Article

Emotional Development and Emotional Intelligence: Educational Implications

Authors:
To read the full-text of this research, you can request a copy directly from the authors.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

... In this sense, emotional intelligence has been postulated as one of the most current constructs in sport psychology in the XXI century, with the largest number of investigations at present [2][3][4][5]. Emotional intelligence can be defined as the emotional response that the athlete offers inter-or intrapersonally [6], accompanied by emotional control by athletes in decision making [7] and in their own performance [8]. ...
... Within the concept of emotional intelligence itself, we bet on the ability models, specifically the established model, which is characterized by being composed of different sections or branches and the fact that each of them has a series of skills [6]: ...
... The TMMS-24 [22], which was created to measure emotional intelligence from the model [6]. It addresses three dimensions, such as perception, understanding and regulation of emotions, through a Likert-type scale [22]. ...
Article
Full-text available
The concept of emotional intelligence is related to the recognition of our own emotions, their regulation and our state of mind. Additionally, it is increasingly relevant in society in general, and in the field of sport in particular. The aim of this paper is to analyze the relationship between emotional intelligence and the theory of self-determination, specifically interpersonal relationships. For this purpose, sex was taken as a mediating variable, and a structural equation model was estimated through mediation. The sample was made up of a total of 165 active sportsmen and sportswomen who are studying undergraduate and master’s degree courses related to physical activity and sport sciences. The results show that gender acts as a mediating variable between emotional intelligence and relationships with others, becoming a mediating variable of two previously unrelated variables. The implications of these results lead us to study both emotional intelligence and its importance in the field of sport, as well as the fact of paying attention to the differences that may exist in this case depending on gender.
... One of the main objectives of sport psychology is to identify those psychological factors that are relevant to sports performance, as well as the possibilities for their development [1]. Thus, within sport psychology, we find emotional intelligence to be one of the most novel concepts and lines of research of the 21st century, which nowadays is the subject to extensive popularity and research [2][3][4][5] and understood as the emotional inter or intrapersonal response of an athlete [6]. ...
... Despite the existence of two major models to explain and understand the concept of emotional intelligence, mixed models and models of ability, in this study, we specifically focus on models of ability [6], which are characterized by different sections or branches. Each of these has a great number of skills, which correspond to: Emotional perception-this is the ability to both identify and recognize one's own and others' feelings. ...
... Emotional regulation-this is about capturing, analyzing and reflecting on emotions, in order to make the most of them, both interpersonally and intrapersonally. In this study, the TMMS-24 [9], which corresponds to an assessment measure created in line with the theoretical model of emotional intelligence [6], is used as an instrument for measuring emotional intelligence. Such an instrument is a self-report measure that attempts to assess perceived emotional intelligence, (i.e., a person's own knowledge of his or her own emotional abilities). ...
Article
Full-text available
Nowadays, emotional intelligence is not only understood as the recognition of our own emotions but also the regulation of these emotions. In the field of sports, the concept of sports leadership is increasingly relevant, understood as a behavioral and cognitive process closely related to sports success, based on interpersonal relationships, trust, respect and the feeling of coherence. In this study, we intend to analyze the relationship between sports success and emotional intelligence to verify their relationship and the influence of other variables such as sports anxiety. As a sample, we took a total of 165 active sportsmen and women studying for both undergraduate and master’s degrees related to the sciences of physical activity and sport. The expected results aim to demonstrate the relationship between emotional intelligence, sports leadership and sports anxiety.
... In 1997, the model was revised and divided EI into four branches of ability. According to this model, EI is defined as the capacity to notice emotions, access and produce emotions to facilitate thought, comprehend emotions and emotional knowledge, and manage emotions thoughtfully to promote emotional and intellectual progress (Mayer & Salovey 1997). ...
... The Ability Model, commonly referred to as the four-branch model of emotional intelligence, is suggested to organise research on individual differences in emotional abilities. According to the model, these different yet related abilities are organized hierarchically from the most fundamental psychological processes to the most psychologically incorporated and complicated, and are assumed to evolve in a manner similar to crystallised abilities (Mayer and Salovey, 1997). However, all of these abilities fall into the general matrix of self-other awareness or management (Nagar, 2016). ...
... The items require participants to indicate the level of agreement with each of the (33) items using a scale ranging from (strongly disagree = 1) to (strongly agree = 5) and three of which (5, 28, and 33) are scored in reverse. This scale is based on the model of EI developed by Mayer and Salovey (1997). ...
Article
Full-text available
For many years, the importance of emotional intelligence as a substantial contributor to educational success has been the focus of L2 learning research. Intrapersonal and interpersonal skills are still as important as individual differences in language learning. Listening is one of the receptive skills that students should develop during the early stages of English language learning. Learning this skill will assist students to learning other language skills such as reading, speaking, and writing The purpose of this study is twofold: firstly, finding out Iraqi EFL university students' emotional intelligence and listening proficiency, secondly, identifying the correlation between Iraqi EFL university students' emotional intelligence and listening proficiency. Accordingly, a sample of (360) students selected randomly from third and fourth year students in English Language Departments of Colleges of Education in Baghdad University (college of Education/Ibn Rushd and College of Education for Women) and Al Iraqia University (College of Education for Women) during the academic year 2021/2022. Two instruments are used to achieve the aims of this study: Schutte Emotional Intelligence Scale (Schutte et al. 1998) and Listening Section of TOEFL Test (Phillips, 2004). The findings reveal that the students have a high level of emotional intelligence and a moderate level of listening proficiency. Furthermore. The findings also indicate that participants' emotional
... This approach of EI is believed to contain a mental ability related to reasoning and problem solving in the emotion domain (Mayer, Roberts, & Barsade, 2008). On the other hand, the trait approach elucidated EI as emotional-related charismas that must be assessed by self reporting measures (Mayer & Salovey ,1997). Studies revealed that higher EI is significantly correlated with psychological comfort and pleasure (Brackett & Mayer 2003, Extremera, Salguero, FernándezBerrocal 2011& Petrides & Furnham 2003.It was also found to be linked with efficient nurses' team performance (Go¨rgens-Ekermans,& Brand, 2012) . ...
... EI has basic components including, self-awareness which helps the person to name and understand his emotions, and push him toward change (Mayer, Roberts, & Barsade, 2008). Thus, self awareness can help individual to find out the impact of his actions and the more important impact of his emotions on others (Mayer & Salovey, 1997). ...
... This component contains resisting or postponing an urge, drive, and excitement to conduct certain behavior or reaction. ( Stress tolerance is considered as a basic part of EI .This component illustrates the individual ability to face stressful situations, and strong feelings without falling down and in the same time to react in an adaptive way to these situations or feeling ( Mayer & Salovey, 1997). ...
Article
Full-text available
The internship nursing experience is a valuable prospect for new nurses to gain practice in a real world settings under a supporting and experienced supervision. However, interns are encountering a lot of stressors that could hamper their work outcomes and even their overall wellbeing. The high levels of perceived stress associated with nursing were reported by many researches. High perceived stress along with the demanding nature of the nursing profession requires high levels of emotional intelligence to keep up with the work burden. On the other hand, hope is a concept that represents a certain degree of certainty about outcomes. So, emotionally intelligent people by the essence of their traits will think positively and having hope in the future and this in turn will decrease their level of perceived stress. The present study aimed to find out the relationship between perceived stress, emotional intelligence (EI), and hope among intern nursing students. The study followed a descriptive correlational design .It was conducted at the clinical settings of internship training of faculty of Nursing, Damanhour University. The study subjects included all internship nursing students who were enrolled at the academic year 2015-2016 (N = 174). Data for this study were obtained using four main tools, the Emotional Intelligence scale, The Herth Hope Index (HHI), and the perceived stress scale In addition, a socio-demographic and academic data sheet. Results of the present study revealed a significant +ve correlation between level of emotional intelligence and hope and a significant-ve Correlations between level of perceived stress and both level of emotional intelligence and hope among the studied interns In conclusion emotional intelligence as an skills is better suited to handle day to day perceived stress in internship nursing experience .High-level of emotional intelligence and hope can significantly foretell healthy functioning and less perceived stress at work.
... In 1997, the model was revised and divided EI into four branches of ability. According to this model, EI is defined as the capacity to notice emotions, access and produce emotions to facilitate thought, comprehend emotions and emotional knowledge, and manage emotions thoughtfully to promote emotional and intellectual progress (Mayer & Salovey 1997). ...
... The Ability Model, commonly referred to as the four-branch model of emotional intelligence, is suggested to organise research on individual differences in emotional abilities. According to the model, these different yet related abilities are organized hierarchically from the most fundamental psychological processes to the most psychologically incorporated and complicated, and are assumed to evolve in a manner similar to crystallised abilities (Mayer and Salovey, 1997). However, all of these abilities fall into the general matrix of self-other awareness or management (Nagar, 2016). ...
... The items require participants to indicate the level of agreement with each of the (33) items using a scale ranging from (strongly disagree = 1) to (strongly agree = 5) and three of which (5, 28, and 33) are scored in reverse. This scale is based on the model of EI developed by Mayer and Salovey (1997). ...
... For this current study were considered three variables that measure individuals' emotional awareness, such as Understanding self-emotions (USE); Self-control when facing criticism (SFC); and Understanding others' emotions (UOE), based on the model developed by Rego and Fernandes (2005), previously adapted from the emotional intelligence model of Mayer and Salovey (1997). In short, employees' emotional awareness can positively influence their day-to-day experience in the organization as well as their interpersonal relationships, and therefore also positively influence their organizational commitment. ...
... The questionnaire consisted of three author scales, with answers based on a seven-point Likert scale, where "1" corresponds to "Totally Disagree" and "7" to "Totally Agree. " Employees' Emotional Awareness was measured based on the model of Mayer and Salovey (1997) in the version adapted and validated for the Portuguese context by Rego and Fernandes (2005). It is a formative measurement model with nine items and three dimensions: Understanding self-emotions, Self-control when facing criticism, and Understanding others' emotions. ...
... Thus, this work identified that employees' emotional awareness has positive implications in their process of organizational commitment. It can be said that the emotional maturity of employees, that is, their ability to manage emotions more consciously, enhances their ability to satisfactorily understand and manages their daily lives, even in stressful situations (Mayer and Salovey, 1997;Smith et al., 2018;Zia et al., 2018;Helvac and Yilmaz, 2020). According to the results of this study, understanding and conscious management of one's own emotions lead individuals to be more aware of what they want and what they seek as people and professionals. ...
Article
Full-text available
Commitment has been perceived as a strategic topic in organizations due to its positive effect on retaining talent, increasing performance, or boosting employees’ innovative behavior. However there are many focis of commitment in the workplace, which has represented a challenge to human resources management, who need implement measures to improve the employee’s commitment. Recent research has suggested a need to conduct studies about commitment, namely antecedents and the relationship between different focis, to understand the dynamic and directionality between them. Hence, the purpose of this work is to analyze how employees’ emotional awareness relates with two focis of commitment (the leader and the organization), also assessing the mediating role of affective commitment to the leader. The study uses structural equation modeling and Lisrel to test the hypotheses considering the multidimensionality of organizational commitment (affective; normative; and continuance), employees emotional awareness (understanding self-emotions; self-control when facing criticism; and understanding others’ emotions), and the affective commitment to the leader, under the scope of Social Exchange Theory. The Mackinon’s Z Test was used to assess the mediation role of affective commitment to the leader. The sample is composed for 403 employees from two multinational companies. The results provide empirical evidence about the mediating role of affective commitment to the leader in the relationship between employees’ emotional awareness and organizational commitment, and the employees’ emotional awareness as an antecedent of commitment. The implications for theory and practice are discussed.
... These components are chosen as research suggests that individuals who are able to recognize, understand, regulate, and effectively manage their emotions are likely to experience a higher level of psychological well-being and maintain a positive mental state. 1,2 Salovey & Mayer 2 also showed that the ability to monitor one's own emotions, as well as that of others, and to use this information to guide one's thinking and actions contributed significantly to the ex-planation of one's positive mental health. In addition, this ability can also help individuals to recognize how their decisions can be influenced by their emotional states. ...
... Emotional Intelligence (EI) is a type of intelligence that involves the ability to process emotional information and use it in reasoning and other cognitive activities. 1 Emotional capabilities are conceptualized on a continuum from those that are at a comparatively lower level, for instance, performing basic, discrete psychological functions, to the more developmentally complex and work towards personal self-management and personal goals. 16 Some of the abilities include: being able to perceive emotions in oneself and others accurately, using emotions to facilitate thinking, understanding emotions, emotional language, and the signals conveyed by emotions, and managing emotions to attain specific goals. ...
Article
The present study identified the conceptualization and construction of an emotional fitness profile in a modern Asian society, Singapore. This study consists of 311 participants who completed the self-report questionnaire. The emotional fitness profile comprised of five dimensions: Identifying emotions of self; Identifying emotions of Others; Ability to cope with emotions (self and social support); Emotional Regulation; and Neuroticism.
... It is from emotions that the concept of emotional intelligence (EI) is built. EI refers to the ability of a person to perceive emotions, access knowledge, reflectively regulate emotions and promote emotional and intellectual growth (Salovey, 2019). Mayer (2018) opines that it is one's ability to understand and regulate one's emotional responses as well as to adapt and respond to others. ...
... According to Salovey (2019), EI is seen as the ability to accurately perceive, appraise, and express emotions; the ability to comprehend emotion and emotional knowledge; the ability to access and generate feelings when they facilitate thought, and the ability to regulate emotions to promote emotional and intellectual growth. Barsade (2016) avers that it has a bigger impact on influencing people's emotions and behaviours when they operate in teams and groups. ...
Article
The rancour observed in many secondary schools in Anambra State Nigeria and the consequent poor performance of teachers, necessitated this study to examine the nexus existing between emotional intelligence and the teacher's performance. The work was anchored on the Emotional Intelligence Theory (Eq-Emotional Quotient) by Pahl in 2008 and the Ability-Based Theory by Mayer, Salovey, and Caruso in 2008. A survey research design was adopted for the study, with a population and sample size of 650 and 242 respectively. The instrument for data collection was a questionnaire, which was subjected to both reliability and validity tests. Data analysis was done using correlation analysis and hypotheses tested at a 5% level of significance. Results showed that self-control has a statistically significant influence on employees’ creativity and that empathy has a statistically significant influence on employees’ commitment in secondary schools in Anambra State. The study, therefore, concluded that emotional intelligence affects the performance of teachers in secondary schools in Anambra State, Nigeria and recommended among others that the principals need to exhibit self-control as it has been shown to go a long way in influencing employees’ creativity and output of teachers.
... It is the capacity to understand and manage emotions. Mayer and Salovey (1997) define it as the ability to perceive emotion, integrate emotion to facilitate thought, understand emotions, and regulate emotions to promote personal growth. They identified two areas of EI: experiential (ability to perceive, respond, and manipulate emotional information without necessarily understanding it) and strategic (ability to understand and manage emotions without necessarily perceiving feelings well or fully experiencing them) (Mayer and Salovey, 1997). ...
... Mayer and Salovey (1997) define it as the ability to perceive emotion, integrate emotion to facilitate thought, understand emotions, and regulate emotions to promote personal growth. They identified two areas of EI: experiential (ability to perceive, respond, and manipulate emotional information without necessarily understanding it) and strategic (ability to understand and manage emotions without necessarily perceiving feelings well or fully experiencing them) (Mayer and Salovey, 1997). Bar-On, the originator of the term "emotion quotient," possessing a slightly different outlook, defines EI as being concerned with understanding oneself and others, relating to people, and adapting to and coping with the immediate surroundings to be more successful in dealing with environmental demands (Bar-On, 1997). ...
Article
Full-text available
p>Scholars in recent times are developing keen interests in recidivism. This is because the rate at which it is rising is worrisome. Recidivism is not only a problem to a recidivist but also to his/her family members, the society and to the nation. It leads to a waste of time and potential on the part of the individual recidivist and also funds and resources (human and capital) on the part of the nation which if not well handled, could lead to the death of the offenders. This study, therefore, investigated the relationship between family dysfunction, substance abuse, social support, emotional intelligence and recidivism. One hundred and eighty seven (187) participants were chosen among young adult inmates of Agodi correctional facility using simple randomisation. Three research questions were raised and answered for the study. Validated and standardized instruments were used to collect the data. Data collected were analysed using the Multiple Regression Analysis and Pearson Product Moment Correlation at a 0.05 level of significance. The findings revealed a significant relationship between the independent variables and recidivism Based on the findings, it was recommended that mental health professionals should be engaged in the development of packages that will enhance the thorough participation of inmates in therapeutic programs, promote their psychological well-being and reduce their tendencies for reoffending. Family cohesion should not be traded for anything as its consequences are unimaginably destructive. To this end, every family member must unite to achieve it. On drug abuse, government agencies in charge of drugs should intensify their efforts on the misuse of drugs, especially among the young adults as this would not only promote healthy living but reduce criminal behaviours and recidivism. Article visualizations: </p
... Hence, the overall literature evidence and the findings of this dissertation are indicating that task-oriented mentality is the true predictor of EI. This conclusion complements the findings of Christie et al. (2007) who in turn support the thesis of Mayer and Salovey (1997), stating that although not a component part of the EI construct, motivation is still a variable related to EI. Hence, our findings with regards to the mediating role of task-oriented motivation are grounded in theory. ...
... It is being hypothesised that our failure in confirming a relationship between IAAF and EI could be due to the non-response bias which might have introduced a Type II error i.e., reporting a non-correlation, when actually there really is (Chow et al. 2003). In line with the arguments and findings of Christie et al. (2007) and Mayer and Salovey (1997), confirming motivation as a variable related to EI, we are deducing that if our sample was more equally distributed in terms of educational background and motivational climate, a true relationship could have potentially been confirmed. ...
Thesis
Full-text available
This dissertation aims to gain a better understanding on whether emotional intelligence (EI) can be effectively assessed via indirect indicators during employee recruitment processes. The IAAF scoring system, which is an objective assessment tool measuring athletic performance, was chosen as the predictor variable for this study, with the research question being: Amongst athletics athletes, can the IAAF scoring system prove to be an indirect indicator of emotional intelligence during employee recruitment? The literature suggests that the psychological skills of high-performance athletes overlap with EI components and hence it was deduced that the IAAF scoring system has key objective features to be a potential indicator of EI. To answer the research question, a case study design with the use of a cross-sectional online-survey methodology was adopted whereby the entire Maltese Athletics adult community was invited to participate. The purpose of the chosen strategy was to correlate the predictor variable IAAF score with the dependent variable EI (H1), while at the same time assessing the potential moderating role of gender (H2) and motivational climate (H3), within an amateur athletics context. The data collection period spread over three weeks between November 2020 and December 2020 attained a 21% response rate with 94 valid surveys. The low response rate, coupled with a non-response bias has affected the validity of the results, depriving us from explicitly establishing the link between the IAAF variable and EI, with H1 and H3 being partially rejected and H2 remaining unanswered due to the insufficient sample size. Spearman's bivariate correlation test confirmed that IAAF score is not a predictor of EI (ρ = 0.090, p = > 0.05), but the underlying task-oriented motivational climate is the actual significant predictor of EI (ρ = 0.202, p = < 0.05). Task orientation was in turn found to be positively associated with IAAF (ρ = 0.226, p = < 0.05), thus through the mediating role of task-oriented motivation, it was hypothesised that if the sampled population was more normally distributed in terms of educational level, task-oriented mentality and EI, a true relationship could have been established between IAAF performance and EI. It was concluded that, for recruitment purposes the IAAF scoring system is not an effective predictor of EI if an indication of a high level of task-oriented motivation is already available (example through applicant's academic achievements). High IAAF scoring results are not associated with EI amongst athletes with high educational backgrounds. On the other hand, if the applicant's curriculum vitae does not provide any clear indication of the applicant's motivational orientation, IAAF performance can be used as an indirect indicator for both task-oriented motivation and EI. Hence, it was argued that indirect indicators of EI can restore equity in the recruitment selection processes, as it gives opportunity to individuals with lower academic background to demonstrate that they can still be ideal candidates for jobs with higher emotional labour demands. Implications on the role of the IAAF scoring system and other similar self-assessment benchmark systems in fostering task-oriented mentalities and EI competencies are also discussed.
... The ability model considers EI as the ability to process emotional information [42], while Trait emotional intelligence (trait EI) relates to stable personality traits [43]. These authors defined EI as: "A set of emotional components and self-perceived abilities representing the personality construct" [43] (p. ...
Article
Full-text available
The irrefutable repercussions of personality and socio-emotional development on children’s learning and psychological well-being justify the relevance for the educational context of delving into the relationship between those two constructs. Therefore, the research presented in this article investigates the link between trait EI and the B5, B2, and B1 (or GFP) personality traits in children between 9 and 13 years of age. We used the Spanish adaptation of the BFQ-NA (Big Five Personality Questionnaire for Children and Adolescents) and the CDE_9-13 (Emotional Development Questionnaire for primary education) with a sample of 259 primary school students. The results showed correlations between the two Big personality factors (B2) and the Big One personality factor (B1) with trait EI. However, the relationship between trait emotional intelligence and the Big Five personality model (B5) was not very high; only two of the five personality traits significantly predicted trait EI. Thus, our results differ from studies conducted with adults, but instead, it is similar to studies conducted with children. Finally, this study reinforces the thesis that trait EI can be considered a synonym of the GFP (General Factor Personality). Consequently, it implies designing and implementing learning and socioemotional development programs during the school years to promote adaptability and social efficacy.
... To examine the mediating role of affectivity between emotional intelligence and satisfaction with life, meditational analysis was executed through process macro. The results of the analysis are shown and explained below in Table 1 and descriptions [20][21][22]. Table 2 showed the results of Pearson product moment correlation among study variables. The findings indicated that ability emotional intelligence has highly significant positive correlation with life satisfaction and positive affect and has a significant negative correlation with negative affect. ...
Article
Full-text available
Present research intended to investigate the mediating role of affectivity in the association between Emotional Intelligence (EI) and life satisfaction. Sample of the study was consisted of N=300 medical students. The ability emotional intelligence scale, positive and negative affectivity schedule, and satisfaction with life scale were used to operationalize the constructs of current study. Results of the present study inveterate the proposed hypotheses as life satisfaction had significant positive relationship with positive affect whereas it was significantly and negatively co-related with negative affect. Meditational analysis revealed that EI had significant indirect effect on satisfaction with life through negative and positive affectivity. This study contributed to the literature of association between emotional intelligence and subjective wellbeing in which both component of subjected wellbeing i.e., cognitive component and affective component were studied.
... EI relates to an individual's ability, aptitude, recognition assignment, accurate appraisal, and management of their senses against other individuals and gatherings (Bradberry et al. 2009). It includes perceiving, valuing, and expressing emotions accurately, accessing and generating feelings that facilitate thinking, understanding emotions, having emotional awareness, regulating emotions, and promoting emotional and intellectual growth (Mayer and Salovey 1997). EI reflects the ability to feel, understand, and implement the sensitivity of power, and emotions act as a source of energy, information, and connections and influence that humanity (Cooper and Sawaf 1997). ...
Article
Full-text available
Teachers’ professional competence has become a popular issue since the COVID-19 pandemic. Therefore, this study investigates teachers’ professional competence, in terms of emotional intelligence (EI), adversity quotient (AQ), and organizational citizenship behavior (OCB), when teachers need to deal with abnormal situations, such as the COVID-19 pandemic. Moreover, this study also seeks to explore the relationship of EI and AQ with teachers’ professional competence mediated by OCB. The research data were collected through a questionnaire using a Likert scale from 589 participants: elementary school teachers in Indonesia were chosen through accidental sampling. The data analysis used structural equation modeling (SEM), complemented by common method bias, correlational, and descriptive analysis. The result shows that EI, AQ, and OCB have a significant relationship with teachers’ professional competence. However, AQ more strongly promotes teachers’ OCB and professional competence than EI does. In addition, OCB mediates the relationship between EI and AQ with teachers’ professional competence. Accordingly, a new model regarding the relationship of EI and AQ with teachers’ professional competence mediated by OCB was confirmed. Therefore, it is suggested that teachers’ professional competence can increase through EI, AQ, and OCB. Hence, the new empirical model deserves to be discussed, adapted, and even adopted by practitioners and researchers to develop the professional competence of teachers in the future.
... Akan tetapi, individu dengan tingkat kecerdasan emosional rendah cenderung mudah cemas karena tidak mampu mengontrol emosinya serta tidak mampu membaca situasi dengan baik. Kecerdasan emosional adalah kemampuan dalam merasakan emosi dalam mengakses dan menghasilkan emosi yang dapat meringankan pikiran, dalam memahami emosi dan pengetahuannya, dalam mengatur emosi sesuai dengan kebutuhan dan perkembangan pengetahuan individu (Mayer & Salovey, 1997). Kecerdasan emosional terdiri atas empat faktor yaitu perception of emotion, managing own emotions, managing other's emotion, dan utilization of emotion (Salovey & Mayer, 1990). ...
Article
Full-text available
This study aims to determine the corellation between self-efficacy and emotional intelligence with anxiety in students of SMK Negeri 1 Gunung Meriah. Self-efficacy is a state of individual attitude to ensure himself that he will be able to carry out and complete certain tasks in various conditions Emotional intelligence is the ability to recognize oneself, be able to carry out social interactions and be able to adapt to the behavior of others. Anxiety is a feeling of fear and worry that is long-lasting on something that is not clear (subjective). The hypothesis proposed in this study is that there is a negative relationship between self-efficacy and emotional intelligence with anxiety. This study uses a quantitative approach. Sampling technique is total sampling, the sample is 143 students. The data collection method uses a Likert model scale. This study uses a scale of self - efficacy and emotional intelligence and anxiety scale . Multiple regression data analysis method. Based on the data analysis, it was obtained that Rxy) = -0.625 with p = 0.000 < 0.050, with BE% = 39.1%. Then based on the comparison of the two average values, it can be seen that self-efficacy is classified as low, meaning that the hypothetical (62.5) is greater than the empirical average (59.75) and the difference does not exceed the number one SD (11.674) and relative emotional intelligence. where the hypothetical mean (62.5) is greater than the empirical mean (61.31) and the difference does not exceed the number one SD (9.175) and moderate anxiety leads to high where the hypothetical mean (62.5) is smaller than the empirical mean (67, 43) and the difference does not exceed the number one SD (11,626). Thus, the proposed hypothesis is stated.
... In fact, it is still in trend and many more genres of EI are yet under research. According to Mayer and Salovey (1997) the simplest way of defining EI is "the ability to perceive accurately, the appraisal and expression of emotions, the ability to access and/or generate feelings so as to assist thought, the ability to understand emotions and emotional knowledge, and the ability to regulate emotions so as to promote emotional and intellectual growth". They also went in dividing EI into parts like: facilitating thought, perceiving emotions, managing and understanding emotions. ...
Article
Full-text available
We are aware that organization and workforce are the driving variables of operational and financial performance that enables a company to successfully deliver and achieve its strategy. It's a tragic situation that most companies are unaware of the approaches to measure these variables or how to work on developing them. There are sophisticated tools to develop the operational and financial performances but in case of managing and developing organizational and people capabilities there are none effective so far. High performance organizations (HPO) have a diverse workload and stress to handle. They stand to deliver against aggressive financial targets and simultaneously cultivate a healthy team to shoulder the responsibility; this causes severe stress levels to workers of all genre. In this era of business growth, sustainability and social equality are the giant factors that determine the strategic plan of organizations along with optimization of the same. These HPOs attract scholars from fields like psychology and other related streams to dive into factors that probe stress among the employees from HPOs and how are they tackled. This research is exactly under the same statement and examines the impact of Emotional Intelligence in workplace and its effects on stress coping. It also identifies how a workplace restructuring with Emotional Intelligence (EI) helps in coping up with job stress. The findings of the study reveal that the implementation of EI in organizational strategy raises the quality of workforce performance. This research also forwards to have a few important questions and problems as core to the paper. The questions addressed include: Can EI be developed in individuals? Is EI an efficient approach to rank work performance in terms of stress than the traditional measures of intelligence? Is it possible to measure EI? Finally, what is the relationship between stress and EI?
... More research is needed to examine other factors involved in the relationship between ED symptoms and self-esteem, like emotional intelligence (EI), which is associated with low levels of self-esteem (Cheung, Cheung, & Hue, 2015;Kong, Zhao, & You, 2012). From the ability model, EI is defined as the capacity to perceive, use, understand, and manage emotions (Mayer & Salovey, 1997). maintenance and relapse of ED symptoms. ...
Article
Full-text available
Objective: This research aimed to explore the moderating role of emotional intelligence (EI) in the relationship between self-esteem and eating disorders (ED) symptomatology. Method: A battery of online questionnaires was administered to a sample of 516 adults including university students and a community population. The sample, age range of 18-77 years (X = 38.90; SD = 14.76), was made up of 63% women and 32% men. Results: EI moderated the association between self-esteem and ED symptomatology for the total sample. However, a gender-specific analysis showed that the moderation effect was only significant for women. Specifically, when women reported a low level of self-esteem, those with high scores in EI reported lower scores in ED symptoms than those with low EI. Discussion: Our findings are discussed in terms of the need for future research to understand the different gender associations and to consider these differences in further intervention programs for reducing the risk of ED, in which training in emotional skills may be more beneficial for women than men.
... Emotional intelligence is defined as the ability to notice emotions, access and generate emotions to aid thought, comprehend emotions and emotional knowledge, and reflectively control emotions to enhance emotional and intellectual development (Mayer and Salovey, 1997). It integrates all possible feelings and emotional skills into a unified framework as a theoretical construct. ...
Article
Full-text available
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 current study, we focused on the model of Petrides (2009;trait emotional intelligence) because it builds on previous concepts of emotional intelligence (e.g., Mayer & Salovey, 1997). Thus, it seems to provide a more complex understanding of the emotional intelligence construct. ...
Conference Paper
Full-text available
Current research suggests negative emotions are associated with conspiracy mentality. However, direct research on negative emotions and conspiracy mentality is scarce. If there was a relationship between negative emotions and conspiracy mentality, then emotional intelligence, as a capacity to recognize and regulate our own emotions and emotions of others, could moderate this relationship. We collected data from 254 participants (women = 63%, Mage = 46, SDage = 16.5). The results showed negative emotions significantly positively correlated to conspiracy mentality, but emotional intelligence was not a significant moderator of the relationship. The main effect of negative emotions on conspirational thinking stayed significant and indicated stronger negative emotions linked to a higher conspiracy mentality. Nevertheless, further investigation of the role of emotional intelligence in the relationship between negative emotions and conspiracy mentality is vital.
... The number and the nature of ES depend and vary according to the approach (cognitive; trait; integrative) and ES models (Mayer and Salovey, 1997;Petrides and Furnham, 2003;Mikolajczak et al., 2009). However, a relative consensus emerges around ES that refer to a set of skills such as identify, understand, express, regulate and use emotions, that are implemented when processing emotional information from one's own emotions and from others' emotions (Mikolajczak et al., 2009;Kotsou et al., 2019;Mikolajczak, 2021). ...
... Turnover Intention (TI) corresponds to the extent of an employee's willingness to leave his/her current job and find another (Chen & Wang, 2019). Whilst emotional intelligence refers to a collection of interrelated skills that include the ability to correctly interpret, appraise, articulate, produce, and control emotions (Salovey & Mayer, 1997), emotional labor (EL) represents an emotional job requirement imposed by organizations, thus a job demand (C. S. Wong & Law, 2017). The authors adopted the term EL to refer to this particular job demand that is said to relate to all occupations in the service industry (Grandey et al., 2002). ...
This study applied the principles of the role theory and the Self-Determination Theory (SDT) to examine the impacts of job standardization on job motivation, as well as the influence of job motivation on emotional labor, turnover intention, and job satisfaction of guest-contact employees in a hospitality context. This research also analyzed the mediating function of job motivation on the relationship between job standardization and stated job outcomes. The data was gathered in casual food service operations in Lebanon. Structural Equation Modeling (SEM) outcomes revealed a direct favorable impact of job standardization on job motivation, and a negative association between job motivation and job outcomes of emotional labor and turnover intention, but a positive link to job satisfaction. Job motivation was also found to mediate the relationship between job standardization and emotional labor, turnover intention, and job satisfaction. The analysis offers operational and theoretical suggestions, as well as directions for future inquiries.
... More significantly, emotional intelligence in the workplace begins from the inside out with each individual. It involves recognizing various aspects of one's feelings and emotions and taking the time to harness the elements of self-awareness, self-regulation, motivation, empathy, and social skills been noted by Mayer and Salovey (1997) that employees with a high EI score also help others to manage their emotions, and a key facet of EI is the ability to identify the emotions of oneself and others. People high in EI read the facial expression and body language and detect the nice e m o t i o n a l m e s s a g e s o f o t h e r s d u r i n g t h e communication that benefits them during the process of decision-making (Mayer, Salovey, and Caruso, 2000). ...
Article
Full-text available
The achievement of success in the workplace and the employees' level of job performance are largely determined by the ability to manage the emotions of oneself and others. This study assessed the effects of Organizational Citizenship Behaviour (OCB) and Emotional Intelligence (EI) on agro-faculties' job performance in Federal University of Agriculture, Abeokuta (FUNAAB) and University of Ibadan (UI) Southwest Nigeria. Multistage sampling procedure was used to select 110 agro-faculties for the study. Primary data were obtained using a structured questionnaire and analysed using frequency counts, percentages, mean, and regression analysis. Results indicate that the mean age of the respondent was 44 years, 95.5% were married and the mean years of experience and monthly income as 10 years and N300,000 respectively. Majority (98.2%) of the respondents noted that they had learned a lot about themselves through their feelings and emotions, while 93.6% of agro-faculty engaged in self study in order to increase the quality of workout. In addition, majority (99.1%) of the respondents noted that they feel encouraged to come up with new and better ways of doing their job, while 90.9% agreed that they enjoyed their work, while 91.8% sees problems as challenges rather than obstacles. The regression result revealed a significant association between the emotional intelligence of the respondents (t=5.60, p<0.05) and their job performance. It was concluded that most of the agro-faculties had high emotional intelligence; hence, they can control their emotions and feelings. Based on this, the study recommends that continuous training and reorientation and formal sensitization workshop be organized to improve employees' OCB.
... EI is said to involve the ability to perceive and accurately express emotion, to use emotion to facilitate thought, to understand emotions, and to manage emotions for emotional growth (Mayer & Salovey, 1997). Research studies have shown that individual differences do have an effect on negotiation outcomes. ...
Article
Full-text available
Emotional Intelligence, as a field of study, has both proponents as well as opponents. Some researchers strongly support it while others simply reject it. The researchers, who support Emotional Intelligence, argue that it is important to be emotionally intelligent because it has direct impact in both personal as well as professional life. However, researchers who do not support it have criticised it in terms of its role, scientific validity and validity of the measurement scales. The paper, based on review of literature, throws light on arguments, both for and against Emotional Intelligence, its importance in organizations like job performance, job satisfaction, interpersonal relationships, negotiation, organisational commitment, employee engagement, leadership, organisation citizenship behaviour etc., and its importance for managers.
... Emotional intelligence relies on three constructions: the first one is that emotions perform an essential role in life; the second one is that the individuals differ in their ability to realize, understand, and administrate emotions; the third one is that these variations influence individual acclimation in many contexts, involving the workplace (Cherniss, 2010). Emotional intelligence is defined as the ability to recognize emotions to reach and generate them to aid ideas and understand and organize feelings and emotional knowledge to reach the enhancement of intellectual and emotional growth (Mayer & Salovey, 1997). It can be defined as the perceived individual feelings and others' feelings, the ability to identify and monitor them, and the capability to deal with others' empathy (Ebrahimi et al., 2018). ...
Article
Full-text available
How to cite this paper: Al-Haraisa, Y. E. (2022). Emotional intelligence and career development through organizational socialization: A practical study. Emotional intelligence has become one of the popular concepts that have received the attention of many researchers in the field of management in recent times (Shipley, Jackson, & Segrest, 2010). Hashemi (2018) mentioned that emotional intelligence and organizational socialization are considered the most important and might be a predictor of productivity. This study intends to examine the impact of emotional intelligence on career development through organizational socialization in commercial banks in Jordan. The current study contributes to the literature by presenting an applied study that links emotional intelligence, organizational socialization, and career development. The population of the current study consisted of 13 banks listed on Amman Stock Exchange in 2021. The sample of the current study consisted of 298 employees. A descriptive and analytical approach was carried out. Furthermore, the study used the analysis of moment structures (Amos) program version 23.0 to test the study hypotheses. The current study came up with a set of results, one of the important that there is a mediation impact of organizational socialization on the relationship between emotional intelligence and career development which is partially consistent with the result of Liao, Zhou, and Yin's (2022) study that found that organizational socialization improves directly the new employee behavior and, in turn, support the innovation of team performance. The study recommends that commercial banks pay more attention to their employees by motivating and training them.
... Emotional intelligence as a mediator Salovey and Mayer (1990) construed emotional intelligence as an ability of a person to monitor the emotion of self as well as appropriately perceive and respond to others' emotions. Complementing this definition, Mayer and Salovey (1997) focused on four important dimensions of emotional intelligence, i.e. identification, utilization, understanding and regulation of emotions. As a topic, emotional intelligence has significant value for human resource professionals, managers, teachers, educationalist and counselors (Higgs and Dulewicz, 1999). ...
Article
Full-text available
Purpose-Drawing on the positive activity model, this study aims to investigate the impact of workplace spirituality on the level of engagement shown by the teachers at higher education institutions. This study also tries to explore if emotional intelligence acts as a mediator in the relationship between workplace spirituality and employee engagement. Design/methodology/approach-Using the purposive sampling technique, data were collected from the teachers (N = 287) teaching at various Indian educational institutions imparting tertiary education. The variables under study were measured using standardized instruments. The data were analyzed by means of Statistical Package for Social Sciences 20.0 and Analysis of Moment Structures software tools. Findings-The findings generated from structural equation modeling analysis revealed that the teachers who practiced spirituality at their workplace were more engaged. Furthermore, emotional intelligence partially mediated this relationship. Practical implications-This study underscores the importance of providing a spiritually conducive work milieu and nurturing emotional intelligence among the higher education teachers for better job outcomes. Originality/value-This study offers insights into the mechanism linking spirituality at the workplace (a positive activity) and employee engagement (an indicator of well-being) in the context of higher education sector.
... According to Alba, Teresa and Rafeal (2020) emotional intelligence is simply the human capacity to feel, understand, control and modify emotional states in oneself and others. Mayer and Salovey (1997) define emotional intelligence as the ability to control oneself emotions and others, to distinguish them from each other and to apply the information to guide ones' own thinking and action. It is important for employees to possess ability of knowing themselves and also knowing about other people around. ...
... The original version of the Emotional Skills and Competence Questionnaire (ESCQ) was developed by Takšić and Inteligencije (1998), who recruited Croatian participants and based the instrument on the emotional intelligence model (Mayer and Salovery, 1997). This includes 45 items divided into the following three subscales: (1) Perceive and Understand Emotion (PU; e.g., "I notice when somebody feels down"), (2) Express and Label Emotion (EL; e.g., "I am able to express my emotions well"), and ...
Article
Full-text available
Background Emotional regulation is important for adolescents’ adaptive development. Preventive interventions for anxiety and depression are necessary for reducing the development of disorders later in life, and emotional regulation is a potentially relevant factor. Objective We investigated the effects of a mindfulness-based psychological education and prevention program [the Mindfulness and Awareness Program (MAP)] on the mental health of junior high school students in Japan. Methods Our MAP primarily focused on mindfulness meditation to improve emotional regulation, thereby reducing depression and anxiety. The MAP comprised eight sessions (20 min each) administered by a school counselor in a school setting. All participants ( N = 349) were 12–13-year-old adolescents from nine classes in two Japanese schools. The program was provided to the intervention group, wherein students were educated on emotional expression, emotional cognition, and emotional regulation. The control group received regular school counseling services. Results Compared with the control group, the intervention group showed significant improvement in emotional regulation and a decrease in depression and generalized anxiety. The effect was greater at the follow-up assessment than at the immediate post-intervention assessment, and greater in female students. Conclusion Our mental health prevention program exhibited efficacy in reducing depression and anxiety and enhancing emotional regulation in early adolescence. Further, it appeared to be more effective for female adolescents.
... Emotional competence is a component of a broader construct of emotional intelligence (Salovey & Meyer, 1990). In the literature it is also often explored under the construct of emotional or socioemotional competence, whereby the term 'competence' implies skills that can be acquired (Mayer & Salovey, 1997). However, regardless of the broader theoretical framework, awareness of one's own emotions, other people's emotions, and the regulation and management of emotions appear to be crucial for coping with social and emotional situations successfully, including the complex demands of the teaching profession (Aldrup et al., 2020). ...
Book
Full-text available
We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations. To learn more about this journal, please visit the website http://www.ijlter.org. We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue. We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers. We will endeavour to ensure the reputation and quality of this journal with this issue.
... Rodríguez (2015) presentó una investigación en niños y niñas de Educación Básica Primaria en el Colegio La Ronda de los Niños, en Tunja, Boyacá, donde se analizó, a partir de la percepción de los niños y niñas, la forma como consideran que la inteligencia emocional influye en la resolución de conflictos, con la pregunta de investigación: ¿Cómo afrontan los niños y niñas los conflictos desde la inteligencia emocional? Los resultados vienen a refrendar los conceptos citados sobre Inteligencia Emocional (Thordinke, 1920, citado en Mikulik et al., 2010Mayer & Salovey, 1997;Weisinger, 1989). Según el análisis de Rodríguez (2015), las habilidades emocionales actúan ante situaciones comunes como el enojo, la tristeza o la alegría; se reflejan en el comportamiento y el estado de salud del estudiantado, en ese vivir con nosotros mismos que permite mostrar capacidad para desarrollar una postura empática y asertiva con las vivencias de otros. ...
Article
Full-text available
Factores predictores de la satisfacción vital en estudiantes de educación de la Universidad Surcolombiana Resumen. Preguntarse por la satisfacción vital en una facultad de educación permite un acercamiento a expectativas de futuros agentes formadores de la sociedad. Desde esa perspectiva, el objetivo de este estudio es analizar qué factores predicen la satisfacción vital del estudiantado de Educación de la Universidad Surcolombiana y compararlo con otros constructos en función de la variable sexo. Se realizó un estudio analítico y transversal con 408 participantes. Se recogieron datos a través de la Escala de Satisfacción con la vida en Adolescentes (ESVA), Versión española del Trait Meta-Mood Scale (TMMS-24), Cuestionario de Esquema Interpersonal Asertivo (AISQ) y Autoconcepto (Forma AF-5). Los resultados evidenciaron cómo la satisfacción vital fue predicha por la dimensión familiar del AF-5 (autoconcepto) (β = .274 [.210-.324]; p < .001) y dimensión de reparación emocional del TMMS-24 (inteligencia emocional) (β = .201 [.144-.231]; p < .001). No hay diferencias significativas en función de la variable sexo. Los resultados se discuten en relación con la literatura existente. Palabras clave. Inteligencia emocional, asertividad, autoconcepto, satisfacción, vida. Abstract. Asking oneself about the satisfaction of life within a faculty of education brings us closer to the expectations of the future trainers of society. From this perspective, the objective of this study is to analyze which factors predict life satisfaction of students at Surcolombiana University and compare them to other constructs based on the sex variable. An analytical and transversal study was carried out with 408 participants. Data were collected through the Adolescent Life Satisfaction Scale (ESVA), Spanish version of the Trait Meta-Mood Scale (TMMS-24), Assertive Interpersonal Scheme Questionnaire (AISQ) and the Self-concept (Form AF-5). Results showed that life satisfaction was predicted by the family dimension of AF-5 (self-concept) (β = .274 [.210-.324]; p < .001) and the dimension of emotional repair of TMMS-24 (emotional intelligence) (β = .201 [.144-.231], p < .001). There are no significant differences depending on the sex variable. Results are discussed in relation to the existing literature.
Conference Paper
Full-text available
The participation of workers in management and, moreover, a regulation form without managers, completely managed by workers, with equally distributed profits, is undoubtedly a democratic form of management, which is the dream of every generation of workers. Especially when the capitalist market is gaining strength, there is an idea that such a practice can become a sip of water in the desert. Conducting Research on Cuba, the only socialist state in the Western Hemisphere, despite the capitalist society and free-market rules that became widespread after the historic collapse of the Soviet Union, and the assessment of the level of workers' participation in administration and democratic decision-making is a very curious issue. The absence so far of any research in Turkey related to the participation of workers in management in Cuba increases the importance of this work, which serves as a practical guide with an informative character. In this study, the concept of participation in management is explained within the scope of industrial democracy, and there are briefly mentioned the forms of participation in governance. There has been examined the level of participation of workers in management in Cuba and presented various points of view. In the conducting of the study has been used the literature review method. According to the findings of the study, workers in Cuba participate in management at different levels through unions and cooperatives. In addition, workers can individually participate in the management and be a participant of the joint decision-making process.
Article
The purpose of this empirical research was to investigate the impact ofESL teachers' emotional intelligence on ESL students' motivation, academic engagement, reading and writing proficiency: mediating role of ESL students' motivation. ESL students' motivation and reading and writing proficiency have been a burning problem in Higher Education Institutions (HEIs) in Pakistan. Pakistani students face uphill challenges in terms of motivation, reading, and writing proficiency. However, ESL teachers' emotional intelligence, students' motivation, self-efficacy, and academic engagement are the most important determinants for better academic achievement in terms of reading and writing proficiency. Moreover, the association between study variablesis left unexplored inthe Pakistani HEIs context.Therefore, the present study greatly contributes to fill the identified research gaps in the literature. The data were collected from the students by using a survey questionnaire and proficiency test for reading and writing from the department of English fromfour public sector universities in Karachi, Sindh, Pakistan.Moreover, a systematic random sampling technique was employed to select the representative sample size; thereby, the final and useable sample size was n = 600 (n = 311 male and n = 289 female) respondents. The data were analyzed using SPSS v. 26 and SmartPLS 3. In SPSS v. 26, data screening procedure and descriptive statistics were reported,whereas SmartPLS was used to establish measurement and inner model. The findings revealed that ESL teachers' emotional intelligence has a positive and significant impact on students' motivation. Motivation has a positive and significant impact on students' academic engagement. Furthermore, students' academic engagement has a positive and significant impact on students' reading and writing proficiency. Students' self-efficacy has a positive and significant impact on the student's motivation at the higher education level. Finally, motivation mediates the positive relationship between
Book
Full-text available
problemas emocionais e comprotamentais na escola. Teoria relacionada com casos práticos.
Article
This study aims at learning nature of the relationships between the concepts of the emotional intelligence, organizational culture values and creative behaviors of the members of organizations operating in the digital marketing sector, which is rapidly developing in Turkey. The research is carried out with quantitative method and correlational research design. Research data was obtained from 201 respondents. As predicted, a strong and positive relationship was found between all three basic research concepts. In addition, it has been understood that the sharing of bureaucratic, supportive and innovative cultural values is at a similar rate and emotional intelligence has a very strong effect on the creative behavior of employees. It is also understood that the creative behavior of the employee will increase depending on the adoption and sharing of organizational culture values where they work. In this context, it is a remarkable result that the perceptions of emotional intelligence and organizational cultural values are much higher in women than in male employees. It is also clear that for organizations to be innovative, they need to encourage creativity and create a culture suitable for this.
Conference Paper
Full-text available
There is a vast number of past studies revealed among the factors that affect the achievement of students in mathematics subject are classroom climate, students’ knowledge of cognition and regulation cognition. Therefore, this study aims to determine the mediation effect of knowledge of cognition and regulation of cognition on relationship between classroom climate (student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation and equity) and students’ mathematics achievement. This study employed survey method involving a total of 326 form four students from five rural secondary schools via multi-stage cluster sampling. Data were collected using two questionnaires: 1) What is Happening in This Class? (WIHIC) and 2) Metacognitive Awareness Inventory (MAI) as well as mathematics form four achievement test. The data was analysed by using Partial Least Squares-Structural Equation Modelling (PLS-SEM) through Smart PLS version 3.2.8 software. Mediation analysis indicated that knowledge of cognition mediates the relationships between classroom climate (investigation, task orientation and equity) and students’ mathematics achievement, while regulation cognition mediates the relationships between classroom climate (student cohesiveness, investigation and equity) and students’ mathematics achievement. The findings of this study provide valuable insights to the teachers about what they need to prioritise in regard to create a positive classroom climate to develop students’ knowledge of cognition and regulation cognition as well as to improve students’ mathematics achievement. This study contributes significantly to the body of knowledge by developing and empirically testing the relationship connecting to classroom climate with knowledge of cognition, regulation cognition and students’ mathematics achievement within the rural school context in Malaysia
Chapter
Full-text available
1 Atendiendo al nuevo perfil de estudiante del siglo XXI: experiencias y prácticas universitarias con las que dar respuesta a las demandas, intereses y motivaciones de nuestro alumnado, sus especificidades y expectativas, a la vez que se potencia el logro de los objetivos de aprendizaje. XXI. mendeko ikaslearen profil berria: gure ikasleen eskaera, interes eta motibazioei, beren berezitasun eta itxaropenei erantzuteko unibertsitateko esperientziak eta praktikak, aldi berean ikaskuntzako helburuak lortzeko asmoz. Atendiendo al nuevo perfil de estudiante universitario del siglo XXI. Experiencias y prácticas universitarias con las que dar respuesta a las demandas, intereses y motivaciones de nuestro alumnado, sus especificidades y expectativas, a la vez que se potencia el logro de los objetivos de aprendizaje. XXI. mendeko unibertsitateko ikaslearen profil berria. Gure ikasleen eskaera, interes eta motibazioei, beren berezitasun eta itxaropenei erantzuteko unibertsitateko esperientziak eta praktikak, aldi berean ikaskuntzako helburuak lortzeko asmoz.
Article
Full-text available
This study investigated the impact of emotional intelligence and resilience onstudents' academic achievement for educational life transformation in Delta State of Nigeria. It also examined the moderating effects of gender and age. A sample size of 1,303 were drawn out of a population of 69,195 into the study. The Multi-Stage sampling procedure and proportionate stratified random sampling technique were employed. The Emotional Intelligence Scale and Resiliency Inventory were used for data gathering. Factor analysis and Cronbach alpha were used to estimate validity and reliability of the instrument. Emotional Intelligence scale has r =.78, and Resilience has r =.94. RegressionStatistic was employed for the data analysis. All hypotheses were tested at .05 level of significance. The finding revealed no linear correlation between emotional intelligence and academic achievement (r = .00, P ≥ .05). Resilience had a positive correlation on students' academic achievement. Gender and age variables had a jointmoderating influence on the relationship between emotional intelligence, resilience and academic achievement of students. The conclusion was drawn thatemotional intelligencewas a non-correlate of students' academic achievement. Resilience supports academic achievement of students. Recommendations were made for the practice of educational psychologists and teachers for the enhancement of educational life transformation among secondary school students.
Conference Paper
Full-text available
The expanding technological possibilities have opened up space for the detection of psychophysiological changes and behavioral manifestations by non-contact methods that do not interfere with normal interaction. This paper aims to present the experimental design and data of the first pilot case study applying functional infrared thermal imaging and emotional expression analysis for deception detection. In the pilot psychophysiological experiment, we focused on monitoring changes in facial temperature, heart rate variability, and overall facial emotional expression during prepared and spontaneous lie scenarios spoken towards different interviewers.
Article
Full-text available
Introducción: Esta investigación apunta en la dirección de la pertinencia y utilidad de diseñar y aplicar intervenciones focalizadas en la mejora de las inteligencias, atendiendo de manera prioritaria a los aspectos emocionales y creativos, para fomentar un rendimiento integral óptimo en los estudiantes. Existe una pronunciada necesidad de formar a personas competentes, tanto cognitiva como socioemocionalmente, para que se desenvuelvan de manera eficaz en una sociedad en constante cambio. Objetivo: El propósito fue evaluar y comparar el nivel de autoeficacia que perciben los participantes con respecto a sus inteligencias múltiples, su inteligencia emocional, su creatividad y su rendimiento académico. Método: La muestra se compone de 435 estudiantes universitarios de primer curso. El diseño de investigación fue predictivo transversal. Resultados: Se hallaron relaciones entre las variables analizadas, así como diferencias en función del sexo de los participantes. Los análisis de regresión muestran cómo las inteligencias lingüística y la lógico-matemática autopercibidas son predictores del rendimiento académico de los estudiantes. Discusión: Se detecta una relación positiva entre las diferentes competencias sociales y emocionales, así como la importancia de las mismas para el óptimo rendimiento de los estudiantes.
Article
Full-text available
There is immeasurable demand for individual to be resourceful and skilled in order to survive competition. Emotional competence assists in overall development of individual. This review is undertaken on undergraduate students studying at university in Delhi region. The sample of the study constituted 385 undergraduate students the study revealed that with growing age, the emotional intelligence increases. Additionally, emotional intelligence was positively related to course (subject area) factor. Though, there was no meaningful difference detected in emotional intelligence based on gender. Even no meaningful difference was noted in the year of study and emotional intelligence level of students as well.
Article
Full-text available
Article
Full-text available
La inteligencia emocional (IE) ha sido definida como la capacidad para identificar y valorar las emociones de sí mismo, y reconocer las de los otros. Así como el conjunto de habilidades para comprender y regular las emociones, facilitando el pensamiento, la atención, la automotivación y la relación con los demás. De tal forma que la IE ha mostrado relaciones significativas con una mejor salud mental y como mediadora del estrés (Goleman, 2021; Salovey y Mayer, 1997). En el contexto del deporte, se ha explorado la relación entre la IE y la formación deportiva, el desarrollo integral y el rendimiento. El objetivo de esta investigación fue describir las investigaciones actuales sobre la IE y el rendimiento deportivo, identificar los métodos de evaluación para la IE y comparar los hallazgos de las investigaciones. Se realizó la búsqueda en las bases de datos Dialnet, Google Scholar, PubMed y Redalyc utilizando las palabras “inteligencia emocional”, “rendimiento deportivo” y “deporte”. Los criterios de inclusión de los artículos fueron: año de publicación 2016- 2021, tipo de investigación, y población conformada por deportistas universitarios o deportistas de rendimiento. Se obtuvieron 20 artículos que cumplieron con los criterios de inclusión, de los cuales 13 fueron en español y siete en inglés; identificando que los instrumentos más utilizados para medir la IE fueron el TMMS-24 (35%) y el SSRI (35%). Los resultados de los distintos artículos relacionan la IE con variables como motivación, autoestima, ansiedad, género, edad y experiencia deportiva; y de manera menos concluyente, con el rendimiento deportivo.
Article
Full-text available
Psycho-oncology research suggests that positive personal changes can occur after experiencing breast cancer. These changes can be understood as post-traumatic growth (PTG) and seem to be determined by emotional self-efficacy perception. This study aims to investigate the existence of different profiles of PTG and perceived emotional intelligence (PEI) among breast cancer survivors (BCSs) and healthy controls. Moreover, it aims to study the mechanisms through which PEI may mediate the relationship between disease survival and PTG. The total sample was 636 women divided into two groups: 56 BCS and 580 healthy controls who completed TMMS-24 and PTGI. The results displayed that BCSs apparently show a different profile of PTG and PEI compared to healthy women. The mediation analyses showed that survivorship explained 1.9% of PTG, increasing to 26.5% by the effect of PEI. An indirect effect showed that cancer survival predicts reduced levels of emotional attention, decreasing PTG. However, the most statistical indirect effect evidenced that BCSs regulate their emotions appropriately, having a powerful effect on PTG and counteracting the negative effects of poor emotional attention. Knowing the implications of PEI on PTG could improve follow-up from the time of diagnosis and supporting the patient to cope with the sequelae of the disease.
Conference Paper
Bitcoin as one the most famous cryptocurrency has gained more popularity especially in the last few years. Gold is also considered as a safe haven for many investors especially when there is political and financial uncertainty existing in the market. In some previous studies there are some statistically significant connectedness have found between Gold price and Bitcoin price (Jareno et al., 2020). It is determined that gold price return changes have caused some sensitivity over Bitcoin returns. Therefore, in this study, the influence of gold price over Bitcoin price fluctuations has been questioned especially in a term which consists of during and after pandemic term. With this understanding in this study; weekly data regarding BTC/USD and Gold/USD has been collected from the date 08.05.2017 to 25.04.2022 (5 years) and as the statistical method ARDL model approach is applied to find an answer to the question. The results have showed that gold price has no statistically significant impact on the Bitcoin price volatility contrary to previous studies.
Conference Paper
Full-text available
Bitcoin as one the most famous cryptocurrency has gained more popularity especially in the last few years. Gold is also considered as a safe haven for many investors especially when there is political and financial uncertainty existing in the market. In some previous studies there are some statistically significant connectedness have found between Gold price and Bitcoin price (Jareno et al., 2020). It is determined that gold price return changes have caused some sensitivity over Bitcoin returns. Therefore, in this study, the influence of gold price over Bitcoin price fluctuations has been questioned especially in a term which consists of during and after pandemic term. With this understanding in this study; weekly data regarding BTC/USD and Gold/USD has been collected from the date 08.05.2017 to 25.04.2022 (5 years) and as the statistical method ARDL model approach is applied to find an answer to the question. The results have showed that gold price has no statistically significant impact on the Bitcoin price volatility contrary to previous studies.
Conference Paper
Full-text available
Over the last few decades; global finance market has experienced series of crises including USA crises in 2008 and Covid-19 Pandemic Global crises. They have had a great impact on the whole economies in the world including Turkey. These crises have strengthened the belief that gold is one of the most valuable investment protection tools. Gold value has reached its all-time high value especially during and after pandemic. This brought the question whether the existing prediction methods for gold price forecasting are still effective with time series analysis. In this study monthly prices of Free market Cumhuriyet gold selling priced (averaged) is being evaluated from January 2008 to April 2022. The ARIMA model is applied and also some other methods are compared with ARIMA. For the evaluation; MAPE, RMSE and MAE metrics are applied and all models’ results are compared in order to select the best time series forecasting model for gold price in Turkey consisting the term before and after pandemic.
Article
Full-text available
The aim of the present study was to evaluate the influence of Emotional Intelligence on optimistic–pessimistic attitudes in a sample of 177 people from the Autonomous Community of Andalusia (Spain). The sample consisted of 102 women (57.60%) and 75 men (42.40%), who live in different localities depending on the number of residents (urban and rural context). The instruments used in the study were: The Life Orientation Test Revised (LOT-R), Emotional Quotient Inventory (EQi-C), and Wong–Law Emotional Intelligence Scale (WLEIS-S). The results indicated that Emotional Intelligence was positively related to optimism and negatively related to pessimism (p < 0.01). In addition, pessimism was found to be significantly related to the rural context, but not to the urban context. The multigroup Structural Equations model was developed for the gender variable, and it had good structural validity (χ2 = 96.485; RMSEA = 0.056; GFI = 0.901; CFI = 0.900; IFI = 0.907), which was greater for the female gender. The practical consequences of this study help to understand the usefulness of EQ on optimism–pessimism as an attribute between urban vs. rural areas and the effect of living in socio-culturally different environments.
ResearchGate has not been able to resolve any references for this publication.