Relevant bibliographies by topics / Emotional Intelligence

Academic literature on the topic 'Emotional Intelligence'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Emotional Intelligence"

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Kiishi, Vina Dooshima. "The Role of Emotional Intelligence in Effective Leadership and Its Impact on Team Performance: A Study of the University of Ibadan, Nigeria." International Journal of Business and Management Review 12, no. 2 (February 15, 2024): 75–138. http://dx.doi.org/10.37745/ijbmr.2013/vol12n275138.

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This study aimed to investigate the impact of emotional intelligence on leadership effectiveness in the University of Ibadan, Nigeria. The emotional intelligence model used in this study consisted of four sub-variables: self-emotion appraisal, others emotion appraisal, regulation of emotions, and use of emotions. The study found that emotional intelligence has a strong positive and significant relationship with leadership effectiveness. The results of the regression analysis showed that emotional intelligence positively relates to leadership effectiveness. The study concluded that emotional intelligence is an indicator of leadership effectiveness, and employees in the University of Ibadan, Nigeria are emotionally intelligent. Self-emotion appraisal and use of emotion were the most emotional intelligence factors impacting leadership effectiveness in the organization. On the other hand, emotion regulation seemed to be difficult to control, thus it’s the least factor in affecting leaders' effectiveness. The findings further show that use of emotion accounts for more of the variance in leadership effectiveness.
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Ivashkevych, Eduard, and Vitalii Spivak. ""Intelligence, Social and Emotional Intelligence: Correlation of Concepts in Modern Psychology "." Collection of Research Papers "Problems of Modern Psychology", no. 61 (September 28, 2023): 9–29. http://dx.doi.org/10.32626/2227-6246.2023-61.9-29.

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The purpose of our article is to carry out an analysis of the author’s research on social intelligence according to Structural and Functional Approach; describe our researches of Social Intelligence; to propose own definition of “emotional intelligence”; to show the correlation of concepts “intelligence”, “social intelligence” and “emotional intelligence” in Modern Psychology. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, the methods of the analysis, systematization, modeling and generalization. The results of the research. We think, that social intelligence is a system of cognitive characteristics of the individual. It consists of three basic components: social-perceptive abilities, social imagination and social technique of communication. So, the effectiveness of subject-subject communication largely depends on the formation of social intelligence. Social intelligence is considered as a certain cognitive component of communicative competence, which is defined as the ability of the individual to accept the position, point of view of another person, to predict his/her behavior, to solve effectively various problems arising between subjects of dialogical interaction. Conclusions. We believe that emotional intelligence is defined as a set of non-cognitive abilities, competencies or skills that affect a person’s ability to face challenges in the external environment, the emotional intelligence should be attributed to the empathic aspect of social intelligence. That is, we will consider emotional intelligence as a component of social intelligence. Let’s justify our own point of view. In this context, emotional intelligence is a set of general personality’s abilities, interconnected four skills, such as: awareness of one’s own emotions, the ability to determine what emotion the person feels at a given moment in time, to determine what basic emotions consists of this understanding; the ability to manage one’s own emotions (to change the intensity of emotions), to determine the source and the cause of their occurrence, the degree of usefulness; understanding other people’s emotions, determining emotional states by their verbal and non-verbal manifestations; management of other people’s emotions, providing purposeful action on emotions. At the same time, we’d like to make a generalization regarding the definition of emotional intelligence. Emotional intelligence, as we see, is the ability of an individual to perceive, evaluate and express emotions adequately; the individual’s ability to generate feelings when they contribute to thinking, to understand emotions and knowledge related to these emotions, the individual’s ability to regulate emotions, contributing to one’s own emotional and intellectual growth.
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Kharkivska, Alla. "FORMATION OF EMOTIONAL INTELLIGENCE IN FUTURE SOCIAL SPHERE PROFESSIONALS." Scientific journal of Khortytsia National Academy, no. 2021-5 (December 28, 2021): 168–76. http://dx.doi.org/10.51706/2707-3076-2021-5-19.

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In the article the author analyzes the peculiarities of the formation of emotional intelligence in future social sphere professionals. Scientific and psychological-pedagogical researches of domestic and foreign scientists-psychologists were analyzed concerning definitions of essence of concepts «social intelligence» and «emotional intelligence». The connection between emotional and social intelligences is traced. The author carried out systematization and generalization of certain concepts and components of the formation of emotional intelligence in future professionals in the social sphere. The author identifies the emotional intelligence of future professionals in the social sphere as an important component of the formation of their psychological culture, professional development, as well as the formation of interpersonal professional relations and the development of social consciousness and more. An example of the classification of emotional intelligence of M. Selovya and Caruso is given, in which 4 components are distinguished: perception of emotions; use of emotions to stimulate thinking; understanding of emotions; emotion management. The author concluded that emotional intelligence combines control over emotions, based on the intellectual abilities of the individual, the ability to use emotions to activate human thinking and mental activity, the ability to understand and determine the causes of their own emotions and emotions of other people. In the research based on the work of K. Maxoma, the author highlighted the general features of emotional intelligence: openness to an optimistic perception of reality, emphasizing the positive aspects of life, including professional activities; ability to recognize the emotions of interlocutors, colleagues; self-control of one's emotions, self-motivation; stress resistance – adequate assessment of one's own negative emotions, their awareness and control – balancing one's own emotions; tolerance, trust, tolerant attitude to positive and negative emotions of others; positive competition between colleagues, which encourages the development of emotional and social intelligence. It has been found that future professionals must be clearly aware of the impact of their emotional sphere on all spheres of life, and emotional experiences should be perceived as important values, without which it is difficult to identify both one's own emotions and those of others.
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Moreira, Joana Filipa Amorim, and Orlando Manuel Martins Marques de Lima Rua. "Linking emotional intelligence and transformational leadership: an application to technology sector firms’ leaders." Revista de Gestão e Secretariado 14, no. 1 (January 19, 2023): 1024–48. http://dx.doi.org/10.7769/gesec.v13i4.1569.

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This study aims to analyze the relationship between emotional intelligence and transformational leadership.This exploratory and transversal study takes a quantitative methodological approach based on survey data from 180 Portuguese small and medium-sized enterprises (SMEs) technology sector leaders. Data analysis was performed using the structural equation model (SEM).The results demonstrated a positive and significant relationship between three emotional intelligence dimensions (SEA - self-emotion appraisal, OEA - others emotion appraisal and UE - use of emotions) and transformational leadership (TL). However, the relationship between intelligence dimension regulation of emotions (RE) and transformational leadership was not supported.This study differs from the others as it seeks to establish relationships between emotional intelligence dimensions’ and transformational leadership rather than treating the emotional intelligence’s construct as a whole. Therefore, considering the scarce literature relating to the mentioned constructs fills the literature’s lack. Its applicability in the Portuguese technology sector SMEs is also an innovative factor. We recommend that future studies explore the relevance of digital services for the enhancement of the linkage between emotional intelligence and transformational leadership.
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L.M., Dauksha, and Adamovich E.V. "INTERRELATION OF A PENCHANT FOR DESTRUCTIVE BEHAVIOR AND EMOTIONAL INTELLECT OF TEENAGERS." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 4 (December 1, 2021): 77–84. http://dx.doi.org/10.32999/ksu2312-3206/2021-4-10.

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Purpose. The aim of the study was to study the relationship between the propensity for auto-destructive behavior and the emotional intelligence of adolescents.Methods. The methodology for diagnosing deviant behavior of minors (SDP test – propensity to deviant behavior) was developed by E. V. Leus. Two scales were used from this technique: addictive (dependent), self-injurious (auto-aggressive) behavior. The questionnaire of suicidal risk (SR) in the modification of T. N. Razuvaeva and the questionnaire for emotional intelligence (D. V. Lyusina).Results. in the main part, based on empirical material, it is shown that there is a negative relationship between demonstrativeness and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions, emotion management by adolescents. A negative relationship between affectivity and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions, and emotion management by adolescents was revealed. The uniqueness of adolescents negatively correlates with intrapersonal emotional intelligence, understanding of emotions, and emotion management by adolescents. A negative correlation was established between the failure and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions and emotion management by adolescents. A negative correlation of social pessimism and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions, and emotion management of adolescents was revealed. The time perspective negatively correlates with interpersonal emotional intelligence, understanding of emotions, and emotion management in adolescents. A negative relationship between the impossibility of constructive future planning and intrapersonal emotional intelligence of adolescents has been revealed. The tendency to dependent behavior of adolescents is negatively associated with interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions and managing emotions. The tendency to auto-aggressive behavior of adolescents negatively correlates with interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions and emotion management.Conclusions. As a result of an empirical study, the relationship between the propensity for auto-destructive behavior and the emotional intelligence of adolescents was revealed. In conclusion, as a promising line of development of this study, the approbation of the technology for the development of high emotional intelligence as a psychological barrier to the tendency to auto-destructive behavior of adolescents is outlined.Key words: interpersonal emotional intelligence, intrapersonal emotional intelligence, tendency to dependent behavior, tendency to self-injurious behavior, tendency to suicidal behavior. Целью исследования являлось изучение связи склонности к аутодеструктивному поведению и эмоционального интеллекта подростков.Методы. Методика диагностики девиантного поведения несовершеннолетних (тест СДП – склонности к девиантному поведению) разработан Э.В. Леус. Из данной методики использовали две шкалы: аддиктивное (зависимое) и самоповреждающее (аутоагрессивное) поведение. Опросник суицидального риска (ОСР) в модификации Т.Н. Разуваевой и опросник на эмоциональный интеллект (Д.В. Люсина).Результаты. В основной части на эмпирическом материале показано, что существует отрицатель-ная связь между демонстративностью и межличностным эмоциональным интеллектом, внутриличностным эмоциональным интеллектом, пониманием эмоций, управлением эмоциями подростками. Выявлена отрицательная связь между аффективностью и межличностным эмоциональным интеллектом, внутриличностным эмоциональным интеллектом, пониманием эмоций, управление эмоциями подростками. Установлено, что такие показатели, как «уникальность подростков», «несостоятельность», «социальный пессимизм», «временная перспектива, «планирование будущего», «склонность к зависимому поведению», «склонность к аутоагрессивному поведению», отрицательно коррелируют с внутриличностным эмоциональным интеллектом, межличностным эмоциональным интеллектом, пониманием эмоций, управлением эмоциями подростками. Выводы. В результате эмпирического исследования выявлена отрицательная связь склонности к аутоде-структивному поведению и эмоционального интеллекта подростков. В заключении в качестве перспективной линии развития настоящего исследования намечена апробация технологии развития высокого эмоционального интеллекта как психологического барьера склонности к аутодеструктивному поведению подростков.Ключевые слова: межличностный эмоциональный интеллект, внутриличностный эмоциональ-ный интеллект, склонность к зависимому поведению, склонность к самоповреждающему поведению, склонность к суицидальному поведению.
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Dr. R. Akila, Dr R. Akila, and Dr N. Thangavel Dr. N. Thangavel. "Team Leader’s Emotional Intelligence Competencies and Team’s Emotional Intelligence Norms." Indian Journal of Applied Research 3, no. 3 (October 1, 2011): 211–13. http://dx.doi.org/10.15373/2249555x/mar2013/69.

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Roy, Ananya. "Interpersonal Emotion Regulation and Emotional Intelligence: A Review." International Journal of Research Publication and Reviews 04, no. 02 (2023): 623–27. http://dx.doi.org/10.55248/gengpi.2023.42002.

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In recent years, research on the connection between interpersonal emotion regulation and emotional intelligence has expanded. Both ideas have significant consequences for how people perform in a range of situations. While emotional intelligence refers to the capacity to comprehend and regulate emotions in oneself and others, interpersonal emotion regulation refers to the ability to control one's own and other's emotions during social interactions. This study analyses the most recent research on the connection between emotional intelligence and interpersonal emotion regulation, concentrating on the effects these abilities have on relationships, health, and the workplace. According to the findings of the research we analysed, people with high emotional intelligence are better able to control their emotions in social situations, which leads to better outcomes for stress management, conflict resolution, and relationship satisfaction. The way in which a person can enhance their emotional intelligence and interpersonal emotion regulation is through mindfulness techniques, training in emotional awareness, cognitive behavioural training, training in emotional regulation as well as social support
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Moon, Tae Won, and Won-Moo Hur. "Emotional Intelligence, Emotional Exhaustion, And Job Performance." Social Behavior and Personality: an international journal 39, no. 8 (September 1, 2011): 1087–96. http://dx.doi.org/10.2224/sbp.2011.39.8.1087.

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In this paper we examined how emotional intelligence (EI) affects emotional exhaustion (burnout) resulting from emotional labor, and how emotional exhaustion influences an individual's job performance in terms of organizational commitment and job satisfaction. Partial least squares regression analyses were conducted on data from 295 retail sales employees in South Korea. Of the 4 factors identified in the EI model developed by Schutte et al. (1998) we found that 3 (appraisals of emotions, optimism, and social skills) were negatively associated with emotional exhaustion but the fourth factor of utilization of emotion showed no significant links with emotional exhaustion. Emotional exhaustion was found to be negatively related to job performance in terms of organizational commitment and job satisfaction and the mediating effect of emotional exhaustion was confirmed in the relationship between job performance and appraisals of emotions, optimism, and social skills as factors in emotional intelligence.
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Dr Kavyashree M B and Dr Anupama Sundar D. "Emotional Intelligence on Job Attitudes of Employees." international journal of engineering technology and management sciences 7, no. 4 (2023): 362–75. http://dx.doi.org/10.46647/ijetms.2023.v07i04.050.

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The diverse nature of modern business operations has made it a strategic necessity to have a proper understanding of oneself as well as why others act the way they do, this is so as to work cooperatively, harmoniously, and freely with them to mitigate conflict tendencies inherent in human nature. Therefore, achieving such harmonious and cooperative atmosphere is premised on the degree of emotional intelligence of all members of the organization irrespective of their level and position occupied. Emotional intelligence is defined as an ability of the person to assess and control his own emotion and emotion of others. The emotional intelligence had played a vital role in the organizational productivity. The person with high emotional intelligence shows a positive attitude towards the organization and EI had a significant effect on job attitudes of the employees. The EI model had four fundamental aspects like recognizing emotions, understanding emotions, regulating emotions and using emotions. Organizational settings are now considered important arenas for the manifestation of human emotions. In order to establish long-term success, today’s organizations continually emphasize the search for emotionally intelligent employees. This study aims to explore the influence of emotional intelligence on job attitudes (such as job satisfaction, organizational commitment, job involvement, perceived organizational support, and employee engagement) of employees to understand the employees' emotions and feelings at the workplace. Random sampling has been adopted to collect data from the respondents. Sample size deemed for the study was 86. Data was collected from employees working in various IT industries. Factor and regression analysis were applied to analyze the data. The study reveals that results demonstrated a significant positive influence of emotional intelligence on job attitudes (such as job satisfaction, organizational commitment, job involvement, perceived organizational support, and employee engagement) of employees. The research highlights the importance of Emotional Intelligence of employees that needs to be understood by the employees in the organization so that employees can effectively and efficiently work in the workplace. Since World Economic Forum under the category of the future of jobs have listed Emotional intelligence as the major skill required for the future workplace.
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Astutik, Windu, and Siti Kholifah. "Pelatihan Regulasi Emosi pada Remaja dalam Peningkatan Kemampuan Psikososial." Jurnal Pengabdian kepada Masyarakat Wahana Usada 5, no. 1 (June 30, 2023): 31–36. http://dx.doi.org/10.47859/wuj.v5i1.314.

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Background: Rapid development in adolescence is often problematic psychologically. Youth need the intelligence and emotional capacity to manage emotions to deal with the developments taking place to find a positive identity. Purpose: to improve knowledge among students about intelligence and emotional exercise regulations emotion at teenagers. Methods: The mental health education about intelligence and emotional regulation emotion among teenagers at SMP Negeri 15 Loajanan Samarinda. Education and training should be conducted by direct interaction with 60 students in class with matter the introduction of emotion, emotional intelligence, and training emotion in adolescents. The activity was carried out in 3 sessions with the following activities: the first session which was opened by the opening ceremony of the vice principal and the student, continued with a second session topic on the introduction of emotion, emotional intelligence, and training emotion in adolescents, and the third session is closing. Results: The implementation of the activities went well and smoothly. The results obtained are the increasing knowledge and psychomotor teenager emotional intelligence and emotion regulation. Conclusion: After a course of health education for adolescents, Adolescent ability to get to know emotions, Emotional intelligence, and the way emotional regulations are increasing so it's expected to increase the superior generation that has optimal mental health.
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Dissertations / Theses on the topic "Emotional Intelligence"

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Kehoe, Christiane Evelyne. "Parents' meta-emotion philosophy, emotional intelligence and relationship to adolescent emotional intelligence." Swinburne Research Bank, 2006. http://hdl.handle.net/1959.3/4486.

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Thesis (BA(Hons) (Psychology)) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2006.
"July 2006". A thesis is submitted in fulfilment of the requirements for the degree Bachelor of Social Science with Honours in Psychology, [Faculty of Life and Social Sciences], Swinburne University of Technology - 2006. Typescript.
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Svensson, Helen. "Attachment dimensions as a predictor of emotional intelligence and sociability." Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62733.

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One of the ways in which the attachment relationships we develop during infancy influence us throughout life is by emotion regulation. Although studies have shown that attachment orientations affect emotional functioning, the effect of attachment dimensions on overall emotional functioning and sociability has still not been investigated. The purpose of the present study was to examine if attachment dimensions predict emotional intelligence (EI) and sociability. The sample consisted of 75 psychology students at Stockholm University who completed the Attachment Style Questionnaire (ASQ; Feeney, Noller & Hanrahan, 1994) and a section of the Understanding Personal Potential (UPP; Sjöberg, 2001) that measures EI with self-report as well as performance measures, and sociability. The current data did not offer conclusive evidence for the impact of attachment on EI, but suggests that secure attachment predicts sociability. The results are discussed in relation to existing theory and a more integrative approach is suggested for future studies.
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Gardner, Kathryn Jane. "Ability emotional intelligence, trait emotional intelligence and borderline personality disorder." Thesis, University of Central Lancashire, 2008. http://clok.uclan.ac.uk/21832/.

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This thesis explored convergent, discriminant, concurrent and incremental validity of four Emotional Intelligence (EI) measures examined were one ability EI measure (Mayer-Salovey-Caruso Emotional Intelligence Test [MSCEIT]); and three self-report/trait EI measures (Schutte Emotional Intelligence Scale [SEIS], Multidimensional Emotional Intelligence Assessment [MEIA] and Trait Emotional Intelligence Questionnaire [TEIQue]). Participants (N = 307) were drawn predominantly from community and student populations. The MSCEIT showed reasonably good validity, although there were only small amounts of incremental validity in predicting psychologica flunctioning of the trait EI measures the SEIS and MEIA performed similarly well, although the former was more distinctive from personality. The TEIQue produced mixed findings: the factors tructurew as inconsistent with the theoreticals tructure (preliminarya nalyses) but incremental validity was favourable. Placed within a theoretical context, results confin-n the distinctiveness of ability andt rait El. In addition, the trait EI measures appear to be assessing the same latent variable, although some small subscale level correlations question this conclusion. Findings also question whether a ll components of ability EI are assessing a type of intelligence, but suggest that trait EI has utility as a personality measure beyond the Big Five. Based on Study 1, the MSCEIT and SEIS were selected for use in more explanatory research. Study 2 (N = 523) examined the role of ability and trait EI in Borderline Personality Disorder (BPD), a disorder that may be attributable to emotion dysregulation. Consistent with this, poor emotion regulation (ability and trait EI) was especially characteristic of non-clinical BPD adults, as were poor emotional understanding and trait emotion perception. Strong evidence was lacking for a differential role of ability El in the disparate BPD feature/criteria, whilst trait EI was most related to 'affective and self dysregulation'. Findings also suggest that low trait emotion regulation is a possible contributing factor to BPD and eating disorder. These findings extend past work regarding the emotional skills and traits of non-clinical persons with BPD features. The greater role of ability and trait emotion manage menitn BPD is consistent with Linehan's (1993a, 1993b) emotion dysregulation theory of the disorder.
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Warwick, JanetteKaye. "Emotional intelligence is ...? /." Title page, table of contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09SSPS/09sspsw299.pdf.

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Doak, Jennifer Nicole. "The effect of character education on emotional intelligence." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=964.

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Xiao, He. "The Relationship between Emotional Intelligence and Emotion Regulation." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29816.

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The thesis examines the relationship between emotional intelligence (EI) traits (capacities people have) and emotion regulation processes (things people do) in two studies: a meta-analysis (Study 1) and a cross-sectional study (Study 2). This research is important for understanding the mechanisms by which EI produces positive outcomes. Emotion regulation can either be intrinsic (regulating one’s own emotions) or extrinsic (regulating others’ emotions). Study 1 estimates the associations of intrinsic emotion regulation processes with each of the three EI streams (ability EI, self-rated EI, and mixed EI), comparing the lower-level branches of ability EI (i.e., emotion perception, use, understanding, and management). Study 2 looks at the associations between ability EI and extrinsic emotion regulation. Chapter 1 introduces background theory on EI and emotion regulation. Chapter 2 presents a meta-analysis (n = 67 studies, k = 618 effects) on EI and intrinsic emotion regulation. Chapter 3 presents a cross-sectional study (N = 178) on EI and extrinsic emotion regulation. Chapter 4 discusses the overall meaning of results. Results indicated that: 1) emotionally intelligent people tend to regulate their own emotions by either solving the problems (direct situation modification and seeking help) or changing their mindset towards the emotional situations (positive reappraisal); 2) emotionally intelligent people tend to use processes that involve high engagement with others’ emotions (reappraisal, receptive listening, and valuing) but not processes that involve low engagement with others’ emotions (downward comparison and expressive suppression); and 3) the test formats and theoretical models of EI measures significantly affect the correlations between EI and intrinsic/extrinsic emotion regulation. This thesis contributed to our understandings of associations between EI and emotion regulation, as well as the moderating effects of EI stream and EI branch.
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Angelica, Lim. "MEI: Multimodal Emotional Intelligence." 京都大学 (Kyoto University), 2014. http://hdl.handle.net/2433/188869.

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Walker, Alison. "Emotional intelligence in adolescents." Thesis, University of Birmingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435323.

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Golubenko, Juliana. "Emotional intelligence among leaders /." Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09SPS/09spsg629.pdf.

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Astralaga, Ingrid. "Emergency Room Nurse Perceptions of Emotional Intelligence." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5970.

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The delivery of quality care has been a priority for the health care industry in the United States. Researchers have established positive correlations between the levels of emotional intelligence of registered nurses and their clinical performances. However, new evidence suggests the need to enhance the use of emotional intelligence (EI) in high-risk clinical units. With the intent to understand the use of EI, a phenomenological research approach was used to identify the emergency room nurse's understanding of EI. The Four-branch Model of Emotional Intelligence was used as the theoretical framework, while the research question identified the emergency room nurse's perception of EI. Eight emergency room nurses from two facilities participated in the study. The inclusion criteria consisted of emergency room nurses with one to ten years of experience, nurses that worked thirty-six hours or more per week, and were not in leadership roles. The data were collected through face-to-face interview sessions and analyzed using the Colaizzi's Method of Data Analysis. All participants reported unfamiliarity with the concept of EI. Nevertheless, evidence that indicated the presence of all elements of this concept such as the ability to perceive emotions, understand emotions, use emotions to enhance reasoning, and manage emotions, were apparent in the stories shared by the nurses. The results of the study indicated a potential influence toward positive social change at the organizational and professional level. The implementation of educational activities to improve the use of this concept and the modification of current health care policies to incorporate emotional intelligence as clinical competencies are actions that can influence positive social change.
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Books on the topic "Emotional Intelligence"

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Joseph, Ciarrochi, and Mayer John D. 1953-, eds. Applying emotional intelligence: A practitioner's guide. New York, NY: Psychology Press, 2007.

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Moshe, Zeidner, and Roberts Richard D, eds. Emotional intelligence: Science and myth. Cambridge, Mass: MIT Press, 2002.

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Chakraborty, Aruna, and Amit Konar. Emotional Intelligence. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-68609-5.

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Lo, Kevin D., and Barbara A. Ritter. Emotional Intelligence. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2023. http://dx.doi.org/10.4135/9781071923702.

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1944-, Bar-On Reuven, and Parker, James D. A. 1959-, eds. The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace. San Francisco, Calif: Jossey-Bass, 2000.

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Parker, James D. A., Donald H. Saklofske, and Con Stough, eds. Assessing Emotional Intelligence. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-88370-0.

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Sparrow, Tim. Applied Emotional Intelligence. New York: John Wiley & Sons, Ltd., 2009.

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Corrie, Catherine. Becoming Emotionally Intelligent (Emotional Intelligence Collection). Network Continuum Education, 2004.

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D, Mayer John, and Joseph Ciarrochi. Applying Emotional Intelligence: A Practitioner's Guide. Taylor & Francis Group, 2013.

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D, Mayer John, and Joseph Ciarrochi. Applying Emotional Intelligence: A Practitioner's Guide. Taylor & Francis Group, 2013.

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Book chapters on the topic "Emotional Intelligence"

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Wadkar, Alka. "Emotions and Emotional Intelligence." In Life Skills for Wellbeing and Success, 133–52. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003430704-12.

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Mackay, Stuart J. "Emotional Intelligence." In Digital Mammography, 89–95. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-04831-4_11.

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Levesque, Roger J. R. "Emotional Intelligence." In Encyclopedia of Adolescence, 841–43. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_475.

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Guerra, Norma S. "Emotional Intelligence." In Encyclopedia of Child Behavior and Development, 574–76. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_990.

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Gallagher, Sherri. "Emotional Intelligence." In Encyclopedia of Clinical Neuropsychology, 943–46. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1452.

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LaMothe, Ryan. "Emotional Intelligence." In Encyclopedia of Psychology and Religion, 758–61. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-24348-7_836.

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Gallagher, Sherri. "Emotional Intelligence." In Encyclopedia of Clinical Neuropsychology, 1–3. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1452-2.

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Gallagher, Sherri. "Emotional Intelligence." In Encyclopedia of Clinical Neuropsychology, 1291–93. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1452.

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Kiser, Randall. "Emotional Intelligence." In How Leading Lawyers Think, 75–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20484-5_7.

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Agnoli, Sergio. "Emotional Intelligence." In The Palgrave Encyclopedia of the Possible, 1–9. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-98390-5_33-1.

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Conference papers on the topic "Emotional Intelligence"

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Garbenis, Simas. "Trait Emotional Intelligence of Teachers Working in Special Education Schools." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.35.

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Today’s schools are constantly engaged by various new experiences, challenges, difficulties and opportunities. Nowadays it is well known that for a school to be successful in both academic and social development it must be opened to use new strategies and methods in order to adapt to these constantly upcoming challenges. It is known that students with special educational needs usually find it harder to function socially, academically, they also tend to undervalue their quality of life. In recent years it has been discovered that student emotions can play a huge part for one’s development in the mentioned areas. In order to fully understand and dispose emotional powers one must be emotionally intelligent. In recent decades research has revealed that emotional intelligence can play a key role to increase the potential of students with special educational needs. These children usually struggle to socially adapt and communicate, to create new relationships, tend to be emotionally unstable, etc. It is also stated that in order to develop student’s emotional intelligence teachers should be highly emotionally intelligent as well as emotional intelligence is developed through social interactions, and the control of social interactions in the emotional level. Thus, the development of their emotional intelligence in a school environment is majorly important, especially if this kind of development is being conducted by highly emotionally intelligent teachers. It is because of these statements the aim of this study has been formulated – to evaluate the trait emotional intelligence of primary school teachers who work in special education schools. In order to reach this goal several research questions were raised: what are the global EI and its factor scores of our sample, how do these scores distribute between themselves, how do they contribute for the development of EI? Also, several research methods were used. A sample of 66 primary education teachers who work in special education schools form Lithuania and Latvia were asked to answer the TEIQue-SF questionnaire. Their scores were evaluated according to the questionnaires scoring key. Their score validity was conducted by using Cronbach’s alpha score and KMO factorial analysis scores all by using SPSS v23. Although the Cronhach’s alpha and KMO scores show no significant research data it has been partly discovered that the teacher’s from our sample global emotional intelligence score should be at a higher than intermediate-high level.
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Yordanova, Silvena. "The Emotional Intelligence of the Leader – Is It a Must?" In 9th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2023. http://dx.doi.org/10.31410/eraz.2023.237.

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The leader is a fascinating figure with his behavior, and his vision for development and is a complete role model. He not only aims to bring his associ­ates together but is mainly concerned with team building and solving problems of all kinds, including interpersonal ones. Therefore, the leader is emotionally intelligent, and able to unite people from different cultures, thus showing em­pathy and his inherent intelligence, namely on an emotional level. The current paper introduces emotional intelligence, by providing arguments why a leader needs to be emotionally intelligent. At the same time, the employee benefits of being led by an emotionally intelligent leader are also presented. Cases on emo­tional intelligence are also presented.
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Slavić, Agneš, Maja Strugar Jelača, Nemanja Berber, and Radmila Bjekić. "The Relationship between Managers’ Emotional Competencies and Organizations’ Financial Performances." In Seventh International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/limen.s.p.2021.59.

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The topic of emotional intelligence has attracted considerable in­terest from both academics and practitioners. Emotionally intelligent lead­ers have the ability to express, understand and regulate their own as well as others’ emotions. Previous evidence suggests that emotionally intelligent leaders play a crucial role in encouraging employees to perform at their best at work, which in turn can improve the financial performance of the organi­zation. Still, there is little empirical evidence to support these claims from de­veloping countries. Therefore, the research question of this paper is: Which of the leaders’ emotional competencies are required for outstanding financial performance of the organization? In this study, emotional competencies are analyzed through the self-awareness and self-management clusters. This study proposed and tested the relationship between managers’ emotional competencies and an organization’s financial performances, such as growth in profits, profitability, return on assets (ROA) and return on equity (ROE). Em­pirical data were obtained via a questionnaire survey involving 300 employ­ees from 80 organizations in the Republic of Serbia. The methodology used in the study is a well-known ESCI questionnaire. The findings revealed a weak positive correlation among emotional self-awareness, aspiration for success and adaptability as emotional intelligence competencies and financial per­formances, whereas emotional self-control and optimism did not have any statistically significant relationship with financial performances. The results provide implications regarding the development of emotionally intelligent leaders, supporting emotional competence at the organizations.
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Ţîmbaliuc, Natalia. "Emotional intelligence and management styles." In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155618.39.

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Emotional intelligence is a vast and relatively new concept for the Management field of study. However, more and more studies aim to prove the applicability of emotional intelligence in the workplace, especially for people in management positions. Managers perform a variety of activities within the organization, many of which involve interaction with subordinates. Better management of emotions and development of emotional skills could positively influence the relationship between managers and employees and increase the overall performance of the organization. This study aims to identify the link between the level of emotional intelligence of managers and the leadership style practiced by them. We have confirmed that a high level of emotional intelligence correlates with democratic leadership and determines managers to communicate fluently, manage conflicts effectively, include subordinates in the decision-making process and form successful teams.
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Matić, Mirjana. "THE IMPORTANCE OF EMOTIONAL INTELLIGENCE OF LEADERS IN CRISIS SITUATIONS." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.s.p.2020.77.

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In the modern world, today, due to rapid changes, development of technology, market demands, we can conclude that more than ever there is a danger of various types of crises. In this regard, more than ever before, it is necessary to understand what resources companies need to be more resilient to crises. This paper provides an overview of the theoretical framework, as well as research conducted in the field of emotional intelligence and crisis management. Many studies show that the importance of emotional intelligence of leaders in a crisis is great. Leaders who have a higher level of emotional intelligence possess certain skills that can be crucial to the organization in crisis situations. This paper aims to present the correlation that exists between emotionally intelligent leaders and crisis situations, taking into account several studies conducted in this area. All studies conducted have shown that there is a positive relationship between the emotional intelligence of leaders and crisis management. The conclusion is that examining the impact of the relationship between the emotional intelligence of leaders and the crisis is an exceptional framework that provides an opportunity for human resources to operate within organizations, as management of organizations themselves, seeking and shaping leaders with emotional intelligence skills.
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Yang, Jufeng, Dongyu She, and Ming Sun. "Joint Image Emotion Classification and Distribution Learning via Deep Convolutional Neural Network." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/456.

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Visual sentiment analysis is attracting more and more attention with the increasing tendency to express emotions through visual contents. Recent algorithms in convolutional neural networks (CNNs) considerably advance the emotion classification, which aims to distinguish differences among emotional categories and assigns a single dominant label to each image. However, the task is inherently ambiguous since an image usually evokes multiple emotions and its annotation varies from person to person. In this work, we address the problem via label distribution learning (LDL) and develop a multi-task deep framework by jointly optimizing both classification and distribution prediction. While the proposed method prefers to the distribution dataset with annotations of different voters, the majority voting scheme is widely adopted as the ground truth in this area, and few dataset has provided multiple affective labels. Hence, we further exploit two weak forms of prior knowledge, which are expressed as similarity information between labels, to generate emotional distribution for each category. The experiments conducted on both distribution datasets, i.e., Emotion6, Flickr_LDL, Twitter_LDL, and the largest single emotion dataset, i.e., Flickr and Instagram, demonstrate the proposed method outperforms the state-of-the-art approaches.
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VRABII, Violeta. "The transformational leader through the emotional intelligence model and leader - team efficiency." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p441-445.

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In the article is approached the concept of transformational leadership as a present paradigm, which demonstrates through empirical research the effectiveness, satisfaction, motivation of the leader in the team. Through the dimensions of transformational leadership: articulating the vision, encouraging the objectives, modeling the behavior, offering support and individualized consideration, the leader shows the ability to excite the followers in relation to an objective, a dream.The transformational leader, in fact, is the person who contributes to the efficiency of the organization/institution in achieving the objectives. The model of emotional intelligence and leader-team effectiveness represents a structure that determines the characteristics of a team leader who is transformational / emotionally intelligent. It will produce collective motivation, increase the level of cohesion and creativity, use authority to influence and improve team performance.The components of emotional intelligence: self-confidence, self-awareness, empathy are specific to the transformational leader who has an individualized approach to his employees. In fact, emotional intelligence is a benefit to the transformational/emotional leader from two perspectives: the team’s motivation to work together and the leader’s transformative influence.
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Veltmeijer, Emmeke, Charlotte Gerritsen, and Koen Hindriks. "Automatic Recognition of Emotional Subgroups in Images." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/190.

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Both social group detection and group emotion recognition in images are growing fields of interest, but never before have they been combined. In this work we aim to detect emotional subgroups in images, which can be of great importance for crowd surveillance or event analysis. To this end, human annotators are instructed to label a set of 171 images, and their recognition strategies are analysed. Three main strategies for labeling images are identified, with each strategy assigning either 1) more weight to emotions (emotion-based fusion), 2) more weight to spatial structures (group-based fusion), or 3) equal weight to both (summation strategy). Based on these strategies, algorithms are developed to automatically recognize emotional subgroups. In particular, K-means and hierarchical clustering are used with location and emotion features derived from a fine-tuned VGG network. Additionally, we experiment with face size and gaze direction as extra input features. The best performance comes from hierarchical clustering with emotion, location and gaze direction as input.
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Helfenstein, Sacha, Olena Kaikova, Oleksiy Khriyenko, and Vagan Terziyan. "Emotional Business Intelligence." In 2014 7th International Conference on Human System Interactions (HSI). IEEE, 2014. http://dx.doi.org/10.1109/hsi.2014.6860441.

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Picard, Rosalind W. "Mobile emotional intelligence." In the 8th international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1814433.1814434.

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Reports on the topic "Emotional Intelligence"

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Ivanova, E. S. FEATURES OF EMOTIONAL INTELLIGENCE In Adolescence. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-005.

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Ivanova, E. S., and A. E. Motin. Development of emotional intelligence methods transactional Analysis. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-009.

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Ivanova, E. S. Natural and formed DYNAMICS EMOTIONAL INTELLIGENCE older students. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-003.

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Archer, Suzanne. Using Emotional Intelligence to Lead the TACOM Workforce. Fort Belvoir, VA: Defense Technical Information Center, April 2012. http://dx.doi.org/10.21236/ada558461.

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Aldridge, Richard T. Emotional Intelligence: Advocating for the Softer Side of Leadership. Fort Belvoir, VA: Defense Technical Information Center, March 2013. http://dx.doi.org/10.21236/ada589117.

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Ivanova, E. S. emotional Development intelligence within the training program specialists profilers. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-008.

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Sadachar, Amrut, Virginia Rolling, and Srikant Manchiraju. Consumer Emotional Intelligence and its Role in the Apparel Consumption Behavior. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1920.

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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
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Killgore, William D., and Sophie DelDonno. Neurological Basis and Potential Modification of Emotional Intelligence through Affective/Behavioral Training. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada602894.

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Killgore, William D. The Neurological Basis and Potential Modification of Emotional Intelligence through Affective/Behavioral Training. Fort Belvoir, VA: Defense Technical Information Center, October 2010. http://dx.doi.org/10.21236/ada564537.

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