The ethical difficulties surrounding the use of emotional intelligence tests are explored and the value of using a variety of recruitment methods is emphasised. The article suggests that emotional intelligence is an ability which may be developed through nurs...

  6. Emotional Intelligence in Secondary Education Students in Multicultural Contexts

    Science.gov (United States)

    Pegalajar-Palomino, Ma. del Carmen; Colmenero-Ruiz, Ma. Jesus

    2014-01-01

    Introduction: The study analyzes the level of development in emotional intelligence of Secondary Education students. It also checks for statistically significant differences in educational level between Spanish and immigrant students, under the integration program "Intercultural Open Classrooms". Method: 94 students of Secondary…

  7. Making Schools Better Places to Be: Emotional Intelligence

    Science.gov (United States)

    Jones, John; Hutchins, Nick

    2004-01-01

    According to Stein and Beck, "emotional intelligence is about being "street smart". Everyone uses it in situations where they are involved with other people, at work or in their personal lives; when they grasp what others want and need, what their strengths and weaknesses are; when they stay calm under pressure; when they are the kind of person…

  8. Impact of Emotional Intelligence on Employees' Performance and ...

    African Journals Online (AJOL)

    2012r

    emotional intelligence directly affect the relationship between organizational ... and “social competence” which represents how to manage relationships (i.e. empathy, and social skills) (Goleman, 1995). Emotional intelligence is a powerful ..... intelligence, not academic intelligence that characterized high performance.

  9. 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.

  10. Should Emotional Intelligence in the Workplace Be Taught in CTCs?

    Science.gov (United States)

    Viviano, Thomas

    2012-01-01

    Many studies and much research have been done verifying the significance and importance of emotional intelligence in the workplace in dealing with individuals or teams. This article looks at the importance of emotional and social intelligence in the workplace and how important it is to include emotional intelligence as part of the comprehensive…

  11. Parenting Styles and Children's Emotional Intelligence: What Do We Know?

    Science.gov (United States)

    Alegre, Alberto

    2011-01-01

    The theory of emotional intelligence has elicited great interest both in the academic and the nonacademic world. Therapists, educators, and parents want to know what they can do to help children develop their emotional intelligence. However, most of the research in this field has investigated adults' emotional intelligence. This study reviews the…

  12. Role of Emotional Intelligence in Conflict Management Strategies of Nurses

    Directory of Open Access Journals (Sweden)

    Ceyda Başoğul, MD, RN

    2016-09-01

    Conclusions: The study determined that nurses' emotional intelligence affects conflict management strategies. To use effective strategies in conflict management, nurses must develop emotional intelligence. Training programs on conflict management and emotional intelligence are needed to improve effective conflict management in healthcare facilities.

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

    African Journals Online (AJOL)

    Effects Of Emotional Intelligence On Marital Adjustment Of Couples In Nigeria. PT Ortese, S A Tor-Anyiin. Abstract. Emotional Intelligence (EQI) has been identified as a factor in success, in work, business and life adjustment. This paper examined the effects of Emotional Intelligence on marital adjustment of couples in ...

  14. 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.…

  15. 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…

  16. 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…

  17. Emotional intelligence and recovering from induced negative emotional state.

    Science.gov (United States)

    Limonero, Joaquín T; Fernández-Castro, Jordi; Soler-Oritja, Jordi; Álvarez-Moleiro, María

    2015-01-01

    The aim of the present study was to examine the relationship between emotional intelligence (EI) and recovering from negative emotions induction, using a performance test to measure EI. Sixty seven undergraduates participated in the procedure, which lasted 75 min and was divided into three stages. At Time 1, subjects answered the State-Trait Anxiety Inventory (STAI)-S, Profile of Mood States (POMS)-A, and EI was assessed by Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). At Time 2, negative emotions were induced by nine pictures taken from the International Affective Picture System 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.

  18. Impact of Emotional Intelligence on Academic Achievement and Leadership

    OpenAIRE

    Beena Johnson

    2016-01-01

    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 s...

  19. Emotional Intelligence in Medical Laboratory Science

    Science.gov (United States)

    Price, Travis

    2013-01-01

    The purpose of this study was to explore the role of emotional intelligence (EI) in medical laboratory science, as perceived by laboratory administrators. To collect and evaluate these perceptions, a survey was developed and distributed to over 1,400 medical laboratory administrators throughout the U.S. during January and February of 2013. In…

  20. Emotional Intelligence and Learning in Teams

    Science.gov (United States)

    Clarke, Nicholas

    2010-01-01

    Purpose: This paper seeks to investigate the potential role of emotional intelligence (EI) abilities within learning in teams. The research focuses on examining how EI abilities are enacted within team contexts and how these are associated with critical reflection and team processes associated with learning. Design/methodology/approach: A…

  1. Importance of emotional intelligence in conceptualizing collegial ...

    African Journals Online (AJOL)

    Importance of emotional intelligence in conceptualizing collegial leadership in education. P Singh, P Manser, R Mestry. Abstract. No Abstract. South African Journal of Education Vol. 27(3) 2007: pp. 541-563. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT.

  2. Emotional Intelligence, Academic Procrastination and Academic ...

    African Journals Online (AJOL)

    Academic achievement is the main measure of the level of education attained, which is meant to achieve the curriculum objective of success and priority. The study investigated effect of emotional intelligence and academic procrastination on academic achievement of students in two Nigerian Universities. The study adopted ...

  3. Emotional Intelligence and Leadership Success of Secondary ...

    African Journals Online (AJOL)

    This is an expost facto research designed to determine the influence of emotional intelligence on leadership success of secondary school principals in Rivers State of Nigeria. The population consisted 441 principals (243 in public and 198 in private) secondary schools in Rivers State. A sample of 208 principals drawn ...

  4. Emotional intelligence and human relationship management as ...

    African Journals Online (AJOL)

    The study seeks to explain the interactive and relative effects of emotional intelligence and human relationship management on the organizational commitment of Nigerian civil servants .Simple random sampling technique was used in selecting 300 participants from Ministries of Education, Local government affairs, Civil ...

  5. Emotional Intelligence, Identity Salience, and Metaphors. Symposium.

    Science.gov (United States)

    2002

    This document contains three papers from a symposium on emotional intelligence, identity salience, and metaphors in human resource development (HRD). "Applying Client and Consultant Generated Metaphors in HRD: Lessons from Psychotherapy" (Darren Short) reviews some techniques that psychotherapists have devised for using their own…

  6. Borderline personality disorder and emotional intelligence

    NARCIS (Netherlands)

    Peter, M.; Schuurmans, H.; Vingerhoets, A.J.J.M.; Smeets, G.; Verkoeijen, P.; Arntz, A.

    2013-01-01

    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

  7. Emotional Intelligence Medical Education: Measuring the Unmeasurable?

    Science.gov (United States)

    Lewis, Natalie J.; Rees, Charlotte E.; Hudson, J. Nicky; Bleakley, Alan

    2005-01-01

    The construct of emotional intelligence (EI) has gained increasing popularity over the last 10 years and now has a relatively large academic and popular associated literature. EI is beginning to be discussed within the medical education literature, where, however, it is treated uncritically. This reflections paper aims to stimulate thought about…

  8. Emotional intelligence: Part 1: the development of scales and psychometric testing.

    Science.gov (United States)

    Akerjordet, Kristin; Severinsson, Elisabeth

    2009-03-01

    This article, the first in a series of four, describes the development of two scales for deductive and inductive measurement of emotional intelligence (EI), based on the literature and the identification of the psychometric properties of the scales. The data collection comprised two parts: (i) a literature search on the subject of emotional intelligence; and (ii) psychometric testing of the scales. The Emotional Intelligence Scale, comprising 23 items, and the Emotional Reactions and Thoughts Scale, containing 25 items, were tested on a sample of 250 postnatal mothers. The response rate was 80%. An explorative factor analysis was used to investigate the construct validity of the underlying dimensions of emotional intelligence and yielded a three-factor solution for the Emotional Intelligence Scale and a four-factor solution for the Emotional Reactions and Thoughts Scale. The internal consistency of the scales was satisfactory. How well the factor solutions fit in clinical practice remains to be validated.

  9. The emotional foundations of high moral intelligence.

    Science.gov (United States)

    Narvaez, Darcia

    2010-01-01

    Moral intelligence is grounded in emotion and reason. Neuroscientific and clinical research illustrate how early life co-regulation with caregivers influences emotion, cognition, and moral character. Triune ethics theory (Narvaez, 2008) integrates neuroscientific, evolutionary, and developmental findings to explain differences in moral functioning, identifying security, engagement, and imagination ethics that can be dispositionally fostered by experience during sensitive periods, but also situationally triggered. Mature moral functioning relies on the integration of emotion, intuition, and reasoning, which come together in adaptive ethical expertise. Moral expertise can be cultivated in organizations using the integrative ethical education model. © Wiley Periodicals, Inc.

  10. Eating behaviours in relation to emotional intelligence.

    Science.gov (United States)

    Filaire, E; Larue, J; Rouveix, M

    2011-04-01

    The purpose of the study was to examine the abnormal eating attitudes in judoists and the possible relationships between eating attitudes, emotional intelligence, and body dissatisfaction. A total of 20 national judoists and 25 control participants were enrolled in the study. Subjects completed the following questionnaires: The Eating Attitudes Test, The Body Image Assessment Scale-Body Dimensions and the Bar-On Emotional Intelligence Questionnaire. 30 % of the athletes (n=6) and 20% of the controls (n=5) presented disordered eating attitudes although these subjects were of normal weight. They also presented body dissatisfaction and had lower levels of emotional intelligence in comparison to the groups without disordered eating attitudes, particularly in factors such as intrapersonal (p<0.01), adaptability (p<0.05), stress tolerance (p<0.04) and general mood (p<0.04). The athletes reported using different weight loss methods such as self-induced vomiting (20%), fasting (40%), diuretics (15%), and laxatives (50%). Among disordered eating attitude groups (Controls+Judoists), Global EAT-26 was negatively correlated with stress tolerance (p<0.04: r=-0.64), emotional self-awareness (p<0.05: r=-0.70), general mood (p<0.01: r=-0.74), and positively correlated with body dissatisfaction (p<0.01: r=0.79). Results highlight the role of emotion in disordered eating attitudes, which is an important finding in terms of the prevention and management of disordered eating. © Georg Thieme Verlag KG Stuttgart · New York.

  11. 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.

  12. 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.

  13. Dynamic Analysis of Emotions through Artificial Intelligence

    Directory of Open Access Journals (Sweden)

    Susana Mejía M.

    2016-04-01

    Full Text Available Emotions have been demonstrated to be an important aspect of human intelligence and to play a significant role in human decision-making processes. Emotions are not only feelings but also processes of establishing, maintaining or disrupting the relation between the organism and the environment. In the present paper, several features of social and developmental Psychology are introduced, especially concepts that are related to Theories of Emotions and the Mathematical Tools applied in psychology (i.e., Dynamic Systems and Fuzzy Logic. Later, five models that infer emotions from a single event, in AV-Space, are presented and discussed along with the finding that fuzzy logic can measure human emotional states

  14. Emotional Intelligence of Malaysian Academia towards Work Performance

    Science.gov (United States)

    Ngah, Rohana; Jusoff, Kamaruzaman; Rahman, Zanariah Abdul

    2009-01-01

    This paper describes the research conducted in relating to emotional intelligence of university staff to work attitude. The Emotional Intelligence (EI) Scale devised by Schutte et al. (1998) is used in this study, which is more suitable compared to BarOn Emotional Quotient Inventory. Beside their experiences, knowledge and skills, emotion play an…

  15. 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…

  16. Emotional Intelligence Competencies and the Army Leadership Requirements Model

    Science.gov (United States)

    2015-06-12

    cultural stereotype in the military that suggests the display of emotions is less than desirable, however the ability for military leaders to regulate...enlisting recruits better suited for service in the Air Force. Concerning age, gender , and emotional intelligence competency levels, Boyatzis and Sala...uses in the act of leading. Emotional Intelligence in Action Emotionally competent leaders underwrite a healthy organizational climate

  17. Emotional Intelligence (EI): A Therapy for Higher Education Students

    Science.gov (United States)

    Machera, Robert P.; Machera, Precious C.

    2017-01-01

    This study investigates the need to design and develop emotional intelligence curriculum for students in higher education. Emotional intelligence curriculum may be used as a therapy that provides skills to manage high emotions faced by generation "Y", on a day-to-day basis. Generation "Y" is emotionally challenged with: drug…

  18. Increasing emotional intelligence through training : current status and future directions

    OpenAIRE

    Schutte, Nicola S.; Malouff, John M.; Thorsteinsson, Einar B.

    2013-01-01

    Emotional intelligence consists of adaptive emotional functioning involving inter-related competencies relating to perception, understanding, utilising and managing emotions in the self and others. Researchers in diverse fields have studied emotional intelligence and found the construct to be associated with a variety of intrapersonal and interpersonal factors such as mental health, relationship satisfaction, and work performance. This article reviews research investigating the im...

  19. EMOTIONAL INTELLIGENCE AND EMOTIONS ASSOCIATED WITH OPTIMAL AND DYSFUNCTIONAL ATHLETIC PERFORMANCE

    Directory of Open Access Journals (Sweden)

    Andrew M. Lane

    2010-09-01

    Full Text Available This study investigated relationships between self-report measures of emotional intelligence and memories of pre-competitive emotions before optimal and dysfunctional athletic performance. Participant-athletes (n = 284 completed a self-report measure of emotional intelligence and two measures of pre-competitive emotions; a emotions experienced before an optimal performance, and b emotions experienced before a dysfunctional performance. Consistent with theoretical predictions, repeated MANOVA results demonstrated pleasant emotions associated with optimal performance and unpleasant emotions associated with dysfunctional performance. Emotional intelligence correlated with pleasant emotions in both performances with individuals reporting low scores on the self-report emotional intelligence scale appearing to experience intense unpleasant emotions before dysfunctional performance. We suggest that future research should investigate relationships between emotional intelligence and emotion-regulation strategies used by athletes.

  20. 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.

  1. 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...

  2. Self-Assessing of the Emotional Intelligence and Organizational Intelligence in Schools

    Science.gov (United States)

    Dagiene, Valentina; Juškeviciene, Anita; Carneiro, Roberto; Child, Camilla; Cullen, Joe

    2015-01-01

    The paper presents the results of an evaluation of the Emotional Intelligence (EI) and Organisational Intelligence (OI) competences self-assessment tools developed and applied by the IGUANA project. In the paper Emotional Intelligence and Organisational Intelligence competences are discussed, their use in action research experiments to assess and…

  3. 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

  4. 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

  5. The Relationship of Emotional Intelligence with Academic Intelligence and the Big Five

    NARCIS (Netherlands)

    Van der Zee, Karen; 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

  6. 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.

  7. 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.

  8. Emotional intelligence and empathy: its relevance in the clinical encounter

    OpenAIRE

    Burcher , Paul

    2011-01-01

    Paul BurcherDepartment of Philosophy, University of Oregon, Oregon Health Sciences UniversityAbstract: The clinical relationship between patient and health care provider is an emotion-laden experience for both participants. Emotional intelligence has an obvious role in medicine on both sides of the clinical relation. This review examines the impact of emotional intelligence from both the patient and physician perspective. On the patient side, emotional intelligence may have a role in both acu...

  9. 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.

  10. 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.

  11. Lesion Mapping the Four-Factor Structure of Emotional Intelligence

    Science.gov (United States)

    Operskalski, Joachim T.; Paul, Erick J.; Colom, Roberto; Barbey, Aron K.; Grafman, Jordan

    2015-01-01

    Emotional intelligence (EI) refers to an individual’s ability to process and respond to emotions, including recognizing the expression of emotions in others, using emotions to enhance thought and decision making, and regulating emotions to drive effective behaviors. Despite their importance for goal-directed social behavior, little is known about the neural mechanisms underlying specific facets of EI. Here, we report findings from a study investigating the neural bases of these specific components for EI in a sample of 130 combat veterans with penetrating traumatic brain injury. We examined the neural mechanisms underlying experiential (perceiving and using emotional information) and strategic (understanding and managing emotions) facets of EI. Factor scores were submitted to voxel-based lesion symptom mapping to elucidate their neural substrates. The results indicate that two facets of EI (perceiving and managing emotions) engage common and distinctive neural systems, with shared dependence on the social knowledge network, and selective engagement of the orbitofrontal and parietal cortex for strategic aspects of emotional information processing. The observed pattern of findings suggests that sub-facets of experiential and strategic EI can be characterized as separable but related processes that depend upon a core network of brain structures within frontal, temporal and parietal cortex. PMID:26858627

  12. Assessing Emotionally Intelligent Leadership in Pharmacy Students.

    Science.gov (United States)

    Haight, Robert C; Kolar, Claire; Nelson, Michael H; Fierke, Kerry K; Sucher, Brandon J; Janke, Kristin K

    2017-03-25

    Objective. To determine the frequency distribution of pharmacy students across Emotionally Intelligent Leadership Inventory (EILI) measures. Methods. The EILI was administered to 235 pharmacy students at two schools. The instrument was systematically compared to the 2013 CAPE Outcomes and analyzed by confirmatory factor analysis. Results. The EILI has primary connections with pharmacy competencies related to interprofessional communication and leadership. The three facets of the EILI were verified for internal consistency (Context, α=.78; Self, α=.74; Others, α=.79). Student scores were the highest for the consciousness of self facet, with a mean score of 31.4 out of 40. Conclusion. The EILI shows promise as an instrument for use in assessing pharmacy students' emotional intelligence and leadership skills.

  13. Emotional intelligence--essential for trauma nursing.

    Science.gov (United States)

    Holbery, Natalie

    2015-01-01

    Patients and their relatives are increasingly considered partners in health and social care decision-making. Numerous political drivers in the UK reflect a commitment to this partnership and to improving the experience of patients and relatives in emergency care environments. As a Lecturer/Practitioner in Emergency Care I recently experienced the London Trauma System as a relative. My dual perspective, as nurse and relative, allowed me to identify a gap in the quality of care akin to emotional intelligence. This paper aims to raise awareness of emotional intelligence (EI), highlight its importance in trauma care and contribute to the development of this concept in trauma nursing and education across the globe. Copyright © 2014 Elsevier Ltd. All rights reserved.

  14. Emotional intelligence, personality and sales performance

    OpenAIRE

    Sjöberg, Lennart; Littorin, Patrick

    2003-01-01

    In this study, salespersons in a telecommunications company were tested for emotional intelligence (EI), additional dimensions of work motivation and personality, and work performance. It was found that EI was related as expected to other variables, most noticeably to life/work balance (positively), to positive affective tone (positively), and to materialistic values and money obsession (negatively). EI was most clearly related to citizenship behavior and less to core task performance, as exp...

  15. Emotional intelligence and emotions associated with optimal and dysfunctional athletic performance.

    Science.gov (United States)

    Lane, Andrew M; Devonport, Tracey J; Soos, Istvan; Karsai, Istvan; Leibinger, Eva; Hamar, Pal

    2010-01-01

    This study investigated relationships between self-report measures of emotional intelligence and memories of pre-competitive emotions before optimal and dysfunctional athletic performance. Participant-athletes (n = 284) completed a self-report measure of emotional intelligence and two measures of pre-competitive emotions; a) emotions experienced before an optimal performance, and b) emotions experienced before a dysfunctional performance. Consistent with theoretical predictions, repeated MANOVA results demonstrated pleasant emotions associated with optimal performance and unpleasant emotions associated with dysfunctional performance. Emotional intelligence correlated with pleasant emotions in both performances with individuals reporting low scores on the self-report emotional intelligence scale appearing to experience intense unpleasant emotions before dysfunctional performance. We suggest that future research should investigate relationships between emotional intelligence and emotion-regulation strategies used by athletes. Key pointsAthletes reporting high scores of self-report emotional intelligence tend to experience pleasant emotions.Optimal performance is associated with pleasant emotions and dysfunctional performance is associated with unpleasant emotions.Emotional intelligence might help athletes recognize which emotional states help performance.

  16. Emotional intelligence in orthopedic surgery residents

    Science.gov (United States)

    Chan, Kevin; Petrisor, Brad; Bhandari, Mohit

    2014-01-01

    Background Emotional intelligence (EI) is the ability to understand and manage emotions in oneself and others. It was originally popularized in the business literature as a key attribute for success that was distinct from cognitive intelligence. Increasing focus is being placed on EI in medicine to improve clinical and academic performance. Despite the proposed benefits, to our knowledge, there have been no previous studies on the role of EI in orthopedic surgery. We evaluated baseline data on EI in a cohort of orthopedic surgery residents. Methods We asked all orthopedic surgery residents at a single institution to complete an electronic version of the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT). We used completed questionnaires to calculate total EI scores and 4 branch scores. Data were analyzed according to a priori cutoff values to determine the proportion of residents who were considered competent on the test. Data were also analyzed for possible associations with age, sex, race and level of training. Results Thirty-nine residents (100%) completed the MSCEIT. The mean total EI score was 86 (maximum score 145). Only 4 (10%) respondents demonstrated competence in EI. Junior residents (p = 0.026), Caucasian residents (p = 0.009) and those younger than 30 years (p = 0.008) had significantly higher EI scores. Conclusion Our findings suggest that orthopedic residents score low on EI based on the MSCEIT. Optimizing resident competency in noncognitive skills may be enhanced by dedicated EI education, training and testing. PMID:24666445

  17. Emotional intelligence in orthopedic surgery residents.

    Science.gov (United States)

    Chan, Kevin; Petrisor, Brad; Bhandari, Mohit

    2014-04-01

    Emotional intelligence (EI) is the ability to understand and manage emotions in oneself and others. It was originally popularized in the business literature as a key attribute for success that was distinct from cognitive intelligence. Increasing focus is being placed on EI in medicine to improve clinical and academic performance. Despite the proposed benefits, to our knowledge, there have been no previous studies on the role of EI in orthopedic surgery. We evaluated baseline data on EI in a cohort of orthopedic surgery residents. We asked all orthopedic surgery residents at a single institution to complete an electronic version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). We used completed questionnaires to calculate total EI scores and 4 branch scores. Data were analyzed according to a priori cutoff values to determine the proportion of residents who were considered competent on the test. Data were also analyzed for possible associations with age, sex, race and level of training. Thirty-nine residents (100%) completed the MSCEIT. The mean total EI score was 86 (maximum score 145). Only 4 (10%) respondents demonstrated competence in EI. Junior residents (p = 0.026), Caucasian residents (p = 0.009) and those younger than 30 years (p = 0.008) had significantly higher EI scores. Our findings suggest that orthopedic residents score low on EI based on the MSCEIT. Optimizing resident competency in noncognitive skills may be enhanced by dedicated EI education, training and testing.

  18. 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...

  19. Different aspects of emotional intelligence of borderline personality disorder

    NARCIS (Netherlands)

    Peter, Mathell; Arntz, Arnoud R; Klimstra, T.A.; Vingerhoets, A.J.J.M.

    2018-01-01

    Objectives: The present study investigated deficiencies in different components of emotional intelligence in borderline personality disorder (BPD). Method: The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Emotional Quotient Inventory (EQ-i) were used to assess EI dimensions. BPD

  20. 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…

  1. Emotional Intelligence: A Study of Female Secondary School Headteachers

    Science.gov (United States)

    Cliffe, Joanne

    2011-01-01

    The notion that emotional intelligence can be correlated with work success is well documented, particularly with regard to leadership in the business world. However, there are few empirical studies which detail the interplay of intelligent use of emotions in school leadership. This article explores the relationship between emotional intelligence…

  2. Emotional Intelligence in Intensive Clinical Experiences for Nursing Students

    Science.gov (United States)

    Zoromski, Lorraine M.

    2017-01-01

    This study looked for associations between measures of emotional intelligence in an intensive clinical experience for nursing students in their final semester of an associate's degree program. The theory of emotional labor was used to make connections between nursing clinical experience and emotional intelligence. Twenty nursing students from a…

  3. [The emotional intelligence and coping with stress among medical students].

    Science.gov (United States)

    Wons, Agata; Bargiel-Matusiewicz, Kamilla

    2011-01-01

    The emotional intelligence is a basis for active, adaptive coping with stress. The persons with high emotional intelligence can better recognize potential stressors, can use emotions in coping with problem, as far as they cope in better way with negative emotions evoking in stressful situation. The authors verify the thesis that individual style of coping with stress is connected with the level of emotional intelligence. The study was conducted among second year students of The School of Medicine. Two standardized instruments were used in the study: Emotional Intelligence Questionnaire (INTE) which measures emotional intelligence understood as an ability to recognize, understand and control emotions and Coping Inventory for Stressful Situations (CISS) which measures scoping with stress style understood as a trait of personality. The results confirm that persons with high level of emotional intelligence are more flexible in coping with stressors. It has been stated that people with higher results in case of emotional intelligence undertake more willingly active acts confronting with problem. Persons who have low results in case of emotional intelligence use mainly strategies focused on coping with their own emotions, as far as on escape style of coping. The results of the presented study may become a stimulus to creating prevention projects addressed to future physicians and also to the people who are now active on professional level. The projects could prevent preserving unconstructive ways of coping with occupational stress and indirectly improve efficacy and satisfaction connected with medical care.

  4. Emerging Understanding of Emotional Intelligence of Teenagers.

    Science.gov (United States)

    Sekhri, Punya; Sandhu, Meera; Sachdev, Vinod

    2017-01-01

    Emotional intelligence (EI) is the ability to use emotions effectively and productively. It is becoming increasingly clear that these skills are one of the primary foundations for better performance of students in classrooms and in the society as well and EI provides the basis for competencies important "in almost every job." So we accessed the EI of teenagers as a guide of their academic score. We analyzed the correlation of academic score to the EI of teenagers in regular schools and part-time unconventional coaching institute using the Bar-On Emotional Quotient questionnaire. The results of our study showed that empathy and self-actualization were highly developed in students of regular conventional school than those attending part-time unconventional coaching institute. The academic score had a significantly positive correlation with empathy, whereas a significantly negative correlation with interpersonal relations. Empathy, interpersonal relation, and impulsive control were significantly higher in females than males. Therefore by inculcating and working toward development of EI in the young generation, we can hope to achieve a more positive environment. Sekhri P, Sandhu M, Sachdev V. Emerging Understanding of Emotional Intelligence of Teenagers. Int J Clin Pediatr Dent 2017;10(3):289-292.

  5. 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.

  6. Family functioning and trait emotional intelligence among youth

    Directory of Open Access Journals (Sweden)

    Masoumeh Alavi

    2017-12-01

    Full Text Available This study explored the relationship between family functioning and trait emotional intelligence among 547 respondents, between the age of 16 and 24 years from Malaysia, Iran, China, Sudan, Somalia, Morocco, the United Kingdom, Germany and the Netherlands. The questionnaires were Family Adaptability and Cohesion Evaluation Scale III and Trait Emotional Intelligence Questionnaire Short Form. Pearson correlation analysis revealed a significant relationship between family functioning and trait emotional intelligence. The higher the family functioning, the higher the trait emotional intelligence among youths. The findings provide a deeper understanding in the field of family functioning and trait emotional intelligence and have implications for parents, administrators and child relationships dealing with trait emotional intelligence.

  7. Emotional Intelligence and Emotion Work: Examining Constructs from an Interdisciplinary Framework

    Science.gov (United States)

    Opengart, Rose

    2005-01-01

    Emotional intelligence and emotion work are two research areas traditionally presented as distinct. This article reviews their definitions, examines their intersections, and illustrates the advantage of approaching emotion research from an interdisciplinary framework. Conclusions address the following: (a) An employee's emotional intelligence or…

  8. 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

  9. 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.

  10. The impact of stroke on emotional intelligence.

    Science.gov (United States)

    Hoffmann, Michael; Cases, Lourdes Benes; Hoffmann, Bronwyn; Chen, Ren

    2010-10-28

    Emotional intelligence (EI) is important for personal, social and career success and has been linked to the frontal anterior cingulate, insula and amygdala regions. To ascertain which stroke lesion sites impair emotional intelligence and relation to current frontal assessment measurements. 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. 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). 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.

  11. Emotional Intelligence and Social Interest : are they related constructs?

    OpenAIRE

    Chamarro Lusar, Andrés

    2012-01-01

    In the last 15 years, a new psychological construct has emerged in the field of psychology: Emotional Intelligence. Some models of Emotional Intelligence bear ressemblence with aspects of one of the core constructs of Adlerian Psychology: Social Interest. The authors investigated, if both constructs are also empirically related and which is their capacity to predict psychiatric symptoms and antisocial behavior. Results indicate that Social Interest and Emotional Intelligence are empirically d...

  12. EMOTIONAL INTELLIGENCE WITH RESPECT TO SENIOR LEADERSHIP AND JOB ENHANCEMENT

    OpenAIRE

    Bharti Venkatesh; Rajan Kochhar

    2015-01-01

    This paper is an endeavour to bring out the importance of emotional intelligence towards individuals who will tend to occupy higher and senior positions in organizations. An attempt has also been made to relate emotional intelligence to job enhancement by focusing on the research carried out by me on Indian Army officers. Certain recommendations have also been given towards improvement of Emotional Intelligence which would contribute immensely towards attainment of organizational goals. Key w...

  13. Dimensions of Emotional Intelligence and Transformational Leadership: A Correlation Analysis

    OpenAIRE

    John N. N. Ugoani; Christain U. Amu; Emenike O. Kalu

    2015-01-01

    The study was designed to explore the degree of relationship between emotional intelligence and transformational leadership style. Goleman who popularized the concept of the science of emotional intelligence and brought it to its academic zenith drew on a wealth of research to argue that successful leaders need emotional intelligence, or the attributes of self-awareness, impulse control, persistence, confidence, self-motivation empathy, social deftness, trust worthiness, adaptability, and a t...

  14. Increasing Emotional Intelligence through Training: Current Status and Future Directions

    Directory of Open Access Journals (Sweden)

    Nicola S. Schutte

    2013-04-01

    Full Text Available Emotional intelligence consists of adaptive emotional functioning involving inter-related competencies relating to perception, understanding, utilising and managing emotions in the self and others. Researchers in diverse fields have studied emotional intelligence and found the construct to be associated with a variety of intrapersonal and interpersonal factors such as mental health, relationship satisfaction, and work performance. This article reviews research investigating the impact of training in emotional-intelligence skills. The results indicate that it is possible to increase emotional intelligence and that such training has the potential to lead to other positive outcomes. The paper offers suggestions about how future research, from diverse disciplines,can uncover what types of training most effectively increase emotional intelligence and produce related beneficial outcomes.

  15. Indigenous Emotional Intelligence Scale: Development and Validation

    Directory of Open Access Journals (Sweden)

    Olukayode Ayooluwa Afolabi

    2017-04-01

    Full Text Available In Nigeria, it seems there is sparse of indigenous measure of emotional intelligence. Therefore, this research fills a gap in literature by developing a valid and reliable indigenous scale. To achieve this, the author combined the Bar-On and Goleman’s models of emotional intelligence. In Study 1, 255 items were generated and were reduced to 198 based on expert advice. At the end of several analyses, 52 items were retained. These items were put in a questionnaire form and administered to 850 students in a university. The author determined the factorial validity of the scale using a sample of 834 participants who returned the scale. The scale (using varimax rotation method was then subjected to principal component analysis and 40 items were retained in a 7 well defined factor structure. The factors/dimensions include interpersonal skill (r = .77, empathetic response (r = .73, stress tolerance (r = .69, optimism (r = .75, assertiveness (r = .78, problem solving (r = .74 and flexibility (r = .80. The scale has convergent validity because of its positive relationship with empathy (r = .67 and social intelligence (r = .79 and negative relationships with aggression (r = -.41 and impulsiveness (r = -.32. A test re-test reliability of .79 was also established for the scale.

  16. Emotional intelligence and nursing performance among nursing students.

    Science.gov (United States)

    Beauvais, Audrey M; Brady, Noreen; O'Shea, Eileen R; Griffin, Mary T Quinn

    2011-05-01

    Some scholars have proposed that the educational preparation of nurses can be improved by incorporating emotional intelligence lessons into the nursing curricula. However, the relationship between emotional intelligence and nursing performance in nursing students is unknown. The purpose of the study was to examine this relationship among nursing students. A descriptive correlational design with non-probability sampling methods of 87 nursing students in a university setting was conducted. The variables of focus were emotional intelligence and nursing performance. Emotional intelligence was measured with the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Nursing performance was measured using the Six Dimension Scale of Nursing Performance (6-D Scale). The sample was predominately Caucasian (91%), female (93%), mean age 24 years. The mean score for emotional intelligence was 0.53, SD ± 0.06 indicating moderate emotional intelligence. The mean score for nursing performance was 3.14, SD ± 0.40 indicating moderate nursing performance. Emotional intelligence was related to nursing performance. Four of the six nursing performance subscale scores were significantly correlated with the total emotional intelligence scores. Implications for nursing education and clinical practice are discussed. Copyright © 2010 Elsevier Ltd. All rights reserved.

  17. Predictors of Happiness and Emotional Intelligence in Secondary Education

    Directory of Open Access Journals (Sweden)

    Federico Pulido Acosta

    2018-01-01

    Full Text Available This study analyzed predictors of happiness and emotional intelligence taking into account age, sex, culture and status and the relationship among these variables. 811 persons participated; 71.6% were Muslims and 28.4% Christians, with 46.1% males and 53.9% females. One questionnaire was used to evaluate happiness and another to evaluate emotional intelligence. The results indicate that predictors of happiness are age, culture, status and sex, while those of emotional intelligence are age, culture and sex. The study found that there is a statistically significant and direct correlation between happiness and emotional intelligence.

  18. 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. 

  19. Prospective associations between loneliness and emotional intelligence.

    Science.gov (United States)

    Wols, A; Scholte, R H J; Qualter, P

    2015-02-01

    Loneliness has been linked cross-sectionally to emotional skill deficits (e.g., Zysberg, 2012), but missing from the literature is a longitudinal examination of these relationships. The present study fills that gap by examining the prospective relationships between loneliness and emotional functioning in young adolescents in England. One hundred and ninety-six adolescents aged 11-13 years (90 females) took part in the study and completed the youth version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT-YV) and the peer-related subscale of the Loneliness and Aloneness Scale for Children and Adolescents (LACA) at two time points, which were 10 months apart. Prospective associations were obtained for male and female adolescents separately using cross-lagged statistical techniques. Our results showed prospective links between understanding and managing emotions and loneliness for both females and males. Perceiving and using emotions were prospectively linked to loneliness in males only. Possible explanations and directions for future research are discussed. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  20. 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.

  1. 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

  2. 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.

  3. Impact of therapist emotional intelligence on psychotherapy.

    Science.gov (United States)

    Kaplowitz, Matthew J; Safran, Jeremy D; Muran, Chris J

    2011-02-01

    The concept of emotional intelligence (EI) describes a set of emotional skills that may comprise efficacious therapist variables. The present study is the first to investigate EI among psychotherapists. Based on conceptual overlaps between the EI model and psychotherapy models, as well as a review of empirical evidence from both literatures, we make several predictions of how therapist EI impacts treatment. In a small pilot study, we assessed psychotherapist EI to determine its relation to psychotherapy outcome and process. Therapists with higher ratings of EI achieved better therapist-rated outcome results and lower drop-out rates compared with therapists with lower ratings of EI. Though not hypothesized, higher therapist EI was significantly associated with increased patient assessment compliance. There was no relationship between early working alliance ratings and therapist EI. Findings offer preliminary support for the relevance of therapist EI to psychotherapy.

  4. Creating a board game for encouraging emotional intelligence

    OpenAIRE

    Galič, Kaja

    2016-01-01

    The main focus of this thesis is on creating a board game for encouraging emotional intelligence of children in early childhood. Game is based on the Four-Branch Model which was proposed by Mayer and Salovey (1997). Board game covers emotional skills, which include the abilities to perceive emotions in oneself and other, to use emotions, to understand emotions and to manage emotions. Game was tested in Kindergarten Ledina Ljubljana and Kindergarten Mavrica Brežice. 57 children, aged five and ...

  5. Emotional intelligence vs. general intelligence: Aspects to consider in teaching

    Directory of Open Access Journals (Sweden)

    José L. Martínez-Rubio

    2014-03-01

    Full Text Available The main objective of this study was to analyze the way in which emotional competencies (EI in students are linked to general intelligence (IQ, and how the crossing of the two measurements determines their academic performance. To conduct this research, two tests were applied. First, the TEIQue (Trait Emotional Intelligence Questionnaire assessment was administered and, secondly, the R scale of the PMA Test (Primary Mental Abilities. The sample consisted of 58 university students between 18 and 51 years old, of which 76% are women and 24% are men. The results show that there is no direct relationship between emotional intelligence and general intelligence. However, it is important to consider the size of the sample, since it presents limitations when interpreting the results. Nonetheless, an interesting finding is the interaction discovered between a performance indicator, such as the selectivity score, and the overall EI score. These results are in line with those found by Schutte et al. (1998. This result is even more significant, if possible, when realizing the selectivity score showed a negative correlation (inverse relationship with the score on the PMA- R (Reasoning test. -------------------- Inteligencia emocional vs. inteligencia general: Aspectos a considerar en la docencia Resumen La presente investigación tiene como principal objetivo analizar el modo en el que las competencias emocionales (IE de los estudiantes se vinculan con su inteligencia general (IQ y cómo del cruce de ambas medidas determinan su rendimiento académico. Para el desarrollo de esta investigación, se suministraron dos cuestionarios a estudiantes de la Universidad Europea de Madrid. Concretamente, los estudiantes cumplimentaron el cuestionario TEIQue (Trait Emotional Intelligence Questionnaire para la medición de la Inteligencia emocional y la escala R del Test PMA (Primary Mental Abilities para la valoración del factor de razonamiento. La muestra est

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

    Science.gov (United States)

    2012-01-01

    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<.001), whereas a significant negative correlation between surface acting and job satisfaction was observed (r=−.39, p<.001). Furthermore, Self-Emotion Appraisal was negatively correlated with surface acting (r=−.20, p<.01). 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 study

  7. 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

  8. 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, pEmotion Appraisal was negatively correlated with surface acting (r=-.20, pEmotion 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. 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.

  9. Contribution of Emotional Intelligence towards Graduate Students’ Critical Thinking Disposition

    Directory of Open Access Journals (Sweden)

    Fong-Luan Kang

    2015-10-01

    Full Text Available Good critical thinkers possess a core set of cognitive thinking skills, and a disposition towards critical thinking. They are able to think critically to solve complex, real-world problems effectively. Although personal emotion is important in critical thinking, it is often a neglected issue. The emotional intelligence in this study concerns our sensitivity to and artful handling of our own and others’ emotions. Engaging students emotionally is the key to strengthening their dispositions toward critical thinking. Hence, a study involving 338 male and female graduate students from a public university was carried out. They rated the Emotional Intelligence Scale and Critical Thinking Disposition Scale. Findings suggested that emotional intelligence and critical thinking disposition were positively correlated (r=.609. Differences in terms of age, gender, and course of study also formed part of the analysis. Keywords: emotional intelligence, critical thinking disposition, graduate students

  10. Enhancing Cross-Cultural Training Efficacy on Expatriate Adjustment through Emotional Intelligence and Social Capital

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    Ely Susanto

    2012-05-01

    Full Text Available Cross cultural training is widely believed to make a positive contribution to expatriate adjustment. In practice, however, it is very costly and sometimes ineffective for expatriates. Therefore, there is a growing importance placed on increasing the cost effectiveness or enhancing the efficacy of crosscultural training by functioning individual expatriate’s social capital and emotional intelligence as moderating variables towards expatriate’s adjustment and performance. To do so we blend ideas drawn from social capital theory and emotional intelligence to develop the structure that underlies the logic of this paper. Thus, this paper uses social capital and emotional intelligence theories to enrich extant literature on expatriate adjustment

  11. EMOTIONAL INTELLIGENCE AND PARENTING STYLES INFLUENCE ON ADOLESCENT GIRLS

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    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.

  12. Do Students Experience "Social Intelligence," Laughter, and Other Emotions Online?

    Science.gov (United States)

    Meyer, Katrina A.; Jones, Stephanie J.

    2012-01-01

    Are online activities devoid of emotion and social intelligence? Graduate students in online and blended programs at Texas Tech University and the University of Memphis were surveyed about how often they laughed, felt other emotions, and expressed social intelligence. Laughter, chuckling, and smiling occurred "sometimes" as did other…

  13. Teachers: Emotional Intelligence, Job Satisfaction, and Organizational Commitment

    Science.gov (United States)

    Anari, Nahid Naderi

    2012-01-01

    Purpose: The purpose of this study is to investigate the relationship between emotional intelligence and job satisfaction, between emotional intelligence and organizational commitment, and between job satisfaction and organizational commitment among high-school English teachers. Furthermore, the study aims to examine the role of gender and age in…

  14. 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.

  15. Factor Structure of Japanese Versions of Two Emotional Intelligence Scales

    Science.gov (United States)

    Fukuda, Eriko; Saklofske, Donald H.; Tamaoka, Katsuo; Fung, Tak Shing; Miyaoka, Yayoi; Kiyama, Sachiko

    2011-01-01

    This article reports the psychometric properties of two emotional intelligence measures translated into Japanese. Confirmatory factor analysis (CFA) was conducted to examine the factor structure of a Japanese version of the Wong and Law Emotional Intelligence Scale (WLEIS) completed by 310 Japanese university students. A second study employed CFA…

  16. IS Learning: The Impact of Gender and Team Emotional Intelligence

    Science.gov (United States)

    Dunaway, Mary M.

    2013-01-01

    In university settings, dysfunction in teamwork often challenges problem-based learning in IS projects. Researchers of IS Education have largely overlooked Team Emotional Intelligence (TEI), which offers a collective cognitive skill that may benefit the student learning experience. Hypothesized are four dimensions of emotional intelligence (EI)…

  17. The Predictive Role of Emotional Intelligence on Personality and Shyness

    Science.gov (United States)

    Arslan, Coskun; Bülbül, Ayse Eliüsük; Büyükbayraktar, Çagla Girgin

    2017-01-01

    The main objective of this research is to determine the relationship between shyness, emotional intelligence and the five factor personality traits in university students. Furthermore it aims to determine whether the emotional intelligence and personality traits predict the Shyness levels at a significant level. The population of this study…

  18. Expressive Writing: Enhancing the Emotional Intelligence of Human Services Majors

    Science.gov (United States)

    Castillo, Yuleinys; Fischer, Jerome M.

    2017-01-01

    The skills and tasks in the human services field are highly connected to emotional intelligence abilities. The purpose of the study was to investigate the effect of an expressive writing program involving human service students in an undergraduate rehabilitation services course. The program was developed to enhance their emotional intelligence.…

  19. Emotional Intelligence and Cognitive Moral Development in Undergraduate Business Students

    Science.gov (United States)

    McBride, Elizabeth A.

    2010-01-01

    This study examines relationships between emotional intelligence (EI) and cognitive moral development (CMD) in undergraduate business students. The ability model of emotional intelligence was used in this study, which evaluated possible relationships between EI and CMD in a sample of 82 undergraduate business students. The sample population was…

  20. Emotional Intelligence Profiles and Learning Strategies in Secondary School Students

    Science.gov (United States)

    Inglés, Cándido J.; Martínez-Monteagudo, María C.; Pérez Fuentes, Maria C.; García-Fernández, José M.; Molero, María del Mar; Suriá-Martinez, Raquel; Gázquez, José J.

    2017-01-01

    The aim of this study was to analyse the relationship among emotional intelligence (EI) and learning strategies, identifying different emotional intelligence profiles and determining possible statistically significant differences in learning strategies through the identified profiles. Thousand and seventy-one Spaniards secondary school students…

  1. Emotional intelligence in learners with Attention Deficit Disorder ...

    African Journals Online (AJOL)

    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 ...

  2. The Role of Emotional Intelligence in Community College Leadership

    Science.gov (United States)

    Freed, Curt Alan

    2016-01-01

    The study explores the role of emotional intelligence in community college leaders using a case study design with mixed-methods, including quantitative and qualitative data. Twenty-one leaders among three cases participated in the study, each completing the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and participating in…

  3. Emotional Intelligence and Academic Anxieties: A Literature Review

    Science.gov (United States)

    Jan, Sajjad Ullah; Anwar, Mumtaz Ali; Warraich, Nosheen Fatima

    2017-01-01

    Emotional intelligence is an important area of psychology, which has gained acceptance in almost every academic discipline. It also seems to influence the various academic activities undertaken by students. This article, which is part of a larger study, reviews the literature on emotional intelligence, and its relationship with the academic and…

  4. Leadership Institute: Building Leadership Capacity through Emotional Intelligence

    Science.gov (United States)

    Argabright, Karen J.; King, Jeff; Cochran, Graham R.; Chen, Claire Yueh-Ti

    2013-01-01

    Given the changing dynamics of society and the pressures on Extension organizations to adapt, leadership effectiveness has become a crucial element of success. The program presented here is designed to enhance individual emotional intelligence. Through in-depth engagement of the participants, they learn to apply dynamics of emotional intelligence,…

  5. The Correlation of IQ and Emotional Intelligence with Reading Comprehension

    Science.gov (United States)

    Ghabanchi, Zargham; Rastegar, Rabe'e

    2014-01-01

    The aim of this study was to determine the impact of both IQ and emotional intelligence on reading comprehension in Iran. Forty-five EFL college students from Payame Noor University of Gonbad and Azad University of Gorgan participated in this study. Three independent tests were administrated, including Bar-On's emotional intelligence inventory…

  6. Teaching the Teachers: Emotional Intelligence Training for Teachers

    Science.gov (United States)

    Hen, Meirav; Sharabi-Nov, Adi

    2014-01-01

    A growing body of research in recent years has supported the value of emotional intelligence in both effective teaching and student achievement. This paper presents a pre-post, quasi-experimental design study conducted to evaluate the contributions of a 56-h "Emotional Intelligence" training model. The model has been developed and…

  7. Examining Emotional Intelligence within the Context of Positive Psychology Interventions

    Science.gov (United States)

    Gregersen, Tammy; MacIntyre, Peter D.; Finegan, Kate Hein; Talbot, Kyle; Claman, Shelby

    2014-01-01

    Emotional intelligence has not been widely studied in second language acquisition and studies published to date have been questionnaire-based. In this study we take a qualitative approach to focus on how emotional intelligence is used by two participants, one a learner and the other a pre-service teacher. The two focal participants were selected…

  8. 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.

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

    OpenAIRE

    Psilopanagioti Aristea; Anagnostopoulos Fotios; Mourtou Efstratia; Niakas Dimitris

    2012-01-01

    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 investig...

  10. Development and Validation of the Emotional Self-Awareness Questionnaire: A Measure of Emotional Intelligence

    Science.gov (United States)

    Killian, Kyle D.

    2012-01-01

    This study examined the psychometric characteristics of the Emotional Self-Awareness Questionnaire (ESQ), a self-report measure of emotional intelligence. The ESQ, Emotional Intelligence Scale, and measures of alexithymia, positive negative affect, personality, cognitive ability, life satisfaction, and leadership aspirations were administered to…

  11. Measured Effects of Provocation and Emotional Mastery Techniques in Fostering Emotional Intelligence among Nigerian Adolescents

    Science.gov (United States)

    Ogunyemi, Ajibola Olusoga

    2008-01-01

    Introduction: This study investigated the effects of provocation and emotional mastery programmes at fostering emotional intelligence of Nigerian adolescents. The study also aimed to establish whether gender will moderate the effects of the two techniques on emotional intelligence skills of adolescents. Method: The study employed a…

  12. Relationships between a Social-Emotional Learning Program and Emotional Intelligence in Middle School Students

    Science.gov (United States)

    Brown, Katherine Marie

    2013-01-01

    This study examined the relationships between a social-emotional learning program and the 5 dimensions of emotional intelligence and whether the relationships were moderated by gender. The problem addressed in the study was the lack of research focused on the development of emotional intelligence at the middle school level. The participants…

  13. Selective Attention to Emotional Stimuli: What IQ and Openness Do, and Emotional Intelligence Does Not

    Science.gov (United States)

    Fiori, Marina; Antonakis, John

    2012-01-01

    We examined how general intelligence, personality, and emotional intelligence--measured as an ability using the MSCEIT--predicted performance on a selective-attention task requiring participants to ignore distracting emotion information. We used a visual prime in which participants saw a pair of faces depicting emotions; their task was to focus on…

  14. Circadian typology and emotional intelligence in healthy adults.

    Science.gov (United States)

    Antúnez, Juan Manuel; Navarro, José Francisco; Adan, Ana

    2013-10-01

    Several aspects related to health, such as satisfaction with life, perceived well-being, and psychopathological symptomatology have been associated with circadian typology and with emotional intelligence. Nevertheless, the relationships between circadian typology and emotional intelligence have not been explored yet. The purpose of the present study is to examine the relationships between circadian typology and emotional intelligence, taking into account the possible interactions between sex and physical exercise, and controlling for age. A sample of 1011 participants (649 women), aged between 18 and 50 yrs (26.92 ± 6.53) completed the reduced Morningness-Eveningness Questionnaire (rMEQ) and the Trait Meta-Mood Scale-24 (TMMS-24). The TMMS-24 considers three dimensions of emotional intelligence: emotional attention, emotional clarity, and emotional repair. Women showed higher values for emotional attention, whereas men showed higher values for emotional repair (p emotional repair (p = 0.001) regardless of circadian typology or sex. Circadian typology presents differences in all scores of emotional intelligence dimensions. Morning-type had lower emotional attention than evening- and neither-type; neither-type had lower emotional repair than morning-type, and lower emotional clarity than both evening- and morning-type (p emotional attention, and only morning-type men showed a low emotional attention score. From the results of emotional intelligence we can conclude that morning typology may be a protective factor in terms of general health, whereas we should be aware that the neither-type may present a possible vulnerability to develop psychological problems.

  15. 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.

  16. The Influence of Competitive Personality Orientation on Adolescent Emotional Intelligence

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    Scott D. Scheer

    2012-06-01

    Full Text Available Emotional intelligence (EI is related to life success and everyday social interactions. The extent to which competitive personality orientation (CPO may influence emotional intelligence among adolescents is unknown. The objective of this investigation was to determine the relationship between adolescent competitive personality orientation and emotional intelligence and if competitive personality orientation predicts emotional intelligence while controlling for demographic variables. Participants were 200 students (91 females, 109 males, M age=17.24 years from three Midwestern high schools. An inverse relationship was discovered between competitive personality orientation and emotional intelligence. Higher competitiveness was associated with lower levels of EI and this relationship was maintained when demographic variables were statistically controlled. As well, females scored significantly higher for EI and lower for competitive orientation than males. The findings potentially have implications for youth organizations to consider the level of emphasis placed on competitive programming and for including activities whereby youth work cooperatively with each other for promoting EI development.

  17. Emotional intelligence and the Occupational Personality Questionnaire (OPQ

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    Adrian eFurnham

    2014-09-01

    Full Text Available 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 degree 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.

  18. Comparing spiritual intelligence and emotional expressiveness in psychosomatic patients

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    Mercedeh Norouzi

    2017-06-01

    Full Text Available The most important issues of psychology is psychosomatic disease. This study aimed to compare spiritual intelligence and emotional expression in patients with irritable bowel syndrome, coronary heart disease and asthma. This research was a post-event descriptive study. The statistical population included patients with coronary heart disease, irritable bowel syndrome and asthma that attended Imam Khomeini hospital, Tehran. The participants consisted of 150 participants (86 women, 64 men with irritable bowel syndrome (n=50, coronary heart disease (n=50 and asthma (n=50. They answered King and Emmons’ emotional expressiveness questionnaire and King’s spiritual intelligence questionnaire. The results showed a significant relationship between spiritual intelligence and emotional expressiveness subscales and a low level of spiritual intelligence and emotional expressiveness in all three groups of patients. Comparing the three groups showed that spiritual intelligence and emotional expression were low in all of them and coronary heart disease was the lowest in three group of patient.

  19. EMOTIONAL INTELLIGENCE AMONG FEMALE BASEBALL PLAYERS: A PSYCHOLOGICAL PROBE

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    Singh Dalwinder

    2015-09-01

    Full Text Available Purpose : The present study was conducted to determine the emotional intelligence among Indian female baseball players. Material : For the purpose of present study, two hundred (N=200 senior national female baseball players were selected through purposive sampling technique from different regions of India. They were selected from four different regions: A (North region baseball players=50, B (East region baseball players=50, C (West region baseball players=50 and D (South region baseball players=50. To collect the required data for the present study, the questionnaire developed by Hyde et al. (2001 on emotional intelligence was administered. One Way Analysis of Variance (ANOVA was employed to compare the entire regions. Where ‘F’ values were found significant, LSD (Least Significant Difference Post-hoc test was applied to find out the direction and degree of difference. The level of significance was set at 0.05. Results : Significant differences were observed among North, East, West and South regions female baseball players on the sub-parameters; empathy, self-development, value orientation and on the parameter Emotional Intelligence (Total. No significant differences were noticed on the sub-parameters; self-awareness, self-motivation, emotional stability, managing relations, integrity, commitment and altruistic behaviour. Conclusion: The outcome of results might be due to the fact that East region female baseball players are able to pay attention to the worries and concerns of others, can listen to someone without the urge to say something, can stay focused under pressure, are able to handle multiple demands and able to identify and separate their emotions.

  20. ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE, EMOTIONAL STABILITY AND PSYCHOLOGICAL WELLBEING

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    MARÍA PAZ BERMÚDEZ

    2003-01-01

    Full Text Available The purpose of this current study is to evaluate if there exist relation between Emotional Intelligence,Psychological Wellbeing and Emotional Stability in a sample of university students. The sample iscomposed of 65 people, men and women with ages between 18 and 33 years old. The instrumentsapplied in the evaluation were the Constructive Thinking Inventory (an evaluation of the EmotionalIntelligence, b (CTI, the Psychological Wellbeing Scale (b (PWS, and the Emotional Stability Scale ofthe Big Five Questionaire (b (BFQ.The results of the Pearson correlations indicate that there are significant positive correlations betweenEmotional Intelligence, Psychological Wellbeing and Emotional Stability.

  1. [The role of emotional intelligence in addiction disorders].

    Science.gov (United States)

    Kun, Bernadette; Demetrovics, Zsolt

    2010-01-01

    Role of emotions in the background of addictions is a long-studied question. Clinical observations and comorbidity studies unambiguously indicate that psychoactive substance use and dependence are related to emotional problems as well. Emotional intelligence is a relatively new concept of the study of managing emotions. On the revelation of this construct's relationship with psychoactive substance use and dependence only a few studies have been carried out so far. Present study systematically reviews articles born between 1990 and October 1, 2010 dealing with the relationship of these two factors. Out of the identified altogether 54 studies, 37 fitted the criteria of analysis. Studies overall indicate that lower levels of emotional intelligence are associated with more intensive drinking, smoking and illicit substance use and also more likely correlate with internet addiction, bulimia, gambling and impulsive buying. According to their results, especially the components called "recognizing emotions" and "regulation of emotions" of emotional intelligence play important roles regarding substance use.

  2. The level of emotional intelligence in undergraduate students of nursing

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    Majerníková Ľudmila

    2017-03-01

    Full Text Available Aim. The theory of emotional intelligence provides a framework to think about all of the non-technical skills you need in order to be a good nurse. It’s often described as the potential to feel, use, communicate, recognize, remember, describe, identify, learn from, manage, understand, and explain emotions. The aim of the study was to determine the level of total global Emotional Intelligence among undergraduate students of nursing and also to check the influence of factors (the year of study, type of completed high school education on Emotional Intelligence.

  3. Impact of Emotional Intelligence on Academic Achievement and Leadership

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    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.

  4. 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.

  5. Emotional intelligence buffers the effect of physiological arousal on dishonesty.

    Science.gov (United States)

    Pittarello, Andrea; Conte, Beatrice; Caserotti, Marta; Scrimin, Sara; Rubaltelli, Enrico

    2018-02-01

    We studied the emotional processes that allow people to balance two competing desires: benefitting from dishonesty and keeping a positive self-image. We recorded physiological arousal (skin conductance and heart rate) during a computer card game in which participants could cheat and fail to report a certain card when presented on the screen to avoid losing their money. We found that higher skin conductance corresponded to lower cheating rates. Importantly, emotional intelligence regulated this effect; participants with high emotional intelligence were less affected by their physiological reactions than those with low emotional intelligence. As a result, they were more likely to profit from dishonesty. However, no interaction emerged between heart rate and emotional intelligence. We suggest that the ability to manage and control emotions can allow people to overcome the tension between doing right or wrong and license them to bend the rules.

  6. Teachers’ emotional intelligence: The impact of training

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    Nina Dolev

    2016-04-01

    Full Text Available A growing number of studies have suggested that teachers' personal competencies, and more specifically Emotional Intelligence (EI, are particularly important for teacher effectiveness. Recently, there has also been a growing recognition of the importance of social-emotional competencies to students' learning and academic achievement. However, there has been a neglect of emotions in the field of teaching, and little is known about the impact of training aimed at developing teachers' EI on their EI levels and their practice. The current study investigates the impact of a teacher- centered EI training on teachers' EI in Israel. The study followed a two-year EI training in one school, employing group workshops and personal coaching. The study used a mixed methodology, making use of pre-post EQ-i assessment and semi-structured interviews. The findings illustrate that the training programme was perceived by the participants to have enhanced their EI competencies, as defined by the Bar-On model. Most participants integrated these competencies into their personal, professional and group identities and modified their EI-related behaviours.

  7. Emotional Intelligence and Personality in Anxiety Disorders

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    Nathalie P. Lizeretti

    2014-01-01

    Full Text Available Anxiety disorders (AD are by far the most frequent psychiatric disorders, and according to epidemiologic data their chronicity, comorbidities, and negative prognostic constitute a public health problem. This is why it is necessary to continue exploring the factors which contribute to the incidence, appearance, and maintenance of this set of disorders. The goal of this study has been to analyze the possible relationship between Emotional Intelligence (EI and personality disorders (PersD in outpatients suffering from AD. The sample was made up of 146 patients with AD from the Mental Health Center at the Health Consortium of Maresme, who were evaluated with the STAI, MSCEIT, and MCMI-II questionnaires. The main findings indicate that 89,4% of the patients in the sample met the criteria for the diagnosis of some PersD. The findings also confirm that patients with AD present a low EI, especially because of difficulties in the skills of emotional comprehension and regulation, and the lack of these skills is related to a higher level of anxiety and the presence of PersD. These findings suggest the need to consider emotional skills of EI and personality as central elements for the diagnosis and treatment of AD.

  8. Role of emotional intelligence in managerial effectiveness: An empirical study

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    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.

  9. The Relationship between Emotional Intelligence & Injury in Wrestlers

    OpenAIRE

    Jamal Fazel Kalkhoran; Benyamin Ghelichpoor Dashlibroon; Amir Shariati

    2013-01-01

    In this study, emotional intelligence, which is the ability to understand the excitement and emotion, was evaluated in Iranian elite wrestlers (with the mean age 19.40±5.5years) to determine its relationship with sports injuries. For this purpose, 90 wrestlers, who had participated in Country Championships and who had been invited to Iranian national team in 2012, participated in this research. For data collection, profile sheets, the Schulte Self Report Emotional Intelligence Test, sports in...

  10. GENDER DIFFERENCES IN EMOTIONAL INTELLIGENCE AMONG FIRST YEAR MEDICAL STUDENTS

    OpenAIRE

    Kavana G; Smrithi Shetty; Sparshadeep; Shibin Girish; Das

    2012-01-01

    ABSTRACT: BACKGROUND : Emotions are our feelings; if properly used are es sential tools for successful and fulfilling life. Emotional Intellige nce (EI) is defined as “the composite set of capabilities that enable a person to manage himself / herself and others”. Six important facets of Emotional Intelligence are: self–awareness, self–co nfidence, self-control, empathy, motivation and social-competency. The stereotype of women being the more “emotional” sex su...

  11. A Theoretical Assessment on Emotional Intelligence as a Competitive Managerial Skill

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    Burcu Hacioglu

    2016-01-01

    Full Text Available Emotion as the main motive underlying the human behaviors is a concept that has been researched by many disciplines in the social sciences. Deriving from behavioral studies on emotions, Emotional Intelligence as a critical concept in organizational behavior studies is attached to the assestment of employee motivation and performance drivers. In this study, a theoretical framework for the emotional intelligence in workplace has been assessed. The major contribution of the concept in competitive business strategies from managerial scope has been evaluated.

  12. Misconceptions about emotional intelligence: Deploying emotional intelligence in one’s life dimensions

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    Anobé Badenhorst

    2007-07-01

    Full Text Available Emotional intelligence (EI has become a buzz-word over the past ten years, yet misconceptions with regard to the concept abound. This leads to confusion among the general public, the scientific community, as well as to unfounded claims being made as to what the development of EI can accomplish in a person’s life. In this article the aim is to clarify the concept EI by making a sharper demarcation between the Emotional Life Dimension and the other life dimensions. Based on this clarification, the conceptualisation of EI in the literature is reviewed in more depth.

  13. Emotional Intelligence, Perceived Control, and Eating Disorders

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    Leehu Zysberg

    2013-08-01

    Full Text Available Studies on Emotional Intelligence (EI have demonstrated the concept’s potential in accounting for a broad range of health-related outcomes. Preliminary evidence associates measures of EI with disordered eating and other related behaviors. This study proposed a mediation effect of perceived control in the above association. We hypothesized that (a EI will positively associate with perceived control and (b perceived control will associate positively with Anorexia and negatively with Bulimia symptomatology. One hundred and thirty young adults residing in Israel filled out measures assessing Anorexia (drive for thinness, Bulimia, perceived control, and EI (two measures. The results lent only partial support to the hypotheses: EI showed a nonlinear association with control, which in turn showed nonlinear association with Anorexia scores, and contrary to our hypothesis, positive association with Bulimia scores. A Sobel test supported the mediation models for both eating disorder measures. The results are discussed and future research is proposed to further examine this hypothesized mechanism.

  14. Special issue on emotional intelligence: an overview.

    Science.gov (United States)

    Fernández-Berrocal, Pablo; Extremera, Natalio

    2006-01-01

    Emotional Intelligence (EI) has generated a broad interest both in the lay and scientific fields. Since the development of the concept, research on EI is increasing exponentially. Prestigious scientists from different lines of research contribute to this Special Issue on EI, assessing important theoretical and empirical topics on this construct. The first section of the Special Issue comprises manuscripts reviewing current models and approaches to EI, together with theoretical aspects of the concept. One of the most important topics on EI regards the measurement of the concept, the second section of this issue deeply assesses this matter presenting original investigations on the three approaches available for the measurement of EI. Subsequently, the impact of EI on applied fields, specifically on health, education, and organizations is described and supported by scientific papers in the last section of this Special Issue.

  15. Trait emotional intelligence in initial teacher training

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    David Molero

    2017-02-01

    Full Text Available This study analyzes the emotional intelligence (EI in teachers during their initial training following the trait EI model, namely the wellness model Bar-On (2002; 2006. 460 students participated (age in years M=22.57, SD=±3.39 of the University of Jaen (Spain who responded to the scale EQ-i Short Form Spanish version (López-Zafra, Pulido-Martos, & Berrios-Martos, 2014, that includes 4 factors (Interpersonal, Adaptability, Stress management and Intrapersonal. There are significant differences (p<.05 on various factors based on gender, age, degree of participants and the educational level of the same. The variables considered in the regression analysis that most predict global IE are Stress Management, Adaptability followed, Intrapersonal and Interpersonal. The results are consistent with those obtained in other studies in similar contexts.

  16. 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…

  17. Trait Emotional Intelligence and Children's Peer Relations at School

    Science.gov (United States)

    Petrides, K. V.; Sangareau, Yolanda; Furnham, Adrian; Frederickson, Norah

    2006-01-01

    Trait emotional intelligence ("trait EI" or "trait emotional self-efficacy") is a constellation of emotion"related self"perceptions and dispositions comprising the affective aspects of personality. The present study investigated the role of trait EI in children's peer relations at school. One hundred and sixty pupils (83 girls; mean age = 10.8…

  18. Are Emotionally Intelligent EFL Teachers More Satisfied Professionally?

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    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.

  19. 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.

  20. EMOTIONAL INTELLIGENCE AND ORGANIZATIONAL COMPETITIVENESS: MANAGEMENT MODEL APPROACH

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    John N. N. Ugoani

    2016-09-01

    Full Text Available Modern organization theory considers emotional intelligence as the index of competencies that help organizations to develop a vision for competitiveness. It also allows organizational leaders to enthusiastically commit to the vision, and energize organizational members to achieve the vision. To maximize competiveness organizations use models to simplify and clarify thinking, to identify important aspects, to suggest explanations and to predict consequences, and explore other performance areas that would otherwise be hidden in an excess of words. The survey research design was used to explore the relationship between emotional intelligence and organizational competitiveness. The study found that emotional intelligence has strong positive relationship with organizational competitiveness

  1. Measuring Emotional Intelligence Enhances the Psychological Evaluation of Chronic Pain.

    Science.gov (United States)

    Doherty, Eva M; Walsh, Rosemary; Andrews, Leanne; McPherson, Susan

    2017-12-01

    The assessment of emotional factors, in addition to other psychosocial factors, has been recommended as a means of identifying individuals with chronic pain who may not respond to certain pain treatments. Systematic reviews of the evidence regarding the prediction of responsiveness to a treatment called the spinal cord stimulator (SCS) have yielded inconclusive results. Emotional intelligence is a term which refers to the ability to identify and manage emotions in oneself and others and has been shown to be inversely associated with emotional distress and acute pain. This study aims to investigate the relationship between emotional intelligence, chronic pain, and the more established psychosocial factors usually used for SCS evaluations by clinical psychologists in medical settings. A sample of 112 patients with chronic pain on an acute hospital waiting list for SCS procedures in a pain medicine service were recruited. Psychological measures were completed including: a novel measure of emotional intelligence; usual measures of emotional distress and catastrophizing; and a numerical rating scale designed to assess pain intensity, pain-related distress, and interference. As predicted, findings revealed significant associations between most of the measures analyzed and current pain intensity. When entered into a simultaneous regression analysis, emotional intelligence scores remained the only significant predictor of current pain intensity. There are potential clinical, ethical, and organizational implications of emotional intelligence processes partially predicting pain in patients on a waiting list for a medical procedure. These results may offer new insight, understanding, and evaluation targets for clinical psychologists in the field of pain management.

  2. The moderating role of personality traits on emotional intelligence and conflict management styles.

    Science.gov (United States)

    Ann, Bao-Yi; Yang, Chun-Chi

    2012-06-01

    In a sample of 442 part-time MBA and undergraduate students, the relationships between emotional intelligence and the integrating style and between emotional intelligence and the dominating style of conflict management were moderated by extraversion. In addition, agreeableness moderated the relationships between emotional intelligence and compromising style and between emotional intelligence and dominating style.

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

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    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.

  4. 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.

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    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.

  5. 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.

  6. Emotional Intelligence, Physical Activity and Coping with Stress in Adolescents

    Directory of Open Access Journals (Sweden)

    Ali Aziz Dawood A L S U D A N I

    2015-06-01

    Full Text Available Participation in physical activity seems to be connected with better coping with stress and higher level emotional intelligence. The aim of the study is to check if there are any significant correlations between emotional intelligence, physical activity and style focused on the task in coping with stress. The sample was made by 90 adolesc ents, aged from 19 - 21 from Psychology department at University of Szczecin. To check the level of emotional inteligence was used polish version of Emotional Intelligence Questionaire. To check te level of physical activity was used s hort form of Internati onal Physical Activity Questionaire. To find out what kind of style is used by adolescents with coping with stress was used Polish version of Coping Inventory for Stressful Situations. There were signifficant correlations between physical activity an d task oriented coping, avoidance, social diversion, emotional intelligence (p<0.05. Regression analyses showed that task oriented coping and social diversion are predictors of physical activity. Results of one way Anova showed that the task - oriented copi ng, social diversion, walking, moderate and vigorous intensity physical activity, physical actrivity (in MET/min, emotional intelligence, identifying emotions and using emotions in practice of the high PA group were significantly higher (p<0.05 than in t he low PA group.

  7. Diversity of Emotional Intelligence among Nursing and Medical Students.

    Science.gov (United States)

    Chun, Kyung Hee; Park, Euna

    2016-08-01

    The purpose of this study is to identify the types of perception of emotional intelligence among nursing and medical students and their characteristics using Q methodology, and to build the basic data for the development of a program for the would-be medical professionals to effectively adapt to various clinical settings in which their emotions are involved. Data were collected from 35 nursing and medical students by allowing them to classify 40 Q statements related to emotional intelligence and processed using the PC QUANL program. The perceptions of emotional intelligence by nursing and medical students were categorized into three types: "sensitivity-control type", "sympathy-motivation type", and "concern-sympathy type". The perceptions of emotional intelligence by nursing and medical students can represent an effective coping strategy in a situation where emotion is involved. In the medical profession, an occupation with a high level of emotional labor, it is important to identify the types of emotional intelligence for an effective coping strategy, which may have a positive effect on the performance of an organization. Based on the findings of this study, it is necessary to plan an education program for vocational adaptability for nursing and medical students by their types.

  8. Self-compassion and emotional intelligence in nurses.

    Science.gov (United States)

    Heffernan, Mary; Quinn Griffin, Mary T; Sister Rita McNulty; Fitzpatrick, Joyce J

    2010-08-01

    Nurses often provide care for patients and families who are suffering and where emotions are heightened. Compassion is an essential component of the care that nurses provide. Emotions play an important role in the relationship and communication between nurses, patients and families. Self-compassion is the ability to be compassionate to oneself, without this ability nurses might not be prepared to be compassionate to patients. Emotionally intelligent persons perceive themselves as confident, better able to understand, control and manage their emotions. The purpose of this descriptive, correlational study was to examine the relationship between self-compassion and emotional intelligence. Participants were 135 nurses. The setting for this study was a health system with hospitals located in Queens, Nassau and Suffolk counties of New York, USA. Three of the hospitals in the study are located in Queens and/or the Queens/Nassau border. Queens is the most culturally diverse community in the USA. The patients served, as well as the nursing staff, are reflective of this cultural and religious diversity. Results indicated a positive correlation between self-compassion and emotional intelligence (r = 0.55). Recommendations for future research include: exploration of self-compassion and emotional intelligence in nurses, and identification of the benefits of enhancing self-compassion and emotional intelligence in nurses.

  9. 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.

  10. Interdisciplinary teamwork: is the influence of emotional intelligence fully appreciated?

    Science.gov (United States)

    McCallin, Antoinette; Bamford, Anita

    2007-05-01

    The purpose of this study is to discuss how emotional intelligence affects interdisciplinary team effectiveness. Some findings from a larger study on interdisciplinary teamworking are discussed. Teams are often evaluated for complementary skill mix and expertise that are integrated for specialist service delivery. Interactional skills and emotional intelligence also affect team behaviour and performance. An effective team needs both emotional intelligence and expertise, including technical, clinical, social and interactional skills, so that teamwork becomes greater or lesser than the whole, depending on how well individuals work together. Team diversity, individuality and personality differences, and interprofessional safety are analysed to raise awareness for nurse managers of the complexity of interdisciplinary working relationships. If nursing input into interdisciplinary work is to be maximized, nurse managers might consider the role of emotional intelligence in influencing team effectiveness, the quality of client care, staff retention and job satisfaction.

  11. A CRITICAL REVIEW OF EMOTIONAL INTELLIGENCE AND LEADERSHIP

    OpenAIRE

    GÜLLÜCE, Ali Çağlar

    2015-01-01

    The role of emotional intelligence and leadership is becoming increasingly important. Effectiveness relies on the ability of leaders to respond to ongoing pressures and to manage others efficiently. One goal of the emotional intelligence is to improve the effectiveness of today’s and future leaders by implementing rigorous standards for selecting, developing, and assessing leaders. This focus on leader selection and development has prompted an interest in examining the qualities of successful...

  12. The role of trait emotional intelligence in predicting networking behavior

    OpenAIRE

    Teresa Torres-Coronas; María-Arántzazu Vidal-Blasco

    2017-01-01

    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 indivi...

  13. EMOTIONAL INTELLIGENCE AND PARENTING STYLES INFLUENCE ON ADOLESCENT GIRLS

    OpenAIRE

    A V Krasnov

    2016-01-01

    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 p...

  14. Emotional intelligence and mood states associated with optimal performance

    OpenAIRE

    Lane, A.; Thelwell, Richard; Devonport, T.

    2009-01-01

    This study utilized a within-subject design to investigate relationships between emotional intelligence and memories of mood states associated with optimal and dysfunctional performance in competitive sport and academic situations. Sport students (N = 436) completed a self-report Emotional Intelligence Scale (EIS), whilst retrospective accounts of mood states associated with optimal and dysfunctional sporting competition and academic examination performance were recorded using the Brunel Mood...

  15. Does Implementing an Emotional Intelligence Program Guarantee Student Achievement?

    Science.gov (United States)

    Wilkens, Coral L.; Wilmore, Elaine

    2015-01-01

    Being a 21st century learner may require a shift in the education paradigm. To be successful students may need to possess a different type of intelligence. Cherniss (2001), Goleman (1995), and O'Neil (1996), suggest that the key to positive life outcomes might consider emotional intelligence as more important than intellectual quotient (IQ).…

  16. 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.

  17. The influence of trait-emotional intelligence on authentic leadership

    Directory of Open Access Journals (Sweden)

    Martina Kotzé

    2015-11-01

    Full Text Available Orientation: Authentic leadership is a relatively new construct that has recently gained increasing attention resulting from challenges faced by organisations relating to ethical meltdowns, corruption and fraud. Research purpose: This study seeks to explore the relationship between components of emotional intelligence and authentic leadership. Motivation for the study: Several authors called for more empirical investigations into the antecedents of authentic leadership. Despite the important role that emotions play in leadership, empirical studies were lacking about the influence of different components of emotional intelligence to authentic leadership. Research design, approach and method: Data were collected, using questionnaires obtained from 341 full-time employed applicants to MBA and leadership programmes in a South African Business School. Relationships between variables were analysed, using Pearson product-moment correlations and stepwise multiple regression. Main findings: The results indicated that emotional intelligence has positive statistically significant associations with authentic leadership. Specifically, those who scored high on all the emotional intelligence components also scored high on authentic leadership. In addition, the emotional intelligence component of empathy was a statistically significant predictor of authentic leadership. Practical/managerial implications: Initial findings suggest the potential value of recognising and developing the emotional intelligence of leaders to enable them to lead their organisations authentically to desired, successful outcomes. As empathy has been shown to be the most important emotional intelligence predictor of authentic leadership, leaders need to understand when subordinates perceive a leader as displaying empathic emotion. Contribution: This study contributes to the literature and empirical research on the antecedents of authentic leadership.

  18. SIGNIFICANT INFLUENCES OF VIOLIN EXTRACURRICULAR ACHIEVEMENT TO EMOTIONAL INTELLIGENCE

    Directory of Open Access Journals (Sweden)

    Nafik

    2014-06-01

    Full Text Available This research aims to find out (1 whether there is an influence between student’s achievements of learning violin toward their emotional intelligence, (2 whether there is a correlation between student’s achievement of learning violin and their emotional intelligence, and (3 how much contribution of student’s achievement of learning violin to their emotional intelligence. It is a qualitative research which is defined as a research method based on positivism philosophy which is used to study particular sample and population. The sample and population are drawn randomly using research instruments to collect data, and the data are analyzed statistically. This aims to examine the hypothesis defined. The finding shows that there is a significant influence between student’s achievement of learning violin and their emotional intelligence about 76.1%, while the rest of it 23.9% is influenced by other factors which are not studied in this research. It proves that learning violin influences student’s emotional intelligence very much and emotional intelligence is influential in increasing student’s achievement. From the data, it shows that most of the students participating in violin extracurricular are able to increase their learning achievement.

  19. Emotional intelligence as protective factor in adolescents with suicidal ideation

    Directory of Open Access Journals (Sweden)

    Oscar Javier Mamani-Benito

    2018-01-01

    Full Text Available The objective of the present study is to determine the effectiveness of an intervention program to develop emotional intelligence in a risk group. The methodology involves a quasi experimental design, with intact group, the same that was submitted to an evaluation before and after an intervention. The population consists of 33 female adolescents identified with suicidal ideation, and the instruments applied were Beck's suicidal ideation scale and BarOn Ice's emotional intelligence inventory. The results evidenced the finding of significant differences (p < 0.05 in the levels of both suicidal ideation (Z = -4.596 and emotional intelligence dimensions: intrapersonal (t = -7.815, stress management (t = 10.294 and general mood (t = 7.178. The prevalence of emotional intelligence affected in subjects with suicidal ideation is corroborated; so, the results agree with studies that support that the emotional intelligence modulates the suicidal risk. Therefore, it has been shown that the effectiveness of the intervention program allowed the development of emotional intelligence in the aforementioned dimensions. Consequently, the levels of suicidal ideation in the at-risk population were reduced.

  20. Death attitudes and emotional intelligence in nursing students.

    Science.gov (United States)

    Aradilla-Herrero, Amor; Tomás-Sabado, Joaquin; Gómez-Benito, Juana

    The aims of this study were to analyze the relationships between death attitudes and perceived emotional intelligence in a sample of nursing students, and to determine whether there are differences between different academic years with regard to both emotional intelligence and death attitudes. The participants were 243 nursing students. They all responded voluntarily and anonymously to a questionnaire that assessed the following constructs: fear of death, death anxiety, death depression, death obsession, and emotional intelligence (attention, clarity, and mood repair). Students' scores on fear of death of others subscale (p nursing degree program and increased significantly on emotional clarity (p death of others. The importance of including emotional skills training and death-education programs as part of professional nursing curricula are discussed.

  1. Culture of Honour and Emotional Intelligence: Incompatible or related concepts?

    Directory of Open Access Journals (Sweden)

    Esther López-Zafra

    2013-11-01

    Full Text Available In this study we relate two concepts, Emotional Intelligence and Culture of Honour; in both cases the emotional aspect is very important and we believe they may have a role in couple relations. We propose that both concepts would relate in reverse, so that an individual with a high level of Emotional Intelligence would give less importance to the Culture of Honor and vice versa. A sample of 203 heterosexual couples completed a questionnaire. Our results show that the dimension Attention to emotions is associated with the culture of honor. Among our fi ndings we propose that the two concepts are related in some way and that congruency in the valuation of the Culture of Honor between the two partners will also deal with a level of Emotional Intelligence higher than in couples where there is not this congruence.

  2. The Relationship between Emotional Intelligence & Injury in Wrestlers

    Directory of Open Access Journals (Sweden)

    Jamal Fazel Kalkhoran

    2013-07-01

    Full Text Available In this study, emotional intelligence, which is the ability to understand the excitement and emotion, was evaluated in Iranian elite wrestlers (with the mean age 19.40±5.5years to determine its relationship with sports injuries. For this purpose, 90 wrestlers, who had participated in Country Championships and who had been invited to Iranian national team in 2012, participated in this research. For data collection, profile sheets, the Schulte Self Report Emotional Intelligence Test, sports injury reports and interviews with athletes and team physicians in addition to available medical records were used. Based on the wrestlers’ injury reports, there was an average of 12 injuries in 2012. The results showed significant negative relationships between the ability of wrestlers to regulate emotions (p=-0.309, their ability to use emotions (p=-0.313, their ability to assess their emotions (p=-0.582, their ability to generally regulate their emotions (p=-0.445 with the number of sports injuries. Also, only the ability to assess the emotions could predict the probability of injuries in wrestlers, that is, the wrestlers who had high ability to regulate their emotions suffered from lower injuries. The significant relationship between the components of emotional intelligence and the number of sports injuries showed that the athletes who had lower ability to regulate their emotional intelligence might put themselves more in risky situations and consequently more injuries. Coaches and officials are recommended to identify these athletes and to improve their emotional intelligence to reduce the probability of their sports injuries.

  3. Identification of parameters underlying emotions and a classification of emotions

    OpenAIRE

    Kumar, N. Arvind

    2008-01-01

    The standard classification of emotions involves categorizing the expression of emotions. In this paper, parameters underlying some emotions are identified and a new classification based on these parameters is suggested.

  4. The relationship between emotional intelligence and stress management

    Directory of Open Access Journals (Sweden)

    Saras Ramesar

    2009-04-01

    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.

  5. 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.

  6. 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.

  7. General Intelligence, Emotional Intelligence and Academic Knowledge as Predictors of Creativity Domains: A Study of Gifted Students

    Science.gov (United States)

    Sahin, Feyzullah

    2016-01-01

    Creativity of the individual is dependent on numerous factors, such as knowledge, general intelligence and emotional intelligence. The general purpose of this study is to investigate the effect of general intelligence, emotional intelligence and academic knowledge on the emerging of domain-specific creativity. The study was conducted on 178…

  8. Psychological Gender and Emotional Intelligence in Youth Female Soccer Players.

    Science.gov (United States)

    Rutkowska, Katarzyna; Bergier, Józef

    2015-09-29

    Many sports (for instance soccer) are stereotypically perceived as a male activity. Even so, more and more women decide to become competitive athletes. Since the theory of sport requires comprehensive explanations and the practice of sport needs clear guidelines, interdisciplinary studies into the nature of sport, including its psychological aspects, are necessary. Analysing the psychological profile of female soccer players, particularly those who are about to become professional athletes, can provide many interesting insights into the specific character of female youth sport and show where improvements can be made in athletic training programmes (especially in mental training). It is therefore important to study psychological gender that determines social behaviours and to analyse female athletes' emotional intelligence. Emotional intelligence is defined as a set of emotional competencies that determine the effectiveness of human behaviours. Psychological gender and emotional intelligence have a significant effect on human adaptability and the efficiency of psychosocial functioning. This research was undertaken with the dual purpose of identifying the psychological gender and emotional intelligence of female soccer players. It involved 54 secondary-school girls, some of whom attended a sports class and others played on the Polish national team. The following tools were used to carry out the research: the Gender Assessment Inventory (IPP [This and the other acronyms derive from the Polish language]-developed by Kuczyńska) and the Emotional Intelligence Questionnaire (INTE; created by Jaworowska and Matczak). As shown by the analysis of the results, most female soccer players in the study were androgynous and the level of their emotional intelligence was significantly higher than in other participants. This also seems to point to their significantly greater adaptability. At the same time, the level of emotional intelligence in many players was average or low

  9. Psychological Gender and Emotional Intelligence in Youth Female Soccer Players

    Directory of Open Access Journals (Sweden)

    Rutkowska Katarzyna

    2015-09-01

    Full Text Available Many sports (for instance soccer are stereotypically perceived as a male activity. Even so, more and more women decide to become competitive athletes. Since the theory of sport requires comprehensive explanations and the practice of sport needs clear guidelines, interdisciplinary studies into the nature of sport, including its psychological aspects, are necessary. Analysing the psychological profile of female soccer players, particularly those who are about to become professional athletes, can provide many interesting insights into the specific character of female youth sport and show where improvements can be made in athletic training programmes (especially in mental training. It is therefore important to study psychological gender that determines social behaviours and to analyse female athletes’ emotional intelligence. Emotional intelligence is defined as a set of emotional competencies that determine the effectiveness of human behaviours. Psychological gender and emotional intelligence have a significant effect on human adaptability and the efficiency of psychosocial functioning. This research was undertaken with the dual purpose of identifying the psychological gender and emotional intelligence of female soccer players. It involved 54 secondary-school girls, some of whom attended a sports class and others played on the Polish national team. The following tools were used to carry out the research: the Gender Assessment Inventory (IPP [This and the other acronyms derive from the Polish language]-developed by Kuczyńska and the Emotional Intelligence Questionnaire (INTE; created by Jaworowska and Matczak. As shown by the analysis of the results, most female soccer players in the study were androgynous and the level of their emotional intelligence was significantly higher than in other participants. This also seems to point to their significantly greater adaptability. At the same time, the level of emotional intelligence in many players was

  10. Psychological Gender and Emotional Intelligence in Youth Female Soccer Players

    Science.gov (United States)

    Rutkowska, Katarzyna; Bergier, Józef

    2015-01-01

    Many sports (for instance soccer) are stereotypically perceived as a male activity. Even so, more and more women decide to become competitive athletes. Since the theory of sport requires comprehensive explanations and the practice of sport needs clear guidelines, interdisciplinary studies into the nature of sport, including its psychological aspects, are necessary. Analysing the psychological profile of female soccer players, particularly those who are about to become professional athletes, can provide many interesting insights into the specific character of female youth sport and show where improvements can be made in athletic training programmes (especially in mental training). It is therefore important to study psychological gender that determines social behaviours and to analyse female athletes’ emotional intelligence. Emotional intelligence is defined as a set of emotional competencies that determine the effectiveness of human behaviours. Psychological gender and emotional intelligence have a significant effect on human adaptability and the efficiency of psychosocial functioning. This research was undertaken with the dual purpose of identifying the psychological gender and emotional intelligence of female soccer players. It involved 54 secondary-school girls, some of whom attended a sports class and others played on the Polish national team. The following tools were used to carry out the research: the Gender Assessment Inventory (IPP [This and the other acronyms derive from the Polish language]-developed by Kuczyńska) and the Emotional Intelligence Questionnaire (INTE; created by Jaworowska and Matczak). As shown by the analysis of the results, most female soccer players in the study were androgynous and the level of their emotional intelligence was significantly higher than in other participants. This also seems to point to their significantly greater adaptability. At the same time, the level of emotional intelligence in many players was average or low

  11. Role of Emotional Intelligence in Conflict Management Strategies of Nurses.

    Science.gov (United States)

    Başoğul, Ceyda; Özgür, Gönül

    2016-09-01

    This study analyzes the emotional intelligence levels and conflict management strategies of nurses and the association between them. This cross-sectional, descriptive study was conducted with 277 nurses in a stratified random sample from a university hospital in Turkey. The data were collected from nurses who gave their informed consent to participate using a personal information form, the Rahim Organizational Conflict Inventory-II and Bar-On's Emotional Quotient Inventory (EQ-I). Data were assessed by descriptive statistics, t tests, and Pearson correlation analyses, using SPSS software. The levels of the nurses' strategies were as follows: avoiding (M = 2.98), dominating (M = 2.76), and obliging (M = 2.71) were medium; compromising (M = 1.99) and integration (M = 1.96) were low. The levels of the emotional intelligence of nurses (mean = 2.75) were medium on a 5-point scale. Integration (r = .168), obliging (r = .25), dominating (r = .18), and compromising (r = .33), which are conflict management strategies, were positively correlated with scores of emotional intelligence, and avoiding (r = -.25) was negatively correlated with scores of emotional intelligence (p emotional intelligence affects conflict management strategies. To use effective strategies in conflict management, nurses must develop emotional intelligence. Training programs on conflict management and emotional intelligence are needed to improve effective conflict management in healthcare facilities. Copyright © 2016. Published by Elsevier B.V.

  12. The Impact of Counsellor Training on Emotional Intelligence

    Science.gov (United States)

    Pearson, Anne; Weinberg, Ashley

    2017-01-01

    This study evaluated the impact of counsellor training on emotional intelligence (EI) in 45 undergraduates and 58 postgraduates. Significant improvements were recorded by students on completion of both programmes, suggesting that these were attributable to training which enhanced intra- and interpersonal aspects of emotional functioning. As a…

  13. Emotional Intelligence, Personality Traits and Career Decision Difficulties

    Science.gov (United States)

    Di Fabio, Annamaria; Palazzeschi, Letizia

    2009-01-01

    This study aims to take an in-depth look at the role of emotional intelligence and personality traits in relation to career decision difficulties. The Italian version of the Career Decision Difficulties Questionnaire (CDDQ), the Bar-On Emotional Quotient Inventory: Short (Bar-On EQ-i: S), and the Big Five Questionnaire (BFQ) were administered to…

  14. Impact of Emotional Intelligence on Employees' Performance and ...

    African Journals Online (AJOL)

    The ability to recognize our feelings and those of others and manage emotions well in ourselves is the major contributing factor to employees' performance and organizational commitment. Emotional intelligence is relevant for predicting organizational commitment and employees' work performance because most jobs ...

  15. The Missing Link: Emotional Intelligence in Teacher Preparation

    Science.gov (United States)

    Rojas, Michelle

    2012-01-01

    The purpose of this action research study was to examine the effects the Six Seconds model on the emotional intelligence development of teacher candidates in a teacher education program described above. How would this focus impact a teacher candidate's ability to navigate the emotional aspects of teaching, exercise optimism, and make daily choices…

  16. Gender-Wise Comparison on Emotional Intelligence and Marital ...

    African Journals Online (AJOL)

    The research aims at exploring and comparing the marital satisfaction and emotional intelligence of people between age 25-65. Tools used were namely Marital Satisfaction Scale (MSS) and Exploring Emotional Abilities (EEA). A fairly representative data of 316 respondents was collected from Maharashtra, India.

  17. Contribution of Emotional Intelligence towards Graduate Students' Critical Thinking Disposition

    Science.gov (United States)

    Kang, Fong-Luan

    2015-01-01

    Good critical thinkers possess a core set of cognitive thinking skills, and a disposition towards critical thinking. They are able to think critically to solve complex, real-world problems effectively. Although personal emotion is important in critical thinking, it is often a neglected issue. The emotional intelligence in this study concerns our…

  18. Emotional Intelligence and Emotional Eating Patterns: A New Insight into the Antecedents of Eating Disorders?

    Science.gov (United States)

    Zysberg, Leehu; Rubanov, Anna

    2010-01-01

    Objective: To examine the association between emotional intelligence (EI) and emotional eating. The authors hypothesized that EI will negatively associate with emotional eating. Methods: A correlational study, conducted in a convenience sample. The researchers personally approached working adults in their workplaces. Ninety Israelis, selected to…

  19. 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…

  20. Cognitions as determinants of (mal)adaptive emotions and emotionally intelligent behavior in an organizational context.

    Science.gov (United States)

    Spörrle, Matthias; Welpe, Isabell M; Försterling, Friedrich

    2006-01-01

    This study applies the theoretical concepts of Rational Emotive Behavior Therapy (REBT; Ellis, 1962, 1994) to the analysis of functional and dysfunctional behaviour and emotions in the workplace and tests central assumptions of REBT in an organizational setting. We argue that Ellis' appraisal theory of emotion sheds light on some of the cognitive and emotional antecedents of emotional intelligence and emotionally intelligent behaviour. In an extension of REBT, we posit that adaptive emotions resulting from rational cognitions reflect more emotional intelligence than maladaptive emotions which result from irrational cognitions, because the former lead to functional behaviour. We hypothesize that semantically similar emotions (e.g. annoyance and rage) lead to different behavioural reactions and have a different functionality in an organizational context. The results of scenario experiments using organizational vignettes confirm the central assumptions of Ellis' appraisal theory and support our hypotheses of a correspondence between adaptive emotions and emotionally intelligent behaviour. Additionally, we find evidence that irrational job-related attitudes result in reduced work (but not life) satisfaction.

  1. 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

  2. Developing Emotional Intelligence in Learners with Behavioral Problems: Refocusing Special Education.

    Science.gov (United States)

    Obiakor, Festus E.

    2001-01-01

    This article explains the operational conceptualizations of emotional intelligence, the benefits of emotional intelligence, and consequences of ignoring emotional intelligence. The roles of general and special educators in developing such intelligence in students with behavior problems are discussed, and an inclusive model for building emotional…

  3. EMOTIONAL INTELLIGENCE AND TYPES OF HOSTILITY AMONG NURSE STUDENTS

    Directory of Open Access Journals (Sweden)

    Magdalena IORGA

    2016-06-01

    Full Text Available The objective of the research is to identify the emotional intelligence quotient and types of hostility among freshman nurse students. Materials and method: 89 nurse students, first academic year of study, answered questions addressed through the Emotional intelligence test and BussDurkee Hostility Inventory. Different variables, such as age, gender, number of children in the family of origin or parents’ level of education, were considered. Collected data were analysed with SPSS 17.0. Results: Age distribution is between 19 and 48 years, with M = 25.52 ± 9.42, whereas the emotional intelligence quotient shows a M = 92.01±26.94. The correlational study identified a negative correlation between IE and resentment (-270*, p = .014, indirect hostility (-.223*, p = .044 and a strong negative correlation with suspicion (-.289**, p = 008. A positive correlation between parents’ level of education and emotional intelligence was shown (0.220*, p = 0.039 ≤0.05. Conclusions: The study identifies the relationship between emotional intelligence and different types of hostility. Results are important for nurses and also for the university staff, to improve curricula and teaching methods and to develop emotional skills during theoretical and practical sessions.

  4. Emotional Intelligence of Women Who Experience Domestic Violence

    OpenAIRE

    Tsirigotis, Konstantinos; ?uczak, Joanna

    2015-01-01

    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 ass...

  5. Diversity of Emotional Intelligence among Nursing and Medical Students

    OpenAIRE

    Chun, Kyung Hee; Park, Euna

    2016-01-01

    Objectives The purpose of this study is to identify the types of perception of emotional intelligence among nursing and medical students and their characteristics using Q methodology, and to build the basic data for the development of a program for the would-be medical professionals to effectively adapt to various clinical settings in which their emotions are involved. Methods Data were collected from 35 nursing and medical students by allowing them to classify 40 Q statements related to emot...

  6. 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.

  7. Exploring the neurological substrate of emotional and social intelligence.

    Science.gov (United States)

    Bar-On, Reuven; Tranel, Daniel; Denburg, Natalie L; Bechara, Antoine

    2003-08-01

    The somatic marker hypothesis posits that deficits in emotional signalling (somatic states) lead to poor judgment in decision-making, especially in the personal and social realms. Similar to this hypothesis is the concept of emotional intelligence, which has been defined as an array of emotional and social abilities, competencies and skills that enable individuals to cope with daily demands and be more effective in their personal and social life. Patients with lesions to the ventromedial (VM) prefrontal cortex have defective somatic markers and tend to exercise poor judgment in decision-making, which is especially manifested in the disadvantageous choices they typically make in their personal lives and in the ways in which they relate with others. Furthermore, lesions to the amygdala or insular cortices, especially on the right side, also compromise somatic state activation and decision-making. This suggests that the VM, amygdala and insular regions are part of a neural system involved in somatic state activation and decision-making. We hypothesized that the severe impairment of these patients in real-life decision-making and an inability to cope effectively with environmental and social demands would be reflected in an abnormal level of emotional and social intelligence. Twelve patients with focal, stable bilateral lesions of the VM cortex or with right unilateral lesions of the amygdala or the right insular cortices, were tested on the Emotional Quotient Inventory (EQ-i), a standardized psychometric measure of various aspects of emotional and social intelligence. We also examined these patients with various other procedures designed to measure decision-making (the Gambling Task), social functioning, as well as personality changes and psychopathology; standardized neuropsychological tests were applied to assess their cognitive intelligence, executive functioning, perception and memory as well. Their results were compared with those of 11 patients with focal

  8. Empathy and emotional intelligence: What is it really about?

    Directory of Open Access Journals (Sweden)

    Konstantikaki V.

    2008-01-01

    Full Text Available Empathy is the "capacity" to share and understand another’s "state of mind" or emotion. Itis often characterized as the ability to “put oneself into another’s shoes”, or in some way experience the outlookor emotions of another being within oneself. Empathy is a powerful communication skill that is often misunderstoodand underused. Initially, empathy was referred to as “bedside manner”; now, however, authors and educatorsconsider empathetic communication a teachable, learnable skill that has tangible benefits for both clinicianand patient: Effective empathetic communication enhances the therapeutic effectiveness of the clinician-patientrelationship. Appropriate use of empathy as a communication tool facilitates the clinical interview, increases theefficiency of gathering information, and honours the patient. Additionally, Emotional Intelligence (EI, often measuredas an Emotional Intelligence Quotient (EQ, describes a concept that involves the ability, capacity, skill or aself-perceived ability, to identify, assess, and manage the emotions of one’s self, of others, and of groups. Becauseit is a relatively new area of psychological research, the concept is constantly changing. The EQ concept argues thatIQ, or conventional intelligence, is too narrow; that there are wider areas of emotional intelligence that dictate andenable how successful we are. Success requires more than IQ (Intelligence Quotient, which has tended to be thetraditional measure of intelligence, ignoring essential behavioural and character elements. We’ve all met peoplewho are academically brilliant and yet are socially and inter-personally inept. And we know that despite possessinga high IQ rating, success does not automatically follow. The aim of this review is to describe the concept of empathyand emotional intelligence, compare it to other similar concepts and clarify their importance as vital parts of effectivesocial functioning. Just how vital they are, is a

  9. Study of emotional intelligence and empathy in medical postgraduates.

    Science.gov (United States)

    Faye, Abhijeet; Kalra, Gurvinder; Swamy, Rajeev; Shukla, Aniket; Subramanyam, Alka; Kamath, Ravindra

    2011-04-01

    The important domains of emotional intelligence (EI) are self-awareness and control of emotions, motivating oneself, and empathy. These are necessary to handle any relationship. This study aims to (i) assess emotional intelligence focusing specifically on empathy; (ii) to study the level of anger; and (iii) correlating level of anger with (a) EI and (b) empathy in medical postgraduates. Subjects were assessed randomly after obtaining informed consent, through semi-structured proforma and various scales, including Emotional Quotient Self-Assessment Checklist, Multi-Dimensional Emotional Empathy Scale, and Clinical Anger Scale. Data was analyzed using multivariate analysis with analysis of covariance test. On Emotional Quotient Self-Assessment checklist, more than 70% had poor emotional intelligence. Married males in the study were more confident and empathizing. Those with some major problem at home were more aware of their own emotions and other's feelings. Residents who had voluntarily chosen their specialty postgraduation training course (eg, medicine, surgery, and others), those who had less work load, those who had time for recreational activities, and exercise had scored high on EI. Good control of emotions in self was associated with good relationship with superiors and colleagues. Score on Clinical anger was moderate to severe in 10.6% of the subjects. EI and clinical anger correlated negatively.

  10. Emotional intelligence in medical laboratory science

    Science.gov (United States)

    Price, Travis

    The purpose of this study was to explore the role of emotional intelligence (EI) in medical laboratory science, as perceived by laboratory administrators. To collect and evaluate these perceptions, a survey was developed and distributed to over 1,400 medical laboratory administrators throughout the U.S. during January and February of 2013. In addition to demographic-based questions, the survey contained a list of 16 items, three skills traditionally considered important for successful work in the medical laboratory as well as 13 EI-related items. Laboratory administrators were asked to rate each item for its importance for job performance, their satisfaction with the item's demonstration among currently working medical laboratory scientists (MLS) and the amount of responsibility college-based medical laboratory science programs should assume for the development of each skill or attribute. Participants were also asked about EI training in their laboratories and were given the opportunity to express any thoughts or opinions about EI as it related to medical laboratory science. This study revealed that each EI item, as well as each of the three other items, was considered to be very or extremely important for successful job performance. Administrators conveyed that they were satisfied overall, but indicated room for improvement in all areas, especially those related to EI. Those surveyed emphasized that medical laboratory science programs should continue to carry the bulk of the responsibility for the development of technical skills and theoretical knowledge and expressed support for increased attention to EI concepts at the individual, laboratory, and program levels.

  11. Educational competences and emotional intelligence level of teachers

    Directory of Open Access Journals (Sweden)

    Romanowska-Tolloczko Anna

    2015-02-01

    Full Text Available Purpose : Determination of the relationship between the level of emotional intelligence and educational competences of teachers. Material and methods: The study was conducted among 120 primary school teachers. Assessment of the competence of teachers were analysed by means of a questionnaire constructed by the author of the elaboration, and the study of emotional predispositions used Two-dimensional Emotional Intelligence Inventory DINEMO. Results: It was found that teachers have a much lower level of educational competences in comparison to the substantive and methodical competences. Sphere of educational competences is the area in the work of teachers, which causes the most problems, and to which they feel the least prepared. The results of research on emotional intelligence showed variation in the levels of teachers predispositions Most of them - 54% is characterized by the average level of the selected features, 30% achieved high results, and 16% have low level of understanding and recognition of emotions. Conclusions: It was found that there is a correlation between the level of emotional intelligence and ability to cope in the educational situations. Understanding one's own and other people's emotions favors achieving high educational competences.

  12. Relating emotional intelligence to academic achievement among university students in Barbados

    OpenAIRE

    Fayombo, Grace A.

    2012-01-01

    This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI), Barbados, making use of Barchard (2001)'s Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intel...

  13. Preliminary Findings from RULER Approach in Spanish Teachers' Emotional Intelligence and Work Engagement

    Science.gov (United States)

    Castillo-Gualda, Ruth; García, Valme; Pena, Mario; Galán, Arturo; Brackett, Marc A.

    2017-01-01

    Introduction: The goal of this study was to assess the effectiveness of a socio-emotional learning program, RULER, on enhancing both the emotional intelligence and work-related outcomes in Spanish teachers. Measures included: Ability emotional intelligence, assessed by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and work-related…

  14. Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review

    Science.gov (United States)

    Waterhouse, Lynn

    2006-01-01

    This article reviews evidence for multiple intelligences theory, the Mozart effect theory, and emotional intelligence theory and argues that despite their wide currency in education these theories lack adequate empirical support and should not be the basis for educational practice. Each theory is compared to theory counterparts in cognitive…

  15. Inadequate Evidence for Multiple Intelligences, Mozart Effect, and Emotional Intelligence Theories

    Science.gov (United States)

    Waterhouse, Lynn

    2006-01-01

    I (Waterhouse, 2006) argued that, because multiple intelligences, the Mozart effect, and emotional intelligence theories have inadequate empirical support and are not consistent with cognitive neuroscience findings, these theories should not be applied in education. Proponents countered that their theories had sufficient empirical support, were…

  16. An Introduction of Emotional Intelligence and its Role in Medical Education: a Brief Review of Literature

    OpenAIRE

    Y Salekzamani

    2013-01-01

    Emotional intelligence is a different way of being smart and it is the ability to understand andrecognize emotional status and managing emotions, which promotes productivity, proper socialrelations and makes good decision in life. There are growing reports of the integration ofemotional intelligence in medical practice, so the purpose of this paper is a literature reviewrelated to emotional intelligence and its role in medical education.Key Words : emotional intelligence , medical education

  17. An Introduction of Emotional Intelligence and its Role in Medical Education: a Brief Review of Literature

    Directory of Open Access Journals (Sweden)

    Y Salekzamani

    2013-05-01

    Full Text Available Emotional intelligence is a different way of being smart and it is the ability to understand andrecognize emotional status and managing emotions, which promotes productivity, proper socialrelations and makes good decision in life. There are growing reports of the integration ofemotional intelligence in medical practice, so the purpose of this paper is a literature reviewrelated to emotional intelligence and its role in medical education.Key Words : emotional intelligence , medical education

  18. The dimensions of affective attachment as predictors of the level of emotional intelligence

    Directory of Open Access Journals (Sweden)

    Đorđević Tamara S.

    2016-01-01

    Full Text Available The core issue of this investigation was to examine whether the dimensions of familial affective attachment (anxious and avoidant can serve as predictors of the level of emotional intelligence in university students. In addition, explored was the connection between the above constructs, as well as whether they differ in prominence by sex, academic success, birth order and parent's education. The prominence of the dimensions of familial affective attachment on the sample used was also investigated. Used questionnaires were: Questionnaire for assessment of family attachment PAVb (Kamenov and Jelić, 2003 questionnaire for assessing emotional competence (UEK-45; (Takšić, 2002 and a questionnaire created for research purposes. The sample consists of students from the second and third year students 'Vocational high school for teachers' in Krusevac and 'Faculty of Pedagogical Sciences' in Jagodina, a total of 200. The findings show that emotional intelligence in general, as well as its Ability to Name and Express Emotion can be predicted on the basis of dimensions of Anxiety and Avoidance. The prominence of dimensions of familial attachment is low in the sample, and the Secure pattern of attachment predominates. Differences in the prominence of constructs under observation were not found by sex, year of study, birth order and parent's education, while connection between academic success and emotional intelligence is positive. The findings concerning connection between dimensions of familial affective attachment and capability of emotional intelligence show that the dimension Avoidance is negatively correlated with the Ability to Name and Express Emotion.

  19. Relationship between self-compassion and emotional intelligence in nursing students.

    Science.gov (United States)

    Şenyuva, Emine; Kaya, Hülya; Işik, Burçin; Bodur, Gönül

    2014-12-01

    Nursing focuses on meeting physical, social and emotional health-care needs of individuals, families and society. In health care, nurses directly communicate with patients and try to empathize with them. Nurses give care under emotionally intense conditions where the individual undergoes pain and distress. Research is aimed at analysing the correlation of self-compassion and emotional intelligence of nursing students. The population of the research consisted of all the undergraduate students (571 students) of the 2010-2011 fall semester of the department of nursing. An information form, Self-compassion Scale and Emotional Intelligence Assessment Scale were utilized to obtain data for the research. For the assessment of the findings of research, Statistical Package for Social Sciences 16.0 for Windows was utilized for statistical analysis. Results indicated that there is a correlation between self-compassion and emotional intelligence and that emotional intelligence, which includes the individual perceiving one's emotions and using the knowledge one gained from them to function while directing thoughts, actions and professional applications, has positive contributions to the features of nurses with developed self-compassion. © 2013 Wiley Publishing Asia Pty Ltd.

  20. Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects.

    Science.gov (United States)

    Mérida-López, Sergio; Extremera, Natalio; Rey, Lourdes

    2017-09-29

    This study examined the additive and interactive effects of role stress and emotional intelligence for predicting engagement among 288 teachers. Emotional intelligence and engagement were positively associated. Role ambiguity and role conflict showed negative associations with vigor and dedication scores. The interaction of role ambiguity and emotional intelligence was significant in explaining engagement dimensions. Similar results were found considering overall teacher engagement. Emotional intelligence boosted engagement when the levels of role ambiguity were higher. Our findings suggest the need for future research examining the impact of job hindrances on the links between emotional intelligence and teachers' occupational well-being indicators. Finally, the implications for emotional intelligence training in education are discussed.

  1. 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.

  2. 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.

  3. Emotional intelligence as a crucial component to medical education.

    Science.gov (United States)

    Johnson, Debbi R

    2015-12-06

    The primary focus of this review was to discover what is already known about Emotional Intelligence (EI) and the role it plays within social relationships, as well as its importance in the fields of health care and health care education. This article analyzes the importance of EI in the field of health care and recommends various ways that this important skill can be built into medical programs. Information was gathered using various database searches including EBSCOHOST, Academic Search Premier and ERIC. The search was conducted in English language journals from the last ten years. Descriptors include: Emotional Intelligence, medical students and communication skills, graduate medical education, Emotional Intelligence and graduate medical education, Emotional Intelligence training programs, program evaluation and development. Results of the study show a direct correlation between medical education and emotional intelligence competencies, which makes the field of medical education an ideal one in which to integrate further EI training. The definition of EI as an ability-based skill allows for training in specific competencies that can be directly applied to a specialized field. When EI is conceptualized as an ability that can be taught, learned, and changed, it may be used to address the specific aspects of the clinician-patient relationship that are not working well. For this reason, teaching EI should be a priority in the field of medical education in order to better facilitate this relationship in the future.

  4. Trait and Ability Emotional Intelligence in Children With ADHD.

    Science.gov (United States)

    Climie, Emma A; Saklofske, Donald H; Mastoras, Sarah M; Schwean, Vicki L

    2017-04-01

    The purpose of this study was to examine trait and ability emotional intelligence (EI) in children with ADHD. Forty-one children with ADHD (9-11 years) completed two measures of EI-the Bar-On Emotional Quotient Inventory: Youth Version-short form (EQi:YV-Brief) and the Mayer-Salovey-Caruso Emotional Intelligence Test, Youth Research Version (MSCEIT-YRV). Children with ADHD did not differ on total EI scores from the normative data on either the ability or trait EI measures. However, they scored above the group norms on the MSCEIT-YRV subscale of Managing Emotions and lower on Understanding Emotions. On the EQi:YV-Brief, children with ADHD reported significantly lower Interpersonal and Adaptability EI. Children with ADHD are relatively similar to children without ADHD when examining EI scores. However, there is some variability in the EI measures which should be considered when creating intervention programs.

  5. Multimodal Detection of Music Performances for Intelligent Emotion Based Lighting

    DEFF Research Database (Denmark)

    Bonde, Esben Oxholm Skjødt; Hansen, Ellen Kathrine; Triantafyllidis, Georgios

    2016-01-01

    . Using a microphone and a Kinect camera to detect such cues, the system is able to detect the intended emotion of what is being played. Specific lighting designs are then developed to support the specific emotions and the system is able to change between and alter the lighting design based......Playing music is about conveying emotions and the lighting at a concert can help do that. However, new and unknown bands that play at smaller venues and bands that don’t have the budget to hire a dedicated light technician have to miss out on lighting that will help them to convey the emotions...... of what they play. In this paper it is investigated whether it is possible or not to develop an intelligent system that through a multimodal input detects the intended emotions of the played music and in realtime adjusts the lighting accordingly. A concept for such an intelligent lighting system...

  6. Intelligibility of emotional speech in younger and older adults.

    Science.gov (United States)

    Dupuis, Kate; Pichora-Fuller, M Kathleen

    2014-01-01

    Little is known about the influence of vocal emotions on speech understanding. Word recognition accuracy for stimuli spoken to portray seven emotions (anger, disgust, fear, sadness, neutral, happiness, and pleasant surprise) was tested in younger and older listeners. Emotions were presented in either mixed (heterogeneous emotions mixed in a list) or blocked (homogeneous emotion blocked in a list) conditions. Three main hypotheses were tested. First, vocal emotion affects word recognition accuracy; specifically, portrayals of fear enhance word recognition accuracy because listeners orient to threatening information and/or distinctive acoustical cues such as high pitch mean and variation. Second, older listeners recognize words less accurately than younger listeners, but the effects of different emotions on intelligibility are similar across age groups. Third, blocking emotions in list results in better word recognition accuracy, especially for older listeners, and reduces the effect of emotion on intelligibility because as listeners develop expectations about vocal emotion, the allocation of processing resources can shift from emotional to lexical processing. Emotion was the within-subjects variable: all participants heard speech stimuli consisting of a carrier phrase followed by a target word spoken by either a younger or an older talker, with an equal number of stimuli portraying each of seven vocal emotions. The speech was presented in multi-talker babble at signal to noise ratios adjusted for each talker and each listener age group. Listener age (younger, older), condition (mixed, blocked), and talker (younger, older) were the main between-subjects variables. Fifty-six students (Mage= 18.3 years) were recruited from an undergraduate psychology course; 56 older adults (Mage= 72.3 years) were recruited from a volunteer pool. All participants had clinically normal pure-tone audiometric thresholds at frequencies ≤3000 Hz. There were significant main effects of

  7. 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.

  8. Emotional intelligence skills for maintaining social networks in healthcare organizations.

    Science.gov (United States)

    Freshman, Brenda; Rubino, Louis

    2004-01-01

    For healthcare organizations to survive in these increasingly challenging times, leadership and management must face mounting interpersonal concerns. The authors present the boundaries of internal and external social networks with respect to leadership and managerial functions: Social networks within the organization are stretched by reductions in available resources and structural ambiguity, whereas external social networks are stressed by interorganizational competitive pressures. The authors present the development of emotional intelligence skills in employees as a strategic training objective that can strengthen the internal and external social networks of healthcare organizations. The authors delineate the unique functions of leadership and management with respect to the application of emotional intelligence skills and discuss training and future research implications for emotional intelligence skill sets and social networks.

  9. Emotional intelligence is a second-stratum factor of intelligence: evidence from hierarchical and bifactor models.

    Science.gov (United States)

    MacCann, Carolyn; Joseph, Dana L; Newman, Daniel A; Roberts, Richard D

    2014-04-01

    This article examines the status of emotional intelligence (EI) within the structure of human cognitive abilities. To evaluate whether EI is a 2nd-stratum factor of intelligence, data were fit to a series of structural models involving 3 indicators each for fluid intelligence, crystallized intelligence, quantitative reasoning, visual processing, and broad retrieval ability, as well as 2 indicators each for emotion perception, emotion understanding, and emotion management. Unidimensional, multidimensional, hierarchical, and bifactor solutions were estimated in a sample of 688 college and community college students. Results suggest adequate fit for 2 models: (a) an oblique 8-factor model (with 5 traditional cognitive ability factors and 3 EI factors) and (b) a hierarchical solution (with cognitive g at the highest level and EI representing a 2nd-stratum factor that loads onto g at λ = .80). The acceptable relative fit of the hierarchical model confirms the notion that EI is a group factor of cognitive ability, marking the expression of intelligence in the emotion domain. The discussion proposes a possible expansion of Cattell-Horn-Carroll theory to include EI as a 2nd-stratum factor of similar standing to factors such as fluid intelligence and visual processing.

  10. EFL Teachers' Commitment to Professional Ethics and Their Emotional Intelligence: A Relationship Study

    Science.gov (United States)

    Ashraf, Hamid; Hosseinnia, Mansooreh; Domsky, Javad GH.

    2017-01-01

    Emotional intelligence is the capability to realize, to create, to comprehend emotions and sentimental knowledge, and to reflectively control emotions and to improve emotional and mental growth. The purpose of this study is to examine the relationship between EFL teachers' commitment to professional ethics and their emotional intelligence. To…

  11. The adaption study of emotional intelligence inventory in sport

    Directory of Open Access Journals (Sweden)

    İlhan Adiloğulları

    2015-12-01

    Full Text Available Aim: The purpose of this study was to test the validity and reliability of the Turkish version of Emotional Intelligence Inventory in Sport (EIIS. Material and Methods: The emotional intelligence inventory in sport which have consists of nineteen items and five subscales, 157 female (age=20,10±1,95 and 247 male (age=21,25±2,18 in total 404 (age=20,80±2,17 participants completed. Respondents of the EIIS indicate the extent to which they agree with each statement on a five-point Likert scale, ranging from 1 (strongly disagree to 5 (strongly agree. Factor structures of the scale were tested by confirmatory factor analysis in AMOS programme. Results: The resulting factor is appropriate for the 19-item inventory value but is below the desired value of the item-total correlation values b4 and paragraphs are seen as loaded with low load factors. However, there was only one item with low factor loadings that was excluded from the inventory. It was obtained acceptable fit index values of inventory that confirming factor structures of Turkish version. Internal consistency coefficients of EIIS were found ranging from 0,69 (Appraisal of others emotions, 0,85 (Appraisal of own emotions, 0,67 (Emotional regulation 0,85 (Use of emotions and 0,61 (Social skills. Conclusion: Turkish version of the Emotional intelligence inventory in Sport is can be used for Turkish athletes.

  12. Promoting Well-Being: The Contribution of Emotional Intelligence

    Science.gov (United States)

    Di Fabio, Annamaria; Kenny, Maureen E.

    2016-01-01

    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 was used to assess ability-based EI, the Bar-On Emotional Intelligence Inventory and the Trait Emotional Intelligence Questionnaire were used to assess trait EI, the Positive and Negative Affect Scale and the Satisfaction With Life Scale were used to assess hedonic well-being, and the Meaningful Life Measure was used to assess eudaimonic well-being. The results highlight the contributions of trait EI 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. PMID:27582713

  13. Promoting Well-Being: The Contribution of Emotional Intelligence.

    Science.gov (United States)

    Di Fabio, Annamaria; Kenny, Maureen E

    2016-01-01

    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 was used to assess ability-based EI, the Bar-On Emotional Intelligence Inventory and the Trait Emotional Intelligence Questionnaire were used to assess trait EI, the Positive and Negative Affect Scale and the Satisfaction With Life Scale were used to assess hedonic well-being, and the Meaningful Life Measure was used to assess eudaimonic well-being. The results highlight the contributions of trait EI 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.

  14. Emotional intelligence: an integrative meta-analysis and cascading model.

    Science.gov (United States)

    Joseph, Dana L; Newman, Daniel A

    2010-01-01

    Research and valid practice in emotional intelligence (EI) have been impeded by lack of theoretical clarity regarding (a) the relative roles of emotion perception, emotion understanding, and emotion regulation facets in explaining job performance; (b) conceptual redundancy of EI with cognitive intelligence and Big Five personality; and (c) application of the EI label to 2 distinct sets of constructs (i.e., ability-based EI and mixed-based EI). In the current article, the authors propose and then test a theoretical model that integrates these factors. They specify a progressive (cascading) pattern among ability-based EI facets, in which emotion perception must causally precede emotion understanding, which in turn precedes conscious emotion regulation and job performance. The sequential elements in this progressive model are believed to selectively reflect Conscientiousness, cognitive ability, and Neuroticism, respectively. "Mixed-based" measures of EI are expected to explain variance in job performance beyond cognitive ability and personality. The cascading model of EI is empirically confirmed via meta-analytic data, although relationships between ability-based EI and job performance are shown to be inconsistent (i.e., EI positively predicts performance for high emotional labor jobs and negatively predicts performance for low emotional labor jobs). Gender and race differences in EI are also meta-analyzed. Implications for linking the EI fad in personnel selection to established psychological theory are discussed. Copyright 2009 APA, all rights reserved.

  15. Neurobiological correlates of emotional intelligence in voice and face perception networks.

    Science.gov (United States)

    Karle, Kathrin N; Ethofer, Thomas; Jacob, Heike; Brück, Carolin; Erb, Michael; Lotze, Martin; Nizielski, Sophia; Schütz, Astrid; Wildgruber, Dirk; Kreifelts, Benjamin

    2018-02-01

    Facial expressions and voice modulations are among the most important communicational signals to convey emotional information. The ability to correctly interpret this information is highly relevant for successful social interaction and represents an integral component of emotional competencies that have been conceptualized under the term emotional intelligence. Here, we investigated the relationship of emotional intelligence as measured with the Salovey-Caruso-Emotional-Intelligence-Test (MSCEIT) with cerebral voice and face processing using functional and structural magnetic resonance imaging. MSCEIT scores were positively correlated with increased voice-sensitivity and gray matter volume of the insula accompanied by voice-sensitivity enhanced connectivity between the insula and the temporal voice area, indicating generally increased salience of voices. Conversely, in the face processing system, higher MSCEIT scores were associated with decreased face-sensitivity and gray matter volume of the fusiform face area. Taken together, these findings point to an alteration in the balance of cerebral voice and face processing systems in the form of an attenuated face-vs-voice bias as one potential factor underpinning emotional intelligence.

  16. Perceived Emotional Intelligence, Self-Esteem and Life Satisfaction in Adolescents

    Directory of Open Access Journals (Sweden)

    Lourdes Rey

    2011-07-01

    Full Text Available The present study examined the relationship between perceived emotional intelligence, selfesteem and life satisfaction in a sample of 316 Spanish adolescents (179 females and 137 males, ranging in age from 14 to 18. Demographic information was collected, along with data through the use of three self-report measures: the Trait Meta-Mood Scale, the Rosenberg Self-Esteem Scale and the Satisfaction with Life Scale. As expected, perceived emotional dimensions, particularly mood clarity and repair, showed positive associations with life satisfaction. Self-esteem also correlated significantly and positively with levels of adolescents´ satisfaction with life. More interestingly, results of structural equation modelling indicated that mood clarity and emotional repair had a significant direct and indirect link (via selfesteem with life satisfaction in adolescents. The present study contributes to an emerging understanding of the underlying process between perceived emotional intelligence and life satisfaction. Our findings encourage moving beyond the examination of direct association between perceived emotional intelligence and life satisfaction and focusing on the role of potential mechanisms such as self-esteem involved in the link between perceived emotional intelligence and life satisfaction in adolescents. Implications of the present findings for future research are discussed, as well as potential interventions for increasing subjective well-being in adolescents.

  17. Neurobiological correlates of emotional intelligence in voice and face perception networks

    Science.gov (United States)

    Karle, Kathrin N; Ethofer, Thomas; Jacob, Heike; Brück, Carolin; Erb, Michael; Lotze, Martin; Nizielski, Sophia; Schütz, Astrid; Wildgruber, Dirk; Kreifelts, Benjamin

    2018-01-01

    Abstract Facial expressions and voice modulations are among the most important communicational signals to convey emotional information. The ability to correctly interpret this information is highly relevant for successful social interaction and represents an integral component of emotional competencies that have been conceptualized under the term emotional intelligence. Here, we investigated the relationship of emotional intelligence as measured with the Salovey-Caruso-Emotional-Intelligence-Test (MSCEIT) with cerebral voice and face processing using functional and structural magnetic resonance imaging. MSCEIT scores were positively correlated with increased voice-sensitivity and gray matter volume of the insula accompanied by voice-sensitivity enhanced connectivity between the insula and the temporal voice area, indicating generally increased salience of voices. Conversely, in the face processing system, higher MSCEIT scores were associated with decreased face-sensitivity and gray matter volume of the fusiform face area. Taken together, these findings point to an alteration in the balance of cerebral voice and face processing systems in the form of an attenuated face-vs-voice bias as one potential factor underpinning emotional intelligence. PMID:29365199

  18. Affective medicine: technology with emotional intelligence.

    Science.gov (United States)

    Picard, Rosalind W

    2002-01-01

    For a long time people have kept emotions out of the deliberate tools of medicine and science; scientists, physicians, and patients have often felt and sometimes expressed emotion, but no tools could sense, measure, and respond to their affective information. A series of recent studies indicates that emotions, particularly stress, anger, and depression, are important factors with serious and significant implications for health. This paper highlights research at the MIT Media Lab aimed at giving computers the ability to comfortably sense, recognize, and respond to certain aspects of human emotion, especially affective states such as frustration, confusion, interest, stress, anger, and joy. Examples of recently developed systems are shown, including computer systems that are wearable and computers that respond to people with a kind of active listening, empathy, and sympathy. Results are reported for computer recognition of emotion, for teaching affective skills to autistics, and for having computers help users manage emotions such as frustration.

  19. Criminal thinking styles and emotional intelligence in Egyptian offenders.

    Science.gov (United States)

    Megreya, Ahmed M

    2013-02-01

    The Psychological Inventory of Criminal Thinking Styles (PICTS) has been applied extensively to the study of criminal behaviour and cognition. Increasingly growing evidence indicates that criminal thinking styles vary considerably among individuals, and these individual variations appear to be crucial for a full understanding of criminal behaviour. This study aimed to examine individual differences in criminal thinking as a function of emotional intelligence. A group of 56 Egyptian male prisoners completed the PICTS and Bar-On Emotional Quotient Inventory (EQ-i). The correlations between these assessments were examined using a series of Pearson correlations coefficients, with Bonferroni correction. General criminal thinking, reactive criminal thinking and five criminal thinking styles (mollification, cutoff, power orientation, cognitive indolence and discontinuity) negatively correlated with emotional intelligence. On the other hand, proactive criminal thinking and three criminal thinking styles (entitlement, superoptimism and sentimentality) did not associate with emotional intelligence. Emotional intelligence is an important correlate of individual differences in criminal thinking, especially its reactive aspects. Practical implications of this suggestion were discussed. Copyright © 2013 John Wiley & Sons, Ltd.

  20. The influence of emotional intelligence and trust on servant leadership

    Directory of Open Access Journals (Sweden)

    Marieta du Plessis

    2015-04-01

    Research purpose: The objective of this research was to investigate the relationships between servant leadership, emotional intelligence and trust in the manager. A model depicting a sequential process of interrelationships amongst the constructs was proposed. Motivation for the study: Organisations worldwide acknowledge the role that leadership and emotions play in psychological and physical well-being, as well as job performance of employees. Therefore, organisations need valid and workable interventions to assist their employees to function optimally in the work environment. By understanding the sequential relationships between servant leadership, emotional intelligence and trust, suggestions for such interventions were put forward. Research approach, design and method: Both survey and statistical modelling methodologies were employed to guide the investigation. Standardised questionnaires were used to measure the three different constructs, based on the responses of 154 employees on a composite questionnaire. Main findings: A high level of reliability was found for all the measurement scales utilised.The results of the structural equation model indicated that emotional intelligence and trust in the manager affected servant leadership. Practical/managerial implications: Emotional intelligence training should form part of a necessary component in the development of servant leaders. Sufficient time should also be given to aspirant servant leaders to build relationships when coaching and mentoring their subordinates in order to build trust. Contribution/value-add: The model of sequential relationships between the constructs assists in understanding the antecedents of servant leadership in the work environment.

  1. Relationship of Attachment Styles and Emotional Intelligence With Marital Satisfaction.

    Science.gov (United States)

    Kamel Abbasi, Amir Reza; Tabatabaei, Seyed Mahmoud; Aghamohammadiyan Sharbaf, Hamidreza; Karshki, Hossein

    2016-09-01

    The early relationships between infant and care takers are significant and the emotional interactions of these relationships play an important role in forming personality and adulthood relationships. The current study aimed to investigate the relationship of attachment styles (AS) and emotional intelligence (EI) with marital satisfaction (MS). In this cross-sectional research, 450 married people (226 male, 224 female) were selected using multistage sampling method in Mashhad, Iran, in 2011. Subjects completed the attachment styles questionnaire (ASQ), Bar-On emotional quotient inventory (EQ-i) and Enrich marital satisfaction questionnaire. The results indicated that secure attachment style has positive significant relationship with marital satisfaction (r = 0.609, P intelligence and its components have positive significant relationship with marital satisfaction; thus, emotional intelligence and intrapersonal, adaptability and general mood components can significantly predict marital satisfaction (P interpersonal and stress management components cannot significantly predict marital satisfaction (P > 0.05). According to the obtained results, attachment styles and emotional intelligence are the key factors in marital satisfaction that decrease marital disagreement and increase the positive interactions of the couples.

  2. Emotional Intelligence of Nurse Managers: An Exploratory Study.

    Science.gov (United States)

    Prufeta, Patricia

    2017-03-01

    The purposes of this study are to determine the level of emotional intelligence (EI) among nurse managers (NMs) in an academic medical center and determine the relationship of EI and demographic variables. Emotional intelligence is a concept that warrants further research in nursing because there is a huge gap in knowledge about nurse leaders' EI. Data were collected from 38 NMs recruited from a large academic medical center in the Northeast. Mean EI scores among NMs were average. Nurse managers with less than 2 years of experience had statistically significant lower "using emotions" branch score and strategic EI. Nurse managers with a masters' degree in nursing scored significantly higher in using emotions branch score than did those with a masters' degree in a related field. Opportunities exist to enhance the EI of NMs.

  3. Emotional intelligence moderates the relationship between regional gray matter volume in the bilateral temporal pole and critical thinking disposition.

    Science.gov (United States)

    Yao, Xiaonan; Yuan, Shuge; Yang, Wenjing; Chen, Qunlin; Wei, Dongtao; Hou, Yuling; Zhang, Lijie; Qiu, Jiang; Yang, Dong

    2018-04-01

    Critical thinking enables people to form sound beliefs and provides a basis for emotional life. Research has indicated that individuals with better critical thinking disposition can better recognize and regulate their emotions, though the neuroanatomical mechanisms involved in this process remain to be elucidated. Further, the influence of emotional intelligence on the relationship between brain structure and critical thinking disposition has not been examined. The present study utilized voxel-based morphometry (VBM) to investigate the neural structures underlying critical thinking disposition in a large sample of college students (N = 296). Regional gray matter volume (rGMV) in the bilateral temporal pole, which reflects an individual's ability to process social and emotional information, was negatively correlated with critical thinking disposition. In addition, rGMV in bilateral para hippocampal regions -regions involved in contextual association/emotional regulation-exhibited negative correlation with critical thinking disposition. Further analysis revealed that emotional intelligence moderated the relationship between rGMV of the temporal pole and critical thinking disposition. Specifically, critical thinking disposition was associated with decreased GMV of the temporal pole for individuals who have relatively higher emotional intelligence rather than lower emotional intelligence. The results of the present study indicate that people who have higher emotional intelligence exhibit more effective and automatic processing of emotional information and tend to be strong critical thinkers.

  4. Relationship Between Reward and Emotional Intelligence of Academic Staff at Malaysian Public Universities

    OpenAIRE

    Ma’rof Bin Redzuan Haslinda Abdullah, Aida Mehrad Hanina Halimatussadiah

    2015-01-01

    One of the great positive behavioral factors among staff at university is emotional intelligence. In reality, emotional intelligence is cause of different reaction at workplace that was appeared by staff and also controlled most of moods in various situations. Moreover, knowing factors that impact on emotional intelligence is very vital and lead to different positive and negative behavior among staff. Reward is one of these external effective factors that influence on emotional intelligence. ...

  5. Emotional intelligence: new ability or renowned traits? An investigation of the convergent, discriminant and incremental validity

    OpenAIRE

    Wan Husin, Wan Nurul Izza

    2017-01-01

    Despite the recent popularity of the concept of emotional intelligence, several researchers question current emotional intelligence tests on several grounds including their lack of construct validity and unstable factor structure. This thesis aims to investigate the construct validity of emotional intelligence. In particular, the present study seeks to (1) confirm the factorial validity of emotional intelligence, (2) examine the convergent validity between a performance-based test and self-re...

  6. The Intersection of Emotional Intelligence and Corporate Financial Decision Making

    OpenAIRE

    Osni Abubakar Idris

    2014-01-01

    Financial decisions are now so complicated that financial managers need strong “people†skills to accompany their technical and financial strengths. Choosing the right mix of raw intellect and emotional balance can often determine not only how complete your financial proposals are but also how well received they will be by the management team that has to implement the concepts. The study takes a theoretical approach to examine the relationship between emotional intelligence and financial d...

  7. Emotional Intelligence Measured in a Highly Competitive Testing Situation

    OpenAIRE

    Sjöberg, Lennart

    2001-01-01

    This is a study in which emotional intelligence (EI) as well as several other personality dimensions were studied in a real, high-stakes, selection situation, N=190. Forty-one trait oriented personality scales were measured and factor analyzed. A factor pattern with four secondary factors was found: EI, emotional stability, rigidity/perfectionism and energy/dominance. These factors were related to standard FFM (Five Factor Model) dimensions, to Hogan's Development Survey ("the dark side of pe...

  8. The neural bases of key competencies of emotional intelligence

    OpenAIRE

    Krueger, Frank; Barbey, Aron K.; McCabe, Kevin; Strenziok, Maren; Zamboni, Giovanna; Solomon, Jeffrey; Raymont, Vanessa; Grafman, Jordan

    2009-01-01

    Emotional intelligence (EI) refers to a set of competencies that are essential features of human social life. Although the neural substrates of EI are virtually unknown, it is well established that the prefrontal cortex (PFC) plays a crucial role in human social-emotional behavior. We studied a unique sample of combat veterans from the Vietnam Head Injury Study, which is a prospective, long-term follow-up study of veterans with focal penetrating head injuries. We administered the Mayer-Salove...

  9. Integrating emotion regulation and emotional intelligence traditions: a meta-analysis

    Directory of Open Access Journals (Sweden)

    Ainize ePeña-Sarrionandia

    2015-02-01

    Full Text Available Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER tradition, which focuses on the processes which permit individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI tradition, which focuses – among other things - on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998 to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration.

  10. Integrating emotion regulation and emotional intelligence traditions: a meta-analysis.

    Science.gov (United States)

    Peña-Sarrionandia, Ainize; Mikolajczak, Moïra; Gross, James J

    2015-01-01

    Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER) tradition, which focuses on the processes which permit individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI) tradition, which focuses-among other things-on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998b) to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration.

  11. Integrating emotion regulation and emotional intelligence traditions: a meta-analysis

    Science.gov (United States)

    Peña-Sarrionandia, Ainize; Mikolajczak, Moïra; Gross, James J.

    2015-01-01

    Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER) tradition, which focuses on the processes which permit individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI) tradition, which focuses—among other things—on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998b) to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration. PMID:25759676

  12. 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

    2013-01-01

    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…

  13. How Are Trait Emotional Intelligence and Social Skills Related to Emotional and Behavioural Difficulties in Adolescents?

    Science.gov (United States)

    Poulou, Maria S.

    2014-01-01

    Trait emotional intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. The Social and Emotional Learning (SEL) movement emphasised the cultivation of social skills for positive relationships. In this paper we investigate the role of students' global…

  14. The psychometric properties of the Schutte Emotional Intelligence Scale

    Directory of Open Access Journals (Sweden)

    Cara S. Jonker

    2008-10-01

    Full Text Available the objective of this study was to investigate the psychometric properties of the Schutte Emotional Intelligence Scale (SEiS. the psychometric soundness of the SEiS was tested. A cross-sectional survey design was used for this study. A sample (n = 341 was taken from Economical Science students from a higher-education institution. The results obtained using the cross-sectional design supported a six- dimensional factor structure of the SEiS. the six factors are Positive Affect, Emotion-Others, happy Emotions, Emotions-Own, Non-verbal Emotions and Emotional Management. A multi-analysis of variance (MANOVA was used to determine differences in terms of biographical data. the results indicated signifcant differences between gender and language groups.

  15. Prospective associations between loneliness and emotional intelligence

    NARCIS (Netherlands)

    Wols, A.C.; Scholte, R.H.J.; Qualter, P.

    2015-01-01

    Loneliness has been linked cross-sectionally to emotional skill deficits (e.g., Zysberg, 2012), but missing from the literature is a longitudinal examination of these relationships. The present study fills that gap by examining the prospective relationships between loneliness and emotional

  16. Effectiveness of an Emotional Intelligence Program in Elementary Education

    Directory of Open Access Journals (Sweden)

    Isabel Mª Merchán

    2014-07-01

    Full Text Available The aim of this article is to demonstrate the positive effects of the implementation of a program to develop emotional competence in first year students of primary education. This population has been taking as public school students in the city of Badajoz during the course 2012-2013, selecting a sample of 78 pupils aged between 5 and 7 years, divided into experimental group and control group. The methodological procedure focuses on a descriptive-interpretative approach with two data collection techniques: sociometric test and test emotional intelligence. Designed and implemented a program of emotional intelligence with students in the experimental group, measured before and after the intervention the level of emotional competence and social relations of the class group. Similarly, measurements were taken of the degree of emotional competence and social relations of the students in the control group, which did not participate in the intervention. The results show that the program was effective to increase the emotional intelligence of students that make up the experimental group improved with it the degree of friendship and social relations of the class group.

  17. 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.

  18. Emotional intelligence and emotional eating patterns: a new insight into the antecedents of eating disorders?

    Science.gov (United States)

    Zysberg, Leehu; Rubanov, Anna

    2010-01-01

    To examine the association between emotional intelligence (EI) and emotional eating. The authors hypothesized that EI will negatively associate with emotional eating. A correlational study, conducted in a convenience sample. The researchers personally approached working adults in their workplaces. Ninety Israelis, selected to approximate the general working population, filled out EI and emotional eating standard measures, the Wong and Law Emotional Intelligence Scale and the Praeger questionnaire. Also gathered were data regarding sex, age, and education. Pearson correlations followed by hierarchical regressions were used to examine the associations between the core measures, controlling for background factors. Findings supported the hypothesis (r = .72; P emotional eating. The authors propose that the present findings may serve future research as well as practitioners interested in identification of at-risk populations or seeking screening measures for the above issue. Copyright 2010 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

  19. Emotional Intelligence and Academic Success: A Conceptual Analysis for Educational Leaders

    Science.gov (United States)

    Labby, Sandy; Lunenburg, Frederick C.; Slate, John R.

    2012-01-01

    In this review of the literature, we briefly examined the development of intelligence theories as they lead to the emergence of the concept of emotional intelligence(s). In our analysis, we noted that only limited attention had been focused on the emotional intelligence skills of school administrators. Accordingly, we examined the role of…

  20. Neural dynamics underlying emotional transmissions between individuals

    OpenAIRE

    Golland, Yulia; Levit-Binnun, Nava; Hendler, Talma; Lerner, Yulia

    2017-01-01

    Abstract Emotional experiences are frequently shaped by the emotional responses of co-present others. Research has shown that people constantly monitor and adapt to the incoming social–emotional signals, even without face-to-face interaction. And yet, the neural processes underlying such emotional transmissions have not been directly studied. Here, we investigated how the human brain processes emotional cues which arrive from another, co-attending individual. We presented continuous emotional...

  1. Relationship Between Emotional Intelligence and Team Effectiveness – A Study on IT Professionals

    OpenAIRE

    Swaha Bhattacharya

    2012-01-01

    The development of effective work team continues to be an area of receiving attention in today's organizations. One area which is emerging as a key indicator of team effectiveness is emotional intelligence. The role of emotional intelligence is important Key words: Emotional Intelligence, Team Effectiveness, IT Professionals

  2. Relation of Employee and Manager Emotional Intelligence to Job Satisfaction and Performance

    Science.gov (United States)

    Sy, Thomas; Tram, Susanna; O'Hara, Linda A.

    2006-01-01

    This study examined the relationships among employees' emotional intelligence, their manager's emotional intelligence, employees' job satisfaction, and performance for 187 food service employees from nine different locations of the same restaurant franchise. We predicted and found that employees' emotional intelligence was positively associated…

  3. Report on the Validation of the Emotionally Intelligent Leadership for Students Inventory

    Science.gov (United States)

    Miguel, Rosanna F.; Allen, Scott J.

    2016-01-01

    The present study was designed to examine the measurement of the Emotionally Intelligent Leadership (EIL) construct and to provide evidence of validation for the multidimensional Emotionally Intelligence Leadership for Students: Inventory 2.0 (EILS:I 2.0). The EILS:I 2.0 is a self-report assessment of emotionally intelligent leadership in the…

  4. Contribution to Language Teaching and Learning: A Review of Emotional Intelligence

    Science.gov (United States)

    Sucaromana, Usaporn

    2012-01-01

    The aim of this paper is to introduce the importance of emotional intelligence and the extent to which emotional intelligence can be implemented and used to improve language teaching and learning. Since emotional intelligence is perceived to play a crucial part in every aspect of people's lives, it can be extended to language teaching and…

  5. 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.

  6. University Students' Development of Emotional Intelligence Skills for Leadership

    Science.gov (United States)

    Ramos-Villarreal, Joseph; Holland, Glenda

    2011-01-01

    The study was conducted to add to the knowledge base and further the understanding of Emotional Intelligence and leadership theory. Freshmen business students enrolled in BUAD 1201: Principles of Business Administration and graduating senior business students enrolled in MGMT 4325: Decision Making and Business Policy class provided the data for…

  7. Correlation of Emotional Intelligence and Instructional Leadership Behaviors

    Science.gov (United States)

    Munroe, Myra D.

    2009-01-01

    Leadership is second only to classroom instruction among all school-related factors contributing to student learning (Marzano et al., 2005). Understanding the role of emotional intelligence in instructional leadership behaviors with a focus on establishing expectations for student academic success provides valuable information about practices…

  8. Mediatory Role Of Emotional Intelligence On The Relationship ...

    African Journals Online (AJOL)

    Despite the growing body of literature on bullying behaviour, its antecedents and outcomes, few research studies have investigated bullying behaviour and its antecedents in Nigeria. In particular, there is relatively lack of substantial empirical publications on the mediating role of emotional intelligence in the relationship ...

  9. Emotionally Intelligent Learner Leadership Development: A Case Study

    Science.gov (United States)

    Jansen, C. A.; Moosa, S. O.; van Niekerk, E. J.; Muller, H.

    2014-01-01

    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…

  10. Attachment Styles as a Predictor of Emotional Intelligence

    Science.gov (United States)

    Hamarta, Erdal; Deniz, M. Engin; Saltali, Neslihan

    2009-01-01

    The purpose of this study is to examine if attachment styles predict emotional intelligence (intrapersonal, interpersonal, adaptability, stress management, and general mood). Participants of the study consisted of 463 (272 females, 191 males) undergraduate students selected randomly from different faculties of Selcuk University. Regression and…

  11. Emotionally intelligent learner leadership development: a case study ...

    African Journals Online (AJOL)

    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, ...

  12. Emotional intelligence : Sine qua non of leadership or folderol?

    NARCIS (Netherlands)

    Walter, Frank; Cole, Michael S.; Humphrey, Ronald H.

    Emotional intelligence (EI) is a divisive topic for many individuals interested in the subject of leadership. Whereas practitioner-oriented publications have claimed that EI is the sine qua non of leadership, academics continue to discuss EI's relevance for understanding leadership emergence,

  13. New Reliability and Validity Evidence of the Emotional Intelligence Scale

    Science.gov (United States)

    Zhoc, Karen C. H.; Li, Johnson C. H.; Webster, Beverley J.

    2017-01-01

    Emotional Intelligence Scale (EIS) is a popular EI measure. Yet, it has been criticized for an unclear factor structure, and its psychometric properties were mainly examined in the Western context. This study was to evaluate its psychometric properties based on 1,724 Hong Kong undergraduate students, including its (a) factor structure, (b)…

  14. Adaptation of an Emotional Intelligence Scale for Turkish Educators

    Science.gov (United States)

    Cakan, Mehtap; Altun; Sadegul Akbaba

    2005-01-01

    Schutte et al.'s (1998) emotional intelligence scale was adapted and administered to 177 Turkish educators. Confirmatory and exploratory factor analyses were performed. In order to confirm the authors' model and findings of previous research, one, two, three, and four factor models were examined. It was decided that the one factor model fitted the…

  15. An investigation of emotional intelligence measures using item response theory.

    Science.gov (United States)

    Cho, Seonghee; Drasgow, Fritz; Cao, Mengyang

    2015-12-01

    This study investigated the psychometric properties of 3 frequently administered emotional intelligence (EI) scales (Wong and Law Emotional Intelligence Scale [WLEIS], Schutte Self-Report Emotional Intelligence Test [SEIT], and Trait Emotional Intelligence Questionnaire [TEIQue]), which were developed on the basis of different theoretical frameworks (i.e., ability EI and mixed EI). By conducting item response theory (IRT) analyses, the authors examined the item parameters and compared the fits of 2 response process models (i.e., dominance model and ideal point model) for these scales with data from 355 undergraduate sample recruited from the subject pool. Several important findings were obtained. First, the EI scales seem better able to differentiate individuals at low trait levels than high trait levels. Second, a dominance model showed better model fit to the self-report ability EI scale (WLEIS) and also fit better with most subfactors of the SEIT, except for the mood regulation/optimism factor. Both dominance and ideal point models fit a self-report mixed EI scale (TEIQue). Our findings suggest (a) the EI scales should be revised to include more items at moderate and higher trait levels; and (b) the nature of the EI construct should be considered during the process of scale development. (c) 2015 APA, all rights reserved).

  16. Validation of Emotional Intelligence Measure (MIE) for the Portuguese population.

    Science.gov (United States)

    Andrade, Ana; Martins, Rosa; Duarte, João; Madureira, António

    2014-11-01

    To describe the process of validating Emotional Intelligence Measurement (MIE) Scale for Portuguese senior citizens. Observational, cross-sectional quantitative study. Senior citizens attending senior universities and from the community in the district of Viseu. 1084 subjects participated with a mean age of 72.98 years, residing in the district of Viseu, no longer involved in formal activities (retired) and participating voluntarily in study. the Emotional Intelligence Measuring (MIE) Scale, socio-demographic characteristics (age, gender, marital status, residence). An exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of the MIE scale were performed. The MIE showed very good internal consistency (Cronbach's alpha=0.952). The main component and rotation factor analysis varimax extracted 36 items and five factors which explain 54.78% of the total variance. After confirmatory factor analysis and re-specification of the model, the global indicator values of the adjustment model for the MIE revealed a quality of good fit (X(2)/df=3.46; RMR=0.025). The final version of the MIE was composed of 33 items and five factors that represent emotional intelligence skills: Factor 1 - Empathy (12 items); Factor 2 - Self-motivation (10 items); Factor 3 - Self-awareness (4 items); Factor 4 - Self-control (4 items); Factor 5 - Sociability (3 items). The MIE scale is shown to be suitable to assess emotional intelligence in Portuguese senior citizens. Copyright © 2014 Elsevier España, S.L.U. All rights reserved.

  17. The Effect of Translators' Emotional Intelligence on Their Translation Quality

    Science.gov (United States)

    Varzande, Mohsen; Jadidi, Esmaeil

    2015-01-01

    Translators differ from each other in many ways in terms of their knowledge, professional and psychological conditions that may directly influence their translation. The present study aimed at investigating the impact of translators' Emotional Intelligence on their translation quality. Following a "causal-comparative study," a sample of…

  18. Emotional intelligence competences of three different ethnic groups in Indonesia

    NARCIS (Netherlands)

    Dewi, Z.L.; Halim, M.S.; Derksen, J.J.L.

    2018-01-01

    This study attempts to provide a portrayal of emotional intelligence (EI) of the Indonesians, one of the fourth most populous countries and multiethnic societies in the world, specifically across the 404 Bataks, 430 Minangkabau, and 479 Javanese ethnics. The result indicated that the Indonesian

  19. The impact of emotional intelligent on workers' behaviour in ...

    African Journals Online (AJOL)

    The study investigated the influence of emotional intelligence on workers' behaviour in industrial organizations. This was for the purpose of determining the appropriate management strategies that could foster improved job performance, job involvement, satisfaction and commitment among the workforce in Nigeria.

  20. Examining Perception of Emotional Intelligence in Online Professors

    Science.gov (United States)

    Hamilton, Diane

    2018-01-01

    The perceptions of the knowledge and value online instructors place on emotional intelligence (EI), warrants scholarly attention. Thirty-eight adjunct faculty members who were recruited through LinkedIn completed an instrument developed for this purpose. Instructors ranked their perception of the importance of the factors associated with EI…

  1. How to Teach Emotional Intelligence Skills in IT Project Management

    Science.gov (United States)

    Connolly, Amy J.; Reinicke, Bryan

    2017-01-01

    High emotional intelligence ("EQ") is considered one of the greatest strengths of an alpha project manager, yet undergraduate project management students are not directly trained in EQ soft skills such as communication, politics and teamwork. This article describes examples of active learning exercises implemented in an undergraduate IT…

  2. Relationships between Emotional Intelligence, Leadership Style, and School Culture

    Science.gov (United States)

    Segredo, Mirta R.; Cistone, Peter J.; Reio, Thomas G.

    2017-01-01

    Research regarding the association between emotional intelligence, leadership style and organizational culture has been inconclusive. The purpose of this study was to explore these relationships in elementary school settings. A non-experimental ex post facto research design was utilized to investigate four research hypotheses. Fifty-seven…

  3. Exploring Emotional Intelligence among Master's-Level Counseling Trainees

    Science.gov (United States)

    Gutierrez, Daniel; Mullen, Patrick R.; Fox, Jesse

    2017-01-01

    The authors explored the relationship between counseling trainees' emotional intelligence (EI), empathy, stress, distress, and demographics. Results indicated that higher levels of EI were associated with lower stress and distress, higher affective and cognitive empathy, and age. These findings suggest curricular integration of EI and potential…

  4. Emotional Intelligence and Self Efficacy as Correlates of Career ...

    African Journals Online (AJOL)

    The purpose of this study was to examine whether emotional Intelligence and self efficacy can serve as correlates of career commitment. The sample consists of 180 secondary school teachers. (Male = 115, female = 65) randomly selected from Delta State in Nigeria. Four Hypotheses were formulated for the study. The study ...

  5. Emotional Intelligence, Locus of Control and Conflict Handling Skills ...

    African Journals Online (AJOL)

    This study examined Emotional Intelligence, Locus of control and Conflict Handling Skills as Predictors of non-violent behaviours among University Students in South-Western Nigeria. The population was all the Nigerian University Students in the South-Western Nigerian out of which a sample of 1,000 participants were ...

  6. Theatre Strategies to Develop Emotional Intelligence Skills in ...

    African Journals Online (AJOL)

    It is argued that one of the core competencies for effective communication is to be found in emotional intelligence (EQ). Enhanced EQ, therefore, evidences enhanced communication skills. This article reports on an exploratory study regarding the development of EQ (leading to enhanced communication skills) within the ...

  7. Employees' Influence of Emotional Intelligence and Career Self ...

    African Journals Online (AJOL)

    This study explored employees influence of emotional intelligence and career self-efficacy on organizational commitment. The study adopted a survey method by employing qualitative and quantitative methods in triangulating the study to better gain insight of the study. The simple random sampling technique was used to ...

  8. Emotional Intelligence: A Predictor Of Psychological Adjustment To ...

    African Journals Online (AJOL)

    This study assessed emotional intelligence as a predictor of psychological adjustment to anxiety and depression among Nigerian adolescents. Five hundred (500) adolescents drawn from 10 Senior Secondary Schools participated in the study. The participants were drawn through a multi-stage sampling procedure from the ...

  9. INNOVATIVE LEADERSHIP STYLES AND THE INFLUENCE OF EMOTIONAL INTELLIGENCE

    Directory of Open Access Journals (Sweden)

    Camelia\tBĂEȘU

    2015-06-01

    Full Text Available This paper argues a set of solutions to be applied by leaders in order to make their work with the employees more effective. We consider that the innovative approach we bring is a specific approach regarding the emotional intelligence influence on leadership styles. Throughout this paper we present a comparative analysis of interdependencies and connections between emotional intelligence skills and different leadership styles. We present a mixture of the conceptual approach and practice evidences regarding the relevance, the reflection and the impact of certain emotional intelligence skills of leaders in the knowledge economy. Throughout the paper we describe the most relevant aspects/layers of the emotional intelligence and the way they may lead to positive or negative results for leaders. We also approach the theories about effective leadership styles and thus we propose innovative strategies to enhance these. The paper bases on a thorough study of the domain and presents a series of research results that could represent a solid base for any other academic work or managerial training.

  10. 212 Emotional Intelligence and Self Efficacy as Correlates of Career ...

    African Journals Online (AJOL)

    FIRST LADY

    2011-01-18

    Jan 18, 2011 ... passive job attitude and engage in petty business even during school hours. Another finding of this study was that gender as a mediating variable was not significant. Although there is no work on emotional intelligence, self efficacy, gender and career commitment but the work of Aremu and. Tejumola ...

  11. Exploring the Relationship of Emotional Intelligence and Conflict Management Styles

    Science.gov (United States)

    Ellis, Andrea Claire

    2010-01-01

    A growing emphasis exists in higher education and corporate America on the importance of interpersonal skills, emotional intelligence, and ability to resolve conflict in the workforce. As MBA schools across the country seek to prepare students for prominent business careers, the concern is that the general graduate level curriculum does not…

  12. Weaving Emotional Intelligence into a Home Visiting Model

    Science.gov (United States)

    Enson, Beth; Imberger, Jaci

    2017-01-01

    This article details the impact of Emotional Intelligence (EI) training on the 10-year evolution of the Taos First Steps Home Visiting program. While EI has become standard fare in corporate training and practice, it is less well known in the world of early childhood services. This article highlights interviews with key personnel, both in-house…

  13. Iranian EFL Students' Emotional Intelligence and Autonomy in Distance Education

    Science.gov (United States)

    Valizadeh, Mohammadreza

    2016-01-01

    The present study aimed to clarify EFL learners' conceptions of autonomy and whether their autonomy was correlated with their emotional intelligence. The research was carried out with the participation of 110 learners at Distance Education University in Urmia, Iran. Questionnaires were emailed to the participants. Results of statistical analyses…

  14. The heart of the art: emotional intelligence in nurse education.

    Science.gov (United States)

    Freshwater, Dawn; Stickley, Theodore

    2004-06-01

    The concept of emotional intelligence has grown in popularity over the last two decades, generating interest both at a social and a professional level. Concurrent developments in nursing relate to the recognition of the impact of self-awareness and reflexive practice on the quality of the patient experience and the drive toward evidence-based patient centred models of care. The move of nurse training into higher education heralded many changes and indeed challenges for the profession as a whole. Traditionally, nurse education has been viewed as an essentialist education, the main emphasis being on fitness for practice and the statutory competencies. However, the transfer into the academy confronts the very notion of what constitutes this fitness for practice. Many curricula now make reference in some way to the notion of an emotionally intelligent practitioner, one for whom theory, practice and research are inextricably bound up with tacit and experiential knowledge. In this paper we argue that much of what is described within curriculum documentation is little more than rhetoric when the surface is scratched. Further, we propose that some educationalists and practitioners have embraced the concept of emotional intelligence uncritically, and without fully grasping the entirety of its meaning and application. We attempt to make explicit the manner in which emotional intelligence can be more realistically and appropriately integrated into the profession and conclude by suggesting a model of transformatory learning for nurse education.

  15. A Conversation Model Enabling Intelligent Agents to Give Emotional Support

    NARCIS (Netherlands)

    Van der Zwaan, J.M.; Dignum, V.; Jonker, C.M.

    2012-01-01

    In everyday life, people frequently talk to others to help them deal with negative emotions. To some extent, everybody is capable of comforting other people, but so far conversational agents are unable to deal with this type of situation. To provide intelligent agents with the capability to give

  16. Examining the Relationship between Emotional Intelligence and Group Cohesion

    Science.gov (United States)

    Moore, Amanda; Mamiseishvili, Ketevan

    2012-01-01

    Collaborative learning experiences increase student learning, but what happens when students fail to collaborate? The authors investigated the relationship between emotional intelligence and group cohesion by studying 44 undergraduate teams who were completing semester-long projects in their business classes at a small private university in the…

  17. Emotional intelligence and locus of control of adult patients with ...

    African Journals Online (AJOL)

    Background: This article investigates emotional intelligence and locus of control in an adult breast cancer population receiving treatment. Gaining insight into these constructs will contribute to improving breast cancer patients' psychological well-being and to reducing physical vulnerability to disease before and during ...

  18. Relationship between emotional intelligence and family well-being ...

    African Journals Online (AJOL)

    This study investigated the relationship between emotional intelligence and family well-being among couples in Yenagoa metropolis of Bayelsa State. This was against the backdrop of incessant family crises and maladjustment in contemporary society. The study adopted a descriptive survey design. Three hundred and ...

  19. Influence of Emotional Intelligence and Work Family Conflict on Job ...

    African Journals Online (AJOL)

    Influence of Emotional Intelligence and Work Family Conflict on Job Satisfaction of Married Female Employees in Selected Public Organizations in Nigeria. ... African Journal for the Psychological Study of Social Issues ... The result also showed that work family conflict significantly influenced job satisfaction (P<.01).

  20. Creativity, Emotional Intelligence, and School Performance in Children

    Science.gov (United States)

    Hansenne, Michel; Legrand, Jessica

    2012-01-01

    Previous studies have shown that both creativity and emotional intelligence (EI) were related to children school performance. In this study, we investigated the incremental validity of EI over creativity in an elementary school setting. Seventy-three children aged from 9 to 12 years old were recruited to participate in the study. Verbal and…

  1. Emotional Intelligence as a Predictor for Success in Online Learning

    Science.gov (United States)

    Berenson, Robin; Boyles, Gary; Weaver, Ann

    2008-01-01

    As students increasingly opt for online classes, it becomes more important for administrators to predict levels of potential academic success. This study examined the intrinsic factors of emotional intelligence (EI) and personality to determine the extent to which they predict grade point average (GPA), a measure of academic success, among…

  2. Growth in Emotional Intelligence. Psychotherapy with a Learning Disabled Girl

    Science.gov (United States)

    Chantrell, Sue

    2009-01-01

    This paper describes the once-weekly psychoanalytic psychotherapy of a girl, called Ellie, aged eight at the start of her treatment. Ellie had a learning disability and displayed difficult behaviour at school and at home. In her therapy, Ellie grew in emotional intelligence, more in touch with and able to express her feelings. Her behaviour…

  3. Honing Emotional Intelligence with Game-Based Crucible Experiences

    Science.gov (United States)

    Raybourn, Elaine M.

    2011-01-01

    The focus of the present paper is the design of multi-player role-playing game instances as crucible experiences for the exploration of one's emotional intelligence. Subsequent sections describe the design of game-based, intercultural crucible experiences and how this design was employed for training with members of the United States Marine Corps…

  4. Emotional Intelligence Moderates Perfectionism and Test Anxiety among Iranian Students

    Science.gov (United States)

    Abdollahi, Abbas; Abu Talib, Mansor

    2015-01-01

    Test anxiety is one of the common forms of anxiety for students. Thus, it is necessary to improve our knowledge regarding the etiology of test anxiety. The purpose of this study was to explore the relationships between perfectionism, emotional intelligence, and test anxiety among Iranian students. This study also was conducted to test emotional…

  5. The Effect of Emotional Intelligence on Managerial Involvement

    Directory of Open Access Journals (Sweden)

    Burcu Semahat Avcı

    2014-04-01

    Full Text Available The purpose of this study was to analyze the relationship between the emotional intelligence levels and job satisfaction of the managers and to carry out a research in this sense. In the research, the relationship of emotional intelligence abilities in managers with their own job satisfaction was analyzed. The main population of the study included the managers in different grades of small, medium, and large scale entities from different sectors in Istanbul. The basic purpose of the study was to reveal the relationship between the emotional intelligence dimensions the managers had and their own job satisfaction. In this sense, it was analyzed the effect of emotional intelligence abilities managers had upon their own job satisfaction, and whether there was a relationship between them or not. The field research was carried out with reference to the theoretical framework revealed after the literature review.In methodology section of the study, the findings related to the research and the interpretations were included with the analyses. It was revealed depending upon the correlation and regression analyses performed within the scope of the research that interpersonal relationships factor had effect upon the job satisfaction.

  6. Emotional Intelligence: Impact on Post-Secondary Academic Achievement

    Science.gov (United States)

    Garg, Rashmi; Levin, Elizabeth; Tremblay, Line

    2016-01-01

    This research examined the simultaneous influences of emotional intelligence, adjustment to university, authoritative versus other parenting style, and high school average on first year university students' grade point average (GPA) via structural equation modeling. The participants were 299 first year students from the social science faculty at…

  7. Emotional Intelligence in Language Instruction in Oman: The Missing Link?

    Science.gov (United States)

    Balasubramanian, Chandrika; Al-Mahrooqi, Rahma

    2016-01-01

    The field of English Language Teaching (ELT) has long sought to identify traits of good language learners, in an effort to teach these traits to less successful language learners (Rubin, 1975). Emotional Intelligence has recently come to the forefront of research on language learning and teaching, and is now increasingly recognized as an important…

  8. Emotional Intelligence Levels of Students with Sensory Impairment

    Science.gov (United States)

    Al-Tal, Suhair; AL-Jawaldeh, Fuad; AL-Taj, Heyam; Maharmeh, Lina

    2017-01-01

    This study aimed at revealing the emotional intelligence levels of students with sensory disability in Amman in Jordan. The participants of the study were 200 students; 140 hearing impaired students and 60 visual impaired students enrolled in the special education schools and centers for the academic year 2016-2017. The study adopted the…

  9. Emotional Intelligence Levels and Counselling Skills of Prospective Psychological Counsellors

    Science.gov (United States)

    Odaci, Hatice; Degerli, Fatma Irem; Bolat, Neslihan

    2017-01-01

    This research aimed to determine the correlation between emotional intelligence (EI) and counselling skills of Turkish prospective psychological counsellors and to investigate differences in both EI and counselling skills in terms of sex, previous experience of group studies, and class levels. Within a correlational pattern, the sample of the…

  10. Stress, Emotional Intelligence, and Life Satisfaction in College Students

    Science.gov (United States)

    Holinka, Cassandra

    2015-01-01

    Prior studies have examined stress, life satisfaction, and emotional intelligence in college students. Research on stress in college students has focused on the sources of stress, coping styles, and relevant outcomes. Research on life satisfaction has focused on specific relationships between life satisfaction and concepts like worry,…

  11. Emotional Intelligence Research within Human Resource Development Scholarship

    Science.gov (United States)

    Farnia, Forouzan; Nafukho, Fredrick Muyia

    2016-01-01

    Purpose: The purpose of this study is to review and synthesize pertinent emotional intelligence (EI) research within the human resource development (HRD) scholarship. Design/methodology/approach: An integrative review of literature was conducted and multiple electronic databases were searched to find the relevant resources. Using the content…

  12. A Socratic epistemology for verbal emotional intelligence

    Directory of Open Access Journals (Sweden)

    Abe Kazemzadeh

    2016-01-01

    Full Text Available We describe and experimentally validate a question-asking framework for machine-learned linguistic knowledge about human emotions. Using the Socratic method as a theoretical inspiration, we develop an experimental method and computational model for computers to learn subjective information about emotions by playing emotion twenty questions (EMO20Q, a game of twenty questions limited to words denoting emotions. Using human–human EMO20Q data we bootstrap a sequential Bayesian model that drives a generalized pushdown automaton-based dialog agent that further learns from 300 human–computer dialogs collected on Amazon Mechanical Turk. The human–human EMO20Q dialogs show the capability of humans to use a large, rich, subjective vocabulary of emotion words. Training on successive batches of human–computer EMO20Q dialogs shows that the automated agent is able to learn from subsequent human–computer interactions. Our results show that the training procedure enables the agent to learn a large set of emotion words. The fully trained agent successfully completes EMO20Q at 67% of human performance and 30% better than the bootstrapped agent. Even when the agent fails to guess the human opponent’s emotion word in the EMO20Q game, the agent’s behavior of searching for knowledge makes it appear human-like, which enables the agent to maintain user engagement and learn new, out-of-vocabulary words. These results lead us to conclude that the question-asking methodology and its implementation as a sequential Bayes pushdown automaton are a successful model for the cognitive abilities involved in learning, retrieving, and using emotion words by an automated agent in a dialog setting.

  13. Counterproductive work behavior among frontline government employees: Role of personality, emotional intelligence, affectivity, emotional labor, and emotional exhaustion

    Directory of Open Access Journals (Sweden)

    Ponniah Raman

    2016-04-01

    Full Text Available The main objective of this research is to study the effect of personality, emotional intelligence (EI, affectivity, emotional labor and emotional exhaustion on counterproductive work behavior (CWB of front line employees in the government sector. A questionnaire was designed and distributed to 625 front line employees working at service counters in 25 ministries in Malaysia. We received responses from 519employees (response rate = 83%. The data was analyzed using Structural Equation Modeling (SEM. The main findings are: (1 personality factors of employees drive their EI, affectivity, emotional labor, emotional exhaustion, and CWB and (2 EI and affectivity impact emotional labor, emotional exhaustion and CWB. Through the integrated model, we have studied the indirect roles of emotional labor and emotional exhaustion. This is one of the few studies that have effectively integrated the five constructs into a single framework to study their effects on CWB.

  14. Emotional intelligence as a moderator in the emotional labour-burnout relationship: evidence from Malaysian HR professionals

    OpenAIRE

    Mustafa, Michael; Santos, Angeli; Chern, Gwi Terk

    2016-01-01

    The role of emotions amongst employees with extensive interpersonal interactions has been identified as critical for both individual and organisational performance. This particular study examines the relationship between emotional labour, trait emotional intelligence and three dimensions of burnout. Specifically, we examine whether trait emotional intelligence moderates the relationship between emotional labour and burnout. Based on a sample of 136 Malaysian HR professionals, we find that sur...

  15. A Comparative Study of Intelligence Quotient and Emotional Intelligence: Effect on Employees’ Performance

    OpenAIRE

    Uzma Hanif Gondal; Tajammal Husain

    2013-01-01

    The study aims to explore the cognitive and emotional aspects of intelligence and its related behavioral and psychological outcomes on employees’ performance. Intelligence is considered as an important predictor for analyzing the employees’ capabilities and their behaviors to perform the particular task. This is a quantitative cross-sectional study based on 300 employees selected from different organizations of telecom industry, Lahore. The study reveals interesting findings about the nature ...

  16. 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.

  17. 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.

  18. Headmasters’ Effectiveness in Making Decisions through an Emotional Intelligence Approach

    Directory of Open Access Journals (Sweden)

    Sowiyah Sowiyah

    2016-02-01

    Full Text Available Headmasters as leaders are responsible for the advancement of the organization of their schools. To commit their duties, they deal with more human than technical aspects. They have to use an emotional approach to making rapports with their subordinates in order to cooperate with them productively and emotionally. Effective competencies the headmasters should possess are building ties, collaboration and cooperation, and team ability. The team members should also make a cooperation through a healthy interaction, the interaction which enables them to make an in-debth, open debate, tested against others’ critical opinions. They keywords in such a successful interaction is an emotional intelligence such as self-intelligence, empathy, and communication.

  19. Beliefs and environmental behavior: the moderating effect of emotional intelligence.

    Science.gov (United States)

    Aguilar-Luzón, Maria Carmen; Calvo-Salguero, Antonia; Salinas, Jose Maria

    2014-12-01

    Recent decades have seen a proliferation of studies aiming to explain how pro-environmental behavior is shaped by attitudes, values and beliefs. In this study, we have included an aspect in our analysis that has been rarely touched upon until now, that is, the intelligent use of emotions as a possible component of pro-environmental behavior. We applied the Trait Meta Mood Scale-24 (TMMS-24) and the New Environmental Paradigm scale to a sample of 184 male and female undergraduate students. We also carried out correlation and hierarchical regression analyses of blocks. The results show the interaction effects of the system of environmental beliefs and the dimensions of emotional intelligence on glass recycling attitudes, intentions and behavior. The results are discussed from the perspective of research on how the management of emotions guides thought and behavior. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

  20. Neural correlates of emotional intelligence in adolescent children.

    Science.gov (United States)

    Killgore, William D S; Yurgelun-Todd, Deborah A

    2007-06-01

    The somatic marker hypothesis posits a key role for the ventromedial prefrontal cortex, amygdala, and insula in the ability to utilize emotions to guide decision making and behavior. However, the relationship between activity in these brain regions and emotional intelligence (EQ) during adolescence, a time of particular importance for emotional and social development, has not been studied. Using functional magnetic resonance imaging (fMRI), we correlated scores from the Bar-On Emotional Quotient Inventory, Youth Version (EQ-i:YV) with brain activity during perception of fearful faces in 16 healthy children and adolescents. Consistent with the neural efficiency hypothesis, higher EQ correlated negatively with activity in the somatic marker circuitry and other paralimbic regions. Positive correlations were observed between EQ and activity in the cerebellum and visual association cortex. The findings suggest that the construct of self-reported EQ in adolescents is inversely related to the efficiency of neural processing within the somatic marker circuitry during emotional provocation.

  1. 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.

  2. 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.

  3. Interrelationship between Personality Traits and Emotional Intelligence of Secondary Teachers in India

    Science.gov (United States)

    Kant, Ravi

    2014-01-01

    Emotional intelligence is an ability to control our emotions in abnormal situations. Now it is widely accepted that emotional intelligence also a key determent for success and also in development in personality. Personality is a sum total of emotions. By taking a sample of 200 secondary school teachers an attempt has made to find out the…

  4. Perceived Emotional Intelligence as Predictor of Psychological Adjustment in Adolescents: A 1-Year Prospective Study

    Science.gov (United States)

    Salguero, Jose M.; Palomera, Raquel; Fernandez-Berrocal, Pablo

    2012-01-01

    In recent years, emotional intelligence has appeared as a predictor of adults' mental health, but little research has examined its involvement in adolescents' psychological adjustment. In this paper, we analyzed the predictive validity of perceived emotional intelligence (attention to feelings, emotional clarity, and emotional repair) over…

  5. The relationship between emotional intelligence and job satisfaction among nurses in Accra.

    Science.gov (United States)

    Tagoe, Theophilus; Quarshie, Emmanuel Nii-Boye

    2017-04-01

    The aim of this study was to examine the relationship between emotional intelligence and job satisfaction among nurses in Accra, Ghana. A correlational study was conducted in Ghana in 2015. The study conveniently sampled 120 registered general nurses (83 females and 37 males) from three public hospitals located in Accra. The Schutte Self-Report Emotional Intelligence Inventory and the Job Satisfaction Survey were used to assess emotional intelligence and job satisfaction respectively. The findings showed a significant positive correlation between emotional intelligence and job satisfaction among the nurses. However, the results revealed no significant gender difference in emotional intelligence and job satisfaction.

  6. 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.

  7. How Emotional Intelligence Might Get You the Job: The Relationship Between Trait Emotional Intelligence and Faking on Personality Tests

    NARCIS (Netherlands)

    D.H.M. Pelt (Dirk); D. van der Linden (Dimitri); M.Ph. Born (Marise)

    2017-01-01

    textabstractThis study examined trait emotional intelligence (EI) in relation to the ability to fake on personality tests. Undergraduate students (N = 129) were first instructed to fill out a personality inventory honestly, and subsequently in such a way as to maximize their chances of obtaining two

  8. Self-reported emotional dysregulation but no impairment of emotional intelligence in borderline personality disorder: an explorative study.

    Science.gov (United States)

    Beblo, Thomas; Pastuszak, Anna; Griepenstroh, Julia; Fernando, Silvia; Driessen, Martin; Schütz, Astrid; Rentzsch, Katrin; Schlosser, Nicole

    2010-05-01

    Emotional dysfunction is a key feature of patients with borderline personality disorder (BPD) but emotional intelligence (EI) has rarely been investigated in this sample. This study aimed at an investigation of ability EI, general intelligence, and self-reported emotion regulation in BPD. We included 19 patients with BPD and 20 healthy control subjects in the study. EI was assessed by means of the Mayer-Salovey-Caruso emotional intelligence test and the test of emotional intelligence. For the assessment of general intelligence, we administered the multidimensional "Leistungsprüfsystem-Kurzversion." The emotion regulation questionnaire and the difficulties in Emotion Regulation Scale were used to assess emotion regulation. The patients with BPD did not exhibit impairments of ability EI and general intelligence but reported severe impairments in emotion regulation. Ability EI was related both to general intelligence (patients and controls) and to self-reported emotion regulation (patients). In conclusion, emotional dysfunction in BPD might primarily affect self-perceived behavior rather than abilities. Intense negative emotions in everyday life may trigger dysfunctional emotion regulation strategies in BPD although patients possess sufficient theoretical knowledge about optimal regulation strategies.

  9. The effect of intranasal oxytocin on perceiving and understanding emotion on the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT).

    Science.gov (United States)

    Cardoso, Christopher; Ellenbogen, Mark A; Linnen, Anne-Marie

    2014-02-01

    Evidence suggests that intranasal oxytocin enhances the perception of emotion in facial expressions during standard emotion identification tasks. However, it is not clear whether this effect is desirable in people who do not show deficits in emotion perception. That is, a heightened perception of emotion in faces could lead to "oversensitivity" to the emotions of others in nonclinical participants. The goal of this study was to assess the effects of intranasal oxytocin on emotion perception using ecologically valid social and nonsocial visual tasks. Eighty-two participants (42 women) self-administered a 24 IU dose of intranasal oxytocin or a placebo in a double-blind, randomized experiment and then completed the perceiving and understanding emotion components of the Mayer-Salovey-Caruso Emotional Intelligence Test. In this test, emotion identification accuracy is based on agreement with a normative sample. As expected, participants administered intranasal oxytocin rated emotion in facial stimuli as expressing greater emotional intensity than those given a placebo. Consequently, accurate identification of emotion in faces, based on agreement with a normative sample, was impaired in the oxytocin group relative to placebo. No such effect was observed for tests using nonsocial stimuli. The results are consistent with the hypothesis that intranasal oxytocin enhances the salience of social stimuli in the environment, but not nonsocial stimuli. The present findings support a growing literature showing that the effects of intranasal oxytocin on social cognition can be negative under certain circumstances, in this case promoting "oversensitivity" to emotion in faces in healthy people. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  10. 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.

  11. [Relationship between emotion regulation and emotional intelligence in borderline personality disorder].

    Science.gov (United States)

    Pastuszak, Anna

    2012-01-01

    A typical trait of borderline personality disorder is emotional instability. The strategies that patients with BPD use to regulate their affects are not yet known. The purpose of presented research was an attempt to find the often used emotion regulation strategies, the eventual differences in value of emotional intelligence between BPD patients and healthy controls, and a relationship between emotion regulation and emotional intelligence in BPD. The work on FrAGe (an own self-descriptive tool) which asks about different emotion regulation strategies, has also been included in this research. The investigation--which is a part of a wider project--was conducted in the Clinic of Psychiatry and Psychotherapy Bethel in Bielefeld, Germany. Subjects were 19 patients with diagnosis of BPD and 20 healthy people as a control group. Tools used in the diagnostic part of the research were: Mini--DIPS, SKID II. In order to verify the hypothesis were used: 1. to assess emotion regulation: FrAGe, ERQ, DERS, 2. to assess EI: MSCEIT, TEMINT; 3. for the assessment of general intelligence: LPS--K. BPD patients reported severe impairments in emotion regulation--there are significant differences between groups in frequency of using the individual strategies of emotional regulation, negative and positive as well--but did not exhibit impairments of ability EI. The results do not prove the dependence between emotion regulation strategies and the global value of EI. Emotional dysfunction in BPD might affect a self perceived behaviour of the patients rather than their abilities: patients seems to possess a sufficient theoretical knowledge about functioning in the emotional context.

  12. Prediction of Marital Satisfaction Based on Emotional Intelligence in Postmenopausal Women.

    Science.gov (United States)

    Heidari, Mohammad; Shahbazi, Sara; Ghafourifard, Mansour; Ali Sheikhi, Rahim

    2017-12-01

    This study was coperinducted with the aim of prediction of marital satisfaction based on emotional intelligence for postmenopausal women. This cross-sectional study was the descriptive-correlation and with a sample size of 134 people to predict marital satisfaction based on emotional intelligence for postmenopausal women was conducted in the Borujen city. The subjects were selected by convenience sampling. Data collection tools included an emotional intelligence questionnaire (Bar-on) and Enrich marital satisfaction questionnaire. The results of this study showed a significant positive relationship between marital satisfaction and emotional intelligence ( P marital satisfaction. Due to the positive relationship between emotional intelligence and marital satisfaction, adequacy of emotional intelligence is improved as important structural in marital satisfaction. So it seems that can with measuring emotional intelligence in reinforced marital satisfaction during menopause, done appropriate action.

  13. The Impact of Emotional Intelligence in the Context of Language Learning and Teaching

    Directory of Open Access Journals (Sweden)

    Tevdovska Elena Spirovska

    2017-06-01

    Full Text Available Emotional intelligence, a set of skills which are considered as necessary in the context of interaction with other people, was defined by a number of authors, including Goleman (1996, Gardner and Mayer & Salovey. A number of studies investigated the impact of emotional intelligence on learning, teaching and education. The focus of this article is to explore the definition of emotional intelligence and the impact that emotional intelligence and affective factors have in the context of foreign language learning and teaching. The article also focuses on research conducted with a group of 23 students and their self assessment of emotional intelligence as well as their perceptions of the ways emotional intelligence has an impact on foreign language learning. The article attempts to provide recommendations of implementing activities and teaching practices in the context of foreign language learning and teaching aiming to foster emotional intelligence development.

  14. Emotional intelligence score and performance of dental undergraduates.

    Science.gov (United States)

    Hasegawa, Yuh; Ninomiya, Kazunori; Fujii, Kazuyuki; Sekimoto, Tsuneo

    2016-09-01

    The purpose of this study was to investigate the relationship between emotional intelligence (EI) and undergraduate dental students' ability to deal with different situations of communication in a clinical dentistry practical training course of communication skills. Fourth-year students in 2012 and in 2013 at the Nippon Dental University School of Life Dentistry at Niigata participated in the survey. The total number of participating students was 129 (88 males and 41 females). The students were asked to complete the Japanese version of the Mayer-Salovey-Caruso Emotional Intelligence Test in communication skills. Female students tended to have significantly higher EI score than males. The EI score in the group with high-grade academic performers was higher than in the low-grade group. The influence of EI on academic performance appeared to be mainly due to the students' ability to accurately perceiving emotions and to their ability to understand emotional issues. The importance of EI may also lie in its ability to parse out personality factors from more changeable aspects of a person's behavior. Although further studies are required, we believe that dental educators need to assume the responsibility to help students develop their emotional competencies that they will need to prosper in their chosen careers. In our conclusion, dental educators should support low achievers to increase their levels of self-confidence instead of concentrating mainly on improving their technical skill and academic performance. This may lead to upgrading their skills for managing emotions and to changing their learning approach.

  15. Exploring emotional intelligence in a Caribbean medical school.

    Science.gov (United States)

    Sa, B; Baboolal, N; Williams, S; Ramsewak, S

    2014-03-01

    To explore the emotional intelligence (EI) in medical students in a Caribbean medical school and investigate its association with gender, age, year of study and ethnicity. A cross-sectional design using convenient sampling of 304 years two to five undergraduate medical students at the School of Medicine, the University of the West Indies (UWI), St Augustine campus, was conducted. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT-V2.0) was administered to test four branches of EI: perceiving emotions, facilitating thought, understanding emotions and managing emotions. Data were analysed using SPSS version 19. T-test, analysis of variance (ANOVA) and r (product moment correlation) were calculated to establish the effects of selected variables (gender, age, year of study and ethnicity) on total and sub-scales EI scores and tested against 0.05 and 0.01 significance levels. The total mean score for EI fell within the average according to MSCEIT standards. Gender analysis showed significantly higher scores for males and for younger age groups (emotional stability. It would be valuable to widen this study by including other UWI campuses and offshore medical schools in the Caribbean. This preliminary study examined a sample of medical students from a well-established Caribbean medical school. Since EI is considered to be important in the assessment and training of medical undergraduates, consideration should be given to introducing interventions aimed at increasing EI.

  16. Service with a smile: do emotional intelligence, gender, and autonomy moderate the emotional labor process?

    Science.gov (United States)

    Johnson, Hazel-Anne M; Spector, Paul E

    2007-10-01

    This survey study of 176 participants from eight customer service organizations investigated how individual factors moderate the impact of emotional labor strategies on employee well-being. Hierarchical regression analyses indicated that gender and autonomy were significant moderators of the relationships between emotional labor strategies and the personal outcomes of emotional exhaustion, affective well-being, and job satisfaction. Females were more likely to experience negative consequences when engaging in surface acting. Autonomy served to alleviate negative outcomes for individuals who used emotional labor strategies often. Contrary to our hypotheses, emotional intelligence did not moderate the relationship between the emotional labor strategies and personal outcomes. Results demonstrated how the emotional labor process can influence employee well-being. (c) 2007 APA, all rights reserved.

  17. Disclosure with an emotional intelligent synthetic partner

    NARCIS (Netherlands)

    Meijerink, F.; van Maanen, P.P.; van Vliet, A.J.; Nijholt, Antinus; Solodilova-Whiteley, I.

    2007-01-01

    To talk and write about one’s feelings has a beneficial effect on one’s physical and psychological health. More specifically, conversation evoking disclosure of emotions and traumatic events has a positive effect on one’s health, rather than chitchat. Astronauts on a mission are exposed to stressful

  18. Emotional intelligence of dental students and patient satisfaction.

    Science.gov (United States)

    Azimi, S; AsgharNejad Farid, A A; Kharazi Fard, M J; Khoei, N

    2010-08-01

    The objective of this study was to determine the degree of correlation between emotional intelligence of dental students, patient satisfaction and related factors. A total of 123 senior students and their patients participated in the study. Students completed the 133 item Bar-On Standardised Emotional Quotient Inventory (EQI) and patients completed a seven item satisfaction questionnaire. The mean score for EI of female students was 442 and 462 for male students, for an overall average score of 452 for all dental students. Male students significantly scored higher in stress control (P = 0.0), general mood (P = 0.011) and intrapersonal scales (P = 0.024). There was a statistically significant relationship between student gender and average EI score (P = 0.007). Married students scored higher in adaptability (P = 0.019) and general mood scales (P = 0.039). Significant relationships existed between students' gender (P = 0.009), level of patient education (P = 0.0) and patient satisfaction levels. Not recording a significant relationship for the interpersonal scale (r = 0.134), there was a significant relationship amongst intrapersonal, stress control, adaptability, and general mood dimensions of the students and patient satisfaction reports. There was a statistically significant relationship between general emotional intelligence score of the students and patient satisfaction. Patients of the students with high general emotional intelligence scores were significantly more satisfied with treatment than patients of students with low EI.

  19. Relating emotional intelligence to academic achievement among university students in Barbados

    Directory of Open Access Journals (Sweden)

    Grace A. Fayombo

    2012-11-01

    Full Text Available This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI, Barbados, making use of Barchard (2001's Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students' academic achievement.

  20. Intelligent Tutor with Emotion Recognition and Student Emotion Management for Math Performance

    Directory of Open Access Journals (Sweden)

    Mari­a Luci­a Barron Estrada

    2014-10-01

    Full Text Available This research presents the development, implementation, and testing of an Intelligent Tutoring System for math in third grade elementary students, it identifies and manages the emotional state of the student; it produces affective feedback for the student during the course that also it is part of a social network. Emotions are recognized via facial expressions by means of an artificial neural network. The social network and the intelligent tutoring system with affective management have been tested in public and private elementary schools with very satisfying results.

  1. EMOTIONAL INTELLIGENCE AND TEACHING COMPETENCY OF B.Ed. STUDENTS IN KANYAKUMARI DISTRICT

    OpenAIRE

    Rajalaksmi .M; Dr. Shirlin. P

    2017-01-01

    The investigator was conducted to study the Emotional intelligence and Teaching competency of B.Ed. students in Kanyakumari District. The investigator collected data from 330 student-teachers by stratified random sampling method. Emotional Intelligence scale and teaching competency scale were used as the main tools. The obtained results showed that there is low correlation between Emotional intelligence and Teaching competency of student teachers. The relationship between Emotional intelligen...

  2. The relationship between emotional intelligence and leadership styles in the South African petrochemical industry

    OpenAIRE

    Maggie Pillay; Rian Viviers; Claude-Helene Mayer

    2013-01-01

    Orientation: Although research on emotional intelligence in the context of leadership has remained a recurrent area of interest in theory and practice during the past decade, ongoing debate continues regarding the contribution of emotional intelligence to the understanding of leadership. Research purpose: The aim of this study was to determine the relationship between self-reported emotional intelligence and leadership styles in a South African context and to determine whether emotional in...

  3. Emotional intelligence and related factors in medical sciences students of an Iranian university

    OpenAIRE

    Lolaty, Hamideh Azimi; Tirgari, Abdolhakim; Fard, Jabbar Heydari

    2014-01-01

    Background: Emotional intelligence has evolved lot of interest in a variety of fields. The aim of this study was to determine the emotional intelligence and its related factors among junior medical sciences students. Materials and Methods: The research design was a descriptive — analytic analysis. Based on a census sampling method, the emotional intelligence of 322 junior medical sciences students was evaluated using the Bar-On Emotional Quotient Inventory. This study was done from 2008 to 20...

  4. The Effect of Emotional Intelligence on Entrepreneurial Behavior: A Case Study in a Medical Science University

    OpenAIRE

    Mohammadkarim Bahadori

    2012-01-01

    Nowadays with complex and dynamic environment in organizations, scholars make more attention to emotional intelligence. Also, the role of emotional intelligence started to make inroad into entrepreneurship research. The purpose of this study is to examine the effect of emotional intelligence on entrepreneurial behavior in organizations. A sample of 107 managers from a medical science university in Iran participated in the main study. Findings showed that all four dimensions of emotional intel...

  5. EMOTIONAL INTELLIGENCE, MORAL, ETHICS, BIO-ETHICS AND WHAT IS IN BETWEEN.

    Science.gov (United States)

    Keidar, Daniella; Yagoda, Arie

    2014-10-01

    In recent years, the study of emotions has broadened its scope and established its standing as a new scientific discipline. Humanity has become increasingly conscious of the seminal role played by the emotional components in both intrapersonal and interpersonal behavior. A deeply rooted and inherent correlation exists between emotional intelligence (E.I. - Emotional Intelligence) and positive social results: social adaptation, quality social relationships, the capacity for healthy social behaviors, caring, altruism, empathy, enlightened communication and the efficacy and personal coherence essential to moral and ethical behavior, including its manifestation in the sphere of bio-ethics. The importance of the personal relationship between the doctor and the patient is especially fundamental in the current era of immense and accelerated scientific-technological development, forcing doctors to cope with an increasingly complicated technical environment. Precisely because of this reality, it is essential that a doctor's actions and interpersonal relationship with the patient proceed from an ethical base, grounded in both professional and emotional responsibility. Emotional responsibility is one of the central elements underlying bioethical conduct and is the element that provides the guideposts for the treatment of others. The symbiotic connection between emotional intelligence and the sphere of ethics and morals is what delineates human beings. Human beings, by definition and in essence, bear responsibility for their actions. The beginning of ethics is in the human being's consciousness of choice in relation to self and to others. An individual's choices integrate emotion and cognition. That ability to integrate alongside the capacity for choice enables the human race to act in accordance with ethical and moral codes. At work, on a daily basis, a doctor is positioned opposite to the physical, emotional, cognitive and ethical entirety of the patient. Beyond the doctor

  6. Emotional intelligence, teamwork effectiveness, and job performance: the moderating role of job context.

    Science.gov (United States)

    Farh, Crystal I C Chien; Seo, Myeong-Gu; Tesluk, Paul E

    2012-07-01

    We advance understanding of the role of ability-based emotional intelligence (EI) and its subdimensions in the workplace by examining the mechanisms and context-based boundary conditions of the EI-performance relationship. Using a trait activation framework, we theorize that employees with higher overall EI and emotional perception ability exhibit higher teamwork effectiveness (and subsequent job performance) when working in job contexts characterized by high managerial work demands because such contexts contain salient emotion-based cues that activate employees' emotional capabilities. A sample of 212 professionals from various organizations and industries indicated support for the salutary effect of EI, above and beyond the influence of personality, cognitive ability, emotional labor job demands, job complexity, and demographic control variables. Theoretical and practical implications of the potential value of EI for workplace outcomes under contexts involving managerial complexity are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

  7. Emotional Intelligence and Callous-Unemotional Traits in Incarcerated Adolescents

    Science.gov (United States)

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

    2016-01-01

    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; 1) 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; 2). Similar to findings in adult forensic populations, high levels of CU traits in high risk youth 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. PMID:26779640

  8. Classroom emotional intelligence and its relationship with school performance

    Directory of Open Access Journals (Sweden)

    Aitor Aritzeta

    2016-06-01

    Full Text Available Despite the importance of emotions in classrooms, no measurements have been developed to assess group emotional intelligence (EI. The aim of this work was to develop a questionnaire for measuring group EI (G-TMMS in educational contexts. The psychometric properties of G-TMMS were examined in a sample of 794 participants (47% female; mean age = 16; SD = 1.4, divided into 59 classrooms. The G-TMMS showed a one-factor structure. It also demonstrated to have adequate internal consistency, temporal stability, and convergent validity. Moreover, group EI was associated with higher group school performance. The implications of this new scale in educational contexts are discussed.

  9. Do Emotional Intelligence and personality predict the way that Emotional Labour is performed

    OpenAIRE

    Dore, Tim

    2006-01-01

    Despite the many claims made about the importance of Emotional Intelligence (EI) for employee performance, no previous research has studied EI as an antecedent of Emotional Labour (EL). The focus of the present study was to compare the influence of EI and personality on the performance of EL. Additionally, this study attempted to test existing models of EL by performing exploratory factor analysis on a new scale of EL. An undergraduate-dominated sample of 298 individuals with r...

  10. 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.

  11. Interpersonal problems and emotional intelligence in compulsive hoarding.

    Science.gov (United States)

    Grisham, Jessica R; Steketee, Gail; Frost, Randy O

    2008-01-01

    There is some evidence that compulsive hoarding is associated with social impairment, which may contribute to poor functional outcomes among hoarding patients. In this study, individuals with compulsive hoarding (n = 30) were compared to nonhoarding anxious or depressed patients (n = 30) and nonclinical community participants (n = 30) with respect to clinical characteristics, interpersonal difficulties, and emotional intelligence. All participants were diagnosed using a semi-structured interview and completed self-report measures. Participants with compulsive hoarding endorsed more depression and schizotypal personality disorder symptoms than participants in both comparison groups. Hoarding participants also reported more interpersonal difficulties than community volunteers, but they did not differ significantly from nonhoarding participants with an anxiety or mood disorder. Multiple regression analyses demonstrated that hoarding-related beliefs were marginally related to increased interpersonal problems over and above the effect of depression and anxiety. The groups did not differ significantly with respect to emotional intelligence. (c) 2007 Wiley-Liss, Inc.

  12. Relationships between emotional intelligence and sales performance in Kuwait

    Directory of Open Access Journals (Sweden)

    Kholoud S. AlDosiry

    2016-04-01

    Full Text Available This study investigates the relationship between emotional intelligence (EI and Total Sales Performance (TSP, and whether EI contributes to predicting the performance of sales professionals in Kuwait. The sample was 218 sales professionals working for 24 different car dealerships. An ability model of EI was measured using the Assessing Emotions Scale (AES developed by Schutte et al. (1998 and its Arabic version. The trait model of EI was assessed using the Effective Intelligence Scale (EIS. The findings showed a negative but weak correlation between TSP and the AES and all its subscales. No correlation was found between TSP and the EIS. A weak positive correlation existed between Objective Sales Performance and each of total EIS, Accuracy, and Patience subscales.

  13. The Role of Students’ Emotional Intelligence: Empirical Evidence

    Directory of Open Access Journals (Sweden)

    Natalio Extremera Pacheco

    2004-11-01

    Full Text Available Emotional intelligence (EI has attracted great interest in the field of education as a vehicle to improve the socioemotional development of students. The first publications that appeared made a great number of claims about the positive influence of emotional intelligence in the classroom. The only problem was that not all these claims were coupled with empirical research to show, on the one hand, the predictive level of EI, and on the other hand, the actual role of EI in different areas of life. It has been only recently that the effect of a high level of EI exercises on people has been investigated. The object of this article is to examine the most relevant empirical research done within the educational setting, in order to collect the existing evidence for the influence of EI, evaluated by different instruments, in the personal, social and scholastic functioning of students.

  14. The Contribution of Emotional Intelligence to the Social and Academic Success of Gifted Adolescents as Measured by the Multifactor Emotional Intelligence Scale-Adolescent Version

    Science.gov (United States)

    Woitaszewski, Scott A.; Aalsma, Matthew C.

    2004-01-01

    Emotional intelligence has been popularly portrayed as critical to human success and sometimes even more important than IQ (e.g., D. Goleman, 1995), yet sparse evidence exists supporting such a claim. The purpose of this study was to measure emotional intelligence, as conceptualized by J. D. Mayer and P. Salovey (1997), in order to better…

  15. The Effect of Web Assisted Learning with Emotional Intelligence Content on Students' Information about Energy Saving, Attitudes towards Environment and Emotional Intelligence

    Science.gov (United States)

    Ercan, Orhan; Ural, Evrim; Köse, Sinan

    2017-01-01

    For a sustainable world, it is very important for students to develop positive environmental attitudes and to have awareness of energy use. The study aims to investigate the effect of web assisted instruction with emotional intelligence content on 8th grade students' emotional intelligence, attitudes towards environment and energy saving, academic…

  16. Using Emotional Intelligence to Lead the TACOM Workforce

    Science.gov (United States)

    2012-04-01

    Berdine, R. (2000). Basic Statistics: Tools for Continuos Improvement . Colorado Springs, CO: Air Academy Press. Kolb, A. Y., & Kolb, D. A. (2005...senior leaders have effective emotional intelligence, with some areas that could be improved . Additional findings show that factors such as the number...skills and provide a robust array of practical tools for experienced as well as emerging managers. Provides managerial tools for improving

  17. When emotional intelligence affects peoples' perception of trustworthiness

    OpenAIRE

    Lee, Wing Shing; Selart, Marcus

    2015-01-01

    -Open Access By adopting social exchange theory and the affect-infusion-model, the hypothesis is made that emotional intelligence (EI) will have an impact on three perceptions of trustworthiness – ability, integrity and benevolence – at the beginning of a relationship. It was also hypothesized that additional information would gradually displace EI in forming the above perceptions.The results reveal that EI initially does not contribute to any of the perceptions of trustworth...

  18. Motivation and emotional intelligence in high school students

    OpenAIRE

    José Domínguez-Alonso; Víctor Domínguez-Rodríguez; Esther López-Pérez; María del Mar Rodríguez-González

    2016-01-01

    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...

  19. Emotion Elicitation in a Socially Intelligent Service: The Typing Tutor

    Directory of Open Access Journals (Sweden)

    Andrej Košir

    2017-03-01

    Full Text Available This paper presents an experimental study on modeling machine emotion elicitation in a socially intelligent service, the typing tutor. The aim of the study is to evaluate the extent to which the machine emotion elicitation can influence the affective state (valence and arousal of the learner during a tutoring session. The tutor provides continuous real-time emotion elicitation via graphically rendered emoticons, as an emotional feedback to learner’s performance. Good performance is rewarded by the positive emoticon, based on the notion of positive reinforcement. Facial emotion recognition software is used to analyze the affective state of the learner for later evaluation. Experimental results show the correlation between the positive emoticon and the learner’s affective state is significant for all 13 (100% test participants on the arousal dimension and for 9 (69% test participants on both affective dimensions. The results also confirm our hypothesis and show that the machine emotion elicitation is significant for 11 (85% of 13 test participants. We conclude that the machine emotion elicitation with simple graphical emoticons has a promising potential for the future development of the tutor.

  20. 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.

  1. 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.

  2. 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.

  3. Incremental validity of a measure of emotional intelligence.

    Science.gov (United States)

    Chapman, Benjamin P; Hayslip, Bert

    2005-10-01

    After the Schutte Self-Report Inventory of Emotional Intelligence (SSRI; Schutte et al., 1998) was found to predict college grade point average, subsequent emotional intelligence (EI)-college adjustment research has used inconsistent measures and widely varying criteria, resulting in confusion about the construct's predictive validity. In this study, we assessed the SSRI's incremental validity for a wide range of adjustment criteria, pitting it against a competing trait measure, the NEO Five-Factor Inventory (NEO-FFI; Costa & McCrae, 1992), and tests of fluid and crystallized intelligence. At a broad bandwidth, the SSRI total score significantly and uniquely predicted variance beyond NEO-FFI domain scores in the UCLA Loneliness Scale, Revised (Russell, Peplau, & Cutrono, 1980) scores. Higher fidelity analyses using previously identified SSRI factors and NEO-FFI item clusters revealed that the SSRI's Optimism/Mood Regulation and Emotion Appraisal factors contributed unique variance to self-reported study habits and social stress, respectively. The potential moderation of incremental validity by gender did not reach significance due to loss of power from splitting the sample, and mediational analyses revealed the SSRI Optimism/Mood Regulation factor was both directly and indirectly related to various criteria. We discuss the small magnitude of incremental validity coefficients and the differential incremental validity of SSRI factor and total scores.

  4. Emotional intelligence as a determinant of leadership potential

    Directory of Open Access Journals (Sweden)

    Anita D. Stuart

    2001-03-01

    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.

  5. Gender differences in emotion perception and self-reported emotional intelligence: A test of the emotion sensitivity hypothesis

    Science.gov (United States)

    Kret, Mariska E.; Broekens, Joost

    2018-01-01

    Previous meta-analyses and reviews on gender differences in emotion recognition have shown a small to moderate female advantage. However, inconsistent evidence from recent studies has raised questions regarding the implications of different methodologies, stimuli, and samples. In the present research based on a community sample of more than 5000 participants, we tested the emotional sensitivity hypothesis, stating that women are more sensitive to perceive subtle, i.e. low intense or ambiguous, emotion cues. In addition, we included a self-report emotional intelligence test in order to examine any discrepancy between self-perceptions and actual performance for both men and women. We used a wide range of stimuli and models, displaying six different emotions at two different intensity levels. In order to better tap sensitivity for subtle emotion cues, we did not use a forced choice format, but rather intensity measures of different emotions. We found no support for the emotional sensitivity account, as both genders rated the target emotions as similarly intense at both levels of stimulus intensity. Men, however, more strongly perceived non-target emotions to be present than women. In addition, we also found that the lower scores of men in self-reported EI was not related to their actual perception of target emotions, but it was to the perception of non-target emotions. PMID:29370198

  6. Gender differences in emotion perception and self-reported emotional intelligence: A test of the emotion sensitivity hypothesis.

    Science.gov (United States)

    Fischer, Agneta H; Kret, Mariska E; Broekens, Joost

    2018-01-01

    Previous meta-analyses and reviews on gender differences in emotion recognition have shown a small to moderate female advantage. However, inconsistent evidence from recent studies has raised questions regarding the implications of different methodologies, stimuli, and samples. In the present research based on a community sample of more than 5000 participants, we tested the emotional sensitivity hypothesis, stating that women are more sensitive to perceive subtle, i.e. low intense or ambiguous, emotion cues. In addition, we included a self-report emotional intelligence test in order to examine any discrepancy between self-perceptions and actual performance for both men and women. We used a wide range of stimuli and models, displaying six different emotions at two different intensity levels. In order to better tap sensitivity for subtle emotion cues, we did not use a forced choice format, but rather intensity measures of different emotions. We found no support for the emotional sensitivity account, as both genders rated the target emotions as similarly intense at both levels of stimulus intensity. Men, however, more strongly perceived non-target emotions to be present than women. In addition, we also found that the lower scores of men in self-reported EI was not related to their actual perception of target emotions, but it was to the perception of non-target emotions.

  7. 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.

  8. The role of emotional intelligence and other individual difference variables in predicting emotional labor relative to situational demands.

    Science.gov (United States)

    Brotheridge, Céleste M

    2006-01-01

    This study found a significant positive relationship between emotional intelligence (MSCEIT) and deep acting (making an effort to feel emotions that are required in interpersonal interactions) in a sample of service workers. Surface acting (faking displayed emotions and hiding personal feelings) was positively associated with emotional awareness. Emotional intelligence did not add to the prediction of variance in emotional labor beyond situational demands, nor did it moderate the relationship between situational demands and emotional labor. Thus, workers' level of emotional intelligence did not appear to influence the nature of the emotional labor that was performed given situational demands. Rather, the key role of emotional intelligence seemed to be as a predictor of the perceived situational demands, which, in turn, predicted the nature of emotional labor that was performed. Workers with higher levels of emotional intelligence were found to be more likely to perceive the need to frequently display emotions as part of their work role and perform deep acting in response to these situational demands.

  9. Emotional intelligence, emotions, and feelings of support staff working with clients with intellectual disabilities and challenging behavior: an exploratory study.

    Science.gov (United States)

    Zijlmans, Linda J M; Embregts, Petri J C M; Bosman, Anna M T

    2013-11-01

    Working with clients who show challenging behavior can be emotionally demanding and stressful for support staff, because this behavior may cause a range of negative emotional reactions and feelings. These reactions are of negative influence on staff wellbeing and behavior. Research has focused on negative emotions of staff. However, a distinction between emotions and feelings has never been made in the research field of intellectual disabilities. Negative emotions and feelings may be regulated by emotional intelligence, a psychological construct that takes into account personal style and individual differences. The purpose of this study was to explore the relationship between emotional intelligence on the one hand and emotions and feelings on the other. Participants were 207 support staff serving clients with moderate to borderline intellectual disabilities and challenging behavior. Emotional intelligence, emotions, and feelings were measured with questionnaires. The results show that emotional intelligence, emotions, and feelings are related. However, found relationships were weak. Most significant relations were found between feelings and stress management and adaptation elements of emotional intelligence. Because the explored variables can change over time they call for a longitudinal research approach. Copyright © 2013 Elsevier Ltd. All rights reserved.

  10. 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

  11. 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. ...

  12. The Relationship between Emotional Intelligence and Attitudes toward Computer-Based Instruction of Postsecondary Hospitality Students

    Science.gov (United States)

    Behnke, Carl; Greenan, James P.

    2011-01-01

    This study examined the relationship between postsecondary students' emotional-social intelligence and attitudes toward computer-based instructional materials. Research indicated that emotions and emotional intelligence directly impact motivation, while instructional design has been shown to impact student attitudes and subsequent engagement with…

  13. The Relationship between Transformational Leadership and Emotional Intelligence from a Gendered Approach

    Science.gov (United States)

    Lopez-Zafra, Esther; Garcia-Retamero, Rocio; Martos, M. Pilar Berrios

    2012-01-01

    Studies on both transformational leadership and emotional intelligence have analyzed the relationship between emotions and leadership. Yet the relationships among these concepts and gender roles have not been documented. In this study, we investigated the relations among transformational leadership, emotional intelligence, and gender stereotypes.…

  14. The Impact of Emotional Intelligence on Solution-Focused Therapy with an Adolescent

    Science.gov (United States)

    Maree, J. G.; Fernandes, M. P. J.

    2003-01-01

    Researchers have come to the realisation that an individual's intellectual potential cannot be the only predictor for future success and a stable life. It has been found that emotional intelligence plays an important role in an individual's optimal functioning. Emotional intelligence entails an individual's ability to deal with emotional issues,…

  15. Prerequisites for Emotional Intelligence Formation in Second Language Learning and Career Choice

    Science.gov (United States)

    Baklashova, Tatiana A.; Galishnikova, Elena M.; Khafizova, Liliya A.

    2016-01-01

    The relevance of the topic is due to the enhancing role of emotional intelligence in second language learning. The article aims to substantiate that emotional intelligence (EI) strengthens training quality of future professionals, gives it an emotional color, and thereby increases a variety of intellectual skills. The leading methodical approaches…

  16. Measures of Emotional Intelligence and Social Acceptability in Children: A Concurrent Validity Study

    Science.gov (United States)

    Windingstad, Sunny; McCallum, R. Steve; Bell, Sherry Mee; Dunn, Patrick

    2011-01-01

    The concurrent validity of two measures of Emotional Intelligence (EI), one considered a trait measure, the other an ability measure, was examined by administering the Emotional Quotient Inventory: Youth Version (EQi:YV; Bar-On & Parker, 2000), the Mayer-Salovey-Caruso Emotional Intelligence Test: Youth Version (MSCEIT:YV; Mayer, Salovey, &…

  17. Emotional Intelligence (EI) of Patients with Multiple Sclerosis (MS).

    Science.gov (United States)

    Ghajarzadeh, Mahsa; Owji, Mahsa; Sauraian, Mohammad Ali; Naser Moghadasi, Abdorreza; Azimi, Amirreza

    2014-11-01

    Multiple sclerosis (MS) is an autoimmune disease that affects physical and emotional aspects of patient's lives. The aim of this study was to evaluate Emotional Intelligence (EI) in cases with MS. One hundred sixty six clinically definite MS and 110 healthy subjects were enrolled in this study. All participants filled valid and reliable Persian version Emotional Quotient inventory (EQ-i) questionnaire, which had been developed due to Bar-On model. Mean EI total score and 12 out of 15 subscales were significantly different between patients and controls. Total EI score and most of its subscales were significantly higher in patients with RR (Relapsing Remitting) than Secondary Progressive (SP) ones. There was significant negative correlation between EDSS and total EI score (rho=-0.4, PMultiple linear regression analysis between the EI as a dependent variable and sex, type of disease, level of education, age and marital status as independent variables in patients showed that type of disease and level of education were independent predictors of EI. Emotional intelligence as the ability to behave better and communicate with others should be considered in MS cases as their physical and psychological health are affected by their illness.

  18. Emotional intelligence in medical education: a critical review.

    Science.gov (United States)

    Cherry, M Gemma; Fletcher, Ian; O'Sullivan, Helen; Dornan, Tim

    2014-05-01

    Emotional intelligence (EI) is a term used to describe people's awareness of, and ability to respond to, emotions in themselves and other people. There is increasing research evidence that doctors' EI influences their ability to deliver safe and compassionate health care, a particularly pertinent issue in the current health care climate. This review set out to examine the value of EI as a theoretical platform on which to base selection for medicine, communication skills education and professionalism. We conducted a critical review with the aim of answering questions that clinical educators wishing to increase the focus on emotions in their curriculum might ask. Although EI seems, intuitively, to be a construct that is relevant to educating safe and compassionate doctors, important questions about it remain to be answered. Research to date has not established whether EI is a trait, a learned ability or a combination of the two. Furthermore, there are methodological difficulties associated with measuring EI in a medical arena. If, as has been suggested, EI were to be used to select for medical school, there would be a real risk of including and excluding the wrong people. Emotional intelligence-based education may be able to contribute to the teaching of professionalism and communication skills in medicine, but further research is needed before its wholesale adoption in any curriculum can be recommended. © 2014 John Wiley & Sons Ltd.

  19. 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.

  20. 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.

  1. Exploring the relationships between trait emotional intelligence and objective socio-emotional outcomes in childhood.

    Science.gov (United States)

    Mavroveli, Stella; Petrides, K V; Sangareau, Yolanda; Furnham, Adrian

    2009-06-01

    Trait emotional intelligence (trait EI or trait emotional self-efficacy) is a constellation of emotion-related self-perceptions and dispositions located at the lower levels of personality hierarchies. This paper examines the validity of this construct, as operationalized by the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), in primary schoolchildren. The main aim was to examine the construct validity of trait EI in middle and late childhood by exploring its relationships with cognitive ability, emotion perception, and social behaviour. The sample comprised 140 children aged between 8 and 12 years (M=9.26 years, SD=1.00 year; 63 girls) from two English state primary schools. Pupils completed the TEIQue-CF, the standard progressive matrices (SPM), the guess who peer assessment, the social skills training (SST) test, and the assessment of children's emotion skills (ACES) during formal class periods. The procedure took approximately two hours with a short break between assessments. Trait EI scores were positively related both to peer-rated prosocial behaviour and to overall peer competence. They also predicted emotion perception accuracy beyond overall peer competence. As hypothesized in trait EI theory, the construct was unrelated to IQ (Raven's matrices) and academic performance. Trait EI is successfully operationalized through the TEIQue-CF and has important and multifaceted implications for the socialization of primary schoolchildren.

  2. 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.

  3. The Relevance of Emotional Intelligence in Personnel Selection for High Emotional Labor Jobs.

    Directory of Open Access Journals (Sweden)

    Sarah Herpertz

    Full Text Available Although a large number of studies have pointed to the potential of emotional intelligence (EI in the context of personnel selection, research in real-life selection contexts is still scarce. The aim of the present study was to examine whether EI would predict Assessment Center (AC ratings of job-relevant competencies in a sample of applicants for the position of a flight attendant. Applicants' ability to regulate emotions predicted performance in group exercises. However, there were inconsistent effects of applicants' ability to understand emotions: Whereas the ability to understand emotions had a positive effect on performance in interview and role play, the effect on performance in group exercises was negative. We suppose that the effect depends on task type and conclude that tests of emotional abilities should be used judiciously in personnel selection procedures.

  4. The Relevance of Emotional Intelligence in Personnel Selection for High Emotional Labor Jobs.

    Science.gov (United States)

    Herpertz, Sarah; Nizielski, Sophia; Hock, Michael; Schütz, Astrid

    2016-01-01

    Although a large number of studies have pointed to the potential of emotional intelligence (EI) in the context of personnel selection, research in real-life selection contexts is still scarce. The aim of the present study was to examine whether EI would predict Assessment Center (AC) ratings of job-relevant competencies in a sample of applicants for the position of a flight attendant. Applicants' ability to regulate emotions predicted performance in group exercises. However, there were inconsistent effects of applicants' ability to understand emotions: Whereas the ability to understand emotions had a positive effect on performance in interview and role play, the effect on performance in group exercises was negative. We suppose that the effect depends on task type and conclude that tests of emotional abilities should be used judiciously in personnel selection procedures.

  5. Social cognition in bipolar disorder: Focus on emotional intelligence.

    Science.gov (United States)

    Varo, C; Jimenez, E; Solé, B; Bonnín, C M; Torrent, C; Valls, E; Morilla, I; Lahera, G; Martínez-Arán, A; Vieta, E; Reinares, M

    2017-08-01

    The present study aims to characterize emotional intelligence (EI) variability in a sample of euthymic bipolar disorder (BD) patients through the Mayer- Salovey-Caruso Emotional Intelligence Test (MSCEIT). A total of 134 euthymic BD outpatients were recruited and divided into three groups according to the total Emotional Intelligence Quotient (EIQ) score of the MSCEIT, following a statistical criterion of scores 1.5SDs above/below the normative group mean, as follows: a low performance (LP) group (EIQ 115). Afterwards, main sociodemographic, clinical, functional and neurocognitive variables were compared between the groups. Three groups were identified: 1) LP group (n=16, 12%), 2) NP group (n=93, 69%) and 3) HP group (n=25, 19%). There were significant differences between the groups in premorbid intelligence quotient (IQ) (p=0.010), axis II comorbidity (p=0.008), subthreshold depressive symptoms (p=0.027), general functioning (p=0.013) and in four specific functional domains: autonomy, occupation, interpersonal relations and leisure time. Significant differences in neurocognitive performance were found between groups with the LP group showing the lowest attainments. The cross-sectional design of the study. Our results suggest that EI variability among BD patients, assessed through MSCEIT, is lower than expected. EI could be associated with premorbid IQ, subthreshold depressive symptoms, neurocognitive performance and general functioning. The identification of different profiles of SC may help guide specific interventions for distinct patient subgroups aimed at improving social cognition, neurocognitive performance and psychosocial functioning. Copyright © 2017 Elsevier B.V. All rights reserved.

  6. The impact of emotional intelligence on faculty members' knowledge sharing behaviors

    Directory of Open Access Journals (Sweden)

    Masoomeh Arabshahi,

    2013-12-01

    Full Text Available Universities and institutions of higher education with a professional, special, educational and cultural environment, play an important role in effective knowledge management and preparing the background for knowledge sharing. Faculty members are known as the main elements of the university who own mental and intellectual property. Their knowledge sharing under certain conditions along with knowledge sharing behaviors improve individual and organizational operations. Moreover, the tendency to do these actions is the most important factor in knowledge sharing behavior and emotional intelligence (EQ, as one of the social intelligence factors, can guide individual thinking and activity. This study examines the impact of emotional intelligence on faculty members' knowledge sharing behaviors. Regarding the purpose and nature, this study was functional and its methodology was exploratory and due to evaluation of the relations and impacts among variables, it was a correlational method. Data collection included interviews with experts for the qualitative part and a questionnaire for the quantitative part. The qualitative findings indicate different emotional intelligence dimensions, which includes self-awareness, social skills, coping with pressure, adaptability and overall creation. In addition, the result of EQ dimensions on knowledge sharing behavior reveal that “social skills, coping with pressure, and overall creation” share a link with faculty members' research behavior among the four dimensions of knowledge sharing behavior and that “adaptability” has no significant relationship with knowledge sharing behavior.

  7. Direct and indirect relationships between emotional intelligence and subjective fatigue in university students.

    Science.gov (United States)

    Brown, Rhonda F; Schutte, Nicola S

    2006-06-01

    The aim of this study was to examine the direct and indirect relationships between emotional intelligence and subjective fatigue. One hundred sixty seven university students completed questionnaires assessing subjective fatigue, emotional intelligence, and a range of other psychosocial factors. A series of regression analyses were used to examine the direct and indirect relationships between subjective fatigue and psychosocial factors. Higher emotional intelligence was associated with less fatigue. The psychosocial variables depression, anxiety, optimism, internal health locus of control, amount of social support, and satisfaction with social support each partially mediated between emotional intelligence and fatigue. Additionally, sleep quality partially mediated between emotional intelligence and fatigue. These findings regarding the association between subjective fatigue, emotional intelligence, and other psychosocial factors may facilitate an understanding of the aetiology of fatigue and contribute to future research examining interventions aimed at helping individuals cope with fatigue.

  8. Emotional Intelligence Mediates the Relationship between Age and Subjective Well-Being

    Science.gov (United States)

    Chen, Yiwei; Peng, Yisheng; Fang, Ping

    2017-01-01

    Individuals’ Subjective Well-being (SWB) increases as they grow older. Past literature suggests that emotional intelligence may increase with age and lead to higher levels of SWB in older adults. The primary purpose of the present study was to test whether emotional intelligence would mediate the relationship between age and SWB. A total of 360 Chinese adults (age range: 20 to 79 years old) participated in this study. They filled out questionnaires that assessed their age, life satisfaction (The Satisfaction with Life Scale), affective well-being (The Positive and Negative Affect Schedule), and emotional intelligence (The Wong and Law Emotional Intelligence Scale). Using Structural Equation Modeling, the mediation model was supported, χ2 (75) =194.21, p Emotional intelligence partially mediated the relationship between age and life satisfaction, and fully mediated the relationship between age and affective well-being. The findings suggest that older adults may use their increased emotional intelligence to enhance their SWB. PMID:27199490

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

    Directory of Open Access Journals (Sweden)

    Mina Rahimi

    2016-07-01

    Full Text Available 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 test pop as well as the mean scores of students were used as academic achievement. To analyze research data, descriptive and inferential statistics were used. The results of data analysis show that emotional intelligence and self-esteem had no significant relationship with achievement. The findings also show that emotional intelligence was not different between male and female students, but the self-esteem of female students was more than male students. Therefore in considering effective factors in academic achievement just psychological constructs such as emotional intelligence, self- esteem cannot be stressed.

  10. 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.

  11. Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects

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    Sergio Mérida-López

    2017-09-01

    Full Text Available This study examined the additive and interactive effects of role stress and emotional intelligence for predicting engagement among 288 teachers. Emotional intelligence and engagement were positively associated. Role ambiguity and role conflict showed negative associations with vigor and dedication scores. The interaction of role ambiguity and emotional intelligence was significant in explaining engagement dimensions. Similar results were found considering overall teacher engagement. Emotional intelligence boosted engagement when the levels of role ambiguity were higher. Our findings suggest the need for future research examining the impact of job hindrances on the links between emotional intelligence and teachers’ occupational well-being indicators. Finally, the implications for emotional intelligence training in education are discussed.

  12. Predict Resiliency Based On the Rate Of Emotional Intelligence In Public Organizations In Yasuj

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    Z Karimi

    2014-06-01

    Full Text Available Background & aim: resiliency is the human ability in dealing with high-risk and traumatic conditions. Nevertheless, not all individuals are equally abiding, and resiliency can be increased or decreased by various factors. The aim of this study was to investigate the effect of emotional intelligence in the level of resiliency among employees in public organizations of Yasuj, Iran. Methods: In the current correlational study, 382 state employees of Yasuj (221 males and 161 females were selected using multistage cluster sampling. For variable measurement, the Emotional Intelligence Scale and Connor-Davidson resilience scale were used. The collected data were analyzed by the correlation coefficient and regression methods. Results: Total score of emotional intelligence with resiliency revealed a significant positive relationship. Emotional intelligence can predict some degree of resilience. Emotional intelligence and resiliency among men is more than women. Conclusion: If the level of emotional intelligence goes higher, the possibility of employee’s resiliency in risky circumstances also increases.

  13. The Relationship between Intellectual Intelligence and Emotional Intelligence and some Demographic variables among Students of the Faculty of Nursing and Midwifery, Ilam University of Medical Sciences in 2014

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    Hamed Tavan

    2015-07-01

    Full Text Available Background and Objective: There is a relationship between emotional intelligence and spiritual intelligence. Therefore, this study was aimed to investigate the relationship between intellectual intelligence and emotional intelligence and some demographic variables among students of Nursing and Midwifery Faculty, Ilam University of Medical Sciences. Methods: Using a cross-correlation method of study, the standard 24-item questionnaire for spiritual intelligence and the standard 90-item questionnaire for emotional intelligence was subjected to 118 university students of Nursing and Midwifery faculty by simple random sampling. At the beginning of the questionnaire, demographic information were derived from the students. All data were analyzed by SPSS software and using Independent t-test, One-way ANOVA and Pearson Correlation. Results: The samples were comprised of 56% female and 46% male and the average score of spiritual intelligence among students was 68.5 while the average score of emotional intelligence was 305. The results showed that there was a significant relationship between emotional intelligence, spiritual intelligence and gender while there was no relationship with the field of study. Conclusion: The spiritual intelligence and emotional intelligence was higher among women compared to men, and there was a significant relationship between emotional intelligence and spiritual intelligence so that boosting emotional intelligence can improve the emotional intelligence.

  14. Relationship Between Emotional Intelligence and Attitude Towards Examination of Undergraduates at University of Ilorin

    OpenAIRE

    Lateef Omotosho Adegboyega; Adeyemi Ibukunoluwa Idowu; Olufunmilayo Mowaiye-Fagbemi

    2017-01-01

    Emotional intelligence is the basic construct out of which all motivation arises. People with high emotional intelligence have the characteristic of motivating themselves. Students differ in cognitive abilities, with some students being better prepared for the university environment than others. As such, scholars have attempted to find out if emotional intelligence determines students’ attitude toward their studies. The present study therefore, investigated the relationship betwee...

  15. Applying Emotional Intelligence Skills to Leadership and Decision Making in Non-Profit Organizations

    OpenAIRE

    James D. Hess; Arnold C. Bacigalupo

    2013-01-01

    Non-profit organizations and leaders may benefit from the utilization of behaviors attributed to emotional intelligence. The consideration of emotional intelligence skills becomes a strategy for the development of the non-profit organizational leader’s ability to assess the impact and consequences of decisions, while simultaneously improving the quality and effectiveness of the decision-making process. The purpose of this paper is to identify how emotional intelligence skills can be applied t...

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

    OpenAIRE

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

    2016-01-01

    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 s...

  17. Relationships between Exercise as a Mood Regulation Strategy and Trait Emotional Intelligence

    OpenAIRE

    Solanki, Dharmendra; Lane, Andrew M.

    2010-01-01

    Purpose The aim of this study was to investigate the relationship between perception of emotional intelligence and beliefs in the extent to which exercising leads to mood-enhancement. Methods Volunteer participants (N=315) completed a 33-item self-report measure of trait emotional intelligence and an exercise-mood regulation scale. Results Emotional intelligence significantly correlated with beliefs that exercise could be used to regulate mood (r =0.45, P

  18. Longitudinal predictive validity of emotional intelligence on first year medical students perceived stress

    OpenAIRE

    Gupta, Richa; Singh, Nikhilesh; Kumar, Ramya

    2017-01-01

    Background Emotional intelligence has been shown to affect academic performance and perceived stress. But conflicting reports suggest that the relationship between academic performance and emotional intelligence may not be straightforward. Hence, this study explored the relationship between emotional intelligence, perceived stress and academic performance. Methods First year medical students were invited to participate in this longitudinal study. At Time 1, before mid-semester examinations, t...

  19. 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

  20. [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.

  1. Emotional Intelligence in a Group of Patients with First-Episode Psychosis in Iran

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    Hamid Reza Pooretemad

    2012-02-01

    Full Text Available This study was aimed to evaluate the Emotional Intelligence (EI of a group of patients with first episode psychosis in Iran as compared with a healthy control group. A case-control design was used. EI was assessed using Persian version of Bar-On Emotional Quotient inventory (EQ-i administered on 25 patients with history of a single psychotic episode in the last two years, as well as 64 healthy participants. The mean (±SD of EI scores of patients and healthy controls group was 319.8 (±40.9 and 328.8 (±33.3, respectively. Two-independent sample t-test revealed no significant difference in the EI scores of two groups (P=0.29. In contrast with chronic schizophrenia, the patients with first-episode psychosis were not different from the healthy subjects in terms of emotional intelligence score. It might be implied that the low emotional intelligence of the patients with chronic psychotic disorders is an accumulative result of the underlying disease over time.

  2. The Relationship Between Emotional Intelligence and Couples Marital Satisfaction in Three Regions of the Isfahan

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    زهره نصیری زارچ

    2016-02-01

    Full Text Available This study aims to thoroughly investigate the relationship between emotional intelligence and couples satisfaction performed in three regions of the Isfahan city. The research design was a descriptive correlative and the statistical population of the study consisted of all married couples who had at least one child in third grade of primary schools and from socioeconomic conditions point of view lived in rich, semi-rich and under rich areas of the city. In the research 318 samples (159 couples were chosen using random Multi-stage cluster sampling. the research aim was fundamentally based on two standard questionnaires of Bar-On emotional intelligence and ENRICH marital satisfaction. The data was analyzed using Pearson correlation method, t-test, stepwise regression. The result analysis showed that in the rich area of the components self-esteem, empathy and impulse control, in the semi-rich area Happiness, Stress Tolerance, Assertiveness, reality testing, flexibility, independence, interpersonal relationship, optimism, impulse control and problem solving and in the under rich area while Stress Tolerance and Assertiveness are the most  predictive power, in under rich area. the most significant point of the survey shows that assertiveness, reality testing, impulse control and interpersonal relationships have reversed effects, in the semi-rich area. Considering the result of the study shows that some other major factors influence couples satisfaction as well as emotional intelligence and nowadays, in the modern society satisfying providing couples satisfaction, highly depends on other social economic factor.

  3. VALIDITY OF THE EMOTIONAL INTELLIGENCE SCALE FOR USE IN SPORT

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    Andrew M. Lane

    2009-06-01

    Full Text Available This study investigated the factorial validity of the 33-item self-rated Emotional Intelligence Scale (EIS: Schutte et al., 1998 for use with athletes. In stage 1, content validity of the EIS was assessed by a panel of experts (n = 9. Items were evaluated in terms of whether they assessed EI related to oneself and EI focused on others. Content validity further examined items in terms of awareness, regulation, and utilization of emotions. Content validity results indicated items describe 6-factors: appraisal of own emotions, regulation of own emotions, utilization of own emotions, optimism, social skills, and appraisal of others emotions. Results highlighted 13-items which make no direct reference to emotional experiences, and therefore, it is questionable whether such items should be retained. Stage 2 tested two competing models: a single factor model, which is the typical way researchers use the EIS and the 5-factor model (optimism was discarded as it become a single-item scale fiolliwng stage 1 identified in stage 1. Confirmatory factor analysis (CFA results on EIS data from 1,681 athletes demonstrated unacceptable fit indices for the 33-item single factor model and acceptable fit indices for the 6-factor model. Data were re-analyzed after removing the 13-items lacking emotional content, and CFA results indicate partial support for single factor model, and further support for a five-factor model (optimism was discarded as a factor during item removal. Despite encouraging results for a reduced item version of the EIS, we suggest further validation work is needed

  4. 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

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

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    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

  6. Evaluation of emotional intelligence and job satisfaction in employees of kashan hospitals.

    Science.gov (United States)

    Ghoreishi, Fatemeh Sadat; Zahirrodine, Ali Reza; Assarian, Fatemeh; Moosavi, Seyed Gholam Abbas; Zare Zadeh Mehrizi, Maryam

    2014-04-01

    Job satisfaction and emotional intelligence are two important variables in organizational behavioral studies, and are key factors in promoting the efficiency of organizations. The present study was conducted in order to determine the job satisfaction and emotional intelligence of employees of Kashan hospitals in 2011. This cross-sectional study was performed on 121 employees of Kashan hospitals who were selected using random stratified method. In this study, Bar-on emotional intelligence and job satisfaction questionnaires were used. The data were analyzed using statistical methods such as odds ratio, Chi-square and Fisher's exact test. The majority of employees (76%) had moderate emotional intelligence while 88.2% of them had moderate job satisfaction. In this study, there were no significant relations between emotional intelligence and variables such as sex, education, and marital and job status (P > 0.05) but significant relations were found between the age and emotional intelligence (P = 0.01). Furthermore, there was no significant relation between job satisfaction and demographic variables. Moreover, no significant relation was found between the emotional intelligence and job satisfaction (P > 0.05). As the majority of the staff had average level of job satisfaction and emotional intelligence and others were lower than average, it seems necessary for authorities to explore the reasons for job dissatisfaction to prevent job burnout, depression and developing a sense of helplessness in the staff. It is also recommended to hold educational workshops for the staff especially who are younger than 40 years to promote their emotional intelligence.

  7. Emotional Intelligence: A Critical Evaluation of the Literature with Implications for Mental Health Nursing Leadership.

    Science.gov (United States)

    Powell, Kimberly R; Mabry, Jennifer Lynn; Mixer, Sandra J

    2015-05-01

    Emotional intelligence (EI) is necessary for the development of interpersonal and professional competence in nurses. We argue that the concept of emotional intelligence has particular relevance for mental health nursing leadership. In this critique, we examine the recent empirical evidence (2010-2014) related to emotional intelligence, in general, and nursing, specifically. Correlations between emotional intelligence and better overall health, increased work satisfaction, higher spiritual well-being, and decreased risk of job burnout are noted. We offer suggestions for mental health nurse leaders in developing successful project management teams and improving retention of current leaders. We also provide suggestions for future research.

  8. Developing an Emotional Intelligence Program Training and Study Its Effectiveness on Emotional Intelligence of Adolescents with Emotional and Behavioral Problems That Living in Single Parent Families

    Science.gov (United States)

    Motamedi, Farzaneh; Ghobari-Bonab, Bagher; Beh-pajooh, Ahmad; Yekta, Mohsen Shokoohi; Afrooz, Gholam Ali

    2017-01-01

    Development of children and adolescents' personality is strongly affected by their parents, and absence of one of them has an undesirable effect on their development, and makes them vulnerable to later psychological disorders and behavioral problems. The purpose of this study was to develop an emotional intelligence training program and to…

  9. Organizational Culture And Emotional Intelligence As Predictors Of Job Performance Among Library Personnel In Academic Libraries In Edo State, Nigeria

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    Igbinovia, Magnus O.

    2016-06-01

    Full Text Available This study was designed to investigate organizational culture and emotional intelligence as predictors of job performance among library personnel in Edo state, Nigeria. The survey research design was employed for the study with a population size of 181 library personnel in the 15 academic libraries under study, and due to the manageable population size, total enumeration was adopted as the sampling technique. The questionnaire was used to elicit data from the respondents. Of the 181 copies of the questionnaire administered, 163 copies were retrieved and found valid for analysis constituting a 90% response rate. Four research questions and four null hypotheses (tested at 0.05 level of significance were formulated to guide the study. The tool used to analyze the research question was descriptive statistics (percentage, mean, and standard deviation and inferential statistics (correlation and multiple regression for testing the hypotheses. The findings of the study revealed that there is a high level of job performance, good organizational culture, and high level of emotional intelligence among the personnel. Organizational culture and emotional intelligence jointly and significantly predict job performance of personnel. There is significant positive correlation between organizational culture and job performance. The linear combination of emotional intelligence and organizational culture predict job performance of library personnel in the academic libraries under study. The research concludes that there is a need for high job performance in libraries which is predicted by the organizational culture of the library and the level of emotional intelligence of the library personnel.

  10. Beyond fluid intelligence and personality traits in social support: the role of ability based emotional intelligence.

    Science.gov (United States)

    Fabio, Annamaria Di

    2015-01-01

    Social support represents an important individual resource that has been associated with multiple indices of adaptive functioning and resiliency. Existing research has also identified an association between emotional intelligence (EI) and social support. The present study builds on prior research by investigating the contributions of ability based EI to social support, beyond the effects of fluid intelligence and personality traits. The Advanced Progressive Matrices, the Big Five Questionnaire, the Mayer Salovey Caruso EI test (MSCEIT), and the Multidimensional Scale of Perceived Social Support were administered to 149 Italian high school students. The results showed that ability based EI added significant incremental variance in explaining perceived social support, beyond the variance due to fluid intelligence and personality traits. The results underline the role of ability based EI in relation to perceived social support. Since ability based EI can be increased through specific training, the results of the present study highlight new possibilities for research and intervention in a preventive framework.

  11. 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.

  12. Emotional intelligence and clinical performance/retention of nursing students

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    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.

  13. Emotional intelligence and clinical performance/retention of nursing students.

    Science.gov (United States)

    Marvos, Chelsea; Hale, Frankie B

    2015-01-01

    This exploratory, quantitative, descriptive study was undertaken to explore the relationship between clinical performance and anticipated retention in nursing students. 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. 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. 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.

  14. Emotional intelligence and stress in medical students performing surgical tasks.

    Science.gov (United States)

    Arora, Sonal; Russ, Stephanie; Petrides, K V; Sirimanna, Pramudith; Aggarwal, Rajesh; Darzi, Ara; Sevdalis, Nick

    2011-10-01

    Poor stress management skills can compromise performance in the operating room, particularly in inexperienced trainees. Little is known about individual differences in managing stress. This study aimed to explore the relationship between trait emotional intelligence (EI) and objective and subjective measures of stress in medical students faced with unfamiliar surgical tasks. Seventeen medical undergraduates completed an unfamiliar laparoscopic task on a simulator during January to April 2008. Subjective stress before, during (retrospectively), and after the task was measured using the self-report State-Trait Anxiety Inventory. Objective stress was measured using continuous heart rate (HR) monitoring. Participants also completed the Trait Emotional Intelligence Questionnaire short form (TEIQue-SF). The authors computed scores for global trait EI and the TEIQue-SF four factors and carried out descriptive and correlational analyses. The highest levels of subjective stress were reported during the task and correlated positively with trait EI as well as with the trait EI factors of well-being and emotionality. Objective stress (mean HR) during the task was positively related to the sociability factor of trait EI. Higher trait EI scores were also associated with better after-task recovery from stress experienced during the task. Students with higher trait EI are more likely to experience stress during unfamiliar surgical scenarios but are also more likely to recover better compared with their lower-trait-EI peers. Trait EI has implications for the design of effective stress management training tailored to individual needs and potential applications to surgical trainee selection and development.

  15. Exploring the relationships among attachment, emotional intelligence and communication.

    Science.gov (United States)

    Cherry, M Gemma; Fletcher, Ian; O'Sullivan, Helen

    2013-03-01

    Attachment style has been shown to influence both emotional intelligence (EI) and the clinical communication of medical students and doctors. No research has assessed the relationships among attachment, EI and clinical communication in medical students. This study was conducted to evaluate the effect of EI on the relationship between medical students' attachment style and clinical communication. Medical students were invited to complete measures of attachment (using the Experiences in Close Relationships-Short Form [ECR-SF], a 12-item measure that provides attachment avoidance and attachment anxiety dimensional scores) and EI (using the Mayer-Salovey-Caruso Emotional Intelligence Test [MSCEIT], a 141-item measure of the perception, use, understanding and management of emotions) at the end of Year 1, prior to a summative objective structured clinical examination (OSCE). Clinical communication was assessed using OSCE scores. Structural equation modelling (SEM) was used to analyse a hypothetical model of the relationships among attachment style, EI and clinical communication. A total of 200 of 358 (55.9%) students participated. Attachment avoidance was significantly negatively correlated with total EI scores (r=-0.28, pcommunication. © Blackwell Publishing Ltd 2013.

  16. 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

  17. Emotional skills and competence questionnaire (ESCQ as a self-report measure of emotional intelligence

    Directory of Open Access Journals (Sweden)

    Vladimir Takšić

    2009-11-01

    Full Text Available Studies of emotional intelligence (EI initially appeared in academic journals in the early 1990s. The majority of studies on emotional intelligence have relied on self-ratings. In spite of the critics of self-report scales, there are a large number of self-report measures of EI present in recent literature. The main aim of this paper is to present the constructing procedure, together with the basic psychometric properties of Emotional Skills and Competence Questionnaire (ESCQ as a self-report measure of EI. Originally, this measure was developed in Croatian settings, using the theoretical framework from the Mayer-Salovey emotional intelligence model. The ESCQ instrument has been translated into several languages. The results have showed that ESCQ has three subscales with decent reliability. They share some amount of common variance with similar well-established constructs such as alexithymia, social skills, and personality traits, but they are not correlated with cognitive abilities. However, due to its sufficient reliability, a great deal of unique variance remains. This unique variance of the ESCQ scales has an incremental contribution in explaining life satisfaction and empathy (as the crucial criteria for EI, and has significant relations with relevant real-life criteria such as quality of leadership, health risk behaviors, and school achievement.

  18. 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

  19. 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.

  20. 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