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Emotional Development and Emotional Intelligence: Educational Implications
... Importantly to developing future emotional intelligence theories, he split social intelligence into the two sub-groups of intrapersonal and interpersonal. This division of ability at social interaction based on internal self-reflection and external identification of the emotions of others is foundational to later theories (Mayer & Salovey, 1997). By breaking down the monolithic idea of intelligence into component parts, Gardner is credited with spurring research into the component parts of intelligence in a way that eventually led to emotional intelligence theory. ...
... From this premise, they developed the original strain of emotional intelligence theory, known today as the ability-based model, and defined emotional intelligence as "...the subset of social intelligence that involves the ability to monitor one's own and other's feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and actions" (Salovey & Mayer, 1990, p. 189). In their continued development of the concept, Salovey and Mayer (1997) later refined the definition to "the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth" (p. 10). ...
... The authors are particularly critical of Goleman's (1995) widely-read summaries of their research and the strain of emotional intelligence theory spawned by Goleman's (1998) expansion of the idea into what has been termed the competency-based model, which encompasses a broader range of attributes that go beyond mere ability and stray into workplace competencies. Mayer and Salovey defend their original theory for its rigor in sticking to a narrow four-segment set of abilities: specifically (a) accurately perceiving and expressing emotion, (b) using emotion to facilitate cognitive activities, (c) understanding emotions, and (d) managing emotions for emotional and personal growth (Mayer & Salovey, 1997). They believe their four-branch conceptualization maintains clarity by not involving extraneous or more ephemeral measures such as optimism, initiative, and self-awareness within the umbrella concept of emotional intelligence . ...
The utility of emotional intelligence has been researched as both a discreet individual ability, and a performance enhancing quality within organizations. This expository analysis synthesizes the existing literature on the value and utility of emotional intelligence within organizations, focusing on enhanced ethics, improvement of leadership capabilities and outcomes, reduction of turnover, enhancement of cross-cultural understanding, reduction of stress, dispute resolution, and employee promotion. The origin and development of emotional intelligence as a behavioral theory is illustrated and its application to the organizational environment is systematically analyzed, with particular note of gaps in the literature and definitional difficulties identified.
... Importantly to developing future emotional intelligence theories, he split social intelligence into the two sub-groups of intrapersonal and interpersonal. This division of ability at social interaction based on internal self-reflection and external identification of the emotions of others is foundational to later theories (Mayer & Salovey, 1997). By breaking down the monolithic idea of intelligence into component parts, Gardner is credited with spurring research into the component parts of intelligence in a way that eventually led to emotional intelligence theory. ...
... From this premise, they developed the original strain of emotional intelligence theory, known today as the ability-based model, and defined emotional intelligence as "...the subset of social intelligence that involves the ability to monitor one's own and other's feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and actions" (Salovey & Mayer, 1990, p. 189). In their continued development of the concept, Salovey and Mayer (1997) later refined the definition to "the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth" (p. 10). ...
... The authors are particularly critical of Goleman's (1995) widely-read summaries of their research and the strain of emotional intelligence theory spawned by Goleman's (1998) expansion of the idea into what has been termed the competency-based model, which encompasses a broader range of attributes that go beyond mere ability and stray into workplace competencies. Mayer and Salovey defend their original theory for its rigor in sticking to a narrow four-segment set of abilities: specifically (a) accurately perceiving and expressing emotion, (b) using emotion to facilitate cognitive activities, (c) understanding emotions, and (d) managing emotions for emotional and personal growth (Mayer & Salovey, 1997). They believe their four-branch conceptualization maintains clarity by not involving extraneous or more ephemeral measures such as optimism, initiative, and self-awareness within the umbrella concept of emotional intelligence . ...
The utility of emotional intelligence has been researched as both a discreet individual ability, and a performance enhancing quality within organizations. This expository analysis synthesizes the existing literature on the value and utility of emotional intelligence within organizations, focusing on enhanced ethics, improvement of leadership capabilities and outcomes, reduction of turnover, enhancement of cross-cultural understanding, reduction of stress, dispute resolution, and employee promotion. The origin and development of emotional intelligence as a behavioral theory is illustrated and its application to the organizational environment is systematically analyzed, with particular note of gaps in the literature and definitional difficulties identified.
... Emotional regulation has also been studied from the perspective of Salovey and Mayer's Theory of Emotional Intelligence (Mayer and Salovey, 1997). This model argues that Emotional Intelligence (EI) consists of four components: emotional perception and expression, emotional facilitation, emotional understanding, and emotional regulation. ...
... Emotional regulation is also considered as one of the competencies within some emotional competence models. For the development of this construct, we will rely on Carolyn Saarni's definition, who was the first author to develop the concept (Fragoso-Luzuriaga, 2015; Mayer and Salovey, 1997). ...
... Carolyn Saarni, in her work developing the emotional competence construct, makes a distinction between it and emotional intelligence, taking the definition of Mayer and Salovey (1997) for this purpose. ...
In recent decades, there has been an increased interest in psychology to understand the emotional experience. This growing interest has led to a proliferation of terms, among which regulation, intelligence, and emotional competence stand out. Research in these areas has facilitated a better understanding of what emotion entails and how to intervene in it. However, this study highlights that these contributions are insufficient if one aims to understand and intervene in how reality affects each person. In this sense, there is an advocacy for the recovery of the term affectivity, as it addresses all affective experiences and, therefore, is broader and more integrative.
... Emotional intelligence-knowing how to express and regulate one's own emotions and those of others. Mayer and Salovey (1997) determined that four areas of EI should be identified: self-awareness, self-management, social awareness and relationship management. In recent studies, such as Gupta and Menon (2022), we have shown that workers with greater emotional intelligence can handle stress and interpersonal tension and achieve greater work-life satisfaction. ...
... EI -the skill of sensing, knowing and controlling emotions in oneself and others -is a popular indicator of employee wellbeing. Goleman (1998) and Mayer and Salovey (1997) deemed emotional intelligence a key competence for workplace stress management and work/life balance. Emotional intelligence is key for helping workers manage stress, balance life and work in the IT industry, where workloads are excessive and deadlines are demanding (Côté & Miners, 2006). ...
... The workload scale was adapted from, for instance, Byron (2005) and Van der Hulst (2003), and the leadership style scale was adapted from Avolio and Bass (2004) and Goleman (1998). The mediator of emotional intelligence was assessed on the scales of Mayer and Salovey (1997) in terms of factors including selfawareness and emotion regulation. Data were gathered via an organized survey in which individuals scored themselves against a 5-point Likert scale and secondary information from company reports and other literature on the topic. ...
... As defined by Salovey and Mayer [27], emotional intelligence (EI) represents the ability to recognize, express, and monitor emotions and the ability to use them to facilitate cognitive processes. Their model includes four primary abilities, ordered according to the complexity of psychological processes: the ability to evaluate and express emotions, the ability to perceive and generate feelings that facilitate thinking, the ability to understand knowledge about emotions, and the ability to regulate emotions for emotional and intellectual development [28]. More complex abilities of EI develop with age and experience [29]. ...
... The Emotional Skills and Competence Questionnaire (ESCQ-45) measures emotional competence based on the model of Mayer and Salovey [28]. It contains 45 items divided into three subscales [39]: the ability to perceive and understand emotions (15 items), the ...
... The Emotional Skills and Competence Questionnaire (ESCQ-45) measures emotional competence based on the model of Mayer and Salovey [28]. It contains 45 items divided into three subscales [39]: the ability to perceive and understand emotions (15 items), the ability to express and name emotions (14 items), and the ability to manage emotions (16 items). ...
Background: Demographic changes are often prone to purely social perspectives, while individual differences are overlooked. This research examines the role of attachment and emotional intelligence in childbearing motivation. Methods: In total, 234 female students participated in an online survey, including sociodemographic data, adult attachment, emotional competencies, and parenting-related variables. Results: Statistical analyses revealed that the students express positive and negative childbearing motivation almost equally and moderately. They were both linked to religiosity and emotional management. We further explore the differences in relationship status and address the role of religious beliefs. The demographic measures identified as most important include healthcare availability for both mother and child, subsidizing housing loans or rent, and encouraging fathers to become more actively involved in the care of infants. Conclusion: These emerging trends deserve further investigation and social incentives.
... intelligence (EI) [46,60]. Emotional intelligence may also exhibit a correlation with creativity. ...
... This approach outlined three main mental processes: (1) assessing and expressing emotions (one's own and those of others), (2) being able to regulate them, and (3) knowing how to use them to facilitate cognitive processes. Later, they refined this model to include four component abilities, or branches: (1) perception, (2) utilization, (3) comprehension, and (4) regulation of emotion [46]. These branches can be reliably assessed using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), a performance-based measure requiring analytical thinking and convergent answers [34,47]. ...
... Moreover, the relationship was stronger among males than females, employees than students, and East Asian samples than Western European and American samples. It is also important to note that the first mental process of EI is assessing and expressing emotions [46,48]. If this initial step is not identified, the other processes, such as the ability to regulate and use emotions cannot be evaluated. ...
In the current dynamic society, creativity stands as a crucial asset, empowering individuals to devise new and inventive solutions to navigate the shifts accompanying societal evolution. This trend significantly influences both the preparation of future educators and the ongoing professional growth of practicing teachers. It's essential to consider the connection between students' emotional experiences during the learning process to foster their creativity. The correlation between a person's emotional state and their creativity shows that both negative and positive emotions can influence creative expression. Furthermore, emotional intelligence (EI) is assumed to help prioritize thinking and manage emotions in different life situations, with the initial EI process being assessing and expressing of emotions. This study evaluates the emergence of emotions experienced by students in an academic context, focusing on action-research with Master’s students (n = 10), who are future teachers for Secondary schools in Switzerland. Throughout the creative course, participants utilized a Creative Process Report Diary (CRD) to document the emotions they experienced while engaging in the diverse creative activities. The findings of this study indicate that participants predominantly encountered positive emotions during creative activities, such as enthusiasm and pleasure. Initial emotions sometimes leaned towards the negative spectrum, characterized by frustration or fear. However, as the creative activity unfolded, these emotions evolved into more positive ones, such as pleasure or interest. This study contributes to our understanding of the interplay between emotions and creativity and provides insights into how managing these emotions can foster a productive and creative learning environment for future teachers, even though emotional intelligence was not directly tested in this research.
... Οι διαστάσεις της κατανόησης και έκφρασης συναισθήματος της ΣΝ φαίνονται να συνδέονται στενά με δεξιότητες που είναι χρήσιμες για την άσκηση της συμβουλευτικής όπως ενεργητική ακρόαση, αντανάκλαση συναισθήματος κ.α.. (Easton et al., 2008). Η Συναισθηματική Νοημοσύνη (ΣΝ) είναι μια πολυδιάστατη έννοια και αντιπροσωπεύει το βαθμό στον οποίο ένα άτομο κατανοεί, επεξεργάζεται και χρησιμοποιεί πληροφορίες μιας συναισθηματικής κατάστασης σε διαπροσωπικό και ενδοπροσωπικό επίπεδο (Mayer & Salovey, 1997). Σύμφωνα με τον ορισμό των Μayer και Salovey (1997), η ΣΝ είναι «η ικανότητα αντίληψης, αξιολόγησης και έκφρασης του συναισθήματος, επακριβώς και λειτουργικά⋅ η ικανότητα κατανόησης του συναισθήματος και της συναισθηματικής γνώσης⋅ η ικανότητα πρόσβασης σε, και προξένησης / δημιουργίας συναισθήματος για τη διευκόλυνση της σκέψης και η ικανότητα ρύθμισης του συναισθήματος με τρόπους που υποβοηθούν την σκέψη» (σ.3). ...
... Ενδεχομένως στο πλαίσιο της συμβουλευτικής διαδικασίας σε πλαίσια λογοθεραπείας να υπάρχουν περισσότερες ανάγκες για την καλλιέργεια δεξιοτήτων χρήσης του συναισθήματος ώστε φοιτητές και επαγγελματίες να αισθανθούν πιο ασφαλείς και πιο αποτελεσματικοί για την άσκηση της συμβουλευτικής. Η χρήση του συναισθήματος αποτελεί την δυνατότητα του ατόμου να αξιοποιήσει τα συναισθήματα για να διευκολύνει διάφορες γνωστικές διεργασίες, όπως η σκέψη και η επίλυση προβλήματος (Mayer & Salovey, 1997) και αναφέρεται στην τάση του ατόμου να παρακινεί τους άλλους μέσω της διαχείρισης των συναισθημάτων (Wong & Law, 2002). Άτομα με υψηλές τιμές στη χρήση του συναισθήματος αναμένεται να είναι σε θέση να αξιοποιούν πλήρως τις μεταβαλλόμενες διαθέσεις, ώστε να προσαρμόζονται σε μεταβαλλόμενες καταστάσεις, αντίστοιχες με αυτές που συναντούμε στο πλαίσιο μιας θεραπευτικής σχέσης. ...
Counseling is an important process in the therapeutic intervention of speech-language therapists, as in other care professions. This study aimed to a) investigate the attitudes of speech therapists and speech therapy students regarding counseling and b) determine emotional abilities that seem to be associated with perceived self-efficacy for counseling practice. A cross-sectional study was conducted and the sample of the study was 107 participants (93.5% women, mean age 28.7 ±9 years) of whom 46 (43%) were professional speech therapists and 61 (57%) speech therapy students. Data were collected using an anonymous online questionnaire. Regarding the impact of counseling on speech therapy practice, the participants assessed that counseling is very important for the communication of unpleasant information about the diagnosis, prognosis or the progress of the intervention as well as in cases of aphasic adults. The highest scores in self-efficacy of applying counseling were found in articulation and phonology issues in children; while the lowest scores were found in dealing with crises in work with clients (e.g., suicidality issues). Professional speech therapists presented statistically significant higher scores in Emotional Intelligence and perceived self-efficacy for counseling practice compared to speech therapy students. The use of emotion emerged as a predictive factor for self-efficacy for counseling, and age was a mediating factor in the relationship between Emotional Intelligence and self-efficacy in counseling practice. Speech therapists could improve their abilities to provide counseling services through specialized training as well as through participation in programs to enhance emotional skills. [Full article in Modern Greek]
... The nature of emotional intelligence (EI) has been widely debated, with theorists such as Petrides and Furnham [1] understanding it as emotional traits and Salovey and Mayer [2] seeing it as a set of abilities. Within the ability models, Salovey and Mayer's 1997 model [3] and its updates [4] conceive EI through four hierarchical dimensions: (i) perception: identifying and recognizing emotions; (ii) facilitation: using emotions to facilitate cognitive processes; (iii) understanding: correctly interpreting and analysing emotions, their causes, and consequences; and (iv) management: regulating and modifying one's own emotions and those of others in a conscious and deliberate manner. Moreover, these abilities are described both intrapersonally and interpersonally. ...
... In turn, the proposed review will approach the described topic from an integrative viewpoint, allowing us to visualize the effects of physical exercise on EI either from its dimensions, its levels, or overall. In this way, it aims to consider the different emotional theories categorized within the EI framework according to the perspective of Mortillaro and Schlegel [5], who propose that other models could also contribute to the classification offered by Salovey and Mayer [2][3][4] (Table 3). This could offer novel information with respect to previous reviews [11,19,20]. ...
Background: Emotional intelligence (EI) can be understood as a set of traits or abilities that may have an impact on academic, professional, or mental health. The aim of this protocol was to establish methodological guidelines for a systematic review and meta-analysis of the effects of acute and chronic physical exercise on EI from birth to 21 years (late adolescence). Methods: This protocol followed PRISMA-P and will be modified in PROSPERO after peer review. The review will include experimental randomized and non-randomized control studies involving physical exercise inter-ventions. PubMed, Web of Science, Scopus, and EBSCO will be utilized for study selection following the publication of the protocol. The risk of bias will be assessed using the ROBINS-I tool, ROB-2, and the GRADE approach will evaluate the certainty of evidence. Random effect meta-analyses will analyse the effect of physical exercise compared to control groups, using effect sizes measures (Hedges’ g), with 95% confidence interval and prediction interval, for each EI outcome (perception, facilitation, understanding, regulation, and management of emotions). Potential moderators, such as exercise intensity, duration, and sociocultural factors, will be analysed. Heterogeneity will be assessed using the I2 statistic, and sensitivity analyses will be performed to ensure result robustness. Subgroup analyses may be conducted based on age groups and specific EI dimensions. Conclusions: Publication bias will be assessed using Egger’s test and trim-and-fill. Future results aimed to provide a foundation for analysing the impact of physical exercise on EI development, potentially guiding future interventions in the health, educational, and related fields.
... Secondly, there is self-regulation or self-management. This is the capacity to manage and control one's emotions, impulses, and reactions, allowing for thoughtful and appropriate responses in various situations [12]. Self-regulation creates a positive and professional environment for your customers. ...
... Fourthly, there is social awareness or empathy. This is the skill and capacity to understand and share the emotions of others, demonstrating compassion and considering their perspectives [12]. By recognizing and understanding the emotions and perspectives of your customers, you can create a deeper connection with them. ...
This chapter explores the role of emotional intelligence (EI) in fostering customer loyalty. The chapter begins by introducing the concept of emotional intelligence (EI) and some models of EI and its relevance in customer service. It highlights how businesses are increasingly recognizing the importance of emotional intelligence in building strong customer relationships. The chapter then delves into the key components of EI and its impact on customer loyalty. It discusses the concept of customer loyalty and subsequently provides an insight of how an entrepreneur can use the customer loyalty funnel to influence customer loyalty. The chapter concludes by emphasizing the significance of EI to an entrepreneur and encouraging businesses to prioritize its development as a key driver of customer loyalty. On the whole, this chapter aims to provide insights and practical guidance for entrepreneurs seeking to enhance customer loyalty through the cultivation of emotional intelligence.
... As a vital part of human intelligence, emotional intelligence is defined as the ability to perceive, integrate, understand, and regulate emotions (Mayer and Salovey 1997). It has been a long-term goal of artificial intelligence to enable a machine to understand affect and emotion (Picard and Picard 1997). ...
Perception and expression of emotion are key factors to the success of dialogue systems or conversational agents. However, this problem has not been studied in large-scale conversation generation so far. In this paper, we propose Emotional Chatting Machine (ECM) that can generate appropriate responses not only in content (relevant and grammatical) but also in emotion (emotionally consistent). To the best of our knowledge, this is the first work that addresses the emotion factor in large-scale conversation generation. ECM addresses the factor using three new mechanisms that respectively (1) models the high-level abstraction of emotion expressions by embedding emotion categories, (2) captures the change of implicit internal emotion states, and (3) uses explicit emotion expressions with an external emotion vocabulary. Experiments show that the proposed model can generate responses appropriate not only in content but also in emotion.
... Appropriate use of emotions according to the situation, which refers to the understanding, management, and identification of emotions, is called emotional intelligence. (Mayer & Salovey, 1997). There is strong research-based evidence of the importance of emotional intelligence in life adjustment. ...
Aim of the Study: The stability of a nation and society largely depends upon the marital stability of the peoples belongs to that society or nation. Unfortunately, there seems to be a decrease in the societal support to the marriage system. There are several reasons behind this issue, including youngsters less interest in getting marriage, fear from marital instability, divorce, and fear from taking the responsibility of a family. The study was aimed to investigate the role of emotional intelligence, and level of education in marital adjustment among married women living in joint family system. Methodology: The aforesaid issue was investigated using non-probability purposive sampling technique on 50 married women having master’s degree, living in a joint family system after marriage belongs to Hyderabad city. Survey method was used for data collection through questionnaire technique. There were two hypotheses of the study. 1. Emotional intelligence would be the positive predictor of marital adjustment among married women. 2. Level of education would be the positive predictor of marital adjustment among married women. Variables of the study were measured with the help two valid and reliable instruments.1. Self –report measure of emotional intelligence scale. (Khan & Kamal., 2010). 2. Marital adjustment Questionnaire (Vaishnavi& Shalini, 2020) and personal information questionnaire was used for getting the demographic variables information about the participants. Mean, SD, and regression analysis was computed with SPSS Version (26). Findings: Results of the study confirmed both of the hypotheses of the study. Findings of the study can be beneficial for the betterment of community. Conclusion: The study concluded that emotional intelligence and education positive predictor of marital adjustment among married women.
... Colleagues consistently describe him as approachable, patient, and attentive -traits that enable him to foster open communication and active collaboration with officials from various countries. His demeanour exemplifies the role of emotional intelligence in diplomacy, which has been shown to enhance negotiation outcomes (Mayer & Salovey, 1997). ...
Purpose: This paper interrogates the indispensable role of humility within the diplomatic sphere, utilizing the exemplary career of Ambassador Bello Kazaure Husseini as a case study. The research aims to elucidate how humility acts as a facilitator of trust, strengthens diplomatic relations, and augments negotiation effectiveness, thereby challenging conventional paradigms that perceive humility as a liability in the realm of international relations. Materials and Method: Employing a qualitative methodology, this study conducts an in-depth analysis of Husseini’s multifaceted experiences - ranging from strategic diplomatic engagements to leadership roles and conflict resolution initiatives. This integrative assessment allows for a nuanced understanding of the relational dynamics and contextual variables at play in diplomatic practice. Findings: The findings reveal that Husseini’s approach, characterized by active listening, respectful engagement, and a prioritization of mutual understanding, cultivates an environment conducive to fruitful collaboration across cultural and political divides. Such a disposition has been instrumental in navigating intricate geopolitical realities while advancing Nigeria’s interests on the international stage. Implications to Theory, Practice and Policy: This study elucidates the practical implications of adopting humility as a core diplomatic strategy, thus providing an empirical foundation for the argument that humility can engender successful diplomacy.
... интеллекта и включала модель способностей и смешанную модель (Mayer et al., 2000). Модель способностей рассматривала эмоциональный интеллект (далее -ЭИ) как традиционный интеллект, аналогичный другим стандартным типам интеллекта и состоящий из совокупности способностей, эмоциональных и когнитивных (Mayer et al., 2002;Mayer, Salovey, 1997;Люсин, 2004а, 2004б, 2006. Модель способностей оценивала такие эмоциональные способности, как способность целенаправленно использовать эмоции, различать эмоциональные сигналы и осознанно использовать эмоции при принятии решений. ...
The EmIn questionnaire assesses the main components of emotional intelligence, in particular, the ability to understand one's own emotions and the emotions of others, as well as the ability to manage these emotions effectively. The aim of the study was to evaluate the psychometric properties of this questionnaire and adapt it for an Azerbaijani population. The sample consisted of 390 participants, of whom 74% (289) were women and 26% (101) were men, aged 18-35 (M=19, SD=4.94). Using EFA, the two-factor structure of the questionnaire was determined: the two-factor solution accounted for 25% of the total variance, and the factor loadings revealed a range of values, while the lowest recorded value was .399, and the highest was .704. The study evaluated four models: a five-factor model, a two-factor model, a two-factor model obtained as a result of exploratory factor analysis, and a modified two-factor model. CFA results demonstrated a high degree of agreement with the modified two-factor model (CFI=0.913). The internal consistency of the EmIn questionnaire shows acceptable psychometric indicators and partially corresponded to the original version (interpersonal EI = .872, intrapersonal EI = .777, and general EI = .799). Significant gender differences in intrapersonal emotional intelligence were revealed: men showed significantly higher results than women. The Azerbaijani version of the EmIn questionnaire generally demonstrates satisfactory psychometric properties. Although the current study used fundamental methods of psychometric analysis to evaluate the results, it is important to recognize that it is not without limitations. One important aspect that requires further study is the validity analysis of the questionnaire.
... The findings from both studies strengthen the validity of our results and emphasize the role of emotional intelligence in enhancing the effects of conscientiousness. In addition, our results are consistent with the theoretical framework proposed by Mayer and Salovey (1997), which suggests that personality traits like conscientiousness play a crucial role in emotional functioning. This consistency across studies reinforces the validity of our hypothesis, further supporting the positive relationship between conscientiousness and emotional intelligence. ...
This study investigates the association between conscientiousness and emotional intelligence (EI) in Paralympic athletes. A sample of 274 athletes (190 male, 84 female) was analyzed using the Schutte EI Scale and a Conscientiousness scale from the Big Five Personality Traits. Results indicated a significant positive relationship between EI and conscientiousness, with EI explaining 28% of the variance in conscientiousness (p < 0.05). Specifically, optimism and mood regulation demonstrated a high positive correlation with conscientiousness (r = 0.501), while assessing feelings showed a moderate positive correlation (r = 0.391), and using feelings revealed a low positive correlation (r = 0.120). Gender-based analysis revealed that female athletes scored significantly higher in emotional usage. These findings suggest that promoting EI in Paralympic athletes could enhance conscientiousness, potentially benefiting their resilience and psychological stability. Future research should explore longitudinal designs to examine these associations further.
... A Inteligência Emocional (IE) é a capacidade de perceber, valorizar, expressar os sentimentos e emoções próprias, além da capacidade de compreendê-las e controlá-las. 1,2 Além dessa definição, estudiosos criaram modelos mistos para definição da IE, sendo eles o Modelo de Bar-On 3 e Goleman 4,5 . Bar-On a descreve como um conjunto de conhecimentos e habilidades emocionais e sociais que influenciam nas demandas do meio; enquanto Goleman inclui aspectos de personalidade, autoconsciência, empatia, autocontrole e automotivação na definição da IE. 6 Diferente da chamada "Inteligência Geral", que engloba habilidades cognitivas como compreensão verbal, resolução de problemas e raciocínio, a IE é um conjunto de competências não cognitivas relacionado à resposta a demandas ambientais e fatores estressores 7 . ...
Introdução: A Inteligência Emocional (IE) engloba habilidades que ajudam o indivíduo a lidar com demandas ambientais e fatores estressores, estando diretamente relacionada com a prática e educação médica, já que altos níveis de IE estão relacionados com melhores relação médico-paciente, melhores habilidades de comunicação e de trabalho em grupo e manejo positivo do estresse. Objetivos: Avaliar e comparar os níveis de IE entre acadêmicos de medicina dos segundo, quarto e sexto ano do curso por meio do Teste de Autorrelato da Inteligência Emocional de Schutte e avaliar os fatores influenciadores desses níveis. Método: Estudo observacional transversal realizado com acadêmicos do curso de Medicina. Os dados foram coletados por meio de questionário online. As variáveis numéricas foram submetidas aos testes de Normalidade de Anderson-Darling e a análise comparativa realizada pelos testes de Kruskal-Wallis e Mann-Whitney U. Resultados: Observou-se tendência de aumento nos escores de gerenciamento das emoções alheias à medida em que os participantes progridem no curso, porém sem diferença no escore total de IE e de outros domínios. Houve diferença significativa entre o gerenciamento das próprias emoções na comparação por gênero. Notou-se correlação positiva entre atividade extracurricular, graduação prévia, idade e maiores níveis de IE, além de diferença estatisticamente significativa no domínio gerenciamento de emoções alheias quando comparado à presença ou não do diagnóstico de distúrbio mental. Conclusão: A IE é uma habilidade que aparenta ser desenvolvida ao longo dos anos, sendo importante estudar e desenvolver técnicas para seu aprimoramento visando melhoria da qualidade das relações médico-paciente e interpessoais.
... Almost 30 years after their founding article of AIE, Mayer et al. (2016) began refining the theoretical understanding of the AEI model and its measurement. In such a vein, Haag et al. (2023) proposed the QEPro model, an AEI extended model of Mayer and Salovey (1997) elaborated through theory-based item development and a scoring method as well as within the Situational Judgment Tests (SJT) framework to fit the management realm. According to the QEPro Model, the AEI of the manager is composed of the seven dimensions listed below: a) Scanning Physiological Manifestations: the ability for a manager to recognize emotions by analyzing the body sensations s/ he experiences. ...
Managers sometimes have a bad reputation as they are often perceived as more manipulative than other employees. This study focuses on the Dark Triad (DT)—comprising psychopathy, Machiavellianism, and narcissism—and its connection with managers’ “Ability” Emotional Intelligence (AEI). The link between DT (measured through the Dirty Dozen) and managers’ AEI (measured through QEPro, an AEI performance test) was examined through a Latent Profile Analysis (LPA). We identified two AEI latent profiles within a heterogeneous population of 231 French managers. Our results show that managers with the FEP (Full Emotional Processing) profile are less Machiavellian (relative to the MEP -Minimal Emotion Processing- profile). Our results show that identifying AEI profiles may be a practical way to prevent toxic Management.
... Their initial framework comprised appraisal and expression of emotion, regulation of emotion, and utilization of emotion. Mayer and Salovey [9] revised their framework. They introduced the four-branch model to EI, also known as the PUUM model: perceiving emotion, using emotion to facilitate thought, understanding, and managing emotions. ...
The significance of emotions in language education is increasingly acknowledged as a crucial element that impacts both teaching and learning. This article delves into the role of Emotional Intelligence (EI) in enhancing the language learning experience, emphasizing the importance of perceiving, using, understanding, and regulating emotions. Educators, as integral to the learning process, can cultivate more inclusive, supportive, and effective learning environments by integrating emotional awareness and regulation strategies into language teaching. This holistic approach to language education intertwines cognitive and emotional development, emphasizing the practical implications for educators in fostering EI in the language classroom to improve learner engagement and success.
... Anii 90 au fost asociați cu apariția primelor preocupări pentru inteligența emoțională, fiind menționate trei direcții de cercetare care au descris inteligența emoțională bazându-se în principiu pe aspecte care țin de propria persoană, de relațiile cu ceilalți, precum și de obiectivele personale, care implică partea de motivație: abilitate de a gestiona propriile emoții dirijate de propriile obiective ( Bar-On, 2010;Mayer & Salovey, 1997), o direcție care surprinde aspecte intra și interpersonale, precum și adaptabilitatea, controlul stresului și dispoziția generală ( Bar-On, 1997, 2010), iar cea de-a treia care atinge aspecte care pleacă de la înțelegerea și abilitatea de gestionare a propriilor emoții, de a înțelege emoțiile celuilalt, de a le utiliza în atingerea propriilor obiective, precum și o componentă care ține de asemenea de relațiile interpersonale, făcând referire la abilități de cooperare, comunicare, rezolvare a conflictelor etc. (Bar-On, 2010, Goleman, 1998Mitrofan, 2018). ...
The paper "Adolescent Clubs in Schools: Best Practice Models" presents a qualitative study focusing on the impact of school clubs on adolescent development, highlighting the importance of non-cognitive skills in their personal growth. The study examines how these skills, such as self-confidence, creativity, responsibility, cooperation, and leadership, are developed through active participation in various school clubs. The analysis is based on interviews with club members, who reported significant changes in their behaviors, attitudes, as well as in interpersonal and leadership skills. The study also explores the influence of the school and family environment on these skills, and how they can be transferred to the students' personal lives. The research emphasizes the importance of school clubs as instances of socialization and personal development, with a focus on formal education that includes non-cognitive skills as an objective of the educational process. The goal is to highlight the role of clubs in shaping more responsible, creative, and capable young people who can collaborate and lead, thus preparing students for future challenges in their personal and professional lives.
... Psychoeducational foundation of the didactic strategy: The dialogic, reflective and heuristic understanding of socioemotional competencies in the teaching and learning process holds that pleasant emotions contribute to learning; while unpleasant emotions are associated with low academic performance and engagement (Mora, 2017;Araya-Pizarro & Espinoza, 2020;Brackett, 2020;Salovey & Mayer, 1997;Boyatzis, Goleman, & Rhee, 2000;Bar-On, 1997;Bisquerra & Pérez, 2007;Repetto, 2009;Rendón, 2009Rendón, , 2011Zych et al., 2018). ...
The university is an environment that allows the student to be able to diversify different situations, and there is a need to train sensitive and empathetic professionals for a competent society. The objective of this research was to design a didactic strategy to develop socioemotional competencies in students at a university in Lima. A qualitative methodology of non-experimental, cross-sectional, and descriptive design was used. The sample consisted of 34 students and four teachers. The techniques used included questionnaires, observations and interviews. The results showed 11 emerging categories, seven of which were approximate to the a priori category and four were influential in the research. A validated didactic strategy was presented with two lines of action composed of three stages: classroom emotional diagnosis, management of socioemotional teaching activities, and transformative evaluation; all under a model of Social and Emotional Learning, the Theory of Emotional Intelligence, and the epistemological positions of Neuroscience in Learning.
... For example, cognitive reappraisal changes the emotional impact of a situation, while expressive suppression manages outward emotion expression. As a key aspect of emotional intelligence, emotion regulation is crucial for mental health and interpersonal relationships (Mayer & Salovey, 1997). It is widely studied in psychology and neuroscience for understanding emotional adaptation. ...
The study explores the interpersonal dimension of student-supervisor relationships within Chinese higher education, focusing on emotional interactions and the strategies students employ to manage these relationships. Using an exploratory qualitative design, 18 master’s and doctoral students were interviewed to understand the range of emotional interactions and the intentional use of emotional expression as a strategic tool. Findings reveal two predominant strategies: emotion management, where emotional expression is used to maintain the relationship while achieving personal goals, and emotion manipulation, a more calculated approach prioritizing personal objectives over relational harmony. Additionally, the study reveals four groups of emotional expression strategic behaviors that students utilize to process their emotional displays, offering a in-depth perspective on the mechanisms of emotional strategy use. The study underscores the complexity of emotional dynamics in academic relationships and its implications for student and supervisor interactions.
... Emotional intelligence is divided into two categories: emotions and intelligence. Emotions are how we feel, while intelligence is the power to change the way we think (Mayer & Salovey, 1997). ...
The study seeks to examine the relationship between emotional intelligence and leadership effectiveness in leaders of the Ministries, Departments and Agencies of Bayelsa State, Nigeria. Poor leadership and corruption have long been viewed as the root causes of Nigeria's socioeconomic and political problems. Nigeria may be regarded as a nation constructed on the foundations of an oxymoron, owing to its seeming confluence of being a place rich in human and natural resources but lacking in its capacity to manage and sustain the profits from these resources. Bayelsa State is one of the country's semi-autonomous constitutional divisions, sharing powers with the Federal Government. However, available facts show that the majority of those entrusted with administrative responsibilities over the years have demonstrated a lack of basic leadership traits, such as probity, transparency, mature judgment, and a sense of direction. This research seeks to determine the number of leaders in the public institutions in Bayelsa State who understand the concept of emotional intelligence and transformational leadership style, as well as whether there is an existing positive relationship between emotional intelligence and transformational leadership. The research is significant because, following a thorough review of the available literature, this seems to be the first to apply a combination of emotional intelligence and transformational leadership to boost the human capital development efforts of the Bayelsa State Public Service. The research design used in the course of this study is the survey research design; it was used to obtain information from a population sample of 146 respondents via questionnaire administration. From the data gotten, a detailed breakdown of the relationship between emotional intelligence and transformational leadership using their various dimensions and measures, which are self-awareness, self-management, and social awareness, while the measures are idealized influence, individualized consideration, and inspirational motivation, was carried out. The results show that a decent amount of leaders in Bayelsa public institutions are aware of the concept of emotional intelligence and transformational leadership style. However, it becomes obvious that knowledge of what to do will be rendered ineffective if there is little or no practice of what should be done. Emotional intelligence and transformational leadership can only be effective when leaders intentionally demonstrate them.
... In particular, for some experts, it has been considered as skill, while for others it is a trait and for a third group, it is a combination of both [32]. There are thus different frameworks responsible for analysing the role played by EI in different areas [34], with the model developed by Mayer and Salovey [35] being one of the most widely used in the social sciences [33,36]. Studies incorporating this model often use the self-report Trait Meta-Mood Scale (TMMS) developed by Salovey et al. [37], which assesses the abilities that enable individuals to recognize and manage their emotions effectively [38][39][40]. ...
Motivational Climate, self-concept and emotional intelligence are important factors for education and learning in children and teenagers, with special relevance in Physical Education (PE).
Purpose
Addressing a gap in the literature, this study sought to develop and compare an explanatory model for analysing the relationships within the perceived teacher-generated motivational climate, self-concept and emotional intelligence in schoolchildren, using structural equation analysis.
Methods
The sample consisted of 347 Spanish primary school students of both genders (46.4 % boys; 53.6 % girls; Meanage = 10.55, SD = 0.97). The Form 5 Self-Concept Questionnaire (AF5), the Trait Meta-Mood Scale (TMMS-24), and the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2) were used for data collection. Structural equation modelling was carried out that was adequately adjusted (χ² = 190.152; DF = 71; p < .001; CFI = .947; NFI = .938; IFI = .949; RMSEA = .070).
Results
The structural equation model demonstrated a positive association between a task-focused motivational climate and both emotional intelligence and self-concept levels, with a negative relationship between an ego-involving motivational climate and self-concept. No significant association was observed between self-concept and emotional intelligence.
Conclusion
A stronger predisposition toward a task-oriented motivational climate fosters greater development of emotional intelligence and self-concept in primary school students.
... E motional intelligence (EI) is defined by Salovey and Mayer (1997) as the capacity to regulate and reflect on emotions, contributes to a person's intellectual and mental development and the ability to perceive, appraise, and express emotions holistically. In educational training contexts, Daniel Goleman's (2001) EI model suggests the following relevant themes: self-awareness and self-control of emotions, finding personal motivation, being empathic, and managing social relations (Rafaila, 2015). ...
This research aimed to enhance emotional awareness and engender empathy among primary school students in Pakistan through education, ultimately fostering emotional regulation and preventing disruptive behaviors. While emotional intelligence (EI) is increasingly recognized as a vital component in counter-terrorism efforts, it is seldom emphasized by young primary school students. Research suggests that educational programs based on videos and cartoons can help children retain information effectively over time. Therefore, an educational program was designed around a video/animated cartoon series focusing on EI themes of developing empathy and emotional awareness. This program included teaching aids, worksheets, and activity-based learning. It was conducted using a mixed methods approach within a quasi-experimental design in two primary schools in Pakistan’s Rawalpindi/Islamabad region. Pre- and post-test assessments revealed that students initially lacked awareness of core EI concepts and had limited prior knowledge of empathy. However, significant improvements were observed in their post-test scores across all EI-related areas. The findings suggest that incorporating EI training into school curricula could help nurture emotional resilience and mitigate extremist tendencies among children in the future.
... The ability model depicts a different picture of EI, foregrounding EI as an essential aspect of general intelligence that reflects individuals' ability to perceive, understand, manage, and use emotions to solve problems [46,53]. The ability model, which used to be the most pervasive one, concerns emotion-related cognitive abilities and thus requires maximum performance tests. ...
The current study reviewed and synthesized empirical research on foreign/second language teacher emotional intelligence (EI) using a scoping review approach. Specifically, 15 articles published between 2018 and 2024 were included and analyzed with a particular emphasis on the theoretical perspectives, research themes, research background, and methodologies. The results indicated that there were a variety of models and theories in language teacher EI research, with the trait EI model and theories of self-efficacy and emotion regulation receiving the most attention. Moreover, most reviewed studies regarded language teacher EI as an independent variable or antecedent, examining its impact on other individual and environmental variables. Underdeveloped regions, other target languages apart from English, multilingual teachers, and primary or secondary school teachers haven’t received much attention in the included articles. Additionally, homogenization in research design among these studies was noticeable, with quantitative studies, cross-sectional design, and self-reported questionnaires being prevalent. Finally, implications were provided based on these findings for the further development of language teacher EI.
... Model specifications rest on relevant theories(Diefendorff, Croyle, and Gosserand 2005;Hochschild 1983;Salovey and ...
With the increasing focus on the emotional nature of L2 writing instruction, chances have increased for L2 writing teachers to perform exquisite emotional labor in teaching the writing knowledge and skills in the classroom, but our knowledge regarding the emotional labor strategies used by L2 writing teachers and its potential influence on their professional wellbeing is quite limited. To fill this void, this study used survey data on 301 university L2 writing teachers from various parts of Chinese mainland to investigate the relationship between their emotional intelligence and professional wellbeing (i.e., teaching satisfaction, emotional exhaustion, and personal accomplishment), with a particular focus on the specific mediating effect of various emotional labor strategies. Results showed that teachers’ emotional intelligence was associated with their teaching satisfaction via a specific emotional labor strategy, the expression of naturally felt emotions, but not through the other strategies (i.e., surface acting and deep acting). Moreover, some specific dimensions of emotional intelligence, that is, others’ emotional appraisal was related to L2 teachers’ emotional exhaustion and personal accomplishment via surface acting. These findings highlighted the predictive effect of emotional intelligence and the mediating roles of emotional labor strategies in thriving L2 writing teachers’ professional wellbeing. This study may allow L2 writing teachers and teacher educators to better understand their emotions and use specific emotional labor strategies to improve their teaching effectiveness and professional wellbeing.
... Além dos aspectos sociais, também foram considerados os fatores emocionais da inteligência. Por exemplo, partir do modelo psicométrico de inteligência, alguns pesquisadores na década de 90 buscaram compreender a inteligência emocional, que foi definida como a capacidade de perceber, avaliar e expressar emoções e sentimentos e de controlá-los em busca de um crescimento pessoal (Mayer & Salovey, 1997). ...
Personal intelligence refers to the ability to reason about one’s personality and that of others to obtain more satisfying relationships. Such intelligence allows people to make choices that are more congruent with themselves, a relevant topic in research and practice in the career field. This study aimed to adapt to the Brazilian context and verify the evidence validity, based on the internal structure, for the Short Test of Personal Intelligence. The sample was composed of 453 workers participated (75.7% women) who answered an online survey. The adaptation resulted in a structure congruent with the original. The result of the data analysis, which used the item response analysis (Rash), was a unidimensional structure with an adequate reliability index. The instrument presents promising results and may be relevant for research and practice in the career context.
... They asserted that emotional intelligence is a subset of social intelligence, involving the ability to monitor one's and others' emotions, discriminate among them, and use this information to guide thinking and actions. In contrast, emotional intelligence has been alternatively defined as the ability to adaptively perceive, understand, regulate, and leverage emotions in oneself and others [28]. However, it was Goleman (1995) [3] who popularized the concept of emotional intelligence, originally introduced by Salovey and Mayer (1990) [27]. ...
In the highly competitive environment of the high-tech industry, leadership roles are often filled with numerous challenges and stressors. Success in the workforce requires a combination of high emotional intelligence and a connection to workplace spirituality. This study aimed to compare demographic differences among high-tech leaders regarding emotional intelligence, workplace spirituality, and career success. It also sought to examine the relationships and effects of emotional intelligence and workplace spirituality on career success, as well as the moderating role of workplace spirituality in these relationships. A survey was conducted with 139 leaders from various high-tech companies in Taiwan. The results showed that male leaders demonstrated higher levels of self-awareness and self-motivation in emotional intelligence, while leaders with higher education levels exhibited greater self-awareness and empathy. Additionally, both emotional intelligence and workplace spirituality were significant predictors of career success. Notably, workplace spirituality moderated the relationship between emotional intelligence and career success. The implications of this study highlight the importance of enhancing emotional intelligence and workplace spirituality to foster leaders’ career success and gain a competitive advantage in the high-tech industry.
Статтю присвячено вивченню професійних компетентностей персоналу девелоперських організацій. Досліджено професійну діяльність 175 осіб у період 2023–2024 рр. Методики дослідження: «Визначення діяльнісної ефективності організації», «Діагностика емоційного інтелекту», «Діагностика мотивації досягнень». Виокремлено три групи чинників впливу на ефективність діяльності організації у групі керівників (ГК) та фахівців (ГФ): розвиваючі – «продуктивні», що підвищують ефективність, у яких тип управління та відносини зрілі, демократичні; провокуючі – «утримуючі», що розбалансовують ефективність та в яких тип управління й відносини нераціональний, конфліктний; застрягаючі – «непродуктивні», що знижують ефективність та у яких тип управління та відносини незрілі, авторитарно руйнуючі. У групі керівників установлено зв’язок між показниками шкал «емоційна обізнаність» і «розпізнавання емоцій інших людей», що свідчить про якість і точність розпізнавання емоцій інших осіб. Також виявлено зв’язок шкал «самомотівація» та «управління власними емоціями», що свідчить про знижену здатність управляти своїми емоціями та зниження самомотивації. У групі фахівців виявлено зв’язок між шкалами «емоційна обізнаність» і «розпізнавання емоцій інших людей», що свідчило про знижену здатність виявляти та розпізнавати емоції інших людей. Також виявлений зв’язок між «емоційною обізнаністю» і «емпатією» свідчив про вплив низької емоційної обізнаності на зниження якісної емпатії з іншими людьми та низьку самомотівацію (p<0,05). ГК мала високий рівень стриманості в прояві емоцій, а респонденти ГФ краще розуміли та розпізнавали емоції інших людей, могли підтримувати власний емоційний стан за рахунок демонстрації своїх почуттів (p<0,05). Установлено, що емоційний інтелект є головним складником у досягненні успішної самореалізації досліджених ГК та ГФ, коли персонал розуміє свої емоції і застосовує їх конструктивним способом, що покращує його ерудованість та інтелектуальні здібності, допомагає особистісному розвитку, продуктивній взаємодії в організації та з бізнес-партнерами, клієнтами.
The difference in the behaviour of women and men has been a topic of research with increasing emphasis in recent years. The study was conducted with samples of people from 16 Latin American countries, using correlations and factor analysis to explore relationships between the 4 profiles of economic human action, using a praxeometric test called HAT, with categorisation between women and men. Results evidenced that women tend to act economically with a profile towards innovation and description of the current situation through reflective appraisal and emotional intelligence. Key words: Human action, economic behaviour, praxeology, rationality, women, men.
Este artigo visa analisar como a Inteligência Emocional (IE) pode moderar os efeitos de duas variáveis de stress ocupacional (conflito de funções e ambiguidade de funções) nas dimensões da síndrome de Burnout, com base em entrevistas a 83 funcionários da Polícia Municipal de Oeiras. Os resultados mostram que tanto o conflito quanto a ambiguidade de funções estão positivamente relacionados à exaustão e despersonalização, e negativamente à realização pessoal, indicando que maiores níveis de conflito e ambiguidade aumentam o risco de Burnout. Apenas três dimensões da IE: compreensão das emoções dos outros, autoencorajamento e autocontrole diante de críticas, mostraram uma associação com esta síndrome. Além disso, a IE moderou o impacto do conflito de funções sendo mais pronunciado entre indivíduos com maior IE.
Se hizo una correlación entre el capital psíquico y la afectividad positiva y negativa. Tomando el capital psíquico desde las 24 fortalezas de Martín Seligman desde la psicología positiva. Es un estudio entre jóvenes universitarios.
This study evaluates the relationships between individual and team‐level factors in influencing burnout among clinical healthcare providers. Focusing on psychological safety, perceived autonomy, perceived team effectiveness, and emotional intelligence, the research aims to understand how these elements contribute to the prevalence and severity of burnout symptoms. Using electronic questionnaires analyzed through Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM), the study sampled 180 healthcare providers from one large US medical center. The study results found that psychological safety significantly decreases levels of burnout, particularly emotional exhaustion. The results on team effectiveness suggest a complex relationship with burnout, with different dimensions having varied impacts. The study did not find support for the negative prediction of burnout by perceived autonomy and emotional intelligence, contrary to expectations based on prior research. These findings have practical implications for healthcare management, stressing the importance of psychological safety and effective team dynamics in reducing burnout. Overall, this study contributes significantly to understanding burnout in healthcare, emphasizing the critical role of team structures and individual emotional resilience in managing workplace well‐being.
La empatía y la inteligencia emocional están asociadas al mecanismo protector y potenciador de la salud mental. El presente estudio tuvo por objetivo evaluar los componentes de la empatía e inteligencia emocional como factores protectores de la salud mental en los estudiantes de la Universidad Nacional de Itapúa, Paraguay, en tiempos de COVID-19. Es de diseño cuantitativo, tipo descriptivo de muestreo probabilístico, en el que se trabajó con muestra de 252 estudiantes de Humanidades y Medicina en la aplicación del IRI y TMMS-24. Los resultados arrojados, respecto a componentes empáticos según sexo y Facultades, demuestran una notable diferencia en cuanto al distrés. Respecto a las dimensiones emocionales, los estudiantes poseen de forma adecuada en un 59%. Y los factores que aportan a su salud mental son la autoestima, actitud positiva, actividad física, buenos hábitos, apoyo emocional, empatía, autocontrol, recreación. Desde el enfoque salutogénico, el estudio aporta que los estudiantes han desarrollado estrategias de empatía e inteligencia emocional, como valores intrínsecos de respuesta al covid-19 y que actúan como factores protectores de su salud mental.
ademic stress is an inevitable experience that profoundly disorganizes and declines student’s wellbeing as a result of its devastating and debilitating effects. This study thus, investigated the impact of emotional intelligence and academic self-efficacy training in reducing academic stress of secondary school students. The relative merits of the therapeutic approaches were evaluated in terms of their efficacy. The influence of gender on the treatment packages was also considered.
The study adopted a quasi experimental study with 4 x 2 factorial matrices comprising experimental and the control groups by the row and gender vary at two levels-male and female in the column. A conceptual model was designed to illustrate the treatment package for the eight-week programme on emotional intelligence and academic self-efficacy. A multistage sampling technique was used to select 160 participants into the experimental and control groups. The participants responded to an adapted instrument, Academic Stress Scale (ASS) after establishing its psychometric properties. Analysis of Covariance, Duncan Multiple Range Test and t-test (using the standard error of the mean) where applicable, were the main inferential statistical analyses employed to determine the differential effectiveness of the treatment packages at 0.05 level of significance.
The result obtained revealed that both emotional intelligence training and academic self-efficacy training were effective in reducing academic stress of students. However, emotional intelligence training was found to be more effective while the combination of the therapeutic approaches (emotional intelligence and academic self-efficacy) was found to be the most effective. It was also found that the treatments were not significantly affected by gender. The findings showed that the needed proficiencies for students should require a counselling programme that constitutes emotional intelligence and academic self-efficacy. It is, therefore, recommended that counselling services should be intensified to organize lectures, bookshops, seminars and trainings on emotional intelligence and academic self-efficacy for better enlightenment.
Background
The healthcare sector is acknowledged as a complex and challenging field. Increasingly, research highlights the importance of healthcare workers’ internal social and emotional skills in managing their well-being and enhancing their capacity to provide patient care and support to colleagues. Emotional Intelligence (EI) has been identified as a key factor in improving the health and performance of healthcare workers, leading to the implementation of numerous programs aimed at enhancing EI.
Objective
This meta-analysis aims to evaluate the effectiveness of EI training interventions among healthcare workers, focusing on various intervention designs and their impact on EI improvement.
Methods
The review encompassed 17 longitudinal studies, each implementing EI training interventions for healthcare workers aged 18 and over. The studies employed a variety of research designs.
Results
All studies demonstrated an increase in EI following the intervention. However, methodological limitations within these studies might have led to an overestimation of the actual effects of the interventions.
Conclusion
While the reviewed studies indicate a positive trend in EI enhancement post-intervention, the potential overestimation of effects due to methodological flaws necessitates caution. The findings underline the need for future research to explore the optimal duration and delivery methods for EI training in healthcare settings.
Systematic review registration
The systematic review and meta-analysis have been pre-registered with PROSPERO [CRD42023393760]. Further details can be accessed at: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023393760.
Liderliğe Giriş Fatmazehra AKPINAR SELVASLI Serap EJDER APAY Liderliğin Tarihsel Gelişimi Fatma Aybiçe KARACA Serap EJDER APAY Liderlik ve Yöneticilik Elif ODABAŞI AKTAŞ Hava ÖZKAN Liderlik Teorileri Meral KILIÇ Özlem ARI Liderlik ve Sağlık Politikaları Betül UZUN ÖZER Hava ÖZKAN Duygusal Zekâ ve Liderlik Fatmazehra AKPINAR SELVASLI Serap EJDER APAY Liderlikte İletişim Elif Yağmur GÜR Gamze CEYLAN Ebelikte Etkili Takım Liderliği Zehra Demet ÜST TAŞĞIN Hafsa Kübra IŞIK Ebelik Uygulamalarında Liderlik Merve ÇAKIL Ayla KANBUR Bakım Merkezli Liderlik ve Ebelik Mehtap NAİLOĞLU Serap EJDER APAY Anne Ve Bebek Sağlığında Etkili Değişim için Ebelik Liderliği Merve LAZOĞLU Zehra Demet ÜST TAŞĞIN Liderlik Alanında Ebelik Hizmetlerinde Karşılaşılan Sorunlar Meral KILIÇ Elif ERDOĞAN Ebeliğe Yön Vermiş Liderler Gamze AKPINAR Ayla KANBUR Ebelik Liderliğini Geliştirmek: Geleceğe Yönelik Çözümler Rumeysa TAŞKIN Ayla KANBUR Afetlerde Kadın, Liderlik ve Ebelik Sena Nur TİMUR Serap EJDER APAY
Викладання за своєю суттю є емоційною практикою, враховуючи центральну роль емоцій у процесі викладання та навчання. Таким чином, у ХХІ-му столітті викладачі дедалі більше повинні володіти навичками реагування на емоційні ситуації в аудиторії. Таким чином, те, як викладачі формують свій емоційний стан і емоційний стан своїх студентів і керуються ним, є ключовим для успіху в навчанні. Цей розділ, зосереджений на проведених дослідженнях, які свідчать про те, що емоційний інтелект викладачів є показником успішності здорових педагогічних стосунків, пропонує рефлексивний підхід до значення навичок емоційного інтелекту викладачів у їхній професійній діяльності (наприклад, професійне благополуччя, стосунки викладач-студент та навчальні досягнення студентів). Отже, буде необхідно інтегрувати емоційні навички в навчальну програму викладачів ЗВО як навички, необхідні для практики викладання, а також для розвитку спроможності та підтримки студентів у складні часи, які постійно змінюються.
La investigación tuvo como finalidad, analizar la inteligencia emocional (IE) en el desarrollo del aprendizaje cooperativo de los niños de grado transición; así mismo, identificar cómo se manifiesta en el contexto, en unión con familias e institución educativa. Para ello, se desarrolló una metodología mediada por el paradigma cualitativo, el enfoque hermenéutico y el tipo de investigación fenomenológico. El proyecto nació a partir de la observación de las diferentes estrategias de trabajo que realiza el docente dentro del aula, donde sus acciones se ven afectadas por la falta de autorregulación de los niños.
Introducción: En este estudio vamos a mostrar las diferencias en los mundos emocionales en los que se desarrollan los niños y las niñas. Metodología: Se aplicaron los cuestionarios PTMMS-24 y el ASI sobre una muestra de 297 individuos de ambos sexos con edades comprendidas entre los 11 y los 53 años. Resultados: Indican que la hipótesis del investigador que el sexismo hostil predomina significativamente sobre el sexismo benévolo entre hombres y mujeres se rechaza. La hipótesis que plantea que las mujeres son percibidas mejor significativamente en claridad emocional, ha sido confirmada. Discusión: Aunque el tema de la inteligencia emocional y el sexismo han sido ampliamente estudiados de manera independiente, queda mucho por investigar, su relación, como variables del comportamiento humano. Existe un campo indeterminado de exploración que invita a profundizar investigaciones que consoliden con base científica el componente emocional del sexismo.
Purpose
Project claim performance is often poor with negative consequences for project-based organizations (PBOs). Conflict and emotion are reported to impact organizational claim performance outcomes, yet remains unexplored. This study investigates the multiple intelligence (MI) context from the viewpoint of the claim management office (CMO), with the intent of identifying pathways to improving the emotion-based claim performance of PBOs.
Design/methodology/approach
The study utilizes an autoethnographic case study involving a PBO-based general contractor (GC). Multiple intelligence theory (MIT) is applied as the theoretical lens. Method of framework analysis is used in analyzing the data, with reference to claim management office (RFCMO) theory as a main source in making “analytic generalization”.
Findings
Multifaceted complexities of MIs are identified, including ambidexterity, actions and relations, stress and conflict, cultural differences and universals, meta-strategic thinking and team diversity. The holistic emotion-based strategies model identifies how PBOs can improve claim performance, specifically by adopting theories confection remedy and controlling emotion outcomes strategies in a closed-loop process. Further, the coherent emotions governance (CEG) framework enables CMOs' to upgrade maturity levels, by integrating the strategies, general and specific measures for improving emotion-based organizational claim performance.
Originality/value
This is a pioneering study in unveiling the complexities of organizational emotions engagement and the application of confection remedy, specifically in a project management context. The antecedents of RFCMO theory are here enriched with MIT and the pool of the supporting people-centered theories, augmented by an autoethnographic case study, in which the linkage between emotion and conflict complexity is laid bare. Further, this study identifies how conflicts in construction industry can be mitigated by way of a discrete three-category theories confection remedy.
Purpose
The purpose of this study was to assess the effectiveness of an educational curriculum focused on Emotional Intelligence (EI) and Resilience among second-year medical students, with emphasis on evaluating the retention of EI skills one year following the curricular intervention.
Methods
Second-year medical students voluntarily participated in an EI-Resilience elective with a curriculum consisting of six sessions aimed at teaching EI and resilience skills. Participants underwent assessment before, immediately after, and one year following the intervention, utilizing the Bar-On Emotional Quotient Inventory 2.0 (EQ-i 2.0). Survey responses were averaged and compared between varying time points.
Results
Thirty students completed the EQ-i 2.0 assessments at three time points: prior to, immediately after, and one-year following the educational intervention. A comparison of mean EI scores pre- and immediate post-intervention showed a significant increase in most components of EI. No significant changes were detected between the immediate post-test and 1-year post-test on any EI components, except for a noteworthy increase in the mean Interpersonal Relationship score. Students demonstrated an average increase in their Interpersonal Relationship skills of 5.7 points (95% CI: 3.0, 8.4, p <0.001) at the one-year post-test compared to the post-test immediately following the intervention. Students reported continued satisfaction and usefulness one-year post-intervention as demonstrated by an internally developed survey. In the one-year post-intervention survey, most students used what they had learned in the elective during their third year (91%, 32/35) and all students found the elective to be applicable during their third year. In free-text responses, students reported improved coping and reflection skills in the third year of medical school following the intervention.
Conclusion
An EI-Resilience curriculum offered as an elective to second-year students continued to be well-received one year following the educational intervention. Data suggests that enhanced EI and resilience skills were sustained over a one-year period following the educational intervention.
فاعلية برنامج تدريبي مستند إلى نظرية الذكاءات المتعددة لتنمية المهارات القيادية وأثره في التفكير القائم على الحكمة لدى طلاب المرحلة الثانوية
Effectiveness of A Training Program Based On Multiple Intelligences In Developing Leadership Skills And Its Effect In The Thinking Based On Wisdom Of High School Students.
فاعلية برنامج تدريبي قائم على السيكهدراما لتنمية المهىبة القيادية وأثره في
الذكاء الاجتماعي لدى عينة من طلاب المرحلة الابتدائية
يهدف هذا البحث إلى التعرف على دور الذكاء العاطفي- بأبعاده الأربعة– في تقليل الأخطاء الطبية في المستشفيات، وذلك من خلال دراسة ميدانية تم تطبيقها على الكادر الطبي والتمريضي في مشفى حلب الجامعي، وبغرض تحقيق هذا الهدف تم تصميم استبيان وزع على (225) مفردة من أطباء أخصائيين وممرضات و باستخدام تحليل الانحدار البسيط simple regression analysisمن حزمة البرامج الإحصائية (SPSS. V. 18) تم التوصل إلى أن بعدين من الأبعاد الأربعة للذكاء العاطفي (إدراك العواطف وتقويمها والتعبير عنها؛ فهم العواطف) لها أثر ذو دلالة إحصائية في تقليل الأخطاء الطبية، أما بعدي (إدارة العواطف؛ الاستفادة من العواطف في عملية التفكير) فلم يكن لهما أثر في تقليل الاخطاء الطبية.
RESUMO Considerando as constantes mudanças nos ambientes organizacionais com a chegada cada vez mais acelerada das novas tecnologias, os diversos episódios na área da saúde que alteram a todo momento o modo de vida das pessoas e as relações sociais, assim como os métodos de trabalho e produção, é possível observar a exigência de um alto grau de controle sobre as emoções e um nível significativo da capacidade de se adaptar à diversidade de situações. É exatamente neste contexto que os indivíduos ocupantes das posições de liderança se distanciam do seu equilíbrio emocional, reduzindo seu nível motivacional e levando esta condição a toda a equipe. Por meio de revisão bibliográfica, este estudo tem por objetivo discorrer sobre os conceitos de inteligência emocional e resiliência com foco no papel da liderança nas organizações públicas, elencando as principais características e desafios dos líderes na busca pelo equilíbrio pessoal e profissional em um ambiente repleto de peculiaridades como é o serviço público. Palavras-chave: Inteligência emocional. Resiliência. Liderança. Organizações públicas.
Objectives
The present randomized controlled study aimed to evaluate the effects of two interventions on emotional dysregulation as a primary outcome and on depression, anxiety, stress, well‐being, self‐compassion and emotional competencies as secondary outcomes. Finally, the mediating role of emotional dysregulation as a core process in the effect of interventions on anxiety‐depressive and stress symptoms was evaluated.
Methods
One hundred and seventy‐nine individuals aged 18–68 years ( M = 39, SD = 12.4; 83.9% females) with emotion regulation difficulties were randomly assigned to one of the three 12‐weeks online programs: Compassion Focused Program (CFP), an Emotional Competencies Program (ECP) or a Waitlist control condition (WL). Participants completed pre‐, post‐ and 3 months follow‐up measures of each outcome. Mixed effect linear models compared groups on primary and secondary outcomes.
Results
Results showed that (1) perceived credibility and expectancy and satisfaction did not differ between the two interventions, (2) both interventions reduced emotion regulation difficulty, depression, anxiety and stress symptoms, and enhanced well‐being, self‐compassion, and emotional competencies; (3) ECP was more effective to enhance well‐being than CFP; (4) CFP was more effective to enhance emotional competencies than ECP, and (5) emotion regulation difficulty mediated the effect of the interventions on depression, anxiety, and stress symptoms.
Conclusions
Findings offer preliminary support for the usefulness of online CFP and ECP to reduce emotion dysregulation, symptoms of depression, anxiety, and stress and to increase well‐being, self‐compassion and emotional competencies. These results are discussed regarding clinical practice and the transdiagnostic role of emotional dysregulation.
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