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Emotional Intelligence, Communication Competence, and Student Perceptions of Team Social Cohesion
Abstract and Figures
Students generally report poor experiences of group work in university settings. This study examines whether individual student perceptions of team social cohesion are determined by their level of emotional intelligence (EI) and whether this relationship is mediated by their communication skills. Business students (N = 273) completed the 16-item self-report Workplace Emotional Intelligence Profile-Short Version (WEIP-S; Jordan & Lawrence, 2009) before forming teams. Students worked in teams for 8 weeks to complete group work. Afterwards, peer ratings of student communication appropriateness and effectiveness were collected as was each student's self-report perceptions of the level of team social cohesion. The effect of management of others' emotions on team social cohesion was mediated by communication effectiveness. The authors discuss the implications of EI training and student team allocation as possible ways to improve student team cohesion.
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... They will also have more influence over the communication behaviors of other team members. Students with greater emotional intelligence will initiate reciprocal contact inside the group, which will increase their emotions of attraction and belonging to the team (Troth et al., 2012). The results demonstrated that trait emotional intelligence was positively connected to foreign language English scores, implying that learners with a higher trait emotional intelligence were more likely to enjoy foreign language learning. ...
... This study promotes student views of social cohesion by increasing understanding of how EIC is resourced and utilized within students through the promotion of competent communication procedures. The fact that emotional intelligence and communication ability have a mediating influence has practical implications (Troth et al., 2012). When calculating student allocation configurations, the level of a student's EIC may be a relevant factor to consider. ...
... Students who receive communication skills training early in their university careers may be better equipped to engage in teamwork and have a more favorable experience. This emphasizes that improving communication and emotional skills should be a priority in order to maximize performance opportunities (Troth et al., 2012). ...
The current study aimed to investigate the impact of foreign language classroom anxiety (FLCA) on academic success through mediating role of emotional intelligence communication (EIC) and moderating role of class room environment. Due to the disruptive impacts of the COVID-19 pandemic, teaching and learning were moved online nation-wide. The convenient sampling technique was used, for data collection from Chinese university students. There was a total of 615 students that participated in the survey and data gathered in 5 months from November 2021 till March 2022. Covariance-based structural equation modeling (CB-SEM) in SPSS V.25 and AMOS V.22 was used to assess model fitness and hypotheses, as well as construct reliability and validity of the measurement model. The results revealed that FLCA is negatively and significantly influence students’ academic success. Furthermore, EIC as a mediator significantly and positively mediates the relationship between FLCA and academic success. The current study shows that emotional intelligence has the ability to reduce students’ foreign language anxiety and so improve their language skills. Lastly, classroom environment positively and significantly moderates the relationship between FLCA and emotional intelligence communication.
... In the university setting, Forrester & Tashchian (2006) suggested that the consideration of cohesion in this academic area has been quite limited and non-specific. The main problem in the research of group cohesion in the university setting lies in the singular consideration (for its measurement) of group integration towards the task and the social, ignoring attitudinal aspects and the individual beliefs of group members (Forrester & Tashchian, 2006;Troth et al., 2012). ...
Introduction: The assessment of group cohesion is a fundamental aspect in the context of higher education. However, there is a need for appropriate and specific instruments to assess this construct in the university context. Objective: To adapt and validate the University Group Environment Questionnaire (UGEQ) group cohesion measure to the Spanish population. Method: The sample used for this study consisted of 309 Spanish university students, with a mean age of 22.61 (SD=5.5). For data analysis, a confirmatory factorial analysis was performed, following the structure of the original instrument (UGEQ). Results: The results suggest optimal adjustment indices (CFI= 0.92; TLI=0.90; SRMR=0.068 and RMSEA= 0.081 [90% CI: 0.071- 0.092]) and appropriate internal consistency (0.88 [95% CI: 0.86-0.90]) and temporal stability. Discussion: These findings support the use of the UGEQ as a valid and reliable instrument to assess group cohesion in the Spanish university context.
... Our study also showed that there was a close relationship between communication openness and team cohesion, which was supported by earlier studies [23,34] and enriched with quantitative evidences. Previous studies focused on the importance of communication and cooperation in team, which was a broad topic. ...
Background
The states of IPC (Infection Prevention and Control) is serious under the COVID-19 pandemic. Nosocomial infection reporting is of great significance to transparent management of IPC in regard to the COVID-19 pandemic. We aimed to explore the relationship between communication openness and nosocomial infection reporting, explore the mediating effect of team cohesion in the two, and provide evidence-based organizational perspective for improving IPC management in the hospitals.
Method
A questionnaire was used to collect data on communication openness, team cohesion and nosocomial infection reporting in 3512 medical staff from 239 hospitals in Hubei, China. Structural Equation Model (SEM) was conducted to examine the hypothetical model.
Result
Communication openness was positively related to nosocomial infection reporting (β = 0.540, p < 0.001), and was positively related to team cohesion (β = 0.887, p < 0.001). Team cohesion was positively related to nosocomial infection reporting (β = 0.328, p < 0.001). The partial mediating effect of team cohesion was significant (β = 0.291, SE = 0.055, 95% CI = [ 0.178,0.392 ]), making up 35.02% of total effect.
Conclusion
Communication openness was not only positively related to nosocomial infection reporting. Team cohesion can be regarded as a mediator between communication openness and nosocomial infection reporting. It implies that strengthening communication openness and team cohesion is the strategy to promote IPC management from the new organizational perspective.
... The linkage between emotional intelligence and teamwork performance was not mediated by a negative individual goal and cross-functional teams so H7 and H13 were rejected. In line with the findings of recent studies (Goleman, 1995;Verona, 1999;Tucker et al., 2000;Cherniss, 2001;Brackett et al., 2004;Gujral & Ahuja, 2011;Troth et al., 2012), this study finds that emotional intelligence has a positive relationship with teamwork performance. In particular, Gujral and Ahuja (2011) assert that emotional intelligence plays an important role in how they collaborate and when team members come together in the form of a mission and a shared goal. ...
... This finding Frontiers in Psychology 11 frontiersin.org contributes to literature exploring the benefit of emotional awareness in social and cultural interactions (Ozcelik and Paprika, 2010) and the utility emotional awareness has in promoting interpersonal effectiveness and competence (Troth et al., 2012). Furthermore, the findings are congruent with Coholic (2011), who found that cultivating emotional awareness through mindfulness improved resilience. ...
Emergency services personnel are a high stress occupation, being frequently confronted with highly consequential stressors and expected to perform: without fault; under high pressure; and in unpredictable circumstances. Research often invokes similarities between the experiences of emergency services personnel and elite athletes, opening up the possibility of transferring learnings between these contexts. Both roles involve genuine risks to emotional wellbeing because their occupations involve significant stress. Similarly, both roles face obstacles and injury, and their “success” is dependent on high-quality execution of their skills under pressure. As such, both occupations are required to have resilience and effective coping abilities to ensure psychological well-being. Researchers suggest emotional awareness may be a key variable in the management and maintenance of resilience. This study: (1) explored the experiences of emergency services personnel; (2) characterised connections between emotional awareness and resilience; and (3) reflected on the ways these findings can be extrapolated to elite athletes. We analysed 11 interviews with emergency services personnel. Participants identified resilience as crucial when coping with stress, however, many defined resilience as remaining unaffected by stress rather than, for example, managing and responding to it. Participants defined emotional awareness as understanding their emotions, and they recognised associated benefits for coping, resilience, and burnout. Nevertheless, most participants did not engage in practices to improve their emotional awareness. Barriers, such as maladaptive beliefs and help-seeking stigma, interfered with participants’ ability to cultivate emotional awareness, to promote resilience. In contrast, some participants described profound improvements in resilience and coping following the cultivation of emotional awareness. This finding illustrates that systemic change must target the individual, team, and organisation to correct misperceptions about resilience, emotional awareness, and psychological help-seeking. Developing emotional awareness may help emergency services personnel and other high stress occupations like elite athletes process difficult experiences and enhance their resilience, promoting well-being, and career longevity.
This study analyzes Team Emotional Intelligence (TEI) in project teams in higher education. Specifically, we tested the direct effects of TEI on team satisfaction, as well as the relationship between negative emotions that emerge during teamwork and team satisfaction, and whether this relationship is moderated by TEI. Multilevel analyses were conducted with 76 Spanish undergraduate psychology students nested in 26 teams. Results suggest that one dimension of TEI (‘Other Management’) was positively related to team satisfaction (direct effects). Besides, negative emotions decreased team satisfaction, particularly for teams lacking in TEI, while three dimensions of TEI (‘Own Management’, ‘Other Awareness’, and ‘Other Management’) attenuated the relationship between negative emotions and team satisfaction (moderating effects). These results provide empirical evidence for the positive effect of TEI at the team level on student satisfaction and its protective role against negative emotions. We discuss how universities might enhance the student experience when working in project teams (e.g., receiving educational training in TEI).
El concepto de cohesión social en la década de los 90 fue considerado como un concepto dinámico y en evolución, esta característica ha permitido que CONEVAL le adopte cómo un indicador compuesto por 4 coeficientes (índice Gini, proporción de ingresos, nivel de polarización y percepción de redes sociales). Sin embargo, la amplitud del concepto le permite transitar en distintos niveles de abstracción, de forma que algunos autores le expresan en función de necesidades a ser cubiertas o en relación con temas complementarios. Con base en lo anterior el objetivo de este artículo es identificar las dimensiones de la cohesión social a partir de los temas que le son complementarios o explicativos. Se parte de un estudio bibliométrico sobre el periodo de 1998 a 2022. Considerando la naturaleza de esta investigación, queda ajena a este, una discusión profunda sobre el concepto en estudio, circunscribiéndole a un alcance descriptivo de los temas que conforman las dimensiones reportadas. Este artículo es pertinente porque abona al corpus teórico, dado que permite identificar la tendencia en las publicaciones y cómo estas publicaciones conformadas en dimensiones y en conjunto con un análisis reflexivo del contexto económico y social podrían describir una realidad para México.
Abstract:
In the context of the international health crisis related to COVID-19 and the development of telecommuting, this article seeks to better understand the role of virtual (vs. face-to-face) nature of teams in the relationship between emotions, conflicts and team performance. A quantitative study was conducted using a database consisting of 139 teams of five Master's level students (i.e., 695 individuals), 81 of which are virtual, engaged in a business management simulation. Beyond the direct influence of emotions and conflicts on team performance, we propose the hypothesis that these relationships are contingent on the virtual nature of teams and thus explore the moderating role of this variable. Our study shows that the virtual nature of teams negatively moderates the positive influence of positive emotions on team performance. On the other hand, the virtual nature of teams does not influence the relationship between negative emotions and team performance, nor that between organizational conflict and team performance.
Keywords: Emotions, Conflicts, Team Performance, Virtual Teams, Face-to-face Teams
In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators. (46 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Organizations are increasingly seeking candidates possessing high levels of teamwork knowledge, skills, and abilities (KSAs; Stevens & Campion, 1994). Yet, despite a greater emphasis in higher education settings on developing a ready workforce (e. g., O'Neil, Allerd, & Baker, 1997), not enough is done to explicitly develop teamwork KSAs in university curricula. We describe a university course intended to develop students' teamwork KSAs. Results from a quasi-experimental evaluation study demonstrate that the course significantly increased the levels of students' teamwork knowledge and skills. However, the course did not significantly improve teamwork-related attitudes and self-efficacy. We discuss implications for school-to-work policies and the development of teamwork KSAs in higher education settings, as well as directions for future research.
I examine the feasibility of developing emotional intelligence (EI) from the vantage point of organizational endeavor versus individual initiative. I challenge the view that organizations can readily develop the EI of individuals. I articulate a number of barriers that impair these endeavors. I propose a conceptual map, which illustrates the process of organizations attempting to develop EI, as well as the impact of these barriers. Instead of organizational endeavors to develop EI, I advocate a self-initiated modification of attitudes in order to foster enhanced self-awareness. I argue that this can give rise to the emotional and intellectual growth that lies at the heart of the ability conceptualization of EI. I conclude that the barriers identified can considerably impair the prospect of developing EI in an organizational context. Conversely, encouraging individuals to foster their EI using a personal development initiative may have great remedial effects, transcending the dichotomy of private and organizational life.
Research reveals that emotional intelligence is an important factor in predicting performance in teams. In this article, we initially outline a theoretical model for examining emotional intelligence in teams. Using this model, we test a short version (16 items) of the self-report Workgroup Emotional Intelligence Profile (WEIP). Evidence from three studies supports this model. Two samples of 620 and 217 employees support the hypothesized structure of the WEIP-S. Four distinct constructs were derived: Awareness of own emotions; Management of own emotions; Awareness of others' emotions; and Management of others' emotions. The WEIP-Short Version (WEIP-S) scale, therefore, is based on abilities that are vital during the interaction of team members. Data from 99 employees provide evidence of test–retest stability for the WEIP-S across three time periods. Limitations and potential uses in management research for this short-version scale are discussed.
Maintains that operational measures of cohesion based on attraction underrepresent the concept because goals and objectives relating to performance are also important in the study of cohesion. Measures based on attraction fail to explain cohesion in situations characterized by negative affect. Better ways to study cohesion might include the direct observation of group behavior (e.g., the number of passes exchanged between teammates as related to friendship choices) or the use of statistics of change and commonality. The linear structure of a conceptual model of cohesion is discussed with regard to factors that are environmental, personal, leadership-based, and team-based. It is noted that cohesion has been found to influence productivity, conformity, individual satisfaction, behavior change, role clarity among group members, and group stability. (60 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)