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Emotional Intelligence Training and its Implications for Stress, Health and Performance

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Abstract

This study builds on earlier work (Slaski & Cartwright, 2002), examining the role of Emotional Intelligence (EI) as a moderator in the stress process. A sample of UK managers (n = 60) were given training in emotional intelligence. Pre and post measures were taken relating to EI, stress and health and management performance. The study also incorporated a matched control group. It was found that training resulted in increased EI and improved health and well being. Copyright © 2003 John Wiley & Sons, Ltd.

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... Thus, the definition indicates that people with emotional intelligence has the skills to understand their emotions and is capable to effectively process this information to make the right decisions in difficult" situations (Nikolaou & Tsaousis, 2002). Basically emotions play "a crucial role in the life of individuals as they influence employee's behaviors and motivation to adopt plans and actions that in turn change the understanding of physical and mental health (Abrar Ul Haq, Nawaz, Akram, & Natarajan, 2020;Slaski & Cartwright, 2003). Baron and Hartnagel (2017), "among other renowned specialists, believes that emotional intelligence influence the employee emotions as well as skills that are needed to deal with environmental needs as well as stress. ...
... It is also believed that a person with strong emotions acquires a specific degree of positive mental health and, therefore, can adjust their emotions when endangered by any pressure at work or in their personal lives. Researchers such as (Rehman, Ullah, & Abrar-Ul-Haq, 2015;Slaski & Cartwright, 2003) have shown that people with emotional intelligence experience less stress, have better physical and mental health, and perform better than those with less emotional intelligence. Likewise, (Nikolaou & Tsaousis, 2019;Akram, Abrar ul haq, & Raza, 2018) argues that emotional intelligence is linked to managing of strong emotions and positively dealing with the stress" situations. ...
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Employee turnover intention is one of the crucial areas where every organization pay keen attention to reduce it as it keeps organizational intellectual assets stick with it. Therefore, current study seeks to empirically examine the moderating effect of emotional intelligence on the relationship between role ambiguity and intention to quit. The questionnaires were distributed to employees working in the hotels and restaurant of Kingdom of Bahrain. Total 366 questionnaires were received in a complete form hence used for the final analysis. PLS-SEM was employed to test the hypothesis due to the complex model. The results reveal that role ambiguity has a significant effect on intention to quit. Similarly, second hypothesis also reveals the significance of emotional intelligence on moderating the relationship between role ambiguity and intention to quit within the hotel and restaurant industry of Kingdom of Bahrain.
... Leadership skills such as being open to change, continuous professional development, empathy, communication, problem solving, and recognition of social skills through exemplary character and expertise should be part of the requirements of the teaching profession (Susar Kırmızı and Yurdakal, 2020). Efforts made by academia and various organizations in the field of emotional intelligence have shown that emotional intelligence can be developed in adults too (Cherniss and Goleman, 2001;Slaski and Cartwright, 2003;Bar-On, 2006;Boyatzis, 2009). Based on these results and the links between emotional intelligence and effective teaching, some experts have suggested that teachers can benefit from developing their emotional intelligence skills (Haskett, 2003;Brackett et al., 2009). ...
... Many studies support these findings. Academic and organizational efforts on emotional intelligence have shown that emotional intelligence can be developed in adults (Cherniss and Goleman, 2001;Goleman et al., 2002;Sala, 2002;Slaski and Cartwright, 2003;Bar-On, 2006;Boyatzis, 2009). Based on these findings and the relationship between emotional intelligence and effective teaching, it is suggested that teachers may also benefit from developing emotional intelligence (Haskett, 2003;Brackett et al., 2009). ...
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Introduction This research devises a training program for developing emotional intelligence focused on social and emotional learning and integrates it into teaching to improve pre-service teachers’ emotional intelligence. Methods The study used a embedded mixed design. The quantitative dimension of the study used a controlled quasi-experimental design with pre-test/post-test, and the qualitative dimension used an evaluative case study design. The study was conducted with 73 prospective primary school teachers studying at the faculty of education of a Turkish state university. The study group was formed using purposive random sampling. The sample for the quantitative dimension was composed using probability random sampling, whereas the sample for the qualitative dimension was composed using purposive sampling. The program was administered to the experimental group for 10 weeks. Quantitative data were obtained using the Bar-On EQ-i, and qualitative data were obtained using a semi-structured interview questionnaire and participant diaries. Quantitative data were analyzed using normality analysis and one-factor analysis of covariance, whereas qualitative data were analyzed using descriptive and content analysis. Results The results found the developed training program to be an effective approach to improve emotional intelligence among pre-service teachers. Moreover, data obtained from documentary sources and focus group interviews during and after the application of the program confirmed and adequately explained the quantitative results. Discussion In line with the purpose of the study, the findings obtained from the quantitative part of the study showed that the implementation of the training program for the development of emotional intelligence focused on SEL was an effective approach in increasing the emotional intelligence levels of the pre-service teachers in the experimental group. Similar research results also support that pre-service teachers’ emotional intelligence can be improved with additional intervention practices without affecting their curriculum.
... On the other side, the subjective aspect considers the capabilities of employee to utilize organizational inputs, techniques and resources for producing something meaningful and valuable output (Lambert, 2000). The leading journals have incorporated several studies on these traits, two or more, for example, links between EI and employee performance (Ayiro, 2009;Church, 1997;Gardner & Stough, 2002;Lyons & Scheneider, 2005;Slaski & Cartwright, 2003), role of EI for developing work behaviour (Capannolo, 2020), EI and individual performance and group performance (Day & Carroll, 2004), emotions and EP (Fambrough & Hart, 2008), EI and teamwork leading towards higher EP (Gujral et al., 2011), relevance of EI for better EP through conflict resolution (Jordon & Troth, 2002), role of EI for managerial development and EP (Langley, 2000), EI and social interaction (Lopes et al., Past studies consist of a good amount of work exploring the relationships between EI and other human traits. Review posits that EI is positively related to mood regulation and self-management (Boyatzis, 1982), job commitment (Allen & Meyer, 1990), work motivation (Locke & Latham, 1990), managerial effectiveness (Church, 1997), career development of employees (Fineman, 2000), team performance and success at work (Gardner & Stough, 2002), life satisfaction (Palmer, Donaldson & Stough, 2002), stress reduction and management (Slaski & Cartwright, 2003), job satisfaction (Oginska-Bulik, 2005), leadership development and effectiveness (Fambrough & Hart, 2008), work performance resulting in organizational success (Ayiro, 2009), and quality of life and achievement (Olimat, 2016). ...
... The leading journals have incorporated several studies on these traits, two or more, for example, links between EI and employee performance (Ayiro, 2009;Church, 1997;Gardner & Stough, 2002;Lyons & Scheneider, 2005;Slaski & Cartwright, 2003), role of EI for developing work behaviour (Capannolo, 2020), EI and individual performance and group performance (Day & Carroll, 2004), emotions and EP (Fambrough & Hart, 2008), EI and teamwork leading towards higher EP (Gujral et al., 2011), relevance of EI for better EP through conflict resolution (Jordon & Troth, 2002), role of EI for managerial development and EP (Langley, 2000), EI and social interaction (Lopes et al., Past studies consist of a good amount of work exploring the relationships between EI and other human traits. Review posits that EI is positively related to mood regulation and self-management (Boyatzis, 1982), job commitment (Allen & Meyer, 1990), work motivation (Locke & Latham, 1990), managerial effectiveness (Church, 1997), career development of employees (Fineman, 2000), team performance and success at work (Gardner & Stough, 2002), life satisfaction (Palmer, Donaldson & Stough, 2002), stress reduction and management (Slaski & Cartwright, 2003), job satisfaction (Oginska-Bulik, 2005), leadership development and effectiveness (Fambrough & Hart, 2008), work performance resulting in organizational success (Ayiro, 2009), and quality of life and achievement (Olimat, 2016). Studies also confirmed that EI ensures overall life-success of employees (Bar-On, 2001;Goleman, 1998) and organizational success as well (Lyons & Scheneider, 2005). ...
Article
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This study attempts to determine the relationship between emotional intelligence (EI) and employee productivity (EP) along with socialization as a moderator by adopting the descriptive and cross-sectional research design through a survey questionnaire from proportionate cluster randomly selected women employees of Uttarakhand, a Himalayan state of north India. On the basis of literature review, hypotheses are formed and reliability and validity of the instrument is verified before the final survey. Results present the positive relationship between EI, socialization and EP. Further, the moderated hierarchical multiple regression confirms the direct impact of EI and a moderation impact of socialization on EP. Some other statistical techniques are also employed to derive the conclusion. Present study acknowledges few limitations, practical implications, and some directions for future research.
... 43 EI can be developed and improved through education and training. 40,44 To date, however, the application of EI training in the clinical setting remains limited. [45][46][47] There are exploratory studies identifying associations between EI and health-related outcomes, but to our knowledge, there have been no clinical studies investigating EI training in the context of obesity and cardiometabolic risk factors. ...
... Finally, individuals with higher EI scores tend to report less stress. 22,40 There is strong evidence that associates stress levels with certain hormonal and biomarkers as well as behavioral changes. 34,51 This may explain the decrease in our study population not only of weight but other cardiometabolic markers associated with stress. ...
Article
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Background For individuals living with chronic conditions like diabetes mellitus and obesity, there is a need for sustainable behavioral strategies and physiologic tools. These tools support identifying and addressing barriers to healthy eating, reducing body mass index (BMI), and building increased physical resilience in real time. Objective To evaluate whether a 12-week learning management system designed to combine nutritional intervention with education and coaching on improving emotional intelligence (EI) could alter cardiometabolic outcomes. Methods This pre-post prospective study enrolled 37 adult volunteers with BMI greater than 25 to participate in a 12-week learning management system. Primary (BMI, systolic blood pressure, diastolic blood pressure, low-density lipoprotein [LDL], high-density lipoprotein, and fasting glucose levels) and secondary self-reported outcomes were assessed at baseline, 12 weeks, and 6 months after enrollment using Short Form-36, Emotional Quotient Inventory (EQi), and Whole Health Index (WHI). Linear mixed-effects regression models with random effect were used to estimate changes in primary and secondary outcomes. We adjusted for multiple testing using Holm step-down method. Results BMI and LDL were the only primary endpoints lower at program completion and 6-month follow-up compared to baseline levels (−1.63 and −17.77 mg/dL, respectively; P < .001). Secondary outcomes showing statistically significant improvement from baseline to 6-month follow-up included energy/fatigue (Short Form-36), self-regard (EQi), decision-making (EQi), impulse control (EQi), stress management (EQi), Whole Brain – Form A (WHI), Whole Food – Form C (WHI), and Whole Body – Form D (WHI). Conclusion This study provides preliminary evidence that lifestyle programs combining nutritional interventions and EI can have a significant impact on BMI and LDL. Our study highlights the potential importance of both nutrition and EI in programs targeting diet and lifestyle modification.
... Jedna z prvních studií zkoumajících rozvoj emoční inteligence u studentů psychologie zjistila, že školením a trénováním emoční inteligence v malých skupinách se zlepšilo skóre emoční inteligence (dále EI) ve srovnání s kontrolní skupinou, která nedostala žádné školení ani trénink (Nelis et al., 2009). Rostoucí počet výzkumů dokládá, že úspěšné úsilí o rozvoj EI může zvýšit úroveň EI (Cohen-Katz et al., 2016;Herpertz et al., 2016;Slaski & Cartwright, 2003). Kvalitativní výzkum zkoumající vliv dvouletého programu rozvoje emoční inteligence zaměřeného na izraelské učitele zjistil pozitivní posun v EI (Dolev & Leshem, 2017). ...
... Lze ovlivnit emoční inteligenci natolik, aby se změna projevila v testu? Mnohé studie (např.Cohen-Katz et al., 2016;Herpertz et al., 2016;Hodzic et al., 2017;Slaski & Cartwright, 2003) prokazují, že cílené působení vede k rozvoji emoční inteligence, a proto mohou být inspirací a motivací. Nicméně to vyžaduje další zkoumání, o jak dlouhou intervenci a v jaké intenzitě by mělo jít.Empatický stres je schopnost sdílet negativní emoce druhého člověka, emocionálně se na něj naladit (více např. ...
Article
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Cílem studie je ověřit vliv inovované výuky na změny emoční inteligence studentek předškolního a elementárního vzdělávání. Sekundárním cílem je předsta­vit čtenáři postupy a přidanou hodnotu používaných vzdělávacích aktivit u studen­tek. Jedná se o intervenční studii za využití kvantitativního přístupu. Intervence spo­čívaly v aktivitách rozvojového projektu Nebojme se prožívání během akademického roku 2021/2022 a promítly se ve změně přístupu vyučujících k výuce zaměřené na rozvoj emoční inteligence studentek. Ke zjištění dopadů intervence bylo testováno 98 studentek a studentů testem emoční inteligence MSCEIT (pretest i post test). Za dobu cca 7 měsíců intervencí nedošlo k statisticky významné změně emoční inteli­gence studentek a studentů.
... Given these benefits of both emotion perception and emotion regulation, our online course focused on improving these two key components of the four-branch model. Slaski and Cartwright (2003) were among the first to conduct a scientific study on an EI intervention and evaluate it with the managers. They found that only the TG, but not the CG, significantly improved their overall EI as well as their general health and psychological well-being. ...
... Looking more closely at such EI interventions, however, it can be seen that they have varied greatly in duration as well as in the underlying theoretical models of EI they used. For instance, the duration varied from a few training days in the corporate setting (e.g., Slaski and Cartwright 2003) to two years in academic contexts (e.g., Viguer et al. 2017). Still, several studies showed that F2F training could improve participants' EI and could have a positive impact on physical and mental health, the quality of social relationships, and life satisfaction Nelis et al. 2009Nelis et al. , 2011. ...
Article
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With the growing popularity of online courses, there is an increasing need for scientifically validated online interventions that can improve emotional competencies. We addressed this demand by evaluating an extended version of the Web-Based Emotional Intelligence Training (WEIT 2.0) program. Based on the four-branch model of emotional intelligence, WEIT 2.0 focuses on improving participants’ emotion perception and emotion regulation skills. A total of 214 participants were randomly assigned to the training group (n = 91) or a waiting list control group (n = 123) to evaluate short-term (directly after WEIT 2.0) and long-term intervention effects (8 weeks later). Two-way MANOVAs and mixed ANOVAs showed significant treatment effects for self-reported emotion perception of the self, as well as emotion regulation of the self and others, after 8 weeks. No significant treatment effects were found for self-reported emotion perception in others or for performance-based emotion perception or emotion regulation. Moderator analyses revealed no significant effects of digital affinity on training success from the pretest to the posttest. The findings suggest that components of self-reported emotional intelligence can be enhanced through WEIT 2.0, but performance-based emotional intelligence cannot. Further research is needed on the online training of emotional intelligence and the mechanisms that underlie training success.
... The findings of existing studies conducted in a variety of work settings indicate that emotional skills can be effectively trained within the workplace [66][67][68]. ...
Article
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Objective For leaders of small and medium-sized enterprises (SMEs) grappling with diverse tasks and stressors, personality functioning can play a key role on stress perception and building and managing professional relationships. We investigated the relationship between SME leaders’ personality functioning on the dimensions of self-perception and self-regulation on perceived stress reactivity (PSR), and symptoms of anxiety and depression. Methods A cross-sectional sub analysis of a multi-centre RCT project was performed. A sample of N = 174 SME leaders from various sectors in southern Germany were examined on their self-rated levels of personality functioning (OPD-SQ), involving self-perception (facets: self-reflection, affect differentiation, sense of identity) and self-reflection (facets: impulse control, affect tolerance, regulation of self-esteem), with higher scores indicating lower levels of personality functioning. The outcome variables were perceived stress reactivity (PSRS) and symptoms of depression and anxiety (HADS). Results The mean score for symptoms of anxiety was M = 6.13 (SD = 3.34), depression M = 4.40 (SD = 3.35), and for PSRS M = 21.39 (SD = 8.04). The mean sum score for self-perception was M = 7.71 (SD = 7.19) and for self-regulation M = 10.50 (SD = 7.09). The results of three regression models showed that higher scores for affect differentiation (rsp = .13), impulse control (rsp = .14) and regulation of self-esteem (rsp = .29) were associated with higher scores for PSR. Higher scores for affect differentiation (rsp = .17) and affect tolerance (rsp = .20) were significantly associated with higher scores for anxiety. A higher score for regulation of self-esteem (rsp = .17) was associated with higher depression scores. Conclusion This study highlights the association between core dimensions of SME leaders’ personality functioning and mental distress. The findings can be applied on interventions and health promotion and the establishment of high-quality professional relationships and leadership skills.
... Over the last few decades, EI has garnered significant attention and captivated the interest of academia and researchers (e.g., Cooper & Sawaf, 1996;Davies et al., 1998;Goleman, 1995Goleman, , 1998Mayer, 1999). However, there is an ongoing debate about the validity, reliability, and importance of the tools used to measure EI (Slaski & Cartwright, 2003;Wong and Law, 2002). So far, EI has generated more enthusiasm than empirical support in organizational settings. ...
Article
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The retail sector is a dynamic and demanding environment, requiring employees to possess a diverse skillset beyond product knowledge and sales techniques. Emotional Intelligence (EI), encompassing selfawareness, self-regulation, social awareness, and relationship management, emerges as a crucial factor impacting both training efficacy and performance, as judged by supervisors. EI holds significance in forecasting human behaviour in the workplace. To investigate this, 204 full-time employees were surveyed on their self-reported EI, training experiences, and supervisors’ evaluations of their job performance in both task-related and contextual aspects. Researchers designed a questionnaire based on existing studies and adjusted it to ensure it accurately measured the intended concepts. They tested the questionnaire on a small group of experts, who provided feedback that led to further improvements. Through Sequential Equation Models (SEM), hypotheses were examined. The study showed that EI significantly boosts learning outcomes, how easy learning feels, and how well people perform at work. Additionally, it found that perceiving learning as useful and easy plays a key role in overall learning and ultimately job performance. This suggests that training effectiveness can be improved by people being able to manage their own and others’ emotions. Previous research by Khokhar and Kush (2009) already established a strong link between learning and performance. However, no prior studies have explored how training influences personality traits or looked at the impact of EI on how easy learning feels.
... Emotional intelligence is also related to high level of job performance and academic achievements (Bar-On, 2004) [6] Zeidner et al., 2012) [13]. Emotional intelligence is also related to various psychological outcomes like satisfaction with life managing and exam-related stress (Austin, Saklofske, & Mastoras, 2010) [4], stress in the workplace (Slaski& Cartwright, 2003), leadership, motivation (Christie, Jordan, Troth, & Lawrence, 2007), [10] and various clinical disorders Several psychological factors like ability, temperament, personality, information processing is involved with emotional intelligence which identifies emotional intelligence as a multifaceted construct and could be studied from several perspectives (Austin, Skolfaske et al., 2005) [3], (Zeidner, Robert and Mathews, 2004) [15]. There are many challenges faced by researchers regarding the concept of emotional intelligence, for example whether it is cognitive or noncognitive construct, whether it is concerned with knowledge or emotions that is implicit or explicit, whether it is aptitude or malleable, based on individual experiences, culture and society (e.g. ...
... Kepuasan kerja bukan sekedar menyebabkan perilaku positif dalam bentuk menjaga produktifitas, kedisiplinan, kepatuhan, inovasi, gemar membantu, (Yahyagil, 2015) mengontrol perilaku buruk yang tidak produktif dalam bentuk perilaku korupsif, merusak, mencuri, serta membolos kerja (Greenidge et al., 2014;Zhang et al., 2014) akan tetapi berkaitan pula dengan rasa bahagia (Avent, 2007), kesehatan kejiwaan (Slaski & Cartwright, 2003) serta kualitas hidup karyawan (Dhamija et al., 2018). Hal tersebut menunjukkan bahwa kepuasan kerja merupakan hal penting yang perlu diperhatikan oleh manajemen sekolah agar guru lebih nyaman bekerja dan dapat menghasilkan kualitas pendidikan yang lebih baik. ...
Article
Penelitian ini mengeksplorasi hubungan antara burnout dan kepuasan kerja di kalangan guru TK dan PAUD di Kabupaten Sidoarjo, dengan menggunakan pendekatan kuantitatif. Melalui pengambilan sampel acak sederhana, data dikumpulkan dari 167 guru dari 322 guru yang ada, dengan menggunakan kuesioner untuk mengumpulkan informasi. Skala burnout dan kepuasan kerja yang digunakan menunjukkan reliabilitas yang tinggi. Analisis korelasi Spearman's Rho menunjukkan adanya hubungan terbalik yang signifikan (p = 0,000) antara burnout dan kepuasan kerja (koefisien korelasi: -0,690), yang mengindikasikan bahwa ketika burnout meningkat, kepuasan kerja menurun, dan sebaliknya. Baik burnout maupun kepuasan kerja ditemukan pada tingkat sedang di antara para guru yang diteliti. Temuan ini menggarisbawahi pentingnya mengatasi burnout di kalangan guru TK dan PAUD untuk meningkatkan kepuasan kerja mereka, dan pada akhirnya, meningkatkan hasil pendidikan secara keseluruhan.
... Pour Chun et al. (2010), le mentorat est un outil de formation qui contribue au développement des compétences émotionnelles (CE). Ces dernières peuvent donc être enseignées, développées et bonifiées par des interventions appropriées : formation continue, mentorat, coaching personnel et professionnel (Brackett et al., 2011;Schutte et al., 2013;Slaski et Cartwright, 2003;Tucker et al., 2000). Par exemple, Sánchez-Núñez et al. (2015) constatent qu'un programme universitaire de mentorat destiné aux futures DES et portant sur le développement des CE a eu des retombées positives sur leurs pratiques managériales. ...
Article
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Les directions d'établissement scolaire (DES) doivent constamment actualiser leurs connaissances, leurs attitudes ainsi que leurs compétences professionnelles, émotionnelles et sociales afin de concrétiser la mission de l'école. Bien que des mesures ont été mises en place pour les accompa-gner, les DES du Québec ont mentionné le besoin d'être soutenues à travers le mentorat, la nécessité de développer des compétences émotionnelles (CE) et leur besoin d'exercer un leadership mobili-sant et stimulant. Cette étude s'inscrit dans une approche quantitative et exploratoire permettant d'étudier les liens entre le mentorat, les CE et le style de leadership. Les résultats font ressortir les interactions entre les trois concepts et suggèrent de recourir à un programme de mentorat pour développer des CE et pour exercer un style leadership positif et efficace. MOTS-CLÉS Mentorat, compétences émotionnelles, leadership, directions d'établissement scolaire, analyse acheminatoire Vol. 6, n o 1, 2024 7
... Furthermore, what is completely lacking is a holistic and multifaceted mental performance program that is tested in a real-life corporate environment. We see some studies evaluating isolated programs regarding mindfulness (Johnson et al., 2020;Kersemaekers et al., 2018;Passmore, 2019), or breathing (Eslami et al., 2023;Tavoian & Craighead, 2023), or emotional intelligence (Cherniss et al., 2010;Gilar-Corbi et al., 2019;Slaski & Cartwright, 2003), but no program that encompasses all skills necessary for optimal mental performance exists in scientific literature. ...
... Combining both training emotional intelligence (Cherniss and Adler 2000) as a competence while incorporating Seligman's positive psychology model, including effective coaching and training programs (Slaski and Cartwright 2003), would be a great program to develop for CMs. Part of a manager's key responsibility is to develop and check on his/her direct reports on a bi-monthly or monthly basis to follow through if the key performance indicators are achieved or the overall performance is at par with the organization's standard and service level agreement with the clients. ...
Research
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This research sought to find predictive correlation in identifying the level of emotional intelligence including its domains namely: self-emotional appraisal, other's emotional appraisal, use of emotion and regulation of emotion toward the level of mental state specifically in stress, anxiety, and depression among content moderators (CM). The study utilized a predictive-correlational design and employed complete enumeration. Wong and Law's Emotional Intelligence Scale (WLEIS) was used to measure the level of emotional intelligence while the Depression, Anxiety and Stress 21 Scale (DASS-21) was used to measure the level of mental state. The results showed that the overall level of mental state's relationship towards the overall level of emotional intelligence is negatively significant. This means that the higher the level of emotional intelligence, the lower the level of stress, anxiety, and depression. The result of the research recommends to isolate the possible affected employees, assess if the level of exposure caused severe disturbance on CM's mental state, investigate for secondary traumatic stress and professional burnout, and establish a mental health program that caters different roles in organization. Therefore, these initiatives can protect both the CM's overall welfare and the organization's interest. Moreover, the results of the study could prove to be beneficial and influential to the international guidelines and best practice on occupational health policies and programs.
... Emotions play a pivotal role in the conception of self and are closely intertwined with motivation, actions, and mental well-being (Slaski and Cartwright, 2003). After more than seven decades of researching the workplace factors associated with job satisfaction, studies consistently reveal a weak connection between performance and satisfaction. ...
Research
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Organizations are facing a power shift from employer to employee due to high employment rates and the negative impact of turnover not being managed effectively. Excessive turnover typically indicates underlying issues within the company. It is crucial to focus on retaining employees. Changes in the workplace have increased demands on employees, often leading to negative effects on their health and personal life. As companies demand more from their employees without offering much in return, employee distrust and scepticism may rise. Addressing employee turnover is a key strategic issue that must be prioritized for sustained success. It is essential for businesses to lay the foundation for long-term employee commitment in order to thrive.
... The fact that teacher candidates' EQ levels are not at the desired level can be explained by the importance attached to academic intelligence while ignoring EQ in the grown-up and educational environments. Salovey and Sluyter (1997), Slaski and Cartwright (2003) stated that the attitude of the family and the interaction with the environment are decisive in the formation of emotional intelligence; Yesilyaprak (2001) noted that EQ develops in parallel with the biological maturation of individuals and that EQ begins to take shape from an early age. Goleman (1995) and Akerjordet and Severinsson (2004) said that EQ cannot be explained only by heredity and can be learned. ...
Article
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This research aims to determine the variables predicting the emotional intelligence levels of physical education and sports teacher candidates and to prioritize the variables in terms of their predictiveness using a relational screening model. The study group consists of 445 physical education and sports teacher candidates studying at two state universities in the Central Anatolia and South-eastern Anatolia Regions in the 2022–2023 academic year. Research data were collected using the “Emotional Intelligence Scale” consisting of three dimensions and 20 items, and the “Personal Information Form”. Research findings were analyzed using descriptive statistics and the CHAID analysis method. According to the research results, it was determined that the teacher candidates’ emotional intelligence levels were moderate on the scale as a whole and in the emotional regulation dimension, low in the emotional identification/comprehension dimension, and high in the emotional facilitation dimension. The gender variable was observed to have the highest impact on the emotional facilitation dimension and emotional intelligence as a whole. Variables with the highest impact on the emotional identification/comprehension dimension were determined to be graduated high school, gender, and grade level. In contrast, the variables with the highest effect on the emotional regulation dimension were determined to be participation in social and cultural activities, graduated high school, and gender.Keywords: CHAID Analysis, Emotional Intelligence, Physical Education and Sports Teaching, Teacher Candidates
... Similarly, to investigate the relationship between EI and stress, Slaski and Cartwright (2002) conducted a cross-sectional survey among managers on the effect of EI in moderating stress levels and enhancing resilience. After this research, they devised a program aimed at augmenting Emotional Intelligence, which effectively demonstrated that improvements in Emotional Intelligence correspondingly reduced the experienced levels of stress (Slaski& Cartwright, 2003). ...
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The study aims to evaluate the association of Emotional Intelligence (EI) with Organizational Role Stress (ORS) among post-graduate students of public health and healthcare management at various institutes in India. Evidence indicates a depletion and exhaustion of mental and physical energies due to the numerous demands on both post-graduate students personal and professional fronts. Long-term exposure to such demands has been shown to have dysfunctional consequences on students, which can cause stress in their roles. Individuals with higher emotional Intelligence have been perceived to use stress-coping mechanisms effectively.A total of 157 students in post-graduate degree programs in public health and healthcare management were surveyed for data. The 50-item Organizational Role Stress scale and 33-item emotional intelligence scale were used to collect the required data. The findings demonstrate an insignificant correlation between organizational stress and emotional Intelligence. However, among the ten role stressors, inter-role distance and role erosion exhibit a significant positive correlation with emotional Intelligence.
... to assess emotional intelligence, which can make specifi c contributions. In detail, the main ones are: and those of others [19][20][21][22][23][24][25][26][27][28][29]. ...
Article
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Background: Based on the Perrotta Human Emotions Model (PHEM-2), a psychometric tool was modeled that could help the therapist gain a deep understanding of the patient's emotional capacity, and thus his emotional intelligence, also concerning follow-up and achievements during the psychotherapeutic course. Aim: To check whether the PHEM-2 can be structured into a psychometric tool that assesses the subject's emotional intelligence to calibrate the most appropriate psychotherapeutic intervention for the specific case. Methods: Clinical interview, based on narrative-anamnestic and documentary evidence, and battery of psychometric tests. Results: The PHE-Q-1 demonstrated its clinical usefulness during psychotherapy sessions to improve the patient's emotional capacity and confirmed its validity relative to statistical comparison, reporting an R = 0.999 and p ≤ 0.001. Conclusion: The validity of PHE-Q-1 in investigating the emotional component of human intelligence and its clinical utility concerning one's level of cognitive-emotional dissonance and PHEM-2, during psychotherapeutic encounters conducted according to the brief or otherwise integrated strategic approach, is confirmed.
... There was also an improvement in their overall health and wellbeing. (Cartwright, 2003) In 2002 Boyatzis and his associates conducted a research with similar purpose. The study was effected on part time and full time business management students and it concluded that emotional abilities of the students can be developed through management education but the typical curriculum of the MBA institutes will not be enough to do so. ...
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In the recent years emotional intelligence has emerged as a crucial skill to succeed in life. There is a plethora of research that shows that emotional intelligence helps improve performance in every aspect of life. It also aids cope with stress that we experience in our daily lives. Emotional intelligence is also beneficial for the organizations as it improves employees‟ satisfaction, commitment, engagement and work life balance. Hence, many organizations now consider emotional intelligence as in important skill and want to train their employees in enhancing this skill. The purpose of this research paper is to understand whether it is possible to enhance emotional intelligence skills through training and if so what kind of training can help. The research paper studies the existing research on the trainings of emotional intelligence to come to a significant conclusion.
... There was also an improvement in their overall health and wellbeing. (Cartwright, 2003) In 2002 Boyatzis and his associates conducted a research with similar purpose. The study was effected on part time and full time business management students and it concluded that emotional abilities of the students can be developed through management education but the typical curriculum of the MBA institutes will not be enough to do so. ...
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s In the recent years emotional intelligence has emerged as a crucial skill to succeed in life. There is a plethora of research that shows that emotional intelligence helps improve performance in every aspect of life. It also aids cope with stress that we experience in our daily lives. Emotional intelligence is also beneficial for the organizations as it improves employees" satisfaction, commitment, engagement and work life balance. Hence, many organizations now consider emotional intelligence as in important skill and want to train their employees in enhancing this skill. The purpose of this research paper is to understand whether it is possible to enhance emotional intelligence skills through training and if so what kind of training can help. The research paper studies the existing research on the trainings of emotional intelligence to come to a significant conclusion.
... There was also an improvement in their overall health and wellbeing. (Cartwright, 2003) In 2002 Boyatzis and his associates conducted a research with similar purpose. The study was effected on part time and full time business management students and it concluded that emotional abilities of the students can be developed through management education but the typical curriculum of the MBA institutes will not be enough to do so. ...
... Kepuasan kerja bukan sekedar menyebabkan perilaku positif dalam bentuk menjaga produktifitas, kedisiplinan, kepatuhan, inovasi, gemar membantu (Yahyagil, 2015), mengontrol perilaku buruk yang tidak produktif dalam bentuk perilaku korupsif, merusak, mencuri, serta membolos kerja (Greenidge et al., 2014); (Zhang & Deng, 2016) akan tetapi berkaitan pula dengan rasa bahagia (Avent, 2007), kesehatan kejiwaan (Slaski & Cartwright, 2003) serta kualitas hidup karyawan (Dhamija et al., 2018). Hal tersebut menunjukkan bahwa kepuasan kerja adalah persoalan utama yang harus menjadi perhatian manajemen perusahaan agar karyawan lebih nyaman bekerja serta mampu menghasilkan pekerjaan yang maksimal Pada studi yang dijalankan oleh Puspasari didapati bahwa secara umum pekerja PAM Jaya memiliki kecenderungan lebih banyak yang ada pada situasi atau kondisi yang tidak merasakan kepuasan dibanding kondisi yang merasa puas (Puspasari, 2011). ...
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The purpose of this study was to determine the relationship between employee anxiety facing the possibility of termination of employment with employee job satisfaction. This research was conducted using a quantitative approach. This study used total sampling technique, 86 employees. The data collection technique was carried out by using a questionnaire. The measurement tools used are anxiety and job satisfaction scales with reliability values of 0,939 and 0,898. Data were analyzed using Spearman's Rho correlation analysis. The results show that the direction of the relationship between the two variables is inversely proportional or not unidirectional as the r value of -0,652. The effective contribution of employee anxiety about the possibility of layoffs to job satisfaction is 65.2%. Increased employee anxiety in facing layoffs will have an impact on decreasing job satisfaction, as well as a decrease in employee anxiety in facing layoffs will result in an increase in job satisfaction. Employee anxiety about the possibility of layoffs for freelancers at PT X Sidoarjo tends to be moderate, as well as job satisfaction for freelancers at PT X Sidoarjo is also moderate..
... Efforts to achieve job satisfaction are very important for both individuals and organizations. Job satisfaction not only encourages positive behaviors such as being productive, disciplined, obedient, innovative, and helpful (Yahyagil, 2015) controlling negative counterproductive behaviors such as corruption, theft, vandalism, and leaving work (Greenidge, Devonish, & Alleyne, 2014;Zhang & Deng, 2014) but also related to psychological health (Slaski & Cartwright, 2003) and the quality of life of workers (Dhamija, Gupta, & Bag, 2019). Job satisfaction is not only a reward but also how fun, good, and meaningful work is (Arnoux-nicolas et al., 2016;Keles & Findikli, 2016). ...
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Various factors, such as wage and work environment, can influence employee job satisfaction. Rewards in the form of wages or salaries are extrinsic rewards that someone, through work activities, can achieve. It can help organizations achieve these workers to work hard to achieve high performance. In contrast, the work environment is the company's physical, social, and psychological life, affecting employee performance and productivity. This research aims to determine the influence of wages on employee satisfaction with the work environment as an intervening variable. In this study, the population was 32 employees of the PRIMKOPPOL cooperative in Tebing Tinggi. Because the target population is less than 100, the sampling technique used is the census method, where the entire population of 32 Tebing Tinggi PRIMKOPPOL Cooperative employees will be used as the research sample. This study also uses path analysis with the help of SPSS for Windows software. The results are that wage has a positive and significant effect on the work environment, wage has a positive and insignificant effect on employee satisfaction, the work environment has a positive and significant effect on employee satisfaction, and the path analysis showed that the work environment could be an intervening variable between wage and employee satisfaction.
... To a certain extent, EI can predict life skills (Bastian et al., 2005), and it is associated with performance in the workplace as well (O'Boyle et al., 2011;Joseph et al., 2015). The studies have shown that EI can be developed under various conditions (Bagshaw, 2000;Slaski and Cartwright, 2005), including sport (Campo et al., 2016). ...
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Although sport as an activity has been practiced for much of modern history, sports sciences were not considered a discipline of academic tradition until the 20th century (Fernández and García, 2018). The purpose and function of sport sciences are to investigate questions about motor behavior and performance, which must be solved on a scientific basis. According to data from PubMed, scientific research on sport sciences has increased in the last 10 years. Specifically, it is possible to affirm that more scientific studies were published in the 2010–2020 decade than in the entire previous period (1945–2009) (Maneiro, 2021). This brings us closer to the idea that this area of knowledge is in full expansion and apogee, in which sports scientists have a fundamental role. Analyzing more specifically the different fields of study, it is possible to affirm that some fields have more robust growth, while in others their growth is more moderate. Specifically, areas such as rehabilitation, exercise, or biomechanics show very notable growth, while others such as sports injuries, motor behavior analysis, performance analysis, or strength training show less notable growth (González et al., 2018). This special Research Topic entitled “Advances in Sport Science: Latest Findings and New Scientific Proposals” began with a double objective: on the one hand, to offer a space where scientists can continue to delve into the most consolidated scientific disciplines; and on the other hand, to open a path where those areas that still need more research could have a place. As a result, the great impact it has had on the community is noteworthy, to the extent that 27 articles have been published by 130 authors, and with a total global impact of almost 61,000 visits from multiple different countries, which has increased and improved knowledge on the following topics: performance analysis in individual and team sports (15 articles), the impact of COVID-19 on performance (3 articles), executive functions and physical fitness at an early age (3 articles), physical activity in older people (1 article), and psychological profiles in performance athletes (6 articles).
... U jednom domaćem istraživanju (Vučeno-vić, 2012) potvrđeno je da s dobi dolazi do porasta sposobnosti razumijevanja emocija te da su stariji ispitanici daleko realniji u pogledu procjene svojih emocionalnih sposobnosti. U istome istraživanju potvrđeno je da mjere EI kao sposobnosti značajno pozitivno koreliraju s dobi, što je u skladu sa stranim istraživanjima (Slaski i Cartwright, 2003). ...
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Ljudski vijek posljednjih se godina značajno produljio te se fokus gerontologije i zdravstvene psihologije sve više prebacuje na utvrđivanje čimbenika koji određuju kvalitetu života. Starija dob period je brojnih promjena na tjelesnom, kognitivnom, emocionalnom i socijalnom planu, ali unatoč gubicima postoje i pozitivne promjene. U Republici Hrvatskoj je u srpnju 2022. godine bilo ukupno 1.230.173 korisnika mirovina. S obzirom na to da se radi o značajnom udjelu u ukupnom stanovništvu RH, cilj istraživanja bio je proučiti subjektivne čimbenike uspješnog starenja, odnosno utvrditi u kojem smjeru je potrebno razvijati intervencije zbog poboljšanja kvalitete njihovog života. U istraživanju je sudjelovalo 274 umirovljenika, od čega 182 žena (66,4%) te 92 muškaraca (33,6%) prosječne dobi 70 godina (SD=8,5) koji su u prosjeku umirovljeni s oko 55 godina (SD=7,98). Od standardiziranih upitnika, korišteni su: Skala samoprocjene uspješnog starenja, Kratka forma UCLA-skale usamljenosti, Gerijatrijska skala depresije: kratka forma te Upitnik emocionalnih vještina i kompetencija. Sudionici su upitnik ispunjavali uživo nakon što su potpisali informirani pristanak i suglasnost za sudjelovanje. Sukladno očekivanjima, većina varijabli umjereno je do srednje pozitivno povezana, uz iznimku kronološke dobi koja je značajno povezana samo sa subjektivnom dobi (r=0,553). Sukladno rezultatima, osobe koje se percipiraju mlađima od svoje objektivne dobi iskazuju manje depresivnih simptoma i bolje emocionalno funkcioniranje, a vlastito starenje procjenjuju uspješnijim. Dobivena je umjerena i pozitivna povezanost usamljenosti i depresivnosti (r=0,392) te niska, negativna povezanost usamljenosti i emocionalne kompetencije (r=-0,187). Starije osobe koje imaju razvijeniju emocionalnu inteligenciju iskazuju nižu razinu depresivnosti (r=-0,336). Konačno, model koji kombinira varijable spola i subjektivne dobi u prvom koraku te varijable depresije, usamljenosti i emocionalnih kompetencija u drugome koraku pokazao se statistički značajan te objasnio gotovo polovicu varijance uspješnog starenja, odnosno 45,3% (R2c= 0,442). Preporuke za buduća istraživanja idu u smjeru kombiniranog nacrta istraživanja s minimalno dvjema točkama mjerenja, gdje bi se mogle uključiti i objektivne mjere poput zdravstvenog statusa ili visine mirovine, uz razmatranje mogućnosti korištenja reprezentativnijeg uzorka.
... Alguns autores defendem também que quanto maior a habilidade na gestão do processo emocional, maior será a satisfação dos indivíduos nas suas vivências do dia a dia, dada uma melhor adequação das suas ações e pensamentos (Mayer & Salovey, 1997;Goleman, 2000;Slaski & Cartwright, 2003;Côte, 2014;Rimé, 2015). Face ao exposto, pode pressupor-se que a inteligência emocional se relacione positivamente com o comprometimento no local de trabalho, pois uma maior capacidade de gestão emocional desenvolve a maturidade dos indivíduos que conduz a uma maior capacidade de gestão dos condicionalismos, quer de N º 2 6 -2 0 2 0 I S S N : 1 6 4 6 -8 8 4 8 | 151 | âmbito relacional quer de âmbito organizacional (Goleman, 2000;Law et al., 2004;Côte, 2014;Rimé, 2015). ...
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O comprometimento tem sido considerado quer por autores quer pelas organizações como um tema que se reveste de especial cariz estratégico, ao constituir um meio de retenção do talento, mas também uma condição que potencia o nível de desempenho dos trabalhadores. A competitividade e a necessidade de comprometer o talento têm colocado à gestão de recursos humanos grandes desafios, na necessidade de adotar medidas estratégicas sobre um fenómeno relativamente abstrato, que tem inerente a possibilidade de coexistência de múltiplos objetos de comprometimento no contexto laboral. De acordo com a necessidade de estudos empíricos que auxiliem a tomada de medidas, este artigo sugere um modelo de estudo integrado que inclua a análise de antecedentes e consequentes do comprometimento, conjuntamente com uma análise multinível que permita analisar a transferência de níveis de comprometimento entre diferentes hierarquias da estrutura organizacional. O presente trabalho constitui um artigo conceptual que fundamenta a necessidade da conjugação de diferentes linhas de investigação e metodologias, procurando um conjunto de insights que auxiliem a tomada de decisão nas organizações face a medidas de comprometimento. Propõe-se assim, identificar em que medida os valores pessoais e a inteligência emocional dos trabalhadores podem ser antecedentes do comprometimento organizacional e com o superior hierárquico, bem como qual a sua relação nos comportamentos desviantes.
... Negotiation training does not usually address emotion management, but women-focused negotiation training can explicitly target this challenge. Women need to learn how to set a positive emotional tone at the start of the negotiation (Gottman et al., 2015), monitor the emotional tone of a negotiation as it unfolds (Slaski and Cartwright, 2003;Groves et al., 2008), detect and react to emotional manipulation (Fulmer et al., 2009), and control (Shapiro, 2002) and strategically display (Kopelman et al., 2006) their own emotions during the negotiation. ...
... Kepuasan kerja bukan sekedar menyebabkan perilaku positif dalam bentuk menjaga produktifitas, kedisiplinan, kepatuhan, inovasi, gemar membantu [1], mengontrol perilaku buruk yang tidak produktif dalam bentuk perilaku korupsif, merusak, mencuri, serta membolos kerja [2]; [3] akan tetapi berkaitan pula dengan rasa bahagia [4], kesehatan kejiwaan [5] serta kualitas hidup karyawan [6]. Hal tersebut menunjukkan bahwa kepuasan kerja adalah persoalan utama yang harus menjadi perhatian manajemen perusahaan agar karyawan lebih nyaman bekerja serta mampu menghasilkan pekerjaan yang maksimal Pada studi yang dijalankan oleh Puspasari didapati bahwa secara umum pekerja PAM Jaya memiliki kecenderungan lebih banyak yang ada pada situasi atau kondisi yang tidak merasakan kepuasan dibanding kondisi yang merasa puas [7]. ...
... Research prior to COVID-19 shows that higher EI is associated with less stress. For instance, Slaski and Cartwright's (2003) results suggest that experienced stress can be reduced with increased EI. Similarly, Jung et al. (2019) found that higher stress was associated with lower EI. ...
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Due to the unprecedented nature of COVID-19, more studies are needed to examine how parents and children are impacted by the pandemic, and more specifically the role of parental Emotional Intelligence (EI) in the link between COVID-19 stressors and child mental health outcomes. This cross-sectional study investigated the relationships between COVID-19 stressors, parental EI, and child anxiety and depression outcomes. Fifty parents (mean age = 41.98 years; 88% mothers) of children between the ages of 8-11 years old (mean age = 9.46 years; 74% boys) completed online questionnaires assessing COVID-19 stress, parental EI, and child anxiety and depression symptoms. Although no significant results were found between parent COVID-19 stress, parent EI, and child depression symptoms, the results suggest that parental COVID-19 stress was related to child anxiety. Exploratory analyses were conducted examining specific domains of COVID-19 stress, parental EI, and child anxiety and depression symptoms. Findings indicate the resilience of child mood and parental EI to COVID-19 stress among this sample, as well as child anxiety being a potential area of risk during the pandemic. Knowledge of these associations gives insight into areas to prioritize for mental health clinicians in assessment and intervention. Public significance statement: There is a need for more research on parent and child psychological outcomes during COVID-19. This study suggests an association specifically between parental COVID-19 stress and child anxiety, and not with child depressive symptoms. Findings help with better understanding the experiences of families during COVID-19.
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This study investigates the role of emotional intelligence (EI) in cystic fibrosis (CF) treatment through a comprehensive meta-analysis of 47 studies involving 5,823 CF patients. Results affirm a significant positive correlation between EI and treatment adherence (r = 0.62, p < 0.001), as well as improved quality of life (QoL) for CF patients (β = 0.58, 95% CI [0.49, 0.67]). Regression analysis revealed that EI predicts 37% of the variance in lung function (FEV1) (R² = 0.37, F(1, 5821) = 3421.76, p < 0.001). Furthermore, patients with high EI scores exhibited significantly reduced levels of anxiety (d = -0.79) and depression (d = -0.83) compared to control groups. These findings extend previous research by Salovey et al. (2002) and Ceyhan et al. (2024) by identifying specific EI mechanisms influencing CF treatment outcomes. Unlike Cox et al.'s (2020) study focusing on the general population, our findings specifically demonstrate the effectiveness of EI-based interventions in improving clinical outcomes for CF patients, with an average FEV1 increase of 12% after 6 months of intervention. Lastly, mediation analysis indicated that emotion regulation (β = 0.31, p < 0.001), adaptive health behaviors (β = 0.28, p < 0.001), and utilization of social support (β = 0.22, p < 0.001) mediated the relationship between EI and CF treatment outcomes. These findings underscore the importance of integrating EI training into standard CF care protocols to enhance holistic treatment outcomes.
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Purpose This study presents a systematic review of “employee happiness” research from 1991–2023. In this way, this study aims to critically appraise the existing literature, and synthesize themes, thereby, paving a clearer understanding of the construct, along with providing the future research agenda. Design/methodology/approach By adopting a systematic approach, this study followed scientific procedures and rationales for systematic literature reviews for article selection. A total of 57 articles were finally chosen after a careful examination from 110 selected journals. Findings The current study identified three major themes after evaluating the selected literature on Employee happiness: (1) work, family and personal blend, (2) organizational support, and (3) Ebullience sentiment. Amidst an ambiguous usage of several related constructs in employee happiness research, the review provided a clear definition of “employee happiness” along with proposing crucial research directions. Originality/value There is a lack of systematic reviews on employee happiness in the existing literature. Thus, by far, this effort is one of the earliest endeavors that researchers undertook toward understanding employee happiness.
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Purpose This study aims to use psychological contract theory to explore the substantial impact of illegitimate tasks on the well-being of hospitality employees. It also examines the mediating role of psychological contract breach and the moderating role of employee emotional intelligence within the proposed moderated mediation model. Design/methodology/approach Data were collected from 338 hospitality employees in Guangdong, China, and the hypotheses were examined through hierarchical regression analysis. Findings The results revealed that illegitimate tasks could negatively impact employee well-being through psychological contract breach. Furthermore, employee emotional intelligence was confirmed as a critical moderator that buffers the negative impact of illegitimate tasks on psychological contract breach. Originality/value This research offers novel insights into the dynamics affecting hospitality employee well-being by framing illegitimate tasks within psychological contract theory. It identifies the critical conditions under which employees’ well-being is impacted, thus broadening the understanding of employee–organization interactions.
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Recent systematic reviews have shown that emotional competencies can be improved through training. In the workplace, such training has become increasingly popular over the last decade. These programs aim to enhance emotional intelligence, empathy or emotion regulation. This study wants to assess the training effects and potential moderators of these workplace interventions. To our knowledge, this is the first systematic review that focuses on the workplace context and integrates emotional intelligence, empathy, and emotion regulation training interventions. This study has been preregistered with PROSPERO and a protocol has been published before the review was conducted (CRD42021267073). We conducted a systematic literature search using Embase, PsycInfo, PSYNDEX, Web of Science and the Cochrane Central Register of Controlled Trials. The included studies were analyzed in two metaanalyses. In the primary analysis, we analyzed standardized mean changes in emotional competencies before and after the training for 50 included studies, depending on (a) training construct and (b) participants’ profession (teachers, health professionals, managers, and others). To determine the efficacy of the trainings, we conducted a separate metaanalysis of controlled trials only (k = 27). Both metaanalyses yielded moderate overall effect sizes that also persisted more than three months after the training end: (1) SMDpre-post = 0.44 (95% CI [0.29, 0.59]), (2) SMDEG-CG = 0.46 (95% CI [0.30, 0.63]). All professions benefited equally from the interventions and we observed no significant differences in the effectiveness of emotional intelligence, empathy, and emotion regulation trainings. Overall, our results suggest that workplace interventions effectively train emotional competencies, regardless of profession or specific training focus. Limitations are the high heterogeneity and the low methodological quality of the studies analyzed. Our study shows the need for more high-quality studies, like randomized controlled trials. Additionally, companies may consider incorporating emotional competence training into their employee and leadership development programs routinely. This study was preregistered on PROSPERO (CRD42021267073). Supplementary Information The online version contains supplementary material available at 10.1186/s40359-024-02198-3.
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Chapter
Emotional intelligence may help people deal with anxiety and stress in the workplace. This study explored the importance of emotional intelligence in the workplace, specifically its relationship to anxiety and stress management. The study sample comprised 150 MBA students working as interns. The General Anxiety Test, Stress Inventory, and the Emotional Intelligence Scale were used to measure the variables: anxiety, stress, and emotional intelligence. The findings of correlation and regression analysis showed stress and anxiety were substantially correlated to emotional intelligence, and stress and anxiety were predictors of emotional intelligence.
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Chapter
The increasing cases of depression and low self-esteem lead to the dysfunctioning of society. Individuals form groups and groups build society; hence, it is of outmost concern to priorities at the micro level first i.e.; the individual that eventually works on the maintenance of social harmony.Emotional Intelligence (EI) as a concept focuses on self-awareness and management, social awakens, relationship management and personality. EI helps in monitoring human emotions and understanding them differently. EI uses the conceived information to guide human behavior and thoughts Modern day issues with modern solutions, Artificial Emotional Intelligence (AEI) is a computing device that detects and analyses human emotions distinctly and help to undergo the cause of a certain mental illness. AEI is in its budding stage but with a mature intention of restoring mental health with human-robot collaboration via Emotional Intelligence. This paper intends to magnify the effectiveness of EI in the domain of mental health.
Chapter
The workplace is a formal setting in which coordinated action sequences produce outcomes in terms of services and products. Such action sequences largely depend upon the quality of relationships and communication that become central to the effective functioning of an individual and an organization. In this context, emotions play a vital role in determining the way people pay attention, make decisions, communicate, collaborate, and contribute to organizational effectiveness. While emotions are approached from many perspectives, it is generally agreed that they are consistent discrete responses to internal/external stimuli that have relevance. These responses are functional and take negative and positive forms. Emotional responses, when exhibited for a more extended period, become stable dispositions. The yardstick to measure human efficiency has evolved and filtered into a more refined format, which now includes a vital aspect of human behavior: emotional intelligence (EI). Against this backdrop, this chapter examines the theoretical advances in conceptualizing EI and its influence on leadership, motivation, self-efficacy, and personal and professional development. Finally, an assessment of the impact of coaching and training to enhance EI and thus improve efficiency and effectiveness is made and the relationship of EI with culture is delineated.
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In this research, we conducted a randomized control study in a military setting, where we compared measures of stress regulation and performance following emotional intelligence (EI) based training to a control group that received non-EI training. The EI-trained group underwent fifteen hours of training, focusing on recognizing, understanding, and managing emotions. We subsequently exposed participants to intense simulated real-life stressors and found that EI-trained participants demonstrated significantly (p < .01) lower biological-stress levels than the control group. We found further that 94% of EI-trained accurately performed tasks, compared to just 51.6% of controls (p < .001). Additionally, EI-trained participants demonstrated superior memory retention for mission-critical details during stress serials (p < .001); increased speed in complex mathematical calculations under pressure (56% vs. 19% correct answers, p < .001); and greater pain tolerance during cold water immersion (trainees persisted 72% longer, p < .001). These findings highlight the potential of EI training to enhance stress regulation and mental performance under pressure, offering valuable insights for improving employee well-being, organizational resilience, and avoiding burnout in high-stress environments.
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Purpose This study is based on the ability-based theory of emotional intelligence (EI), organizational support theory, and componential theory of creativity. This study intended to investigate organizational performance (OP) against academics’ EI in higher education institutions (HEIs) in China. This study further scrutinized perceived organizational support (POS) and innovative work behavior (IWB) as mediators among these associations. Similarly, the inter-link between POS and IWB was investigated. Design/methodology/Approach Chinese HEIs academicians (327) were examined using quantitative and cross-sectional research methods. Likewise, PLS-SEM, that is, partial least squares structural equation modeling, was used as a data analysis method to examine assumed relationships statistically. Findings The extracted findings established the anticipated relationships, and the results validated that EI had a direct and positive association with OP in HEIs. Similarly, the findings revealed that IWB partially mediated the association between EI and OP; however, full mediation was observed in the case of POS. Practical Implications This study emphasizes the importance of unindustrialised glamorous blend of EI and OP in HEIs. In addition, the findings asserted that HEIs staff evaluate and control high-voltage circumstances that assure an effectual valuation and supervision of the self and others’ emotions. Equally, EI amplifies POS, which flares up the IWB while enriching OP in HEIs. Originality/Value This study examined OP alongside academicians’ EI in HEIs, which is among the initial pieces of research on HEIs. Additionally, the wholesome research nexus that scrutinizes POS and IWB as an inter-link between EI and OP in HEIs is original.
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Understanding emotional well-being is crucial in today's tech-driven world for effective coping and stress management in personal and professional life. Managing emotional intelligence is vital for employee interaction, fostering a positive work environment, and enhancing performance and overall well-being. This chapter aims to conduct a systematic literature review and develop a comprehensive conceptual model illustrating the intricate relationships among emotional intelligence, overall well-being, and work performance. It guides organizations, managers, policymakers, and future research in tailoring policies and practices. The review affirms a strong association between EI, overall well-being, and work performance, impacting both well-being and work outcomes. The conceptual model illustrates how emotional intelligence significantly affects well-being and workplace performance through direct and indirect factors. These findings suggest the need for effective interventions and strategies to improve emotional intelligence, overall well-being, and work performance.
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