Journal articles on the topic 'Cultural differences in Emotional Intelligence'
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Cabral, Angelo Miguel R., Fernando Manuel P. O. Carvalho, and Jose Antonio V. Ferreira. "EMOTIONAL INTELLIGENCE AND CULTURAL INTELLIGENCE IN TOP MANAGEMENT OF INTERNATIONAL SMES." EURASIAN JOURNAL OF BUSINESS AND MANAGEMENT 8, no. 3 (2020): 240–65. http://dx.doi.org/10.15604/ejbm.2020.08.03.007.
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The psychological characteristics of international firms’ decision-makers are of major importance in an increasingly borderless business world. Cultural intelligence (CQ) and emotional intelligence (EI) endow individuals with critical abilities to interact in multicultural environments. Given the scarcity of empirical studies, this research studies the relationship between CQ and EI and their dimensions respectively. This study focuses on the decisionmakers of international micro, small and medium-sized enterprises. The sample is composed of 307 international top managers. Constructs convergent and discriminant validities were verified and the relationship between them was assessed. Despite difference, the two intelligences are significantly related. In relation to their dimensions, significant relationships emerged as well significant emotional predictors of cultural intelligence. According to the results, the two intelligences emerged as important related capabilities within international top managers. We attested that in international business contexts, cultural and emotional intelligences are important and related capabilities.
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Anjum, Mehmood, Syed Muhammad Zia, and Waheed Ahmed Khan. "Cultural Comparison of Trait Emotional Intelligence among the Provinces of Pakistan (Sindh, Punjab, Khyber Pakhtunkhwa and Balochistan)." Journal of Intercultural Management 7, no. 3 (September 1, 2015): 15–37. http://dx.doi.org/10.1515/joim-2015-0019.
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Abstract The important feature of effective manager is to understand emotions in an effective method. This study looks into cultural variations in trait Emotional Intelligence among the business managers from the provinces of Pakistan i.e. Sindh, Punjab, Khyber Pakhtunkhwa and Balochistan. Comparing rotated component matrixes of these four provinces revealed the four traits emotional intelligence factors, Well-being, Self-control, Emotionality, and Sociability of these provinces. Short-form of Trait emotional intelligence Questionnaire developed by Petrides [2009] has employed to measure the 404 business managers from four provinces in present article. The results revealed evident the cultural differences in trait emotional intelligence scores with the business managers of Sindh scoring consistently higher than other three provinces and the business managers from Balochistan province scores are at lowest. These cross cultural differences may have ramification for global EI trait, well-being, self-control, emotionality and sociability in business manager’s performance, negotiation, conflict management, decision making and organizational development.
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Uludağ, Elanur, and Betül Mumcu. "The effects of cultural and emotional intelligence on care in nursing." HEALTH SCIENCES QUARTERLY 3, no. 1 (January 8, 2023): 1–11. http://dx.doi.org/10.26900/hsq.1721.
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This study was conducted to find out the effects of cultural intelligence, which is one of the strategies used in managing intercultural differences, and emotional intelligence which enables individuals to understand and manage their own emotions, to understand others’ emotions and develop their self-confidence, on care behaviour, which is the basis of the nursing profession. This descriptive and cross-sectional study was conducted in a city hospital between 01.09.2019 and 01.03.2020. The data were collected from nurses in the hospital who volunteered to participate in the study within the dates above. The sample was not selected, and 225 nurses who volunteered to participate in the study were included in the study. The total mean score of the participants from the cultural intelligence scale was 47.558±12.092, while the full scores from the factors were 7.9208±2.857 (min 4-max 20) for metacognitive factor, 15.963±4.89 (min 6-max 30) for cognitive aspect, 12.004±3.656 (min 5-max 25) for motivational factor and as 11.821±3.493 (min 5-max 25) for behavioural factor. The total mean score of the participants from the Caring Behaviors Inventory was 5.053±0.819, while the total scores from the factors were 5.045±0.823 for the assurance factor, 5.208±1.240 for the knowledge and skill factor, 4.994±0.831 for respectful factor and 4.949±0.842 for connectedness factor. The total mean score of the participants from the Emotional Intelligence Scale was 141.367±18.656, while the full scores from the factors were 44.563±5.96 for optimism/mood regulation, 18.940±4.15 for the use of emotions and 33.493±7.565 for evaluation of emotions. Cultural intelligence and emotional intelligence were found to have an effect on caring behaviours of nurses. Although there was no direct significant correlation between cultural intelligence total score and caring behaviours total score, there was a significant correlation between cultural intelligence factors and caring behaviours. There was a significant correlation between caring behaviours of nurses with high emotional intelligence.
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Smith, Kenneth H., Martyn Newman, Stephan Ledain, and Joseph Zajda. "The Emotional Intelligence Sports Inventory (ESi): A cross-cultural analysis - Australia, Wales, and England." World Studies in Education 19, no. 1 (December 1, 2018): 7–28. http://dx.doi.org/10.7459/wse/19.12.02.
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It has been widely documented that psychological constructs, specifically emotional intelligence, significantly contribute to athletic success. Yet the extant literature is limited and often inconsistent. Context-specific exploration of the impact of emotional intelligence on elite athletic performance can provide richer, more informed conclusions. Thus, this study explored the relationship between emotional intelligence (EI) and sport performance among 389 males and females from Australia, Wales, and England. The Emotional Intelligence Sports Inventory-ESi was used to identify EI differences between gender, level of sport participation, and nationality. Results showed there were significant differences between these factors on a number of the 11 ESi subscales. The implications of the results are discussed, and it is concluded that the study’s findings will facilitate a more robust and reliable use of the ESi in future research.
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Molander, Bo, Stefan Holmström, and Vladimir Takšić. "Cross-Cultural Questionnaires and the Necessity of Using Native Translators." Psihologijske teme 29, no. 1 (2020): 191–98. http://dx.doi.org/10.31820/pt.29.1.11.
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In this paper, we discuss problems of comparing two European cultures in a study of emotional intelligence by relying on traditional back translation of the questionnaire and the scales used in the study (Holmström, Molander, & Takšić, 2008; Molander, Holmström, & Takšić, 2009, 2011). We compared Croatian and Swedish university students in using The Emotional Skills and Competence Questionnaire, which is an original Croatian questionnaire (Takšić, 1998; Takšić, Mohorić, & Duran, 2009) based on the emotional intelligence theory of Mayer and Salovey (1997). Initially, we found small differences in responding to emotional items between the two countries as revealed by traditional statistical methods. Here we illustrate a large increase of the initial differences by applying differential item functioning (DIF) procedures (Zumbo, 1999), and then reducing again differences by taken several important steps in analyzing the translated items. Most important in these latter procedures was a new translation to Swedish by a native Croatian-speaking translator.
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Hystad, Sigurd W., Jarle Eid, Anita L. Hansen, Martha Tapia, and Michael D. Matthews. "An Exploratory Study of Differences in Emotional Intelligence in U.S. and Norwegian Undergraduate Students." Psychological Reports 107, no. 3 (December 2010): 891–98. http://dx.doi.org/10.2466/04.09.17.pr0.107.6.891-898.
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The present study explored sex and cultural differences in Emotional Intelligence scores in samples from Norway ( n = 297) and the United States ( n = 234). Significant main effects for sex were found in overall Emotional Intelligence scores and the Empathy factor. In addition, results revealed a small but significant effect for culture in the Self-control factor, as well as support for an interaction between sex and culture in the Handling Relationships factor. The results are discussed in light of cultural differences between U.S. and Norwegian societies.
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Sekwena, Eva Kefilwe, and Johnny RJ Fontaine. "Redefining and assessing emotional understanding based on the componential emotion approach." South African Journal of Psychology 48, no. 2 (June 20, 2017): 243–54. http://dx.doi.org/10.1177/0081246317714681.
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This article reports on a redefinition and a new operationalisation of the construct of emotional understanding based on the componential emotion approach. Emotional understanding was redefined as the ability to understand the likely emotional processes (i.e., appraisals, action tendencies, bodily reactions, expressions, and subjective feelings) that emerge when a person encounters goal-relevant events. In all, 10 emotions were identified to represent the variability in the emotion domain. For each emotion, a scenario was constructed that typically elicits that emotion. For each scenario, participants had to rate the likelihood of five emotions, five appraisals, five action tendencies, five bodily reactions, five expressions, and five subjective feelings. The new instrument, the Components of Emotional Understanding Test–South African Student version, was administered to 132 undergraduate students from diverse cultural backgrounds. Confirmatory factor analysis confirmed the expected one-factorial structure. Emotional understanding correlated positively with verbal cognitive ability, self-report emotional intelligence, and well-being and was negatively correlated with somatic complaints. Moreover, women outscored men, and no difference was observed between respondents with Black African and White cultural backgrounds.
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Alhashemi, Suhaila E. "Measuring Emotional Intelligence of University Students." International Journal of Social and Organizational Dynamics in IT 3, no. 4 (October 2013): 59–76. http://dx.doi.org/10.4018/ijsodit.2013100104.
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Emotional intelligence (EI) is being recognised to be a vital element in many educational institutions today. Tuning into one's feelings and understanding others help to build and strengthen relationships in classrooms. There are some Emotional Intelligence skills most often related to academic success such as assertion, drive, strength, commitment ethic, time management, and stress management. This paper looks at emotional intelligence of students in one of Bahrain's reputable national university. A comparison is made between students in Barhain and participants in China to look at cultural differences and the role of national culture in the levels of emotional intelligence among individuals. The results revealed no direct relationship between scores, grade point average, age and emotional intelligence competencies. Overall the scores were in moderation, reflecting moderate levels of emotional intelligence. However, there some subtle culture issues and variations between the culture in China and Bahrain, where some of the items in the EI instruments were found to be culture bound.
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Cliffe, Joanne. "Emotional intelligence testing for headteachers: globalization or lost in translation." Journal of Professional Capital and Community 3, no. 3 (July 9, 2018): 223–40. http://dx.doi.org/10.1108/jpcc-12-2017-0033.
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Purpose The emotional labor of headteachers and teachers is complex. The purpose of this paper is to explore the relevance of the use of the Mayer-Salovey-Caruso Emotional Intelligence test (MSCEIT) (Mayer, Caruso & Salovey, 2000) when assessing the emotional intelligence of headteachers as part of an investigation which aimed to reveal the ways in which female secondary school leaders were emotionally intelligent and whether it was possible to test for emotional intelligence. Design/methodology/approach Seven female headteachers’ MSCEIT reports are investigated. Semi-structured interviews were held pre- and post-test to explore the headteachers’ emotional labor. In addition, teachers serving under the headteachers were interviewed. Findings The accuracy of the MSCEIT is questioned, rather than taking the results at face value, attention is given to its content, language and cultural differences. The MSCEIT originates from the USA and is used globally. The findings of this investigation suggest it is possible the MSCEIT represents a deficit model due to the test takers’ interpretation of nuanced language. The findings show a disparity in relation to MSCEIT scores and self-reported emotional responses. Research limitations/implications Although the sample size is small and therefore cannot claim generalization from the findings, the use of emotional intelligence tests should be used with caution. Emotional responses are best understood through life experience as the headteachers attach retrospective meaning to their leadership actions. Originality/value Headteachers’ work is multifaceted because emotion is integral to the processes of teaching and learning. The emotional labor of headteachers and teachers impacts and has relevance to their roles as educational landscapes continue to shift.
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Nikoopour, Jahanbakhsh, and Nadimeh Esfandiari. "The Relationship between Emotional, Social, Cultural, Spiritual Intelligence and EFL Teachers’ Teaching Effectiveness." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 138. http://dx.doi.org/10.17507/jltr.0801.17.
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The present study attempted to investigate the relationship between EFL teachers’ emotional, social, cultural, spiritual intelligence and their teaching effectiveness in EFL contexts. Teaching effectiveness was investigated as perceived by EFL teachers, observers and learners based on a data-triangulated procedure. A total of 126 EFL teachers, 266 learners and 31 EFL observers selected randomly from various educational districts in Tehran participated in the study. The EFL teachers were required to answer self-report questionnaires of Teaching Effectiveness Scale (TES), Emotional Intelligence Questionnaire (TEIQue), Cultural Intelligence Scale (CQS), Tromsø Social Intelligence Scale (TSIS) and Integrated Spiritual Intelligence Scale (ISIS) respectively. The EFL observers and learners were also required to answer Teaching Effectiveness Scale (TES) to reveal their perception of their teachers’ teaching effectiveness. The study revealed that among EFL teachers, there was a significant correlation between teaching effectiveness and TEQ, but the correlation between teaching effectiveness and the three other types of intelligence (SQ, CQ, & SPQ) was not significant. The three groups of participants (teachers, observers, and learners) showed a significant difference in their perception of effective teaching. In further analysis, gender made a significant difference in TEQ, but female and male EFL teachers did not show a significant difference in their CQ, SQ, SPQ and effective teaching. University degree caused a significant difference in SQ and TEQ, but not in TE, SPQ and CQ. However, teaching experience and age made a significant difference in all four variables under the study.
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Karabuschenko, N. B., T. S. Pilishvili, T. V. Chkhikvadze, and N. L. Sungurova. "Features of social, emotional and cultural intelligence and recognition of emotions by Russian and Asian students." RUDN Journal of Sociology 20, no. 2 (December 15, 2020): 394–404. http://dx.doi.org/10.22363/2313-2272-2020-20-2-394-404.
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The article presents the results of the empirical testing of the authors model of the social-intellectual features of facial expressions recognition by the Russian and Asian students, and of the personal emotional, cultural and social intelligence. The importance of the research at the theoretical level is determined by the need for a cross-cultural social-psychological study of holistic constructs related to the personal social, cultural and emotional intelligence and recognition of emotions. At the practical level, the dynamics of Russian-Asian relations, in particular of the student mobility, explains the need for competent social-psychological support of foreign students in the internationally oriented university, which consists mainly of developing the intellectual potential and corresponding flexible skills. The authors empirically confirmed the hypothesis of the common grounds and specific features of the manifestation of structural, functional and substantial, dynamic and procedural components of the proposed model of intellectual personal manifestations in recognition of facial expressions. The hypothesis was empirically tested on the RUDN students (242 respondents) by the factor analysis: the study confirmed the common basis for the manifestation of structural components of the model (social-personal and active), presence of the substantial-regulatory factor in the substantial component, implementation of anticipation, adaptation and regulation in the functional component, reflective-evaluative manifestations in the substantial component, and manifestation of the dynamic and procedural components. Specific features of the model are determined by such differences as the unequal dynamics of each group of components (structural, functional, substantial) due to the cultural-social requirements and norms beyond the psychological domain, which require further research through the cultural-integrative and ethnic-specific conditions (theoretically also represented in the model).
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Capurso, Michele, Stefano Federici, Riccardo Palomba, and Eleonora D’Urzo. "Pornography use, sexual behaviours, and emotional intelligence in italian adolescents." PSICOLOGIA DELLA SALUTE, no. 2 (August 2020): 71–96. http://dx.doi.org/10.3280/pds2020-002004.
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Sexually explicit material (SEM) is easily accessed by adolescents. This cross-sectional study examined the characteristics of 413 Italian adolescents (aged 17-22, 55% female) who use SEM. We examined the associations of SEM use with relationship status, religiosity, and emotional intelligence. All of the respondents reported accessing SEM while underage, with males using SEM more than females and accessing SEM at an earlier age; earlier exposure to SEM was also found to influence later SEM use. The reasons for watching pornography also differed be-tween the genders. There was a partial connection between the EQ-I:YV, SEM use, and recent sexual activity. The gender differences in terms of the prevalence and reasons for the use of SEM may be connected to a more general gender cultural stereotype.
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Cohen-Katz, Joanne, Jeffrey L. Sternlieb, Susan E. Hansen, and Julie A. Dostal. "Developing Emotional Intelligence in the Clinical Learning Environment: A Case Study in Cultural Transformation." Journal of Graduate Medical Education 8, no. 5 (December 1, 2016): 692–98. http://dx.doi.org/10.4300/jgme-d-15-00548.1.
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ABSTRACT Background Burnout continues to erode the physician workforce, and there are few effective intervention studies to guide educators. Objective We explored residents' experience in a model environment emphasizing resident wellness, safety, and interpersonal skills. Methods As 1 of 14 participants in the national Preparing the Personal Physician for Practice (P4) project, the family medicine residency at Lehigh Valley Health Network implemented a series of curricular changes designed to transform the culture of education. This mixed-methods case study utilizes the results from 3 quantitative self-report instruments for well-being, along with content analysis of transcripts from 20 focus groups and 33 resident advising sessions to describe experiences of the residents enrolled between July 2007 and June 2012. Results In the intervention, we found no statistically significant quantitative differences in the well-being of residents compared with the family medicine faculty and staff. Deductive (a priori and template) analysis and inductive thematic analysis of the residents' articulations of their experiences revealed 6 recurrent themes: naming/articulation of emotions, relationships, attitudes about self-care, self-reflection, delivery of learning experiences, and availability of resources. Conclusions Quantitative measures of well-being did not capture the experiential value of the curricular innovations implemented by the residency program, while qualitative analysis highlighted themes important to residents. While not all residents in the intervention expressed support for the changes, repeated references to the nurturing educational environment indicate recognition of, and favorable responses to, the creation of an emotionally intelligent learning community.
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Pisnar, Mary, José Vicente B. de M. Cordeiro, and Suniti Phadke. "International Comparative Analysis of the Schutte Self-Report Emotional Intelligence Scale." International Journal of Business and Management 17, no. 8 (July 7, 2022): 13. http://dx.doi.org/10.5539/ijbm.v17n8p13.
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Measurement of emotional intelligence has proved to be problematic in terms of sample, measurement, and conceptual issues. The current study refines the sample to clearly identified countries of the United States, Brazil, and India. Country identification will facilitate an examination of cultural differences in the Schutte Self-Report Emotional Intelligence Scale (SSREI) factor structure. The SSREI became one of the few instruments measuring EI that were in the public domain (Tett et al., 2005). Further studies indicated structural problems with the SSREI (Austin et al., 2004; Gignac et al., 2005; Petrides & Furnham, 2000; and Saklofske et al., 2003). Researchers stressed the need to test the instrument on a wider range of populations. Data collected through a collaborative research project with Baldwin Wallace University, FAE Business School in Curitiba, Brazil and Christ University in Bangalore, India are used to compare the U.S., Brazil, and India responses to the Schutte Self-Report Emotional Intelligence Scale (SSREI). Data was collected from 646 MBA students across the three countries. Results show that dimensions of the SSREI do not translate well across cultures, but the unidimensional scale may be appropriate across cultures.
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Dubinko, Svetlana Alekseevna, Irina Iosifovna Klimova, Lizaveta Alehauna Dubinka-Hushcha, and Galina Vladimirovna Klimova. "Intercultural communication and success in business." SHS Web of Conferences 125 (2021): 01002. http://dx.doi.org/10.1051/shsconf/202112501002.
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Effective business communication requires a certain degree of cross-cultural awareness and tolerance both on the ethnic and organizational levels. Communication patterns vary from culture to culture according to values, beliefs and traditional rules for interacting with others, which makes up a learned behavior. These deep-rooted factors lie inside cultural differences and change very slowly if ever as compared to those which are more likely to be on the surface, like food, tastes, art. The latter are more easily adopted or erased in today’s global economy. The purpose of the study is to show that the internal traits compose different layers of metaphoricity in the language and, if understated, may lead to complexities or failures in business communication. Based on the experience of working in an international environment, which is analyzed by many scientists, and on the results of the study performed it can be noted that cross-cultural awareness and tolerance imply a variety of intelligences beyond (IQ), including emotional, cultural, social, and collective types of intelligence.
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Goldman, Barry, Dylan A. Cooper, and Cagatay Koc. "An exploration of whether engineers differ from non-engineers in their approach to negotiations." International Journal of Conflict Management 30, no. 4 (August 12, 2019): 420–40. http://dx.doi.org/10.1108/ijcma-02-2019-0034.
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Purpose In this investigation, the authors aim to ask whether engineers, as a profession, share distinct characteristics in their attitudes and behaviors relating to negotiations. Based on a review of the literature, the authors answer in the affirmative. Generally speaking, the existing studies on individual differences of engineers conclude that they are more conscientious, more goal-driven, more competitive and less people-oriented than non-engineers. The authors suggest that these differences have significant consequences on how engineers engage in negotiations. In particular, the authors propose that engineers’ approach to negotiation includes differences related to distributive versus integrative negotiation, emotional intelligence, perspective-taking and preferred persuasion techniques. Design/methodology/approach This paper involves an integrated literature review, combining research in management, psychology and engineering to investigate whether engineers approach negotiations differently from non-engineers. Findings The authors suggest that individual differences between engineers and non-engineers have significant consequences for how engineers engage in negotiations. In particular, the authors propose that engineers’ approach to negotiation includes differences related to distributive versus integrative negotiation, emotional intelligence, perspective-taking and preferred persuasion techniques. Research limitations/implications The authors offer 11 research propositions in areas relating to how engineers engage in distributive versus integrative negotiations, emotional intelligence, perspective-taking and their preferred persuasive techniques. Practical implications There are important implications for how engineers and their supervisors should be aware of these differences between how engineers and non-engineers view negotiations and how these differences may affect them and their employing organizations. There are also cultural implications, particularly for organizations for which engineers comprise a majority or a minority of the workforce composition. Social implications There are important implications for diversity in the engineering profession, especially as it relates to the hiring of women in engineering (as they now comprise a small minority of the profession). Originality/value To the best of the authors’ knowledge, this is the first study that investigates how engineers negotiate. Because engineering is a hugely important contributor to society, the results of this have important implications for the society.
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Kumar, Prabhat, Shalini Agarwal, Sharmila Khwairakpam, and Dinesh Raj Modi. "Relationship between Emotional Intelligence and Anxiety among Young Adults." Asian Pacific Journal of Health Sciences 8, no. 4 (October 9, 2021): 150–54. http://dx.doi.org/10.21276/apjhs.2021.8.4.30.
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Anxiety is not a new term in the academic and social environment for young adults. From examination anxiety to adjustment problems at higher school, university, and workplace, anxiety has many adverse effects on young adult performance and mental health. Emotional intelligence provides us the ability to deal effectively with mental abnormality and anxiety in a different environment. At the university level, there were young adults of different social, cultural, and economic strata, so the university or workplace environment has a different impact on their level of affiliation and interaction. The present study aims to find out the relationship between these two constructs among young adults. Emotional intelligence level measured by the Kumar, A. I Narain, S. Emotional Intelligence Scale EIS-SANS, National Psychological Corporation (2014). The construct of anxiety level is measured by the Hamilton M. The assessment of anxiety states by rating. Br J Med Psychol 1959; 32:50–55. Two hundred and fourteen (n = 214) young adults from different parts of India constitute the sample of this study out of 214 respondents, 127 males and 87 females respondents between the age range of 20 and 40 years. The collected data were analyzed ANOVA and correlation through SPSS (Version 26). The results revealed that there is a fragile association between emotional intelligence level and level of anxiety; results revealed that there is a negative correlation between emotional intelligence and anxiety (r = −0.061, P < 0.05). The findings of this study have established that there is a significant difference between emotional intelligence and anxiety across gender of young adults, and male respondents had a better emotional intelligence which helps them to cope up with anxiety, female respondents, slightly behind in such conditions
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Korn, Oliver, Neziha Akalin, and Ruben Gouveia. "Understanding Cultural Preferences for Social Robots." ACM Transactions on Human-Robot Interaction 10, no. 2 (May 2021): 1–19. http://dx.doi.org/10.1145/3439717.
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This article presents a study of cultural differences affecting the acceptance and design preferences of social robots. Based on a survey with 794 participants from Germany and the three Arab countries of Egypt, Jordan, and Saudi Arabia, we discuss how culture influences the preferences for certain attributes. We look at social roles, abilities and appearance, emotional awareness and interactivity of social robots, as well as the attitude toward automation. Preferences were found to differ not only across cultures, but also within countries with similar cultural backgrounds. Our findings also show a nuanced picture of the impact of previously identified culturally variable factors, such as attitudes toward traditions and innovations. While the participants’ perspectives toward traditions and innovations varied, these factors did not fully account for the cultural variations in their perceptions of social robots. In conclusion, we believe that more real-life practices emerging from the situated use of robots should be investigated. Besides focusing on the impact of broader cultural values such as those associated with religion and traditions, future studies should examine how users interact, or avoid interaction, with robots within specific contexts of use.
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Chughati, Arslan Saleem, Sadia Zaheer, Ghulam Farid, Attaullah Khan Niazi, Muhammad Mujtaba, Asif Islam, and Waqas A. Malik. "Emotional Intelligence as a Predictor of Academic Performance." Pakistan Journal of Medical and Health Sciences 16, no. 10 (October 30, 2022): 636–37. http://dx.doi.org/10.53350/pjmhs221610636.
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It is supposed that emotional quotient is directly associated with the performance of the students. To determine the relationship of emotional intelligence on the academic performance, students of 3rd Prof MBBS were selected randomly, who were voluntarily agreed to participate, in this study. Emotional Intelligence Self-Evaluation Questionnaire was filled from them and their result was collected from College records. The data was entered and analyzed using SPSS 21. Statistical difference was determined using Students independent t test taking p-value of 0.05as significant. Correlation was calculated using Pearson Correlation. In this study, 25 students were selected randomly their mean age was 21.76±0.831 years. Among them 17(68%) were female and 8 were (32%) were male students of 4th year MBBS. Overall only 5(20%) of students emotional quotient was at definite strength, in 9(36%) required some development and 11(44%) requires substantial development. on the basis of difference Emotional awareness and Motivation were statistically significantly higher in passed student as compared to students who failed There is association between emotional intelligence and Better academic performance Keywords: Emotional intelligence, Emotional Quotient, Academic Performance, Medical Education, Gender
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Zhong, Qiuyan, Shuyuan Liang, Li Cui, Hing Kai Chan, and Yue Qiu. "Using online reviews to explore consumer purchasing behaviour in different cultural settings." Kybernetes 48, no. 6 (June 3, 2019): 1242–63. http://dx.doi.org/10.1108/k-03-2018-0117.
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Purpose The purpose of this paper is to analyse consumer purchasing behaviour in different cultural settings by exploring the value of consumer reviews from various countries. Design/methodology/approach This study uses online review mining technology to collect, process and analyse user review data from multiple countries. The main procedures of this research are data collection, data pre-processing, feature extraction and sentiment analysis. Online reviews from the American, British and Indian websites for the iPhone 5s are analysed. Findings Every country has unique cultural characteristics, and these cultural differences affect consumers’ perceptions, attitudes and purchasing behaviours. The results show that consumers from different countries exhibit different levels of attention towards the same product and have different emotional inclinations for the same product feature. In addition, the study also identified the advantages and disadvantages of the product. Limitations implications The user reviews provide abundant feedback information that serves as a good intelligence resource for companies. Under the premise of different language habits, this paper uses a universal approach to analyse consumer behaviour from online reviews in different countries, which can help reveal consumers’ emotional inclination towards each feature of a product. This approach can be extended to other brands of mobile phones or other industries. Practical implications Multinational companies should analyse the cultural characteristics of target groups when proposing transnational development strategies. Companies can understand the perceptions of their products based on the consumer reviews and can formulate their marketing and product strategies by considering consumer purchasing behaviours arising from cultural differences. Originality/value This study identifies differences in consumer behaviour in different cultural settings by using a data mining method, which can help companies understand consumer perceptions and the performance and quality of product features.
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Gunasekara, Asanka, Kristina Turner, Chorng Yuan Fung, and Con Stough. "Impact of lecturers’ emotional intelligence on students’ learning and engagement in remote learning spaces: A cross-cultural study." Australasian Journal of Educational Technology 38, no. 4 (November 4, 2022): 112–26. http://dx.doi.org/10.14742/ajet.7848.
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Higher education institutions have recently transitioned from face-to-face to online teaching and learning environments. However, academic staff lack sufficient training in applying emotional intelligence (EI) skills and strategies in online learning environments. Although literature addressing academics’ EI is sparse, some studies have suggested that lecturers’ EI greatly influences teaching and learning. This study used the concept of EI to understand students’ perceptions of how lecturers’ EI impacted their learning and engagement in an online learning environment. We conducted four online focus group interviews of 14 students pursuing a bachelor’s degree at two campuses of an Australian university, one in Melbourne and the other in Malaysia. Four main themes were identified using thematic analysis. Students discussed their perceptions and experiences on (a) vulnerabilities, coping and empathy; (b) relationships with lecturers, trust and safety; (c) communication, tone and voice; and (d) managing emotions of lecturers. Our findings suggest that lecturers’ EI impacted students’ learning and engagement in online learning spaces. However, the impact differs between Australia and Malaysia due to cultural differences. Drawing on the findings, we present online education good practices grounded in the theory of EI. Lecturers delivering online courses should consider employing these practices for effective teaching. Implications for practice or policy: Higher educational institutions need to support lecturers in developing the necessary EI skills to engage students in online learning. Lecturers need to make meaningful attempts to develop positive relationships with students in online forums to support students’ engagement. Lecturers working in online learning environments need to support students to develop friendships and connections with their peers. Lecturers need to include regular discussion breaks during online lectures to allow students to share their opinions and experiences.
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Zhou, Chuncheng, Nan Hu, Jianlin Wu, and Jibao Gu. "A new scale to measure cross-organizational cultural intelligence." Chinese Management Studies 12, no. 3 (August 6, 2018): 658–79. http://dx.doi.org/10.1108/cms-10-2017-0309.
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Purpose Cross-organizational cultural intelligence (COCI) is conceptualized as an ability of individuals to interact effectively with persons from different organizational cultures. To deal with culture differences in cross-organizational context, organizations need to select employees with high COCI. This study aims to develop an instrument to measure employees’ COCI in a cross-organizational context. Design/methodology/approach The present study was conducted in three steps to develop a scale to measure COCI. First, 39 statements were identified based on a series of interviews. Then, via a survey of 275 part-time MBA students, 18 statements were categorized into four dimensions, namely, cognition, motivation, collaborative communication and behavioral adaptability. Finally, convergent, discriminant, predictive and incremental validity of the scale were tested. Findings This study extends the cultural intelligence to the cross-organizational context. The COCI concept provides theoretical support for cultural intelligence research in the cross-organizational context. Therefore, the present study broadens the research field of cultural intelligence. A four-dimensional scale was developed to measure COCI, which includes cognition, motivation, collaborative communication and behavioral adaptability. High COCI can enhance employee’s performance in a cross-organizational context. Research limitations/implications This study still has several limitations. First, the self-report questionnaire indicated that the relationship between COCI and other constructs may be stronger because of single-source, self-reported data collection. Second, the new scale was developed in China. Although some respondents came from foreign companies, most surveyed employees belonged to Chinese enterprises. Based on the current results, COCI scale exhibits promise as a measurable criterion, but it requires more refinement and validation. Additional work in this area can explore factors that can influence or improve individual COCI. A theoretical network of COCI that includes predictors, consequences, mediators and moderators by theoretical research can be established. Practical implications The COCI scale can be used in organizational management. Also, the COCI scale can help organizations understand the meanings of the employees’ COCI and select employees with high COCI during the recruitment. It makes managers easier to choose qualified candidates for inter-organizational projects. Beyond that, organizations can develop employees’ COCI according to the proposed four dimensions. Originality/value The development of the valid COCI scale will facilitate future research on boundary spanning. The COCI scale can measure individual cultural intelligence in a cross-organizational context. The present study has verified that COCI is different from emotional intelligence and provided a new perspective to explore the importance of individual ability in boundary-spanning activities. The instrumental support can help researchers effectively understand COCI and explore its potentials in boundary-spanning activities.
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MacLennan, Helen, Pamela Lee, Ronda Mariani, and Kelly Atkins. "Too Soft for the Job?: Group Differences in Emotional Intelligence and Dark PersonalityTraits by Gender and Academic Program Choice." International Journal of Diverse Identities 18, no. 1 (2018): 17–31. http://dx.doi.org/10.18848/2327-7866/cgp/v18i01/17-31.
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Centeno, Dave. "Sweet Spot." Asian Journal of Social Science 48, no. 3-4 (September 24, 2020): 185–226. http://dx.doi.org/10.1163/15685314-04803002.
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Abstract This paper explores the shared cultural dimensions between Filipinos and Koreans through cross-cultural comparison. Filipinos identified and assessed potential cultural similarities and differences with Koreans and vice versa. A survey was designed and was used to dimensionalise cultural fit in terms of general values and practices integrated in their consumption behaviours. The study involved Filipinos who have substantial exposure and experience with Korea and Koreans who are living in the Philippines. Using a proposed constructed framework on comparative relativism or the idea of “comparisons of comparisons,” findings suggest that power distance and family orientation dimensions are shared by both cultures. In addition, the two cultures share consumer values and practices, such as emotional consumption, reference to social influences, and epistemic consumption (adherence to functionality). Implications are positioned on the practical and policy-oriented contextual motivations as well as potential alternatives and updates on existing cultural dimensions and intelligence models through the paradigm of comparative relativism.
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Milanowicz, Anna. "Irony as a Means of Perception Through Communication Channels. Emotions, Attitude and IQ Related to Irony Across Gender." Psychology of Language and Communication 17, no. 2 (September 1, 2013): 115–32. http://dx.doi.org/10.2478/plc-2013-0008.
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AbstractThe paper explores why certain adults are, or at least consider themselves to be, more ironic than others. The study looked at comprehension and application of irony compared to subjective affective evaluation of irony reported by Polish-speaking adults and with relation to nonverbal intelligence measured with the Wechsler Adult Intelligence Scale-Revised-Polish versions (WAIS-R(PL), 2004). Fifty-four subjects aged 20-66 years (28 females and 26 males) participated in Study 1 on subjective perception of irony. The comprehension, emotional valence and social functions of ironic meanings as well as the degree to which subjects perceived themselves as ironic were assessed through a self-report questionnaire. Inter-correlations were performed and related to the performance quotient (IQ) which was measured in Study 2, where 45 (24 females and 21 males) out of the 54 participants were tested with performance subtests of the Wechsler Adult Intelligence Scale-Revised-Polish versions (WAIS-R(PL), 2004). The nonverbal intelligence scale was administered. Performance on nonverbal intelligence tests is not limited by language abilities and its analysis and can be considered important for future cultural comparative studies. Subjects who perceived themselves as ironic showed a higher nonverbal IQ in comparison to subjects who described themselves as non-ironic or barely ironic. The pragmatic qualities of irony were analyzed for their affective valuation and balanced for gender. Individual differences and gender effects in the perception of the social functions of ironic utterances were found. The paper describes the implicit emotional layer conveyed in irony and its importance in irony processing and comprehension.
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Kurbalija, Vladimir, Mirjana Ivanović, Miloš Radovanović, Zoltan Geler, Weihui Dai, and Weidong Zhao. "Emotion perception and recognition: An exploration of cultural differences and similarities." Cognitive Systems Research 52 (December 2018): 103–16. http://dx.doi.org/10.1016/j.cogsys.2018.06.009.
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Bukhalenkova, Daria, Aleksander Veraksa, Margarita Gavrilova, and Natalia Kartushina. "Emotion Understanding in Bilingual Preschoolers." Behavioral Sciences 12, no. 4 (April 18, 2022): 115. http://dx.doi.org/10.3390/bs12040115.
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The effects of bilingualism on child development have been extensively examined in last decades. Research reveals that simultaneous use of two or more languages affects child’s language development, cognitive and social skills. The current study focuses on the so-far understudied theory of emotion understanding in bilingual children. A cohort of 593 bilingual and monolingual 5–6-year-olds took the Russian version of the Test of Emotion Comprehension (TEC) that assesses three components of emotion understanding: emotion understanding of external causes of emotions, reflective causes of emotions; and mental causes of emotions. Our results revealed no group differences between overall emotion understanding and understanding of external and reflective causes of emotions. However, monolingual children had a slightly better understanding of mental causes of emotions compared to bilingual children, when controlling for age, gender, and non-verbal intelligence. These results suggest that children growing up in bilingual environments might require more time and/or language/culture exposure to master the ability to understand mental causes of emotions, taking into account cultural differences, as well as the semantic and lexical differences in emotion labelling and emotion expression in each language.
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Brett, Jeanne. "Intercultural challenges in managing workplace conflict – a call for research." Cross Cultural & Strategic Management 25, no. 1 (February 5, 2018): 32–52. http://dx.doi.org/10.1108/ccsm-11-2016-0190.
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Purpose The purpose of this paper is to discuss cultural causes of conflict in the workplace and call for research to address what happens when cultures collide generating workplace conflict. The author assumes that because cultures differ in terms of functional solutions to problems of social interaction that there will be conflict when people from different cultures are interdependent in the workplace. The author discusses types of culture and their conflict management profiles with respect to three characteristics of conflict management: direct vs indirect confrontation; emotional expression, and third party conflict management. The author proposes what happens when cultures collide and calls for research on those collisions. Design/methodology/approach Application of the cultural literature on self-worth to three elements of workplace conflict: direct vs indirect confrontation of conflict, feelings and expressions of negative emotions associated with conflict and timing and type of third party intervention. Findings When people from dignity, face, and honor cultures are working together the fundamental differences in the logic of self-worth in these three types of culture may cause conflict. People from dignity and honor cultures are likely to confront conflict directly, while those from face cultures are more likely to confront conflict indirectly. Workplace conflict generates negative emotions, but culture seems to affect whether that emotion is anger, shame or both. The timing of third party intervention into workplace conflict, that is, how managers intervene in workplace conflict has some parallels with how community mediators act in that culture. Research limitations/implications There is limited research comparing management of workplace conflict in dignity, face, and honor cultures. The author generates propositions and suggests a research strategy for collecting data to test propositions. Practical implications Understanding what is culturally normative in terms of self-worth, confrontation, emotional expression, and managerial intervention can help people involved in workplace conflict understand what they are experiencing. It can also help managers intervene effectively. Social implications How people react to workplace conflict varies with culture as does how managers intervene. Knowing this provides people with the first element of cultural intelligence that may help them manage conflict to facilitate a more creative and effective multicultural work environment. Originality/value This paper integrates theory and research from cross-cultural psychology, the psychology of emotion and the literature on third party intervention into community conflict to explain the patterns of cultural conflict and conflict management in the workplace. It also suggests what it may take to manage cultural conflict in the workplace successfully.
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Feklin, Vadim G., Marina V. Melnichuk, Svetlana V. Frumina, Anzhela S. Voskovskaya, and Petr V. Nikitin. "Multifactor higher education model taking into account the level of emotional intelligence." Perspectives of Science and Education 58, no. 4 (September 1, 2022): 475–93. http://dx.doi.org/10.32744/pse.2022.4.28.
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Introduction and research problem. Determining the criteria for training efficiency or learning outcomes is one of the primary tasks in the analysis of training efficiency. Despite a significant amount of studies on this topic, there are no clear criteria for determining the factors affecting the quality of education. The research purpose is to develop multifactorial higher education models taking into account teachers and students’ emotional intelligence and determine their impact on training efficiency. Materials and methods. More than 800 students from all faculties of the Financial University and more than 100 teachers took part in the study. The dependence of training efficiency on three factors was taken as a basis. Firstly, there are factors related to the educational process (student’s grade-point average (GPA), teacher’s average rating according to the results of the survey “Teacher as Viewed by Students”, etc.). Secondly, socio-cultural factors consisting of indicators of a content-methodological component, a communicative-informational component, a leisure-household component, a creative component, etc. Thirdly, the factors responsible for assessing the emotional intelligence of a student and a teacher. The influence of these factors on students’ performance is statistically analyzed. Two regression models were developed using 375 responses from teachers and students of the Financial University. Results and discussions. Factors that significantly affect the quality of student learning were identified. The resulting indicator is a student’s GPA for the summer examination period of the 2020-2021 academic year (PA_LS) is directly dependent on the following factors: an indicator of decrease in a teacher’s average rating according to the results of the survey “Teacher as Viewed by Students” (IPSGS); an indicator of the content-methodological component (QMC); a student’s GPA on the previous midterm assessment (PA_ZS). PA_LS is inversely related to the emotional intelligence decline indicator (ISEI); the difference between the average value of emotional intelligence of the teachers who taught the students and the emotional intelligence of this student (ROEI); teachers’ average rating based on the results of the survey “Teacher as Viewed by Students” (PGS_2020) and the level of teachers’ emotional intelligence (EI_t_2020). A very high level of significance of the regression equation was obtained, which corresponds to the level of significance α=1.80∙10-75. Moreover, most of the indicated coefficients of the regression equation are significantly different from zero at a significance level of less than 0.05. Conclusions. The study of the influence of teachers and students’ emotional intelligence on training efficiency showed that there is a statistical relationship between them. The developed multifactorial models made it possible to identify the relationship between an increase in students’ knowledge and a teacher’s change, a decrease in his/her emotional intelligence and students’ general emotional intelligence. The degree of influence of the results of the previous examination period on training efficiency was determined, and a slight positive dependence of a grade for current academic performance on the creative component of students’ sociocultural conditions was noted. The use of modeling various components of the educational process on private models using various methods for their development will allow determining the dependences between them and effectively using the results obtained in the management of the educational process. The developed multifactorial higher education models make it possible to assess the existing relationships between teachers and students’ emotional intelligence and various components of the educational process. The obtained modeling results can be directed and effectively used in the academic governance.
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Pulido Acosta, Federico. "DIFERENCIAS POR CULTURA EN UNA VALIDACIÓN INICIAL DE UN INSTRUMENTO EN CONSTRUCCIÓN PARA EVALUAR LA INTELIGENCIA EMOCIONAL EN UNA MUESTRA DE ALUMNOS DE PRIMARIA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (November 4, 2017): 173. http://dx.doi.org/10.17060/ijodaep.2017.n1.v3.986.
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Abstract.DIFFERENCES BY CULTURE IN AN INITIAL VALIDATION OF AN INSTRUMENT IN CONSTRUCTION TO EVALUATE EMOTIONAL INTELLIGENCE IN A SAMPLE OF PRIMARY STUDENTSCulture differences over initial a validation of a test under construction to asses Emotional Intelligence in Primary degree students. The objective of this paper is to develop a questionnaire to assess Emotional Intelligence (EI), following the model which sees it as a set of skills, using as reference the MSCEIT (Mayer et al., 2009) aimed at a sample of students from Primary Education. To prevent the validity be adversely affected, we applied analysis to both customs/religion separately. We focused on 404 participants from 6 to 12 years old, from 4 different schools; 42.2% are boys and 57.8% girls; 58.9% are Muslims and 41.1% Christians. The techniques used in this survey are a test developed to assess EI in teenagers and a similar adaptation of EHS (Gismero, 2000). The results show high levels of reliability for both customs/religion groups. The dimensions are different (4 Christians and 5 Muslims) for both groups. There are positive correlations between totals and the dimensions that make them. We found no significant correlations between the two scales. Therefore this questionnaire is an appropriate tool to evaluate these capabilities after making some modifications in future works. It is more appropriate to apply the analysis separately.Keywords: Emotions, Emotional Intelligence, emotional education, assessment tool, pluricultural context.Resumen.Este trabajo tiene como objetivo elaborar un cuestionario para evaluar la Inteligencia Emocional (IE), siguiendo el modelo que la considera como un conjunto de habilidades, utilizando como referencia el MSCEIT (Mayer Salovey y Caruso, 2009) y destinado a una muestra infantil. Para evitar que la validez del instrumento se pueda ver negativamente afectada se aplicó en análisis a ambos grupos culturales por separado. Para esto se contó con una muestra de 404 participantes, procedentes de 4 centros distintos, de los cuales, el 47.8% son niños y el 52.2% niñas y el 68.8% de cultura/religión musulmana y el 31.2% cristiana, con edades comprendidas entre los 6 y los 12 años. Como instrumentos de evaluación se emplearon un test elaborado para la evaluación de la IE, junto con una adaptación propia de la EHS (Gismero, 2000). Los resultados obtenidos reflejan niveles de fiabilidad aceptables para ambos grupos culturales. Las dimensiones esperadas fueron diferentes (4 cristianos y 5 musulmanes), apareciendo intercorrelaciones positivas entre los totales y las dimensiones que lo conforman. No fue así para las Habilidades Sociales, medidas a través de este cuestionario. Este cuestionario se muestra como instrumento adecuado para evaluar estas capacidades en la población infantil, tras realizar algunas modificaciones en trabajos futuros, siendo más indicado aplicar el análisis por separado.Palabras Clave: Emociones, Inteligencia Emocional, educación emocional, instrumento de evaluación,contexto pluricultural.
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Marques Pinto, Alexandra, Celeste Simões, Paula Lebre, and Kathy Evans. "Special Issue on Social and Emotional Competences." PSICOLOGIA 30, no. 2 (December 7, 2016): 0. http://dx.doi.org/10.17575/rpsicol.v30i2.1251.
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Mental health problems are a major cause of disability and morbidity of modern societies, as several epidemiological studies have evidenced. International reports indicate that before the age of 18 at least 20% of children and young people have a mental health problem, which highlights the importance of early intervention in order to promote good mental health. In this context, in the last two decades scientific research has consistently focused on the role of Social and Emotional competencies as predictors of mental health, well-being and academic success along the life course. Less adjusted social and emotional functioning is associated with various behavioral, personal, social and academic difficulties. The study and promotion of social and emotional competencies in children and young people, as part of their healthy development, is therefore considered as a national priority in many countries. The importance of social and emotional competences promotion has been reinforced with the acknowledgment of the resilience concept as a crucial process for overcoming successfully the adversities that we face throughout our life. This process draws on a combination of external resources that are available to children and young people, as well as internal assets that encompass social and emotional competences. Promoting resilience in children and adolescents that have had to deal with with adversity has been the focus of many researchers who work in this field. If social and emotional skills are one of the pillars of resilience, the promotion of resilience naturally implies the learning of these skills and how they can be used when we are confronted with challenges or significant life events. This special issue draws on six articles, arising from a call for papers exploring on Social and Emotional Competences and Resilience, following the 5th ENSEC Conference, hosted by the University of Lisbon, Portugal, in July 2015, and includes national and international contributions on this topic. The first article, by Diego Gomez-Baya and colleagues, entitled Emotional basis of gender differences in adolescent self-esteem, explores gender differences in emotional intelligence and self-esteem in Spanish adolescents. Results showed that girls presented lower overall self-esteem and lower perceived emotional intelligence than boys. Additionally, high-perceived emotional attention was related to lower self-esteem in girls and to higher perceived emotional clarity and repair in boys, which in turn were associated with higher self-esteem. The authors close the article with some important implications for the design of programmes to improve girls’ self-esteem through a focus on emotional attention. Valéria Silva and colleagues study, called the Preliminary study for validation of questionnaire “CDC - body, dance and community” for teenagers, describes the validation of a questionnaire for young dance practitioners. This study was developed in dance classes for young people aged between 6 to 12 years old, organized by Art Centers of Rio de Janeiro, Brazil, aiming at looking into the benefits of dance, both in physical (expressiveness and self-perception of emotions), affective (self-confidence and well-being) and social dimensions (interaction and social participation with family, school and community). A questionnaire developed, comprised 105 items in a 5 point Likert scale, demonstrated adequate validity and reliability which allowed the researchers to identify the benefits of dance in two dimensions, the first called affective and social representations of dance and the second designated as personal and social representations of dance. The article by Anjali Ghosh, entitled Expressive Differences for Emotions in Hearing Impaired and with Hearing Individuals, explores difference between hearing impaired and hearing adolescents in an Indian context. Results demonstrated interesting differences between the two groups which have implications for developing work with both groups, and some particular insights relating to how work might be developped in an Indian context. The article of Paulo Dias and colleagues, entitled Further evidence for the structure of the resilience scale in Portuguese language countries: an invariance study with Brazilian and Portuguese adolescents, explores the resilience concept, its associated factors and outcomes, and in particular the measurement issues around this concept. The study presented by the authors aimed to analyze the structural invariance of the Wagnild and Young’s Resilience Scale, as one of the most know and widely used resilience measure across the world, in this case with a sample of Portuguese and Brazilian adolescents. In this article two models, namely the original five and two factor solutions, were tested with the full 25 items version scale, as well as an alternative one factor model for the14-item short version. The results suggested that the short version can be used for cross-cultural studies since the one factor model tested with the short version scale presented a good fit for the Portuguese and Brazilian samples. Sandra Roberto and colleagues research, “The place I long to be": Resilience processes in migrants, aims at understanding the contexts of adversity and resilience resources of migrants in Portugal. This study was conducted to understand the migration process, particularly, the meanings attributed by Cape Verdean migrants to their life in the country of origin, including the decision to migrate, as well as adversities, resources and adjustment. Using biographical narratives two main dimensions of relevance were identified: cultural differences and interpersonal relationships with the Portuguese concluding that resilience is an ongoing process, changing over time, which includes the annulment of adversity's impact, developing alternative possibilities or overcoming adversities by integrating them into trajectories and life paths. Finally, the last article, Resilience and self-concept of competence in institutionalized and non-institutionalized youth, by Maria Helena Martins and Vanessa Neto, focuses also on resilience, in this case in institutionalized and non-institutionalized youth. Considerations about institutionalization are made by the authors highlighting positive and negative impacts on youth development. Their research explored the relations between resilience and the self‑concept of competence in these two groups. Interestingly the results showed no significant differences between the two groups in terms of resilience, but the non-institutionalized sample revealed higher scores on the self-concept of competence, while the correlation between these two variables is stronger in the institutionalized group. The influence of other variables, such as gender, age, school grade, and school retentions is also investigated. Implications for practice are suggested namely the importance of resilience promotion in care institutions.
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Wawrzynski, Tomasz. "ARTIFICIAL INTELLIGENCE AND CYBERCULTURE." RADIOELECTRONIC AND COMPUTER SYSTEMS, no. 3 (September 28, 2020): 20–26. http://dx.doi.org/10.32620/reks.2020.3.02.
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Artificial intelligence and cyberculture adopt our values. The world of cyberspace has developed new standards of cooperation and communication. A huge number of Internet users use many services on the Internet. This has led to a revision of many deadlines, such as cooperation, organization of leisure time, the resolution of official matters. Millions of people around the world belong to various supranational social organizations and platforms. Artificial intelligence collects all the information about us and our actions on the Internet. Cyberculture arose spontaneously, ignoring nationality or religion, ignoring the geography of the world, and ignoring a person's physical boundaries or financial status, linguistic differences, or cultural affiliation in the modern sense. All components of culture have been ignored by her, and the conditions in the era of virtual reality are very favorable for its development. It is even becoming a mind on a global scale: Internet users often physically stay in a certain place, but their mind is already fixed in cyberspace. Often virtual reality seems to promise us more than it can give. Direct communication in cyberspace gives us a sense of "here and there", a sense of intimacy, but that intimacy is not filled with the physical and emotional presence of a real person. The changes that are taking place in cyberspace with the help of artificial intelligence, which works on the basis of data that each user enters into the network, are actively discussed. Cyberculture is also the subject of much research and is a much deeper concept than just a combination of culture and technology. Although there is still no institutional framework and codified appropriate terminology to confirm this new phenomenon. The birth of a new culture is extremely interesting. The main purpose of the publication is to draw attention to a very interesting process of development of a new culture - cyberculture, which arose from a combination of artificial intelligence and analytical computer science. The paper analyses interaction and interconnection of cyberculture and modern information technologies and science.
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Nourkova, Veronika V. "Cultural development of empathy-identification and empathy-modeling." National Psychological Journal 40, no. 4 (2020): 3–17. http://dx.doi.org/10.11621/npj.2020.0401.
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Background. The article develops the concept of the originality of the functions, structure and genesis of empathy-identification (EI) and empathy-modeling (EM). EI is viewed as a psychological tool for organizing joint activities such as a mono-role coalition, which has developed in anthropogenesis, and consists in the ability to appropriate the emotional states of another person. In contrast, EM is a cultural technology for maintaining joint activity such as poly-role coordination, which requires the subject of activity to create and maintain in consciousness a dynamic representation of the mental state of another person while maintaining the authenticity of awareness of his own mental state. A consequence of the conceptual separation of EO and EM is the provision of two non-matching lines of their development in ontogenesis. Objective. The aim of the article is to explicate the qualitative uniqueness of EI and EM as higher mental functions in relation to the social situation of their development and the arsenal of ideal forms, cultural means and technologies that set the content and trajectory of this development. Design. From the standpoint of cultural-evolutionary and activity-based approaches, a conceptual analysis of literature relevant to the connotative field of the proposed constructs of EI (affective empathy, emotional contamination, emotional mimicry, imitation) and EM (theory of the mental, everyday psychology, mentalization, emotional intelligence) as well as the analysis of EI and EM constructs from the point of view of cultural determination of their development in ontogenesis was performed. Results. It has been substantiated that EI is formed in the process of dyadic joint experience with an adult of various mental states, which an adult presents first in a visual way, and then verbally. Further development of EI takes place in play activities that include imagination. EI rarely reaches the level of complete voluntary regulation and needs to rely on external cultural means. EM is derived from the dialogical nature of human thinking. In ontogeny, EM is formed along two converging lines. On the one hand, mastering the mental vocabulary serves as the basis of “emotional literacy”, and, on the other hand, EM is the result of the interiorization of a specific social and communicative position — the autonomization of an adult as a mental agent in the third person. The role-playing game with the subjective “animation” of the toy is of particular importance for the development of EM. At an older age, various forms of dramatization, in particular theatrical activity, act as cultural practices for the development of EM. Conclusions. The results of the work showed that EI and EM have different sources, driving forces, ideal forms and socio-cultural technologies of formation. The originality of the lines of cultural determination of the development of EI and EM is associated with the difference in their functional role in organizing joint activities.
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Rim Chakraoui, Ramzi Nasser, Lakshmi Narayanan,. "Dispositional Factors Among Youth: An Examination of their Relationship to Academic Achievement in a Collectivistic Tight Culture." Psychology and Education Journal 58, no. 2 (February 20, 2021): 6383–92. http://dx.doi.org/10.17762/pae.v58i2.3164.
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With globalization and increasing interdependence between countries, cross-cultural differences between collectivistic and individualistic cultures have become a topic of increasing interest. In this study we examine the predictive validity of dispositional factors in a cross-cultural context. Three dispositional factors: Emotional Intelligence, Locus of Control and Self-Esteem were examined in the collectivistic and socially oriented culture of Oman. This study statistically assessed the prediction power of the three dispositional factors on academic achievement. A sample of 545 university students from a private university in Oman were surveyed. The findings show a strong correlation between Self-Esteem variables and grade point average. A significant finding in our study was that Self-Esteem was negatively related to achievement. The interpretation of the negative relation suggests that in tight cultures, individuals may negatively self-rate their Self-Esteem to compensate for the high achievement in their collective social context. This study has several important implications for future research in understanding the dynamics and predictability of personality and disposition in a collectivistic culture
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Alekseeva, M. V. "The Communicative Potential of Musical Expressiveness." Concept: philosophy, religion, culture, no. 3 (November 17, 2019): 179–88. http://dx.doi.org/10.24833/2541-8831-2019-3-11-179-188.
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This article offers a brief overview of some challenges and paradoxes of contemporary research as well as various social questions related to them. Key problems of consciousness research are stated relating to the scientific work on artificial intelligence development. Due to such ambitious objectives of modern science, there is a special attention to personality sphere, to its emotional sufferings and personal creative aspirations. The proposed theses of research of the communicative and creative possibilities of the musical language, its qualitative differences from the considered potential of verbal semantics give a clear idea that the language of music is directly related to emotional expressiveness and cognitive process stimulation. As a result of such a summary, it becomes obvious that the study of verbal and musical expressive possibilities, their comparative analysis in the realities of cultural and communication tendencies of modernity is not limited to the needs of the sphere of art. The article also addresses communicative possibilities of musical expressiveness in light of the ability of music to convey the flow of personal emotions.The novelty of this article is to substantiate further detailed study of musical expression communication possibilities, which will make personal emotional world accessible, i.e. qualia. In turn, the status of qualia is considered as one of the most acute and widely discussed problems in modern philosophy, since representatives of various fields of science often see it as a key to understanding the nature of consciousness.
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Parikh, Indira J., and S. Jeyavelu. "New Trends in Sensitivity Training in Organizations." Vikalpa: The Journal for Decision Makers 27, no. 4 (October 2002): 5–14. http://dx.doi.org/10.1177/0256090920020402.
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Sensitivity Training (ST) is a process through which an individual explores the journey of human existence to ask some basic questions about life, relationships, interface across many roles, and purpose of one's own life. ST has many forms; each form has its own philosophies. This paper traces the historical roots of ST in the West and the developments and innovations in its applications in India. The Indian and Western forms of ST differ in the content, process, and the underlying philosophies. This paper compares the two perspectives of ST with the differences in application in organizations. The Role and Identity Approach (RIA) can be applied in organizations through unstructured sensitivity training labs, semi-structured labs, and structured workshops. Unstructured labs are those that are called as personal growth labs, explorations in roles and identity, interpersonal labs and so on. Semi-structured labs include interface labs, leadership labs, self-renewal labs, and visioning and co-creating labs. Structured workshops address managerial and leadership roles, team building and building a cross-functional team, integrating emotional intelligence across multiple roles and systems, managing cross-cultural diversity, interpersonal and group dynamics, and dynamic equilibrium between personal and professional lives.
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Forte, M., and P. Nestor. "Developing A Cross-Cultural Conceptual Framework for the Validation of the Advanced Clinical Solutions (ACS)-SP: Assessing Social Perception in Latinx Populations." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1298. http://dx.doi.org/10.1093/arclin/acz029.65.
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Abstract Objective Develop a cross-cultural conceptual framework for the validation of the Advanced Clinical Solutions (ACS) Social Perception subtest to effectively assess Latinx populations. Method The framework serves to examine and evaluate the composition of the normative sample of the ACS-SP using eight key variables taken from the ECLECTIC framework, specifically education (e.g., literacy), acculturation levels (e.g., race, ethnicity), language (e.g., proficiency), economics (e.g., SES), communication styles, testing comfort, intelligence conceptualization, and context of immigration (Fujii, 2018). In addition, the model assesses the normative sample in reference to the intersectionality of identities (Cole, 2009; Wadsworth et al., 2016) across cultural and demographic variables that may influence the expression of emotion, and consequently, the interpretation of ACS-SP results. The model applies an Etic-Emic approach to address the question of cross-cultural validity of the ACS-SP (Cheung, van de Vijver & Leong, 2011). Finally, the model can be applied to examine the ACS-SP in relation to cultural intelligence (CQ), a more recently established construct defined as an individual’s ability to function effectively inter-culturally (Ang, Rockstuhl, & Tan, 2015). Discussion A large body of research has shown that the expression and measurement of social cognitive abilities are greatly influenced by cultural factors (Elfenbein & Ambady, 2002). For example, studies have shown that the expression of these abilities may be greatly influenced by cultural differences in display rules. Likewise, it is equally important to consider key cultural variables such as those related to socioeconomic status (SES), demographics, and identity in the neuropsychological assessment of social perception in Latinx populations. Therefore, the model conducts a cross-cultural analysis of the ACS-SP. References Ang, S., Rockstuhl, T., & Tan, M. L. (2015). Cultural intelligence and competencies. International Encyclopedia of Social and Behavioral Sciences, 2, 433-439. Cheung, F. M., Leung, K., Fan, R. M., Song, W. Z., Zhang, J. X., & Zhang, J. P. (1996). Development of the Chinese personality assessment inventory. Journal of Cross-Cultural Psychology, 27(2), 181-199. Cole, E. R. (2009). Intersectionality and research in psychology. American psychologist, 64(3), 170. Elfenbein, H. A., & Ambady, N. (2002). On the universality and cultural specificity of emotion recognition: a meta-analysis. Psychological Bulletin, 128(2), 203. Fujii, D. E. M. (2018) Developing a cultural context for conducting a neuropsychological evaluation with a culturally diverse client: The ECLECTIC framework. The Clinical Neuropsychologist, 32(8), 1356-1392, DOI: 10.1080/13854046.2018.1435826. Wadsworth, L. P., Morgan, L. P., Hayes-Skelton, S. A., Roemer, L., & Suyemoto, K. L. (2016). Ways to boost your research rigor through increasing your cultural competence (part 1 of 2). The Behavior Therapist.
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Khadijah, Arlina, Miftahul Jannah Addaudy, and Maisarah. "The Effect of Edutainment Learning Model on Early Childhood Socio-emotional Development." JPUD - Jurnal Pendidikan Usia Dini 15, no. 2 (November 30, 2021): 201–20. http://dx.doi.org/10.21009/jpud.152.01.
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The idea of edutainment began to become the interest of early childhood educators to make the learning process more holistic, including knowledge about how the brain works, memory, motivation, self-image, emotions, learning styles, and other learning strategies. This study aims to analyse and compare the effect of edutainment and group learning on the socio-emotional development of early childhood. This research method uses a quasi-experimental design with data collection techniques derived from the results of the pre-test and post-test on 20 children. The results of this study indicate that there are differences in the influence of edutainment learning with the control group on the social-emotional development of early childhood. Although both groups affect the socio-emotional development, edutainment learning has a better effect than the control group. For further research, it is recommended to create various types of edutainments learning to improve various aspects of children development.
Keywords: Early Childhood, Edutainment Learning Model, Socio-emotional Development
References:
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Manolova, Maria S., Vesela P. Stefanova, Ivan V. Panayotov, Guilhem Romieu, Ani B. Belcheva, Kremena B. Markova, and Bernard Levallois. "Perceived sources of stress in fifth year dental students - a comparative study." Folia Medica 54, no. 2 (October 1, 2012): 52–59. http://dx.doi.org/10.2478/v10153-011-0089-3.
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Abstract Introduction: The term “stress” refers to the effect of certain external factors (physical or mental) on the individual’s physical and psychological health. Stress is very high in dental medicine. It may well be generated by the process of training in dentistry. During their training dental students express high levels of stress and considerable stress-related symptoms such as physical problems, depression, obsessive-compulsive and personality disorders. The perceived stress can be dependent on socio-cultural factors. The type of personality, gender, emotional intelligence and other individual characteristics may also influence the stress effects. Aim: To determine the main sources of stress in students during their dental training and compare the level of stress fifth-year dental students experience in the Faculty of Dental Medicine, Plovdiv, Bulgaria and the Faculty of Dentistry in Montpellier, France. Methods: We recruited in the study fifth-year students from the Faculty of Dental Medicine in Plovdiv, Bulgaria and the Faculty of Dentistry in Montpellier, France. The modified Dental Environment Stress (DES) questionnaire was used to assess the effect of the various stressors. The questionnaire survey was conducted between February and March 2008. Results: The living arrangements domain indicates higher levels of stress in Bulgarian students compared to their French counterparts with significant statistical difference for all factors. In personal factors the highest levels of stress were found with respect to the reduced holidays during school year and financial problems. Exams were the highest stressor in academic work domain and for the survey as a whole. In educational environment factors the stressors with the highest significance were the interactions with patients, academic environment (for French students) and risk of cross transmitted infections (for Bulgarian students). The high stress during clinical work is related to completing the assigned clinical workload quota and the shortage of time for clinical work. Conclusions: The students from both faculties report the highest mean levels of stress are related to examinations and clinical factors. Bulgarian students experienced higher mean levels of stress compared to their French colleges. The differences in mean stress levels are associated with socio-cultural factors and variations in educational curriculums at both dental faculties.
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Tabari, Saloomeh, Jonathan A. J. Wilson, and Hadyn Ingram. "Conceptualising the impact of culture and language upon hospitality service management." Worldwide Hospitality and Tourism Themes 8, no. 1 (February 8, 2016): 12–28. http://dx.doi.org/10.1108/whatt-10-2015-0037.
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Purpose – The purpose of this paper is to explore the nature and definitions of culture and its relationship to language and cultural sensitivity in hospitality management services. Design/methodology/approach – The paper takes the form of a critical literature review followed by a phenomenological exploratory pilot study, using template analysis. Findings – Previous studies indicate that the more individuals understand and embrace notions of intercultural sensitivity, then the better they become at being able to recognise and discriminate between cultural differences. Furthermore, as a by-product, there is an increased appetite and tendency towards adopting cultural perspectives other than ones’ own. However, the operationalisation of this process encourages benchmarking along linear scales, which is problematic and over-simplifies the dynamic and fluid nature of effective cultural transmission. The paper’s findings suggest that rather than there being singular cultural and language constructs, there are cultures, which in places overlap, but elsewhere do not and therefore cannot be placed on universal scales; second, the critical success factor is less about linguistic literacy linked to vocabulary and explicit rational comprehension, and more about a pre-emptive cultural interpretive intelligence which identifies emotion and sentiment. Research limitations/implications – This is largely a conceptual paper, which, it is suggested, needs further empirical investigation – both longitudinally and on a larger scale. Originality/value – This perspective moves management, marketing and service delivery away from zero-sum games and transactional exchanges, whether financial, social or linguistic, towards collective wealth creation and empowerment – manifest in social cultural capital and the generation of tacit knowledge. The challenge that remains is how this process can be formalised and the tacit and implicit knowledge gained and created can be preserved.
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Crowne, Kerri Anne. "Cultural exposure, emotional intelligence, and cultural intelligence." International Journal of Cross Cultural Management 13, no. 1 (February 7, 2013): 5–22. http://dx.doi.org/10.1177/1470595812452633.
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Narida, Rattana-Umpa, Tanwatthanakul Jirawon, Sota Churaporn, and Santiboon Toansakul Tony. "Developmentally appropriate practices on knowledge skills for contributing child’s intelligences of receptive language skills in appropriate and inappropriate early childhoods." Archives of Psychiatry and Mental Health 5, no. 1 (September 10, 2021): 042–50. http://dx.doi.org/10.29328/journal.apmh.1001034.
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To investigate the variables correlation analysis research method for assessing the caregivers’ perceptions in two groups including dependent and independent variables to correlate the measuring of early childhoods. Typically, in correlated data, for jointly normally distributed data with relevant outliers that can use a correlation as a measure of a monotonic association. Designing the 65-paired samples for the Thai Model of early detection and intervention of children as the health care system guidelines from 26-CUPs have compared. Using the DSPM divided into 65-appropriate and 65-inappropriate development early childhoods for every 13 CUPS that depends on talented children. Selecting the Receptive Language (RL) skills identified in contributing growth relative factors with four research instruments: the EPRLS, PRLF, CNRLF, and CMRLF are valid and reliable significantly. Comparisons of the appropriate and inappropriate early childhoods are differences ( < .05), the intercorrelation circumflex nature analysis (p < .05), positively. The R2 values show that 26% and 55% of the variance in training caregivers’ factor skills on the PRLF, CNRLF, and CMRLF to the EPRLS in inappropriate and appropriate early childhoods, respectively. Developmentally Appropriate Practice is a perspective in a child’s development: social, emotional, physical, and cognitive-based on the child’s cultural background: community, family history, and family structure.
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Petrash, Elena A., and Tatyana V. Sidorova. "Portrait of a contemporary teacher in a new digital reality." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 4 (December 29, 2021): 101–14. http://dx.doi.org/10.17673/vsgtu-pps.2021.4.8.
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The paper actualizes the importance of modifying the portrait of a 21st century teacher, which is being transformed in an era of uncertainty. On the basis of theoretical analysis, the authors fixed the modern requirements for a teacher working in the digital era: professional, creative, information, communication, social competence; multitasking; emotional intelligence; cultural, professional and pedagogical mobility. Differences were identified between the modern teacher and the teacher who worked at school 10 years ago; identified professional risks. During the empirical research, quantitative (questionnaires, content analysis) and qualitative methods (polls, interviews, included and non-included observation, analysis of the teachers creative works) were used. The research involved 300 teachers from the Pskov and Moscow regions, as well as from the city of St. Petersburg. The empirical research carried out made it possible to supplement the teachers professiogram with practice-oriented skills. Based on the results of the research, the authors propose a professional development program for teachers called The Modern Teacher and the Challenges of the 21st Century. The advanced training program for teachers is based on the provisions of the system-activity, anthropological and synergetic approaches, and is implemented through interactive forms of work. The topic of classes, forms of conducting, and the features of interaction with teachers during the courses are described. The practical significance of the study lies in the possibility of meaningful updating and implementation of advanced training programs for teachers working in the digital era. The professiogram of a modern teacher has undergone a transformation: a multi-tasking teacher-manager who owns technical means and knows how to find contact with children living in digital reality becomes a teacher of a new formation.
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TKACHENKO, IRYNA, ELENA YENSKAYA, and ANATOLY MAKSIMENKO. "APPLICATION OF INNOVATIVE TECHNOLOGIES IN PRACTICAL WORK WITH FUTURE CHOREOGRAPHY SPECIALISTS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 6, 2021): 94–102. http://dx.doi.org/10.25128/2415-3605.20.2.13.
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The expediency of innovative technologies application in practical work with future choreography specialists in higher education institutions has been substantiated. It has been established that the value of innovative technologies implies the unleashing of the future choreographers’ creative potential, formation of a stable motivation to learn, ensuring a high creative result in the educational process. On the basis of general scientific (analysis, systematization, generalization) and specific scientific (comparative analysis) methods of scientific research, the differences of the innovative technologies has been found out. As a result, pedagogical, organizational and managerial innovations are used in the practical work with future choreography specialists.
It has been proved that the creation and realization of various types of programs (author’s, block, integrated), additional developing disciplines (gymnastics, bases of acting skill), game technologies, technologies of “project training” (report concert, master class, academic show), information technologies (digital, video and audio technologies, computer multimedia technologies, artificial intelligence technologies, Internet and communication technologies, virtual reality modeling technologies), non-traditional methods of pedagogical process organization (binary approach, trainings) are fundamental in pedagogical innovations.
Non-traditional forms of the educational process organization, technology of “collaborative learning”, innovative methods of space and time organization, technology of health-saving learning, information technologies are components of organizational innovations that provide future choreographers with a sense of tolerance, collectivism and also have a psychological influence on emotional state, behavior, attitude to classes, the level of mastering general and professional competences. The professional activity of future choreography specialists, in particular leadership of the choreographic team, requires mastering managerial innovations (marketing and advertising, basics of entrepreneurship, management principles, information provision of management, cultural and artistic projects, basics of business planning, fundraising techniques) that form image and reputation of the latter. The study does not include all the aspects of the issue of using innovative technologies in practical work with future choreographers and shows the need for its further development in such promising areas as optimizing the content of higher choreographic education by means of information technology, especially teaching choreographic disciplines in conditions of distance learning.
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문태원. "Emotional Intelligence across Cultures: The Relationship between Emotional Intelligence and Cultural Distance." Management & Information Systems Review 29, no. 2 (June 2010): 119–51. http://dx.doi.org/10.29214/damis.2010.29.2.006.
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Crowne, Kerri A. "The relationships among social intelligence, emotional intelligence and cultural intelligence." Organization Management Journal 6, no. 3 (September 2009): 148–63. http://dx.doi.org/10.1057/omj.2009.20.
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Lillis, Michael P., and Robert G. Tian. "Cross‐cultural communication and emotional intelligence." Marketing Intelligence & Planning 27, no. 3 (May 8, 2009): 428–38. http://dx.doi.org/10.1108/02634500910955272.
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Singh, Jitendra Kumar. "Emotional intelligence: Theoretical and cultural perspectives." Psychological Studies 54, no. 2 (April 25, 2009): 157–59. http://dx.doi.org/10.1007/s12646-009-0011-8.
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Sharma, Sudeep, Jürgen Deller, Ramakrishna Biswal, and Manas K. Mandal. "Emotional Intelligence." International Journal of Cross Cultural Management 9, no. 2 (July 30, 2009): 217–36. http://dx.doi.org/10.1177/1470595809335725.
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Kochetova, Y. A., and M. V. Klimakova. "Gender Differences in Emotional Intelligence in Adolescence." Psychological-Educational Studies 9, no. 4 (2017): 65–74. http://dx.doi.org/10.17759/psyedu.2017090407.
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The article presents the analysis of gender differences in emotional intelligence (EQ) in adolescence. The hypothesis was based on the assumption that there are gender differences in EQ in adolescence. The research involved 111 15-16 years old students, 57 of whom were girls and 54 of whom were boys. An ascertaining experiment with using such measures as "EmIn" (D.V. Lyusin), method of "Assessment of EQ" (N. Hall) and "Diagnosis of gender identity" (S. Bem modificated by V. A. Labunskaya, M. V. Burakova) were taken as a method. As a result, the hypothesis was confirmed, the leading components of EQ for boys and for girls were brought out, the qualitative description of the structure of EQ was given. The research expants the notion of the specifics and gender differences in EQ in adolescence. The obtained data could be used in the age-psychological counseling, in correctional and developmental work with adolescents, and the recommendations for development of EQ could be formulated.