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Emotional Intelligence: Why It Can Matter More Than IQ
... Esto es esencial para el ejercicio de un liderazgo participativo y para el desarrollo de una cultura institucional basada en el diálogo y la inclusión. Según Goleman (1995), las organizaciones emocionalmente inteligentes son aquellas que reconocen el valor de la expresión emocional regulada y del feedback constructivo como elementos que promueven la adaptabilidad colectiva. ...
... Expresar emociones con claridad, reconocer los sentimientos ajenos y mantener el equilibrio ante situaciones complejas son competencias propias de la inteligencia emocional, las cuales se cultivan mediante la comunicación asertiva (Goleman, 1995). Esta forma de comunicación ayuda al hablante a validar su mundo interno y al oyente a desarrollar empatía, elementos esenciales para el bienestar psicológico y la convivencia armónica en comunidades educativas o laborales. ...
... El impacto de estas intervenciones también ha sido evidente en la reducción de los niveles de ansiedad ante evaluaciones orales, una problemática señalada por más del 70% de los encuestados al inicio de la investigación. Gracias a la incorporación gradual de espacios de expresión libre, círculos de diálogo y ejercicios de autoafirmación verbal, se fortaleció la autoeficacia percibida de los estudiantes, permitiéndoles enfrentar situaciones comunicativas con menor tensión emocional (Goleman, 1995). ...
Este artículo expone los resultados de una investigación con enfoque mixto —cuantitativo y cualitativo— orientada a analizar el impacto que tiene la carencia de habilidades de comunicación eficaz y asertiva en el desempeño académico de los estudiantes del Instituto Tecnológico Superior de Jerez (ITSJ). El estudio se desarrolló a partir de la aplicación de cuestionarios estructurados tipo Likert, entrevistas semiestructuradas y observaciones sistemáticas en el contexto escolar, dirigidas a una muestra representativa de estudiantes de distintas carreras. Los resultados revelan que una proporción significativa de los participantes experimenta dificultades para expresar ideas, interactuar con sus pares y participar activamente en el aula, lo cual se traduce en síntomas de ansiedad académica, bajo rendimiento escolar y limitaciones en el trabajo colaborativo. A nivel cualitativo, se identificaron patrones discursivos que evidencian sentimientos de inseguridad, baja autoestima comunicativa y percepción de falta de estrategias institucionales que promuevan una interacción efectiva.Estos hallazgos permiten concluir que la ausencia de competencias comunicativas no solo obstaculiza el desarrollo académico individual, sino que también afecta la calidad del proceso educativo en su conjunto. En consecuencia, se plantea la urgente necesidad de diseñar e implementar programas institucionales orientados a fortalecer las habilidades de comunicación asertiva y eficaz en el estudiantado, a fin de fomentar un entorno más participativo, inclusivo y propicio para el aprendizaje integral.
... Selain itu, Goleman (1995) dalam bukunya Emotional Intelligence menyoroti bahwa kemampuan untuk berkomunikasi dengan empati dan kesadaran sosial adalah bagian dari kecerdasan emosional yang penting. Sikap berbahasa mencakup kemampuan ini, di mana seseorang harus bisa menyampaikan pesan dengan cara yang sensitif terhadap perasaan dan perspektif orang lain. ...
... Penggunaan kata-kata yang kasar, tidak sopan, atau menyesatkan dapat memicu reaksi negatif dan merusak hubungan. Goleman (1995) dalam Emotional Intelligence menunjukkan bahwa kecerdasan emosional, termasuk kemampuan berkomunikasi dengan empati dan kesadaran sosial adalah kunci untuk menghindari dan menyelesaikan konflik. Bahasa yang penuh empati dan perhatian terhadap perasaan orang lain membantu menciptakan komunikasi yang lebih efektif dan damai. ...
... Pembaca akan memahami bagaimana sikap berbahasa dapat memperkuat hubungan, meningkatkan kerja sama di tempat kerja, dan menjaga harmoni sosial. Goleman (1995) menekankan bahwa kemampuan berkomunikasi dengan empati dan kesadaran sosial adalah kunci dalam membangun hubungan yang sehat dan produktif. ...
... While AI excels in data processing and decision-making, it lacks emotional intelligence, an area in which humans still hold a significant advantage (Goleman, 2013). Emotional intelligence involves understanding one's emotions, managing interpersonal relationships, and empathizing with others-skills essential in environments where human judgment, customer interactions, and team dynamics remain crucial. ...
... Communication and collaboration are essential in teams that combine human intelligence with AI, ensuring effective integration of technology into workflows (Binns et al., 2018). Emotional intelligence helps workers manage the social and emotional aspects of AI integration, fostering a supportive work environment during periods of change (Goleman, 2013). Lastly, continuous learning equips employees to remain competitive by acquiring new skills that complement AI technologies and ensure that they can adapt to the evolving demands of the workforce (Davenport & Kirby, 2016). ...
... Emotional intelligence emerged as a critical skill in managing interpersonal relationships and navigating the social complexities of AI integration. Employees with high emotional intelligence are better able to manage their own reactions to change, provide support to colleagues, and create a positive work environment during transitions (Goleman, 2013). Empathy was specifically highlighted in customer-facing roles where employees need to combine AI-generated insights with a human touch to foster trust and satisfaction. ...
The rapid advancement of Artificial Intelligence (AI) is transforming the workplace, demanding new ways of thinking, working, and adapting. In this dynamic environment, transversal skills-such as critical thinking, communication, collaboration, adaptability, and problem-solving-have become essential for employees to thrive. This paper explores the significance of transversal skills in navigating AI-driven workplace changes. It examines how these skills complement technical expertise and enable individuals to remain competitive in an AI-enhanced workplace. Through a review of existing literature, case studies, and expert insights, the study highlights the role of transversal skills in facilitating the effective integration of AI technologies, ensuring employees' adaptability, and fostering a culture of continuous learning and innovation. The findings suggest that organizations should prioritize the development of transversal skills alongside technical training to maximize the potential of AI and prepare the workforce for future challenges.
... Specifically, the emotional intelligence (EI) of leaders has surfaced as a crucial element in navigating workplace interactions, cultivating a culture of trust, and boosting employee involvement. Emotional intelligence, which encompasses the capacity to identify, comprehend, and regulate both personal emotions and the feelings of others, is essential for leaders responsible for inspiring their teams, maneuvering through intense circumstances, and fostering a constructive workplace environment (Goleman, 2018). Within the realm of the IT sector, where fostering employee involvement and dedication to the organization is crucial for keeping exceptional talent and boosting performance, leaders with emotional intelligence possess the ability to cultivate a setting that encourages teamwork, minimizes attrition, and improves overall job contentment. ...
... Emotional Intelligence (EI) plays a pivotal role in the effectiveness of leadership, influencing leaders' capacity to engage with their teams, manage obstacles, and cultivate constructive workplace atmospheres. Emotional intelligence is characterized as the capacity to identify, comprehend, and regulate one's own feelings, along with the feelings of those around them (Goleman, 2018). It encompasses five essential elements: self-awareness, selfregulation, motivation, empathy, and social competencies (Bar-On & Parker, 2018). ...
... The significance of emotional intelligence in leadership has been extensively recorded, with research emphasizing its beneficial influence on the effectiveness of leaders. According to Goleman (2018), emotional intelligence is a more crucial factor in achieving leadership success compared to conventional cognitive intelligence (IQ). Individuals in leadership positions who possess elevated emotional intelligence excel in regulating their feelings, cultivating trust among team members, and establishing a workplace environment that is both inclusive and nurturing. ...
This research investigates the influence of leadership emotional intelligence (EI) on fostering employee engagement and enhancing organizational commitment in the information technology industry. The objective of this study is to evaluate the influence of different degrees of emotional intelligence in leaders on employee results, particularly focusing on engagement and commitment. Additionally, it seeks to investigate the moderating effects of various leadership styles, including transformational, transactional, and laissez-faire. A blended methodology was utilized, integrating numerical surveys alongside descriptive interviews to gather information. The study encompassed a total of 485 participants drawn from various IT companies across India. To evaluate the hypotheses and explore the connections between leadership emotional intelligence and employee results, various statistical methods were employed, encompassing descriptive statistics, correlation analysis, and regression modeling. The qualitative data was examined through thematic analysis, concentrating on the perceptions and practices of leaders regarding emotional intelligence. The findings reveal robust positive associations between leadership emotional intelligence and both employee engagement (r = 0.72) and organizational commitment (r = 0.68). Furthermore, the results of the regression analysis indicate that emotional intelligence in leadership serves as a significant predictor for both employee engagement (β = 0.71, p < 0.001) and organizational commitment (β = 0.64, p < 0.001). Analysis of moderation indicates that transformational leadership enhances the beneficial impacts of emotional intelligence on both engagement and commitment. This research highlights the significance of emotional intelligence in leadership, as it plays a crucial role in elevating workplace interactions, boosting employee morale, and cultivating loyalty, particularly within the competitive realm of the IT sector.
... People who have emotional literacy capabilities recognize emotions in themselves and others while understanding them both internally and externally, and displaying them through communication while learning to control their feelings. Human beings use this skill to handle difficult emotions properly, thus promoting emotional recovery and building resilience (Goleman, 1995). The knowledge of emotional literacy functions as a vital life skill that enables migrant women to thrive in new surroundings and assists them in repairing lives affected by trauma as well as building supportive social relationships that protect their well-being (Papadopoulos, 2007). ...
... This technique resulted in relaxation that cleared my thoughts. Goleman's (1995) position that emotional awareness functions as the base for developing emotional intelligence and resilience receives affirmation through this study's results. ...
... Individuals who learned emotional recognition along with emotional labeling became better capable of handling their traumatic psychological responses. Emotional awareness constitutes a fundamental component, according to Goleman (1995), for emotional intelligence since it links to adaptive coping strategies. The ability to understand one's People use emotional intelligence to manage complicated emotional situations, which builds up their ability to face difficult situations (Goleman, 1995). ...
When individuals are forced to migrate, they face major psychological stresses since women specifically experience multiple kinds of damaging events, which include gender-based violence together with cultural adjustment complications, along with financial insecurity. Studies in this text investigate the vital psychological competency of emotional literacy, which significantly strengthens adaptive abilities of women during forced migration situations. Emotional literacy teaches displaced women to sense emotions along with understanding their meaning while sharing their feelings through words and abilities to control their emotional responses, which enables this population to handle difficult situations and protect their mental health as they adapt to new settings. This paper utilizes psychological research, migration studies data, and gender studies evidence to show that emotional literacy development serves as a preventive method to build mental strength. Humanitarian assistance requires specific support structures to incorporate emotional growth for achieving better results in humanitarian situations. Stakeholders who integrate emotional literacy in their psychosocial support frameworks enableрою lasting emotional well-being and empowerment for displaced women.
... Whatever activities an employee may engage in, it is expected that staff members continue to demonstrate high levels of job satisfaction and participate actively in teamwork. In simpler terms, it is stated that emotional intelligence (EI) includes the ability to be aware of, control, and express one's own emotions and to handle interpersonal relationships with empathy and understanding [1]. Those with high levels of emotional understanding can withstand workplace stress, interact effectively with coworkers, and positively contribute to the organization, highlighting the importance of EI for success. ...
... The interaction of EI, conflict resolution, and workplace results underscores their collective significance in corporate achievement. EI serves as a basis for effective conflict resolution, as it helps individuals to approach conflicts with empathy and self-regulation [1]. When employees and executives demonstrate excellent CM skills backed by EI, the workplace creates a more harmonic and productive environment. ...
This systematic review analyzes the roles of emotional intelligence (EI) and conflict management (CM) in promoting job satisfaction and teamwork within corporate settings. The study draws upon research from databases such as SAGE, Elsevier, APA PsycArticles, Wiley Online Library, and others, following a structured approach using Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines to identify, analyze, and synthesize relevant literature. The findings indicate that strong EI helps individuals identify, regulate, and express emotions effectively, fostering resilience against workplace stress and enhancing interpersonal interactions. Consequently, employees with higher EI report greater job satisfaction. Furthermore, effective CM approaches, supported by EI, facilitate constructive responses to workplace disagreements, thereby strengthening team cohesiveness and performance. The study highlights the universal relevance of EI and CM in creating a positive work environment, with key findings suggesting that organizations investing in EI training and leadership development can cultivate a more harmonious and productive workforce. Additionally, the interconnection between EI and CM emphasizes their combined impact on organizational performance, as emotionally intelligent leaders can effectively manage conflicts, transforming challenges into opportunities for growth. This article underscores the importance of integrating EI and CM frameworks into organizational strategies to enhance resilience, cooperation, and overall employee well‐being. The implications of this study are vital for business leaders, HR practitioners, and policymakers seeking to improve workplace satisfaction and team collaboration.
... Emotional intelligence (EI) refers to an individual's ability to recognize, understand, and regulate emotions in themselves and others, facilitating social interactions and decision-making (Goleman, 1995;Mayer et al., 2016). SEL, in turn, is an educational framework that fosters EI development by enhancing selfawareness, social awareness, self-management, relationship skills, and responsible decision-making (CASEL, 2020). ...
... The theoretical foundations of SEL stem from EI research, particularly Goleman's (1995) work on emotional intelligence and its application in education. Over time, SEL frameworks such as the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020) and the Clover Model (Noam & Triggs, 2023) have provided structured approaches to embedding SEL in classrooms. ...
This qualitative case study deals with the problem of social-emotional learning (SEL) implementation in Ukrainian pre-service English as a foreign language (EFL) teachers’ formative assessment in the English language classroom. The research question is “How did the implementation of SEL techniques during formative assessment affect pre-service EFL teachers’ communicative skills?” It is particularly important in times of crisis, such as wars, natural disasters, or pandemics, when pre-service EFL teachers are socially and emotionally vulnerable. Taking into account that the assessment provokes additional stress and anxiety, the introduction of SEL techniques in formative assessment contributes to creating a fertile educational space with a focus on pre-service teachers’ emotional needs and mental well-being. The study found that integrating SEL techniques such as exit tickets, reading logs, dialogue journals, pilgrim’s journals, assessment rubrics, reflective activities, and graphic organizers into formative assessments significantly enhanced pre-service EFL teachers’ communicative skills, emotional intelligence, and learner autonomy. Participants reported improved engagement, self-awareness, and interpersonal skills, confirming the value of SEL-informed pedagogy in fostering both language proficiency and emotional resilience in times of crisis.
... This aligns with Daniel Goleman's theory, which posits that individuals capable of selfmotivation exemplify emotional intelligence (Goleman, 2006). This single mother can monitor her child's emotional intelligence development throughout their nighttime interactions. ...
... It is clear from his expression that he went to visit his friend because he was feeling restless at home and believed it was a natural occurrence, even though his mother was extremely concerned. The child's conduct is inconsistent with Daniel Goleman's assertion that emotional intelligence does not entail the permissive expression of emotions, but rather the management of emotions in a manner that is both effective and appropriate (Goleman, 2006). ...
This study seeks to ascertain the role of single moms in the emotional and spiritual intelligence development of children in Errabu Village, Sumenep, as well as the variables that impede this growth. This research employs a qualitative approach utilizing a case study methodology. This study utilizes interviews as primary data sources and significant documents as secondary data sources. The methods of data collection include interviews, observations, and documentation. In this study, data analysis encompasses data reduction, data exposure, and conclusion formulation. This study examines the role of single moms in Errabu Village in fostering emotional intelligence, focusing on the stages of emotional intelligence development and their involvement with children. The job of spiritual intelligence is encouraging children to read scriptures together, elucidating their significance in daily life, assisting in the formulation of their life missions, and engaging them in religious spiritual activities. Nevertheless, among the several responsibilities mentioned, the position of a single mother is significantly limited in fostering the emotional and spiritual intelligence of children in Errabu Village. The constraining elements include heavy work commitments, painful experiences, and overwhelming desires.
... It involves not only cognitive processes like memory, reasoning, and problem-solving but also emotional and social intelligence. Humans are capable of understanding context, exhibiting empathy, and making decisions influenced by a broad array of experiences and emotions (Goleman, 1995). ...
... Emotional intelligence includes recognizing, understanding, and managing one's emotions and those of others. Social intelligence involves navigating social interactions, understanding social cues, and building relationships (Goleman, 1995). ...
INSIGHT and the theory of the Unified Principle of Cognition offers a comprehensive framework for understanding cognitive processes, emphasizing adaptability, continuous learning, and reasoning under uncertainty. It postulates that cognitive processes are interconnected and can be explained through a single principle:
“Constructing a continuously adapting, dynamically self-organising behaviour map grounded in environmental regularities given insufficient knowledge and resources.”
Key components of this theory encompass dynamic self-organization, continuous adaptation, behaviour mapping, pattern recognition, and intention. Intention is pivotal as it directs the focus and actions of the cognitive system, aligning its intent with environmental stimuli and ensuring purposeful and intention-driven behaviour. Collectively, these elements foster holistic integration, adaptive intelligence, flexibility, and resilience.
Integrated Network for Scalable Intelligent General Higher-order Thought (INSIGHT) represents a practical software implementation of this theory. INSIGHT embodies the Unified Principle of Cognition through its self-organizing architecture that continuously learns and adapts. By identifying patterns, utilizing sophisticated behaviour mapping, and integrating intention as a central mechanism, INSIGHT can make informed decisions even when given incomplete information. The system illustrates how dynamic self-organization, continuous adaptation, behaviour mapping, and intention can integrate to create a highly adaptive and resilient human-like intelligent system.
... The Buddhist stories used in the classroom also facilitated opportunities for collaborative learning, thus enhancing students' cooperation skills. This supports their character development and emotional intelligence, consistent with Goleman (1996) theory, which underscores the role of emotional awareness and management in the development of creativity and social competencies. ...
... Nevertheless, the findings indicate that integrating moral values with creativity can contribute to a more holistic education. Schools should continuously evaluate and develop instructional methods that balance cognition, morality, and creativity while respecting societal diversity (Durlak et al., 2011;Goleman, 1996). ...
This study aims to investigate the effectiveness of task-based learning methods integrated with Buddhist ethical narratives in enhancing elementary school students' creativity within the context of moral education. The research employed a mixed-methods approach using the Classroom Action Research (CAR) model developed by Kemmis and McTaggart. Data were collected through classroom observation, documentation of student work, and semi-structured interviews. Quantitative data were analyzed descriptively to measure improvements in creativity indicators, while qualitative data were examined thematically to identify narrative patterns and student responses. The results demonstrated a 41.5% increase in overall student creativity, with the highest improvement observed in the creative thinking indicator (55.1%), followed by discipline (37.8%) and active questioning (40.7%). The incorporation of ethical narratives from the Dhammapada, including the stories of Kisagotami Theri and Culapanthaka, proved to be an effective pedagogical tool for instilling moral values while simultaneously fostering creative thinking. This method also promoted active student engagement, critical reflection, and original expression in completing ethically focused tasks. The implications of this study suggest that a task-based learning approach, when integrated with moral narratives, can enhance both ethical instruction and creativity development in students. These findings are particularly relevant for the development of religious education curricula in primary schools and offer a foundation for teacher training programs aimed at designing more participatory and reflective learning experiences.
... The capacity of leaders to successfully manage both tasks and people has become more important than ever in today's competitive and dynamic organisational setting, particularly within the IT industry. One important factor influencing staff engagement and retention is a leader's emotional intelligence (EI), which is the ability to identify, comprehend, and control emotions in both oneself and others Goleman (1995). The IT industry in India, especially Nagpur, is in a unique situation due to the growing difficulties of worker mobility, talent shortages, and increased employee demands. ...
... By finding the emotional intelligence competences that have the most influence on creating engaged and devoted workforces, the research hopes to advance both theory and practice. Goleman (1995) popularised the idea of emotional intelligence, arguing that exceptional leaders are distinguished from mediocre ones by their emotional intelligence as well as their cognitive intelligence. Self-awareness, self-control, motivation, empathy, and social skills are all components of emotional intelligence Goleman (2000). ...
This study investigates how leadership emotional intelligence affects talent retention and employee engagement in Nagpur's IT industry. The relevance of emotional intelligence (EI) in influencing motivation, long-term commitment, and relationships at work is expanding as it is seen as a critical leadership quality. In order to determine how emotionally intelligent behaviorslike empathy, self-awareness, and effective communicationexhibited by leaders affect employees' experiences and decisions to stay with a company, the study uses a descriptive research design and questionnaire-based data collection from 150 employees across IT companies in Nagpur. According to the results, most workers believe that emotionally savvy leadership plays a big role in keeping them engaged and on board. Nonetheless, disparities in leadership approaches point to the necessity of more comprehensive and methodical programs for developing emotional intelligence. The study comes to the conclusion that, in a competitive talent market, investing in Emotional Intelligence (EI) training may improve workplace culture, increase employee happiness, and fortify organisational stability.
... Novi et al. (2021) emphasize that PBL encourages students to connect theoretical knowledge with practical applications, which was evident in the students' ability to relate Pancasila values to real-life situations. Moreover, Goleman (1996) highlights the importance of emotional intelligence in academic settings, suggesting that the interactive and competitive elements of Quizizz may enhance students' emotional engagement and motivation. ...
... Moreover, the gamified elements of Quizizz, such as leaderboards and instant feedback, created a competitive yet enjoyable learning atmosphere. Students reported feeling more motivated to participate actively in lessons, aligning with Goleman (1996) assertion that emotional engagement is crucial for sustained interest in learning. This finding also supports Peter (2010) model, which highlights the role of emotional intelligence in educational success. ...
This study examines the impact of implementing Problem-Based Learning (PBL) with the Quizizz application on students' interest in learning citizenship education for Class X at SMA Negeri 1 Tanjung Palas Tengah during the 2024–2025 academic year. Conducted as Classroom Action Research (CAR) over two cycles, the study follows the stages of planning, implementation, observation, and reflection. Data were collected through observations, questionnaires, and assessments. The findings indicate a significant increase in students' learning interest, as evidenced by a 25% improvement in questionnaire scores measuring engagement and motivation, alongside an increase in daily assessment scores from an average of 70 in the first cycle to 85 in the second cycle. Students exhibited greater enthusiasm, active participation, and positive responses toward the learning process. These results suggest that integrating PBL with the Quizizz application effectively enhances student engagement and motivation in citizenship education. The study highlights the potential of interactive digital tools to support innovative teaching strategies and improve learning outcomes.
... In such cases, gut feeling might rightly tip the balance based on subtler factors; or the analysis yields a choice that one feels very uncomfortable with, suggesting something important to the decision-maker is not captured in the numbers. Goleman (1995), in discussing emotional intelligence, noted that self-awareness and selfregulation allow one to pause an initial impulse and bring in reasoning (that's engaging System Y when needed), while also allowing one's reasoning to be informed by empathy and gut sense (engaging System X's input). Educational programs in decision making now often teach about cognitive biases (to warn when intuition might err) and about decision analysis techniques (to support rational evaluation), essentially training people in managing both systems. ...
This article extends the classical dual-process theory of cognition, notably Kahneman's Systems 1 and 2, by proposing a corresponding duality in decision-making processes: System X and System Y. System X embodies intuitive, affect-driven decision-making, rooted in emotional evaluations and fast experiential knowledge that mirrors the evolutionary origins of instinctual behaviour. It reflects how humans and other animals have historically made survival-oriented choices based on precompiled emotional signals. In contrast, System Y represents rational, deliberative decision-making that utilises simple logic, reasoning, and structured analysis, operating through conscious effort and cognitive control. While System X aligns with immediate affective preferences, System Y applies systematic evaluation and basic logical structuring to complex or unfamiliar decision problems. The article argues that sound decision-making, especially in complex contexts, requires a deliberate integration of both systems. Reliance on either intuition alone or analytic calculation alone is insufficient for robust outcomes. To support this position, the article draws on cognitive psychology, behavioural economics, neuropsy-chology, and decision theory, framing the two systems as complementary and mutually necessary. Furthermore , the PILOT method is presented as an applied hybrid approach that incorporates an "intuition criterion" into a structured multi-criteria decision process, offering a practical example of System X and Y collaboration. The System X and Y model thus advances the understanding of decision competence by framing affective and rational processes as joint contributors rather than adversaries. This hybrid approach is argued to more faithfully reflect human cognitive capacities and to enhance decision quality across personal, professional, and policy domains. Embracing the integration of intuition and reason provides a more realistic and effective model for real-world decision-making.
... Kebanyakan menggunakan metode korelasional, yang dinilai kurang dapat melihat dampak langsung MI terhadap EI. Teori MI (Gardner, 1993) pasti digunakan, sementara model EI bervariasi (Salovey & Mayer, 1989;Goleman, 1996;Petrides, 2009 Trait Emotional Intelligence (TEI) mengacu pada persepsi diri tentang kemampuan emosional, yang dinilai melalui self-report test, sementara EI ability berfokus pada kemampuan emosional kognitif, yang diukur melalui tes kinerja dan kapasitas (Salovey & Mayer, 1989). Trait EI merupakan bagian dari hierarki kepribadian (Petrides et al., 2007), menyoroti sifat subjektif dari pengalaman emosional (Petrides, 2009 ...
Banyak penelitian yang mengonfirmasi manfaat Multiple Intelligence (MI) dan Emotional Intelligences (EI) terhadap keberhasilan akademis. Penelitian ini menyelidiki apakah program pembelajaran MI yang menggunakan delapan domain kecerdasan Gardner dapat meningkatkan kecerdasan emosional (EI), yang diukur dengan kuesioner Traits Emotional Intelligence oleh Petrides. Penelitian ini melibatkan intervensi kuasi-eksperimental dengan sembilan belas siswa sekolah menengah, tiga di antaranya siswa inklusi, dari dua sekolah alternatif di Jakarta. Peserta dibagi menjadi kelompok Intervensi dan kelompok Kontrol, dengan tes pra dan pasca yang dilakukan. Intervensi difokuskan pada pembelajaran yang dipersonalisasi dan relevan berdasarkan kekuatan, minat, dan kecenderungan siswa. Data dianalisis menggunakan metode kuantitatif, menggunakan uji beda t-test dan N-gain. Program pembelajaran MI secara statistik gagal meningkatkan EI pada peserta, namun, sebagian besar peserta dalam kelompok Intervensi menunjukkan peningkatan skor EI pasca-tes, yang menunjukkan potensi manfaatnya jangka panjang.
... However, technology alone is insufficient without a parallel transformation in organizational culture and leadership style. Leaders must cultivate adaptability, emotional intelligence (Goleman, 1995), and a commitment to purpose in order to align digital progress with human values. Organizational agility emerged as a key differentiator, particularly in the wake of global disruptions such as the COVID-19 pandemic (McKinsey & Company, 2020) [9] . ...
... Dengan memiliki kesadaran diri yang tinggi, individu mampu mengelola diri secara efektif dalam berbagai situasi. Selfawareness is the keystone of emotional intelligence (Goleman, 1995). b. ...
The quality of the character of the state civil apparatus (ASN) determines the effectiveness of public services. This community service aims to build the character of ASN through a training and coaching approach conducted with the Depok City Personnel and Human Resources Development Agency (BKPSDM). The activity method is in the form of training on ASN basic values (BerAKHLAK), integrity coaching, and strengthening work ethic. The results of the activity showed an increase in ASN's understanding of the values of integrity, excellent service, and responsibility. This activity is expected to become a replication model in other agencies to improve the quality of ASN character.
... Daniel Goleman (1995) menekankan bahwa kecerdasan emosional termasuk kemampuan untuk mengenali dan mengelola emosi diri sendiri serta memahami emosi orang lain berperan penting dalam keberhasilan individu di tempat kerja. Kecerdasan emosional yang tinggi memungkinkan individu untuk berkomunikasi lebih efektif, membangun hubungan yang lebih baik, dan mengelola stres dengan lebih baik. ...
Basically, the most important thing to achieve a maximum goal is human resources (HR). Human resources are the spearhead that will be the main determinant of the success of the implementation of organizational or company activities. Independent variables in this study are Social Interaction (X1), Emotional Intelligence (X2), Work Flexibility (X3) and Work Conflict (X4) While the dependent variable is Work Effectiveness (Y). In the study, all populations were sampled as many as 35 people. The results of the study showed that social interaction, emotional intelligence, work flexibility, and work conflict have a positive and significant influence on employee work effectiveness. The combination of social interaction skills, emotional management, flexibility in adjusting to work demands, and good conflict management contribute comprehensively to increasing the work effectiveness of employees of the Financial and Regional Asset Management Agency of Empat Lawang Regency. This shows the importance of a holistic approach in human resource management to achieve optimal performance
... Empathy builds a 'capacity to understand what another person might be experiencing from within the other person's frame of reference' (Bellet, 1991(Bellet, , p. 1831 and is a critical component in the shaping of the relationship between therapist and client (Bellet, 1991). A small proportion (<2%) of regulated therapists lack the capacity for empathy and are at risk of malpractice (negligence) and misconduct (Goleman, 1995;Kremer, 2017). Abel and Osborn (1999) found that therapists involved in sexual misconduct have reduced capacity for empathy toward client-victims. ...
Empathy and the working alliance are essential in therapy, but trauma responses may affect them. This exploratory study examined post-traumatic experience, therapeutic empathy, and working alliance. A survey of Australian therapists (n = 53; 49%; 11 males, 42 females; Mage = 43.03, SD = 12.64; Mpractice = 11.79 years, SD = 7.27) and therapy trainees (n = 55; 51%; 10 males, 45 females) was conducted. Trainees reported higher levels of unresolved trauma than therapists. In both groups, unresolved trauma was associated with lower working alliance. Emotional empathy and working alliance were impacted directly and via intrusion symptoms (TE = 2.03, p = .004; DE = 2.35, p = .001; IE = –.32, p < .05; k² = .05). Sampling limitations and cohort differences restrict generalisability.
... In the field of human skills, skills such as emotional intelligence and empathy stand out, which are crucial to promote an inclusive and collaborative work environment, aligned with ESG principles. Emotional intelligence, as described by Goleman (1995), allows individuals to manage their emotions and relate empathetically and constructively to others, contributing to a more harmonious and engaged work environment. With regard to professional skills, skills such as sustainability management, environmental impact analysis and ethical corporate governance practices are increasingly valued in the job market. ...
Competencies can be divided into technical and durable, according to their characteristics and objectives. Technical competencies refer to specific and updatable knowledge, while durable competencies encompass skills, knowledge, and attitudes that remain relevant over time, contributing to the success and adaptability of individuals. In the current context, durable competencies are increasingly aligned with ESG (Environmental, Social, and Governance) principles, which evaluate the performance of companies in the environmental, social, and governance areas. Professional skills in sustainable management, environmental practices and ethical governance are increasingly valued in the job market. The administrator plays a key role in the development of durable competencies, promoting an organizational culture that values continuous learning. The interviews conducted in the study indicated that the integration of ESG practices is seen as essential for the long-term sustainability of companies. ESG, as a durable competency, involves the ability to manage environmental impacts, promote transparent governance practices, and address social issues. For ESG to be effective, it is necessary to integrate it into organizational strategies and corporate culture. In addition, ESG competence can boost the sustainable development of people, companies, and countries by attracting investments, stimulating innovation, and generating jobs in sustainability-related sectors. While there are challenges in adopting these competencies, such as upfront costs and cultural resistance, the strategic advantages outweigh these obstacles. Higher Education Institutions play an important role in preparing future professionals with the necessary skills to deal with these challenges by offering educational programs that integrate ESG principles. Therefore, durable ESG competence is essential not only for companies' competitiveness, but also for sustainable social and economic development.
... It plays a critical role in students' abilities to navigate academic demands and social environments. Students with high emotional intelligence often demonstrate superior stress management skills, stronger interpersonal relationships, and greater adaptability (Goleman 2005;Schutte et al. 1998). These emotional competencies not only enhance academic performance but also promote psychological well-being, resilience, and motivation (Hwang and Kim 2023;Trigueros et al. 2020). ...
Background
In Mediterranean countries, resilience among university students remains underexplored, despite its critical role in managing academic and personal stressors. Emotional intelligence (EI) and perceived stress are known to influence resilience but require further investigation in culturally diverse settings.
Aim
To explore the relationships between academic resilience, EI, and perceived stress among university students in three Mediterranean countries characterized by diverse academic and cultural systems.
Sample
1833 undergraduate students from 12 universities in Egypt, Jordan, and Oman.
Methods
A cross‐sectional correlational design was employed. Participants completed the academic resilience scale (ARS‐30), Schutte self‐report emotional intelligence test (SSEIT), and perceived stress scale (PSS). Multiple linear regression was used to identify predictors of academic resilience.
Results
The mean resilience score was 67.4 (SD = 18.4). EI positively predicted resilience (B = 0.57, β = 0.66, p < 0.001), whereas perceived stress was negatively associated (B = ‐0.48, β = 0.15, p < 0.001). Other significant predictors included good health, advanced academic years, GPA, nationality, and participation in stress‐management training. Variables, such as gender, age, and field of specialty, did not significantly influence resilience. The model explained 54% of the variance in resilience (R² = 0.54, p < 0.001).
Conclusions
This study provides novel insights into the predictors of resilience in culturally diverse Mediterranean contexts. Emotional intelligence and stress management are critical for enhancing academic resilience. Universities should integrate EI training, stress reduction programs, and resilience‐building initiatives into their curricula. Future research should explore longitudinal trends and culturally tailored interventions to promote resilience.
... Divide bigger goals into smaller, more manageable tasks. (96). ...
“Reflective Mindfulness: Transforming the Research Experience” takes the reader on a contemplative, consciousness-raising journey of change within the research process.
This pioneering book merges the principles of mindfulness with academic research, breathing fresh life into how readers can help researchers achieve an even deeper engagement with their work in the service of enhanced creativity, clarity, and resilience.
This book tackles all the mentioned issues, with its recommendations for reflection and mindfulness during research, using practical exercises, real-world examples, and personal stories. Whether you are an experienced scholar, a young researcher embarking on the first stages of your career, or a student starting on the first steps in your first research project. Tools for Achieving Your Goals through Mindfulness brings you the right tools and strategies to turn a research experience into a journey worth living and sharing.
Student motivation to learn is an issue that must be paid attention to by everyone, be it the family or the school. Entering adolescence, children will more often experience ups and downs in motivation when studying, ups and downs in learning motivation are influenced by poor emotional intelligence. The aim of this research is to find out the effect of emotional intelligence on the learning motivation of class VIII students at SMPN 6 Bukittinggi. The technique used for sampling was a purposive sampling technique with an instrument in the form of a questionnaire which was distributed to 123 students. The results of the analysis show that emotional intelligence has a significant influence on learning motivation with a correlation value of 0.353 and a coefficient of determination of 0.125. In conclusion, emotional intelligence has an influence of 12.5% on learning motivation, while 87.5% is influenced by other factors not examined in this research. It is hoped that the results of these findings can encourage schools and families to help students have good emotional intelligence so that students have good motivation to learn.Emotional Intelligence
This study aims to explore the relationship between emotional maturity and forgiveness in Psychology students of Padang State University. This study applies a quantitative approach with a correlational design involving 100 students as respondents selected using incidental sampling techniques. The results of data analysis show a significance value of 0.000 (p <0.05) strengthening that the relationship between emotional maturity and forgiveness is statistically significant. This finding reveals that the higher the level of emotional maturity of students, the better their ability in forgiveness.
Marriage is a sacred vocation that signifies a profound commitment between husband and wife, rooted in love and faith. Many couples, however, lack the emotional and mental readiness to navigate marital challenges. This study examines the impact of Pre-Marriage Catechesis (KPP) on the emotional and mental readiness of Catholic couples in the Holy Spirit Cathedral Parish, Denpasar. Using a pretest- posttest experimental design, data were collected from 89 participants (44 males, 45 females) in November 2024, utilizing the Sukoon Marriage Readiness Scale. Before KPP, participants were categorized as "Highly Ready for Marriage" (20%, 18 individuals), "Moderately Ready" (50%, 45 individuals), and "Not Ready" (30%, 26 individuals). After completing KPP, the "Highly Ready" group increased to 65% (58 individuals), "Moderately Ready" remained at 30% (27 individuals), and "Not Ready" decreased to 5% (4 individuals). Pearson correlation analysis showed a strong relationship between KPP and readiness (r = 0.842, p = 0.000). Gender had no significant effect (p > 0.05), indicating KPP's universal applicability. The study concludes that KPP significantly enhances couples' readiness for marriage, contributing 98.7% to their emotional and mental preparedness. Recommendations include adapting KPP modules to address modern couples’ needs and increase program efficacy.
Penelitian ini bertujuan untuk mengkaji pengaruh gaya kepemimpinan transformasional terhadap budaya sekolah yang positif. Gaya kepemimpinan transformasional dikenal dapat memotivasi dan menginspirasi para anggota organisasi untuk mencapai tujuan yang lebih tinggi, serta membentuk lingkungan yang mendukung perubahan positif. Dalam konteks pendidikan, kepemimpinan transformasional diharapkan dapat menciptakan budaya sekolah yang positif, di mana nilai-nilai seperti kolaborasi, inovasi, dan pengembangan diri dapat berkembang dengan baik. Penelitian ini dilakukan dengan metode studi literatur, mengumpulkan berbagai sumber yang membahas hubungan antara kepemimpinan transformasional dan budaya sekolah. Hasil dari tinjauan literatur menunjukkan bahwa kepemimpinan transformasional memiliki pengaruh signifikan terhadap terciptanya budaya sekolah yang positif, dengan indikator utama seperti peningkatan motivasi guru, rasa saling percaya antara pimpinan dan staf, serta peningkatan kualitas hubungan antara sesama anggota sekolah. Penelitian ini juga mengidentifikasi tantangan yang dihadapi dalam implementasi gaya kepemimpinan ini, serta rekomendasi untuk pengembangan budaya sekolah yang lebih baik melalui kepemimpinan yang visioner dan inspiratif.
Penelitian ini bertujuan untuk mengkaji peran manajemen konflik dalam menciptakan lingkungan sekolah yang kondusif. Lingkungan sekolah yang kondusif sangat penting untuk mendukung proses pembelajaran yang efektif, di mana guru, siswa, dan staf sekolah dapat bekerja sama dengan harmonis dan produktif. Konflik di lingkungan sekolah, baik yang melibatkan siswa, guru, maupun antar staf, sering kali menjadi hambatan dalam terciptanya atmosfer yang positif dan mendukung kegiatan belajar mengajar. Oleh karena itu, manajemen konflik yang baik menjadi salah satu kunci untuk menjaga keharmonisan dan efektivitas di sekolah. Dalam penelitian ini, penulis menganalisis berbagai teori dan pendekatan dalam manajemen konflik, serta bagaimana implementasinya di lingkungan sekolah dapat membantu meredakan ketegangan dan meningkatkan hubungan antar individu. Studi ini juga membahas peran kepala sekolah dan pendidik dalam mengelola konflik, serta strategi yang dapat diterapkan untuk menciptakan lingkungan sekolah yang lebih baik. Hasil dari penelitian ini menunjukkan bahwa penerapan manajemen konflik yang tepat dapat mengurangi ketegangan, meningkatkan komunikasi, dan menciptakan iklim yang mendukung perkembangan sosial dan akademik siswa. Dengan demikian, manajemen konflik yang efektif berkontribusi signifikan terhadap terciptanya lingkungan sekolah yang kondusif untuk pembelajaran.
This chapter examines the complex interplay between emotion and motivation in human behavior. It begins by exploring theories of emotion—from the James–Lange and Cannon-Bard theories to the Schachter-Singer and Cognitive Appraisal models—highlighting the challenges of measuring subjective emotional experiences and the influence of cultural and linguistic factors. The chapter distinguishes between emotion and affect, noting their roles in shaping cognition, memory, and decision-making. It also discusses how animals display emotional behavior, suggesting evolutionary continuities. The discussion then shifts to emotional regulation strategies, including cognitive reappraisal, expressive suppression, distraction, and mindfulness. With respect to motivation, key theories such as drive theory, Maslow’s hierarchy of needs, expectancy-value theory, and goal-setting theory are reviewed. The chapter differentiates between intrinsic and extrinsic motivation and explores factors such as self-efficacy and attribution processes that influence achievement motivation. Finally, it addresses the impact of social support, cultural values, and workplace dynamics on emotional experiences and motivational outcomes, underscoring the importance of these factors in personal well-being and organizational performance.
Penelitian ini bertujuan untuk menganalisis fungsi implikatur percakapan dalam novel Kerumunan Terakhir karya Okky Madasari. Metode deskriptif kualitatif dipilih karena sifat implikatur yang kompleks dan kontekstual dalam percakapan tokoh dalam novel. Pengumpulan data dilakukan melalui teknik menyimak, yang melibatkan pengamatan terhadap penggunaan bahasa dalam novel Kerumunan Terakhir karya Okky Madasari. Data kemudian dicatat berdasarkan bentuk bahasa tulis yang relevan. Hasil analisis menunjukkan bahwa terdapat 28 jenis fungsi implikatur percakapan, yang terdiri dari 16 fungsi implikatur asertif, 8 fungsi implikatur direktif, 0 fungsi implikatur komisif, dan 4 fungsi implikatur ekspresif. Mayoritas fungsi yang ditemukan adalah implikatur asertif (16 fungsi), yang menunjukkan peran penting dalam pengungkapan klaim dan fakta dalam interaksi antar tokoh. Dominasi fungsi implikatur asertif ini mencerminkan fokus novel pada komunikasi yang bersifat informatif dan deskriptif, serta menggambarkan kedalaman karakterisasi dan tema yang diusung. Fungsi implikatur komisif tidak ditemukan dalam novel ini, kemungkinan karena fokus utamanya lebih banyak pada komunikasi yang bersifat informatif atau permintaan. Temuan ini memberikan wawasan mengenai peran penting implikatur asertif dalam membentuk karakter dan plot dalam novel, serta relevansinya untuk studi lebih lanjut dalam bidang sastra dan pragmatik.
Teacher motivation is persistently declining. This study aimed to derive the best-fit model explaining teacher motivation as influenced by adaptive leadership, school climate, and organizational commitment. Employing Structural Equation Modeling (SEM) with 400 samples selected through quota sampling technique, results indicated organizational commitment had the strongest influence (Beta = 0.777, p < 0.001), followed by adaptive leadership (Beta = 0.132, p = 0.029), with school climate showing no significant impact (Beta = 0.078, p = 0.479). The best-fit model demonstrated excellent indices (CMIN/DF = 0.590; RMSEA = 0.000). Prioritizing strategies enhancing organizational commitment and adaptive leadership to boost teacher motivation and improve educational outcomes; and conducting further research to validate the assertion of this study are recommended.
This study explores Prophetic Pedagogy, focusing on the teaching methods used by Prophet Muhammad to educate young learners. Using a Grounded Theory Approach, the research explores how the Prophet imparted core Islamic principles; aqidah (faith), ibadah (ritual), and akhlaq (ethics) to his young companions. By analyzing primary sources, including hadith collections and sirah (biographies), along with conducting interviews with seventeen experts in relevant fields, the study aims to develop a theoretical framework for Prophetic Pedagogy that is applicable to contemporary religious education. The study emphasizes the importance of emotional and psychological readiness before formal religious teaching. This preparatory phase involved building strong teacher-student relationships, fostering motivation, and addressing personal concerns to create an optimal learning environment. It highlights the significance of compassion, gradual instruction, and experiential learning in the Prophetic model of education.
Self-reflection is a vital tool capable of enhancing learning processes. In this chapter, the importance of reflection on teaching and learning is discussed by reviewing a specific teaching session delivered by one of the co-authors. The suitability and quality of the devised learning plan, the delivery method, and the feedback are discussed. The chapter also highlights a case of a formerly incarcerated student with self-stigmatisation. The case study reveals that it is crucial for a teacher to pay close attention to his students' behaviours and to build a quality relationship with them. It emphasises that students needing timely support may sometimes go unnoticed. The authors advocate institutions' launch of awareness and sensitisation campaigns geared towards boosting the self-confidence and self-esteem of formerly incarcerated students who might be unwilling to disclose their previous conviction history. Training and equipping staff and faculties with skills to eliminate stigma, create inclusive environments, and better support all members is also advocated.
In today's educational landscape, effective leadership plays a crucial role in fostering a positive academic environment, improving teacher performance, and supporting student achievement. Leithwood et al. (2020) highlight that school leaders who embrace an educational leadership approach significantly influence both teacher efficacy and student engagement. Additionally, Harris and Jones (2021) stress that to overcome contemporary educational challenges, leaders must create a supportive and motivating workplace where socio-emotional competence is essential. In this context, this study looked into the constructs of educational leadership of school heads, socio-emotional competencies, and teachers’ self-efficacy. This research aimed to determine the relationship of educational leadership of school heads, socio -emotional competencies, and teachers’ self-efficacy in Division of Sta Rosa City. This study employed a descriptive-correlational research design to describe and correlate the said variables of the study. A sample size of 156 respondents was selected through random sampling from the total number of 260 teachers in the Division of Santa Rosa City. A survey instrument that was modified and adopted from prior studies was employed after being validated by the experts and was tested for its reliability using Cronbach’s alpha measure of internal consistency. A significant relationship was found between educational leadership and socio-emotional competencies. Instructional leadership was significantly correlated with all socio-emotional components, while transformational, strategic, and community leadership also exhibited varying degrees of association with socio-emotional factors. Furthermore, all leadership dimensions had a significant relationship with teachers' self-efficacy, with transformational leadership showing the strongest correlation (r=0.709). Similarly, all socio-emotional competencies were significantly related to teachers' self-efficacy, with social awareness (r=0.617) showing the highest correlation. It was concluded in the study that the school heads exhibit strong leadership and high socio-emotional competencies, enhancing teacher development and school management. Teachers demonstrate high self-efficacy, reflecting confidence and commitment to student success. Stronger educational leadership, especially transformational leadership, boosts both socio-emotional competencies and teacher self-efficacy.
Low emotional intelligence in children will impact their behavior and actions. Armed with the competencies they possess, teachers play a major role in shaping children into academically and emotionally intelligent individuals. This study aims to examine the influence of social competence and teacher personality competence on the emotional intelligence of children aged 5–6 years, both individually and collectively. Using a quantitative ex post facto approach, the study involved 98 kindergarten group B teachers in Baubau City, selected through probability cluster sampling. Data were collected via questionnaires and analyzed using multiple linear regression, including F-tests, t-tests, and determination coefficient tests. The results of the study show that: (1) there is a positive influence of teachers' social competence on the emotional intelligence of children aged 5-6 years with a significance value of 0.001 < 0.05 and a contribution of 30,6%; (2) there is a positive influence of teachers' personality competence on the emotional intelligence of children aged 5-6 years with a significance value (2-tailed) 0.001 < 0.05 and a contribution of 30,7%; (3) there is a positive influence of social competence and teacher personality competence together on the emotional intelligence of children aged 5–6 years with a significance value (2-tailed) 0.000 < 0.05 and a contribution of 38%.
This study examines the use of persuasive language by male and female entrepreneurs in high-stakes negotiation settings, focusing on gendered communication strategies. With a particular emphasis on Aristotle’s modes of persuasion (Ethos, Pathos, and Logos), the research analyzes 44 negotiation conversations from Shark Tank US , Season 11, using a quantitative approach. Data were processed with SPSS to assess gender differences in persuasive strategies. The findings reveal significant gendered patterns: male entrepreneurs predominantly used Logos as a way to emphasize on logical reasoning and evidence to persuade investors, while female entrepreneurs more often employed Pathos, sparking emotional appeals to build empathy and engagement. These differences are discussed in light of social constructivist theories of language, which suggest that gendered communication reflects broader societal power dynamics. The study highlights the challenges women face in balancing authority with warmth in negotiations, a double bind identified in earlier research. This research contributes to our understanding of how gender influences persuasive strategies in entrepreneurial contexts and offers implications for promoting more equitable communication in business settings. It also suggests that future research should further explore how these findings can be applied to support female entrepreneurs in overcoming communication barriers and achieving greater success in negotiation and leadership roles.
The future of project management in the telecommunications industry is not just a distant possibility but a rapidly approaching reality. Driven by unprecedented technological advancements and a complex project environment, this transformation is imminent. This paper explores the development of leadership competencies among project managers in this volatile landscape through a combination of transactional and transformational leadership styles in facing future challenges. Using a scenario planning methodology, the author identifies critical drivers through a PESTLE analysis. The author then employs a 2x2 matrix to categorize environments based on two key uncertainties in the telecommunications industry: project complexity and technological uncertainty. This results in a Telecommunications Project Scenario Matrix, consisting of four future scenarios, namely Stability, Complexity, Innovation, and Disruption Quadrants. These scenarios present distinct challenges and opportunities for project managers, ultimately shaping the leadership competencies required for success in combining transactional and transformational styles. The analysis suggests five leadership development actions. This insight will be valuable for academics and project management practitioners in the telecommunications industry.
This article examines the psychological mechanisms of decision-making in athletes, including the influence of cognitive, emotional, and personality factors on the process of choosing the optimal decision in sports activities. The study analyzes key aspects such as intuitive and analytical thinking, stress resistance, impulsivity, motivation, and the ability to adapt in conditions of high uncertainty. Special attention is given to how different types of temperament and the level of professional experience of an athlete determine their ability to make quick and accurate decisions in competitive conditions.
The chapter aims to discuss the possibility of managers controlling two contradictory concepts simultaneously, by introducing the idea of tightrope-walking leadership that seeks to balance flexibility and efficiency. Although this is difficult theoretically, practices and literature in recent years confirm that managers attempt to be flexible and effective simultaneously. Focusing on this complex-constructed pattern may allow practitioners to absorb it and then gradually adopt and train on it. The proposed leadership style may also be effective in organizations that need effective and rapid responses to changes in the competitive business environment, i.e. organizations in which managers need to manage and coordinate all organizational contradictions in a unified, rapid, and effective manner to achieve organizational success and excellence.
Pendidikan yang berkualitas merupakan kunci untuk meningkatkan kompetensi sumber daya manusia dan menciptakan generasi yang siap menghadapi tantangan di era global. Namun, banyak siswa Madrasah Aliyah (MA) di daerah, termasuk MA Miftahul Huda Sungai Luar, yang mengalami kesulitan dalam mempersiapkan diri untuk melanjutkan pendidikan ke perguruan tinggi. Program ini bertujuan untuk mengembangkan program mentorship yang terstruktur untuk meningkatkan kesiapan akademik dan psikologis siswa. Metode yang digunakan dalam penelitian ini meliputi identifikasi kebutuhan siswa, pelatihan mentor, pelaksanaan sesi pendampingan, serta evaluasi dampak program. Hasil penelitian menunjukkan bahwa terdapat peningkatan signifikan dalam pemahaman materi akademik, kemampuan manajemen waktu, dan kepercayaan diri siswa setelah mengikuti program. Rata-rata skor pemahaman materi akademik siswa meningkat dari 60% sebelum program menjadi 80% setelah program. Kemampuan manajemen waktu siswa meningkat dari 50% menjadi 75%, kepercayaan diri meningkat dari 55% menjadi 85%, dan kemampuan pengelolaan stres meningkat dari 60% menjadi 90%. Program mentorship ini juga berhasil membantu siswa dalam mengelola stres dan membangun motivasi belajar. Meskipun terdapat beberapa tantangan, seperti waktu yang terbatas dan variasi kemampuan siswa, hasil menunjukkan bahwa program ini efektif dan dapat diusulkan untuk diterapkan sebagai kegiatan tahunan di sekolah. Dengan keberhasilan ini, diharapkan siswa MA Miftahul Huda Sungai Luar dapat lebih siap menghadapi ujian masuk perguruan tinggi dan melanjutkan pendidikan ke jenjang yang lebih tinggi.
Employees must manage emotions. Career prediction uses EI instead of IQ. Tracking job happiness, engagement, stress management, and peer interaction. Emotional intelligence benefits organisations and workers. EQ measures and controls emotions. Intelligence improves mental and social abilities. Self-esteem, life satisfaction, resilience, work satisfaction, and engagement are physical health. Business and emotional management increase with EQ. Communication, understanding, and compatibility boost workplace well-being. Mindfulness, leadership, conflict resolution, repetition, and awareness improve workplace emotional intelligence. Management, recruiting, and support increase EQ. These are results from successful and failing organisational EI implementations. Culture, training, and EI program well-being reporting are hindered by change resistance. AI-customised emotional intelligence training, leadership, and work-life balance boost EI. Promote mobility. EI. Famous firms face EI. Employee well-being, productivity, and corporate performance are most affected by EI.
Blended learning has emerged as a teaching method in the age of digital transformation, combining digital learning with face-to-face learning. Though screen tools have never been matched for ready access to information, student-centred learning, or developing digital literacy, over-reliance on them can deprive learners of social exposure, critical thinking, or emotional growth. Thus, equilibrium should be kept between hours of screen-gazing and genuine human connections so as to enliven and sustain education. The discussion of the overuse of screens touches on cognitive, social and emotional impacts. It develops practical frameworks to aid teachers in designing and implementing blended learning with balance and technology to enrich, not replace, human contact. Case studies and action recommendations thus highlight how educators may find a balance between the digital and interpersonal elements of education and pave the way toward resilient and adaptive learning ecosystems.
Dalam aktivitas trading forex, para trader sering kali dihadapkan pada keputusan yang harus diambil dalam waktu singkat. Sementara itu, kondisi pasar yang terus berubah menghadirkan tantangan besar yang dapat memicu tekanan mental. Banyak trader, terutama pemula, sering kali menghadapi berbagai masalah psikologis dalam aktivitas trading. Tekanan dari volatilitas pasar, pengaruh emosi negatif, hingga ketidakmampuan bangkit dari kerugian menjadi tantangan utama yang dapat menghambat keberhasilan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survey. Sampel dari riset ini merupakan para trader forex sebanyak 23 orang. Sampel ditentukan dengan teknik purposive sampling dan pengukurannya menggunakan Skala Likert. Penelitian ini menunjukan bahwa kecerdasan emosional berpengaruh positif dan signifikan terhadap pengambilan keputusan trader dalam industri forex. Ketahanan mental berpengaruh positif dan signifikan terhadap pengambilan keputusan trader dalam industri forex. Dan kecerdasan emosional dan ketahanan mental secara simultan memiliki pengaruh positif dan signifikan terhadap pengambilan keputusan trader dalam industri forex. Trader dalam industri forex disarankan untuk meningkatkan kecerdasan emosional melalui pelatihan atau workshop yang berfokus pada pengendalian emosi, empati, dan kesadaran diri.
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