Journal articles on the topic 'Emotional intelligence and Problem-solving'
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Otto, Jürgen H., and Ernst-Dieter Lantermann. "Individual Differences in Emotional Clarity and Complex Problem Solving." Imagination, Cognition and Personality 25, no. 1 (September 2005): 3–24. http://dx.doi.org/10.2190/budg-y02k-f254-ybgk.
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Complex problem solving can be predicted to a fair degree by test intelligence. But if emotions are informative, emotional intelligence scores might increase this prediction even more. Therefore, we assessed problem solving behavior, performance, and mood in a quasi-experimental design with 63 students who varied in emotional clarity and solved problems low or high in complexity. Processing capacity served as a covariate. Results revealed that high clarity participants show more conducive problem-solving behavior with high complex problems and generally reach better performance than low clarity participants. Hierarchical regression analyses revealed that emotional clarity predicts performance independent of and to the same degree as processing capacity. Finally, the ability- and mixed-model conceptions of emotional intelligence are discussed and the relationship between subjective and objective components of intelligence is questioned.
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Jordan, Peter J., and Ashlea C. Troth. "Managing Emotions During Team Problem Solving: Emotional Intelligence and Conflict Resolution." Human Performance 17, no. 2 (April 2004): 195–218. http://dx.doi.org/10.1207/s15327043hup1702_4.
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Ningsih, Rahayu Sri, Mohamad Rif'at, and Agung Hartoyo. "HUBUNGAN KECERDASAN EMOSIONAL DENGAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA." Jurnal AlphaEuclidEdu 2, no. 1 (July 14, 2021): 129. http://dx.doi.org/10.26418/ja.v2i1.48069.
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This research aims to know between emotional intelligence and mathematic’s problem-solving in students grade 8th in MTs. Al-Fathaanah Mempawah. This research used the correlation to be method and use the Pearson product moment’s formula to processing data. Twenty-one students are samples of this research, and they are select by using purposive sampling. The data collection technique in this research is using problem-solving and indirect communication that was using an emotional intelligence questionnaire. This research is the connection of emotional intelligence with mathematics problem-solving students grade 8th on MTs. Al-Fathaanah Mempawah, with r = 0.45 and the correlation classified is average. Keywords: Emotional Intelligence, Mathematical Problem Solving Ability
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Julius, Elizabeth, Abdul Halim Abdullah, and Nornazira Suhairom. "An analysis of the relationship between emotional intelligence and algebraic problem solving ability of secondary school students in Sokoto State, Nigeria." International Journal of Engineering & Technology 7, no. 3 (August 23, 2018): 1899. http://dx.doi.org/10.14419/ijet.v7i3.16383.
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The purpose of this study is to determine the relationship between emotional intelligence and the algebraic problem solving ability of secondary school students. 100 respondents were used as the sample for the survey at two secondary school in Sokoto state, Nigeria. The targeted respondents are senior secondary two (SSII) students in Sokoto state, Nigeria. Findings of the study showed that there is a moderate relationship between emotional intelligence of the students and their algebraic problem solving ability. Furthermore, it was discovered that male students have a low relationship in their emotional intelligence and their algebraic problem solving ability compared to the female students whose emotional intelligence and algebraic problem solving ability was found to be moderate.
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Sholehah, Noor Annisah, Dadang Juandi, and Surya Kurniawan. "THE EFFECT OF EMOTIONAL INTELLIGENCE TOWARDS STUDENTS' MATHEMATICS PROBLEM SOLVING ABILITY: A META-ANALYSIS CORRELATIONAL STUDY." EDU-MAT: Jurnal Pendidikan Matematika 10, no. 2 (December 29, 2022): 312. http://dx.doi.org/10.20527/edumat.v10i2.14763.
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The literature has shown that emotional intelligence can control a person's rational decision-making and also contribute to mathematical problem-solving. There have been many correlational studies investigating the effect of emotional intelligence on the mathematical problem-solving abilities of students in Indonesia. This study aims to summarize the effect size values given by the primary study through meta-analysis techniques. Twenty-one primary studies that have been published by journal publishers, theses, and proceedings in the last ten years and meet the inclusion criteria will be analyzed. Data analysis using Jeffreys's Amazing Statistics Program (JASP) software with the stages of investigating publication bias, random or fixed effect models, and statistical hypothesis testing. Based on the random effects model, the results showed that there was a positive effect of emotional intelligence on students' mathematical problem-solving abilities in Indonesia with the category of medium positive effect (r = 0.6; p < 0.01). These results suggest for students and learners to give serious attention to students' emotional intelligence to improve their mathematical problem-solving abilities. Keywords: Emotional Intelligence, Emotional Quotient, Mathematics Problem Solving, Meta-Analysis.
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Chebykin, Oleksiy. "EMOTIONAL INTELLIGENCE, ITS COGNITIVE AND MENTAL SIGNS AND FUNCTIONS." Science and Education 2020, no. 1 (May 2020): 19–28. http://dx.doi.org/10.24195/2414-4665-2020-1-3.
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An attempt has been made in this paper to single out the cognitive and mental signs of emotional intelligence and their functions in this process. It has been shown that a significant part of specialists, despite the declarative correspondence of this phenomenon to the sphere of emotions and intelligence, analyzes the social intelligence as the subject of its study and its communicative signs, emotional maturity and its components, self-regulation, empathy, expressiveness of emotions, etc. It can be assumed that in this case, the signs of emotional intelligence are replaced by those that relate to the subject of the study of other psychological phenomena. It should be also agreed that all mental phenomena are closely related, especially since emotions are actually integrated into every process. But when the emotional intelligence is chosen as a subject of study, then this should refer to those signs which should be more reflected certain specific features of emotions in the intelligence. It has been proposed to consider emotional intelligence as a psychological property of individual, characterized by the manifestation of complex as though integrated, emotionalcognitive and mental features, due to which it achieves its goal in certain tasks/problems solving in different activities. It can be argued that emotions are more integrated with cognitive activity in emotional intelligence, and intelligence – with mental activity. That is, the features of the functioning of basic (simple) emotions in higher cognitive, integrated with mental activity are probably what can characterize the psychological essence of the content of emotional intelligence. Such higher emotional and cognitive features that accompany this process include surprise, curiosity, inquisitiveness, interest, enthusiasm, inspiration, guess, disappointment, doubt, insight experience, eureka, and others. The manifestation of these signs may be accompanied by certain functions at the level of comfort emotional coloring of the problem-solving process, emotional guidance on how to solve the problem, emotional activation in the form of strengthening or weakening the manifestation of this process, emotional regulation as dynamics of change of movement of the signs in the problemsolving process. A complex of three methods has been created: investigation of signs of emotional intelligence; study of the manifestation of simple emotions in the content of higher emotions attributed to the signs of emotional intelligence; study of the selected functions of signs of emotional intelligence. It has been shown that there is a certain tendency in the manifestation of signs of emotional intelligence, and its integral components of simple emotions in the problem-solving process. It has been revealed that the emotionally positive orientation of the content of such signs of emotional intelligence as curiosity, insight experience, eureka, their connection with joy and comfort functions of emotional guidance, emotional activation and regulation, form the first complex of emotional intelligence. The second complex is formed on the basis of such signs of emotional intelligence as inquisitiveness, guess and doubt. The third one includes curiosity, enthusiasm and disappointment. These complexes can be those specific determinants of the manifestation of emotional intelligence, as well as the psychological characteristics of its typical manifestations in humans.
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Pratiwi, Diyanti Jati, Tatag Yuli Eko Siswono, and Neni Mariana. "The Role-Playing Problem-Posing Learning to Improve Students' Emotional Intelligence and Mathematics Problem-Solving Skills." IJORER : International Journal of Recent Educational Research 3, no. 3 (May 30, 2022): 312–22. http://dx.doi.org/10.46245/ijorer.v3i3.217.
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The research is aimed to observe the effect of role-playing problem-posing learning methods on emotional intelligence and mathematic problem-solving ability. This research was a quasi-experimental research with a non-equivalent pretest-posttest control group design. The sample was chosen by random sampling with Primary 4A 17 students as a control group class and Primary IV B 17 students as an experiment group class. The Data collection techniques was done through emotional intelligent questionnaire and mathematics problem-solving test. T-test was used as an analysis technique due to data collection before and after the research program. Based on T-test analysis for emotional intelligence and mathematic problem-solving ability, the data showed there was no difference before and after research in both control and experiment class with the value of sig. 2 tailed 0,303>0,05 for emotional intelligence and mathematic problem-solving ability got sig. 2 tailed scores 0,908>0,05. The differences shown in control and experiment classes after learning method in the research with the value of sig. 2 tailed 0,02<0,05 for emotional intelligence and mathematic problem-solving ability got sig. 2 tailed scores 0,01<0,05. In this research, the learning method was the only thing which caused differences, so the researcher concluded that there was an effect of role-playing problem posing learning method to students’ emotional intelligence and mathematics problem-solving ability
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Mutiara Nur Hayati and Muhamad Toyib. "Kemampuan Pemecahan Masalah Siswa dalam Menyelesaikan Soal Himpunan Berorientasi HOTS ditinjau dari Kecerdasan Emosional." INOMATIKA 4, no. 1 (January 31, 2022): 109–32. http://dx.doi.org/10.35438/inomatika.v4i1.320.
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Understanding problem solving was an important ability and have to be possessed by students, because this ability was needed in developing ideas for building new knowledge in mathematics. The importance of problem solving skills was not in line with the quality of real problem solving. In fact, students had low problem solving abilities. One of the ways to develop problem solving skills was through HOTS-oriented questions on topic set. This study aims to analyze problem solving skills in solving HOTS-oriented questions on set material viewed from students' emotional intelligence. This descriptive qualitative research was conducted on students of one of the State Junior High Schools in Nganjuk, East Java. The subjects in this study were 6 students of 7th grade who had high, medium, and low emotional intelligence who were taken using the random sampling technique. Methods of data collection using questionnaires, tests and interviews. The questionnaire method was used to obtain data on students' emotional intelligence. Triangulation is done by comparing test and interview methods to check the validity of the data. Data analysis techniques are carried out by reducing data, presenting data, and drawing conclusions. The results of the study concluded that the problem solving abilities of students who have high emotional intelligence are able to meet all indicators of problem solving abilities, namely understanding problems, planning problem solving, implementing problem solving plans, and re-examining answers. Students with moderate and low emotional intelligence have been able to fulfill the first three indicators but have not re-examined their answers.
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Hasnah, Hasnah, Desy Ana Hendra, and Hapsah Hapsah. "CORRELATION BETWEEN EMOTIONAL INTELLIGENCE AND PROBLEM SOLVING SKILL OF HEALTH STUDENTS OF FACULTY OF MEDICINE UNIVERSITAS HASANUDDIN." Indonesian Contemporary Nursing Journal (ICON Journal) 3, no. 1 (August 30, 2018): 22. http://dx.doi.org/10.20956/icon.v3i1.3602.
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Background: High demands in all conditions require proffesional health workers. In dealing with patients, health workers need high emotional intelligence and problem solving skills that are qualified to deal with various problems. Objective: To analyze correlation between emotional intelligence with problem solving skill of health student of Faculty of Medicine Universitas Hasanuddin. Method: This quantitative research was conducted in August-September 2017, using observational study design with cross sectional analytic approach. Population in this research is health students Faculty of Medicine Universitas Hasanuddin who forced in 2013, 2014, 2015, 2016 (N=1995). Sampling technique using cluster random sampling (n=333). The data were analyzed with Spearman’s Rho test. Results: More than half of respondents had a low emotional intelligence (58.3%) and medium level of problem solving skill (51,4%). Correlation coefficient both of them is weak (r=0,222; p value = 0.000 <0,05). Conclusion: There is a weak correlation between emotional intelligence with problem solving skill of health student of Faculty of Medicine Hasanuddin University. The higher the emotional intelligence of the student, the higher the level of problem solving skill.
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Prahani, Binar Kurnia, Wahyu Hari Kristiyanto, Joko Siswanto, Budiyono Saputro, and Husni Mubarok. "Thinking Process Profile of Senior High School Students in Physics Problem-Solving: Terms of Differences in Emotional Intelligence Levels and Gender." Berkala Ilmiah Pendidikan Fisika 9, no. 3 (November 11, 2021): 398. http://dx.doi.org/10.20527/bipf.v9i3.10659.
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This literature study aims to obtain the thinking process profile of senior high school students in physics problem-solving based on differences in emotional intelligence levels and gender. In this study used literature study method with phenomenological analysis, functionalism analysis, and critical analysis. The sources used to compile this article include some literature on emotional intelligence, gender effect, thinking process, problem-solving, and several empirical study on students in physics problem-solving, especially in senior high school. The authors summed up the conclusions based on the results of the literature study as follows: (1) The profile of the thinking process is influenced by emotional intelligence level and gender; (2) Emotional intelligence is directly proportional to the thinking process of students in the process of solving physics problems; (3) Students who have high emotional intelligence are more likely to have high physics problem-solving skills; (4) Gender differences (male and female) in solving physics problems, generally, are still debatable, in which sense is it better? Then it further research needs that is valid and reliable to answer this question. (5) There is a strong tendency that the male gender is more resilient in dealing with and solving complex physics problems; (6) The gender of female students is superior in solving physics problems that require very high detail. The main implication of this article is to obtain the thinking process profile of senior high school students in physics problem-solving based on terms of differences in emotional intelligence levels and gender.
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Homayouni, A. "Comparisonal investigation of emotional intelligence in addicted and nonaddicted people." European Psychiatry 26, S2 (March 2011): 53. http://dx.doi.org/10.1016/s0924-9338(11)71764-3.
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Introduction & objectivesEmotional intelligence (E/I) consists of appraisal of emotion in the self and others, regulation of emotion in the self and others and utilization of emotion in solving problems. Subsumed under these branches are functions such as verbal and non verbal appraisal and expression of emotion and using emotions to motivate as part of the utilization of emotions. (Salovey & Mayer's, 1990). Emotional intelligence components are important in psychological functions such as problem-solving, happiness, stress-tolerance, self-actualization and interpersonal relationship. So the research aimed to investigate role of Emotional intelligence in tendency to addiction.MethodsIn sampling process a total of 73 addicted people and 73 non-addicted people were randomly selected. All participants were requested to complete Schutte’s Self- Report E/I Test (SSREIT) (33 item). The test measures ability of E/I in three fields: Appraisal of emotion, regulation of emotion and utilization of emotion. In order to analyzing the data independent T test was used to compare means of two groups.ResultsFindings indicated significant differences between two groups in components of emotional intelligent. Nonaddicted people had more scores in appraisal of emotion, utilization of emotion and general score of emotional intelligence. But there was no significant difference in regulation of emotion in two groups.ConclusionsConsidering the results, it is recommended EI education programs and applying the plans for enhancing emotional intelligent components in order to increasing abilities and competencies in confronting with crisis and bad events and reducing risk of abnormal behaviors, specially addiction.
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Montgomery, Cameron, and Regina Melchor-Beaupré. "Stress and Social Problem Solving: Another Wonderful Symbiosis." Journal of Cognitive Education and Psychology 4, no. 1 (January 2004): 87–111. http://dx.doi.org/10.1891/194589504787382811.
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This article is a literature review of stress and social problem solving skills. The authors emphasize the need for a joint consideration of stress and social problem solving. This article integrates some ideas and theoretical concepts from Goleman’s theory of emotional intelligence, as well as Sternberg’s theory of successful intelligence. The article contributes to knowledge regarding the relationship between cognitive (social problem solving) and affective (stress) processes. The information in this article is also useful for teacher education program reform. It should encourage student teacher educators to put an emphasis on certain emotional dimensions such as student teachers’ stress and social problem solving before, during, and after student teaching.
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Ohira, Hideki. "Predictive Processing of Interoception, Decision-Making, and Allostasis." Psihologijske teme 29, no. 1 (2020): 1–16. http://dx.doi.org/10.31820/pt.29.1.1.
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Emotional intelligence is composed of a set of emotional abilities, including recognition of emotional states in the self and others, the use of emotions to guide thoughts and behaviours, and emotion regulation. Previous studies have demonstrated that emotional intelligence is associated with mental health, social problem solving, interpersonal relationship quality, and academic and job performance. Although emotional intelligence has received much interest both in basic research fields and applied and clinical fields, the mechanisms underlying the functions of emotional intelligence remain unclear. The aim of the present article was to consider the mechanisms of emotional intelligence using a computational approach. Recent theories of emotion in psychology and neuroscience have emphasized the importance of predictive processing. It has been proposed that the brain createsinternal models that can provide predictions for sensation and motor movement, and perception and behaviors emerge from Bayesian computations rooted in these predictions. This theoretical framework has been expanded to include interoceptive perception of the internal body to explain affect and decision-making as phenomena based on interoception. This perspective has implications for understanding issues of emotional intelligence.
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Mudhiah, Imtinan Dian, and Siti Maghfirotun Amin. "Profil Berpikir Siswa SMA dalam Menyelesaikan Soal Matematika Ditinjau dari Kecerdasan Emosional." MATHEdunesa 9, no. 1 (June 16, 2020): 136–44. http://dx.doi.org/10.26740/mathedunesa.v9n1.p136-144.
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In mathematics learning a person often solves problems. In solving mathematical problems, a person needs a thought process with the thought process that an individual can come up with an idea to solve mathematical problems correctly. Stages of thinking take place individually and have a relationship with the social interactions carried out. The interaction will produce behavior. One factor that influences behavior is emotion. Therefore, the behavior of every individual must be related to good emotional control so that it can produce good behavior as well.Good emotional control requires preparedness and thought so that the behavior carried out does not have a negative impact on others. The readiness and thinking of a person can be seen from the age of an individual. The teenage phase occurs in someone at the age of 12 years to 18 years. At that age, an individual is in the middle or high school level. If a teenager feels school activities are not able to accommodate his thoughts, then he will overflow for less positive things. So teenagers should have the good emotional intelligence to control their emotions.This research is a descriptive study with a qualitative approach that aims to describe how the profile of thinking in solving mathematical problems based on the level of emotional intelligence. Subjects in this study were three students consisting of one student with high emotional intelligence, one student with moderate emotional intelligence, and one student with low emotional intelligence. In achieving these objectives the researchers conducted emotional intelligence tests, tests of mathematical problem solving, and interviews of the three subjects.The results showed that students with high emotional intelligence were able to solve mathematical problems with SPLTV material correctly, all information on the questions was used, writing steps to solve problems coherently and correctly, choosing the correct method to solve the problems. Emotionally intelligent students are less able to solve mathematical problems with SPLTV material correctly, because there is information on questions that are not used, and that results in choosing a method to solve the problem so that in solving it is less correct. Low emotional intelligence students are less able to solve mathematical problems with SPLTV material correctly because they are not able to remember previous knowledge, there is information on questions that are not used, the methods used are not correct, so in solving them less correct.Keywords: Thinking, Mathematics, and Emotional Intelligence.
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Rawian, Rafizah Mohd. "Emotional Intelligence in Classrooms." SALTeL Journal (Southeast Asia Language Teaching and Learning) 1, no. 2 (March 18, 2019): 21–26. http://dx.doi.org/10.35307/saltel.v1i2.11.
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The 21st century learning requires educators and learners to move beyond traditional academic learning. The fundamental aspects of the “Four Cs” (communication, critical thinking and problem solving, creativity and collaboration) are a prerequisite for the 21st century classrooms. Learners’ emotions in classrooms are now regarded as essential. The study of emotions in classrooms is central to understand learners’ motivation and learning patterns. Nelson and Low (2003) defined emotional intelligence as a confluence of developed skills and abilities to: (1) accurately know oneself in terms of personal strengths and weaknesses; (2) establish and maintain effective and healthy relationships; (3) get along and work productively with others; and (4) deal effectively and healthily with the demands and pressures of daily living. In other words, emotional intelligence is essential to effectively manage behaviours, to navigate social situations and to make decisions. This paper discusses the significant role of emotional intelligence in classrooms as well as the effective ways to enhance learners’ emotional intelligence.
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Gunapalan, Dr S., and Dr K. Maran. "The Impact Of Emotional Intelligence On Leadership Excellence Of Executive Empoloyees In Public Sector Organizationin Ampara District Of Sri Lanka." Restaurant Business 118, no. 9 (September 5, 2019): 52–60. http://dx.doi.org/10.26643/rb.v118i9.7968.
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Emotional Intelligence is play a vital role to decide leadership excellence. So this paper to study the impact of emotional intelligence on leadership excellence of executive employee in public sector organization.Hence the objective of this research is to identify the impact of emotional intelligence on leadership excellence of executive employee in Public Sector Organization in Ampara districtof Sri Lanka.emotional intelligence includes the verbal and non-verbal appraisal and expression of emotion, the regulation of emotion in the self and others, and the utilization of emotional content in problem solving. Cook (2006)[1]. Emotional intelligence is one of the essential skill for leaders to manage their subordinate. Accordingly although there is some research done under “Emotional intelligence on leadership excellence of the executive employee in the public organization in Ampara district so this study full filed the gap. Based on the analysis, Self-awareness, Self-management, Social-awareness and Relationship management are the positively affect to the Leadership excellence. So, executive employees should consider about the Emotions of their subordinators when they completing their targets. leaders should pay the attention for recognize the situation, hove to impact their feelings for the performance & recognized their own feelings. Leaders should consider and see their own emotions when they work with others by listening carefully, understand the person by asking questions, identifying non-verbal expressions and solving problems without helming someone’s. Leadersshould consider their subordinators emotions when they find a common idea, government should give to moderate freedom to executive employees in public organization to take the decision with competing the private sector organizations.
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Mohammed, Hakar Zaki. "Studying the Relationship between Emotional Intelligence and Problem–solving Skills of Individuals from Personal Knowledge Management Perspective." International Academic Journal of Business Management 8, no. 1 (January 28, 2021): 01–11. http://dx.doi.org/10.9756/iajbm/v8i1/iajbm0801.
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In today’s advanced economies, knowledge has been converted into a key economic resource and a contributing factor for organizational success. In nature, knowledge requires to be managed by each person in order to yield the concept of personal knowledge management (Drucker). In many scientific records, the relationship between personal emotional intelligence, problem–solving, and the psychological traits including emotional intelligences has been stressed. The present paper has aimed to study the association between the emotional intelligence dimensions and personal knowledge management. Hence, this research is a descriptive survey. The data collection tool was a questionnaire including 37 questions and the statistical sample consisted of 302 individuals from the students, experts, and active managers in the field of knowledge management. The Cronbach’s alpha coefficient was used to achieve the questionnaire’s reliability coefficient, while the facial and content validity was confirmed by knowledge management experts. The research data was analyzed by statistical methods and Pearson’s correlation coefficient. Emotional intelligence was measured according to the Goleman’s model in five dimensions, including motivation, self–awareness, self-regulation, empathy, and social skill. According to data analysis, there is a positive and significant correlation between the education level and capabilities of people in personal knowledge management. All the emotional intelligence dimensions are of a positive and significant relationship with personal knowledge management. Likewise, the research findings proved a significant relationship between personal knowledge management’s four aspects and the five dimensions of emotional intelligence.
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Almu'tasim, Amru. "Analisis Kecerdasan Emosional Anak Pengendalian Diri dan Kemampuan Memecahkan Masalah Perspektif al-Qurân Hadits." TARBIYA ISLAMIA : Jurnal Pendidikan dan Keislaman 8, no. 1 (March 6, 2019): 61. http://dx.doi.org/10.36815/tarbiya.v8i1.347.
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This article examines children's emotional intelligence in terms of self-control abilities and problem solving. Emotional intelligence is formed in children so that children are able to control themselves, resist anger, be able to solve problems. Get to know yourself and others. From the results of the study, the authors can conclude that children's emotional intelligence is the dream of every parent because children are able to recognize the emotions of themselves and others, are able to solve problems without causing problems, are able to motivate themselves and have an empathetic attitude. So that children who have emotional intelligence are not easily offended, are not easily ignited by emotions, become children who are polite and patient. The results of this study show that 1). Parents always become exemplary emotion teachers for children, 2). Advise with constructive advice, 3). Give understanding to children with language and tone that is not scary.
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Haka, Nukhbatul Bidayati, Fatria Dara Adinda, and Abdul Hamid. "REDUKSI MISKONSEPSI DAN PENINGKATAN KECERDASAN EMOSIONAL PESERTA DIDIK MELALUI MODEL CREATIVE PROBLEM SOLVING PADA MATERI KEANEKARAGAMAN HAYATI." Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi 6, no. 2 (October 1, 2022): 73. http://dx.doi.org/10.32502/dikbio.v6i2.4347.
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Penelitian ini dilatarbelakangi oleh tingginya tingkat miskonsepsi dan rendahnya kecerdasan emosional peserta didik kelas di SMA Negeri 1 Natar, Lampung Selatan pada materi keanekaragaman hayati. Miskonsepsi berbahaya jika tidak diatasi karena dapat mempengaruhi hasil belajar. Kecerdasan emosional yaitu kemampuan untuk mengelola emosi yang untuk membangun hubungan yang baik di lingkungan sekitar. Penelitian ini dilakukan bertujuan untuk mengetahui pengaruh model Creative Problem Solving terhadap reduksi miskonsepsi dan peningkatan kecerdasan emosional kelas X pada materi Keanekaragaman hayati. Metode penelitian yang digunakan adalah pre-experiment dengan the one-group pretest-posttest design dengan 3 kelas peneltian. Instrumen penelitian yang digunakan adalah tes miskonsepsi Three Tier-Multiple Choice dan angket kecerdasan emosional dengan skala Likert. Analisis data menggunakan one sample T-test dengan ? 0,05. Hasil penelitian menunjukkan model Creative Problem Solving mampu mereduksi miskonsepsi pada materi keanekaragaman hayati dari 57% menjadi 35% dengan hasil uji one sample T-test 0,00 ? 0,05, sehingga H0 ditolak dan H1 diterima. Sedangkan, untuk peningkatan kecerdasan emosional dengan menggunakan N-gain yang diperoleh dari pembelajaran menggunakan model Creative Problem Solving diperoleh hasil 0,00 ? 0,05, maka H0 ditolak dan H1 diterima. Dengan demikian, model Creative Problem Solving menjadi salah satu solusi dalam mereduksi miskonsepsi dan meningkatkan kecerdasan emosional peserta didik pada materi keanekaragaman hayati. This research was motivated by the high level of misconception and the low emotional intelligence of students at SMA Negeri 1 Natar, South Lampung on the Biodiversity subject. Misconception is dangerous if it’s not addressed because it can affect learning outcomes. Emotional intelligence is the ability to manage emotions to build good relationships in the surrounding environment. This research was conducted to determine the effect of the Creative Problem Solving model on reducing misconception and increasing emotional intelligence of class X on the Biodiversity subject. The research method used was pre-experiment with the one-group pretest-posttest design with 3 research classes. The research instrument used was Three Tier-Multiple Choice misconception test and emotional intelligence questionnaire with Likert scale. Data analysis used one sample T-test with ? 0.05.The results showed that the Creative Problem Solving model was able to reduce misconception about Biodiversity from 57% to 35% with the result of the one sample T-test 0.00 ? 0.05, so that H0 was rejected and H1 was accepted. Meanwhile, to increase emotional intelligence using N-gain obtained from learning using the Creative Problem Solving model, the result was 0.00 ? 0.05, then H0 was rejected and H1 was accepted. Thus, the Creative Problem Solving model is one of the solution in reducing misconception and increasing students' emotional intelligence on Biodiversity subject.
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del Moral, R., J. Navarro, R. Lahoz-Beltra, M. G. Bedia M.G., F. J. Serón F.J., and P. C. Marijuán. "Cognitive and Emotional Contents of Laughter." International Journal of Synthetic Emotions 5, no. 2 (July 2014): 31–54. http://dx.doi.org/10.4018/ijse.2014070104.
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Laughter, one of the most intriguing reactions of individuals, is an important emotional component of intelligence's adaptive processes. Laughter spontaneously appears as an instinctive “gut” reaction; but it is also a cognitive phenomenon (humour), it is social, it has positive-negative valence, and it may wrap itself onto other emotional contents. Laughter becomes one of the most interesting instances to discuss the common information processing that underlies emotions and intelligence. In this article a new core hypothesis on the neurodynamics of laughter and its behavioural repercussions is discussed. The “sentic forms” hypothesis developed by Manfred Clynes for sensory-motor tactile communication is generalized neurodynamically in order to understand the problem-solving characteristics of laughter and the unusual sound features that it presents in our species. Laughter, far from being a curious evolutionary relic or a trivial innate behaviour, should be considered as a highly efficient tool for cognitive-emotional-social problem solving. Explaining laughter becomes a first-class neurodynamic and neurocomputational challenge.
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Lekavičienė, Rosita, and Dalia Antinienė. "CORRELATION BETWEEN EMOTIONAL INTELLIGENCE OF YOUNG PEOPLE AND THEIR ACADEMIC ACHIEVEMENT: EMPIRICAL PROOF." Baltic Journal of Sport and Health Sciences 2, no. 97 (2015): 9–14. http://dx.doi.org/10.33607/bjshs.v2i97.82.
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Background. A scientific problem concerning factors which are important for academic achievement of students is analysed in the paper. Questions whether emotional intelligence level is related to academic achievement and whether correlation between academic achievement in a specific area (science, languages) and EI expression exists, whether emotional intelligence of young people with low education differs from that of young people with higher education, etc. are raised. Methods. Research participants were 1430 students aged between 17 and 27 years. The survey was performed using EI-DARL V2 test. The following factors were assessed: “Perception of one’s own emotions”; “Control of one’s own emotions”; “Perception of emotions of other people”; “Control of emotions of other people”, and “Manipulations”. Also, such aspects as ability of recognizing emotions in facial pictures and ability of emotional situation solving were assessed. Results. The combined EI scale scores in all factors were the highest of those subjects who are or were excellent students, the lowest – of those who were poor students. Those subjects who were equally poor both at languages and sciences were the least capable of perception of their own emotions and those of others people, they also were the least capable of controlling their own emotions. Highly educated young people were of higher emotional intelligence. Furthermore, emotional situation solving and emotion recognition in pictures was better in the group of highly educated students. Conclusion. Positive correlation between academic achievement and emotional intelligence was established. Mathematics and language skills proved to be significant indexes of emotional intelligence: it was established that those subjects who were more successful in sciences were the best at understanding and controlling their own emotions, while individuals who were better in languages were more efficient in understanding and controlling emotions of other people.
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Maryani, Sri, Ikrar Pramudya, and Isnandar Slamet. "The Effects of Emotional Intelligence on Students' Mathematical Problem Solving Ability." International Journal of Multicultural and Multireligious Understanding 6, no. 5 (November 28, 2019): 912. http://dx.doi.org/10.18415/ijmmu.v6i5.1164.
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This research aims to obtain information about the influence of emotional intelligence on the ability of students' mathematical problem-solving. This research was conducted at Junior High School State for class eight students. This research is a quantitative survey research with descriptive analysis method. The data obtained is data from the retrieval of the questionnaire then analyzed the results. The results showed that there was an influence of emotional intelligence on students' mathematical problem-solving abilities because the value t count 15.76 > t table 2.021 with a significant level of α = 5%.
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Asimopoulos, Charis, Sophia Martinaki, and Aggeliki Papaioannou. "Estudio de correlación entre la inteligencia emocional y las habilidades de resolución de problemas de los estudiantes griegos de trabajo social." Comunitania. Revista Internacional de Trabajo Social y Ciencias Sociales, no. 20 (July 9, 2020): 33. http://dx.doi.org/10.5944/comunitania.20.2.
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La inteligencia emocional y la resolución de problemas son de gran importancia para el trabajo social, puesto que se trata en gran parte de una profesión emocionalmente exigente y estresante, y de una disciplina científica aplicada para la resolución de problemas psicosociales. El objetivo de esta encuesta fue investigar la inteligencia emocional de los estudiantes de trabajo social en relación con sus características demográficas, las características relativas a sus estudios y sus habilidades de resolución de problemas. La muestra fue compuesta de 368 estudiantes inscritos en el programa de licenciatura de la Facultad de Trabajo Social de la Universidad de Ática Occidental en Atenas, Grecia. Para la recolección de los datos, los instrumentos principales fueron el Inventario de Resolución de Problemas (PSI) y la Escala de inteligencia Emocional Wong-Law (WLEIS). Los resultados del estudio demuestran una correlación importante entre la inteligencia emocional y la capacidad para resolver problemas. Se consideran las implicaciones para una investigación adicional y la educación de los estudiantes de trabajo social.Emotional intelligence and problem solving are of great importance for social work, as this is largely an emotionally demanding and stressful profession as well as an applied scientific field of psychosocial problem solving. The aim of this research was to investigate the emotional intelligence of social work students in relation to their demographics and study-related characteristics, and their problem-solving skills. The sample included 368 students from the bachelor’s degree programme of the Department of Social Work of the University of West Attica in Athens, Greece. The students completed both the Problem Solving Inventory (PSI) and Wong Law Emotional Intelligence Scale (WLEIS). The results show a strong correlation between emotional intelligence and problem-solving skills and suggest that emotional intelligence plays a very important role in decision making, action taking and good performance in social work. Implications for additional research and education of bachelor level social work students are discussed.
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Akyol, Mehmet Ali, and Elif Akdemir. "Comparison of Emotional Intelligence Levels and Problem Solving Skills of Prospective Teachers According to Different Variables." World Journal of Education 9, no. 3 (June 29, 2019): 131. http://dx.doi.org/10.5430/wje.v9n3p131.
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IQ is considered as a true criterion of intelligence while emotional intelligence is considered as a decisive in order tobe happy and successful in life. It is of interest to the educational system that emotional intelligence can bedeveloped at the same time. Emotional intelligence gained in the family will help to improve the school life,overcome the obstacles that people will encounter in their lives and solve the problems. In this study, emotionalintelligence levels and problem solving skills of the prospective teachers were examined according to differentvariables. In this study, the cross sectional survey design was used to investigate the research questions with 1033prospective teachers, 813 of whom were women and 220 were men, who agreed to participate in the study. The studygroup was chosen from the students of education faculty of the public university located near the black see region ofTurkey. As a means of collecting data, the Bar-On Emotional Intelligence Scale, the Problem Solving Scale, and thePersonal Information Form were used to obtain data from the participants. As a result of the study, the problemsolving skills of prospective teachers don’t differ according to gender and the class level; It was also found thatemotional intelligence did not differ according to gender and the class level, but it had a significant differenceaccording to age and department variables. In line with these results, in order to educate teachers with high level ofemotional intelligence and problem solving skills, attention should be paid to the emotional characteristics of theteacher candidates. The change of emotional intelligence with different factors should be examined in follow upstudies.
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Afzalur Rahim, M., and Patricia Minors. "Effects of emotional intelligence on concern for quality and problem solving." Managerial Auditing Journal 18, no. 2 (March 2003): 150–55. http://dx.doi.org/10.1108/02686900310455146.
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Korkmaz, Sevda, Denizhan Danacı Keleş, Aslı Kazgan, Sema Baykara, Mehmet Gürkan Gürok, Caner Feyzi Demir, and Murad Atmaca. "Emotional intelligence and problem solving skills in individuals who attempted suicide." Journal of Clinical Neuroscience 74 (April 2020): 120–23. http://dx.doi.org/10.1016/j.jocn.2020.02.023.
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Martynenko, I. A., and N. N. Karandasheva. "Emotional Intelligence in Law Students: Relevance of Development." Kutafin Law Review 8, no. 4 (December 28, 2021): 626–46. http://dx.doi.org/10.17803/2313-5395.2021.4.18.626-646.
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The article focuses on the need for the development of emotional intelligence as the most important quality of professional competence of a future legal specialist, manifested in personality-oriented activities. The authors provide an in-depth analysis of the literature on the topic and describe the results of their empirical research that reveals the level of emotional intelligence of law school students. The results obtained allow us to conclude that the development of emotional intelligence denotes the ability to be aware of one’s emotions, recognize the emotions of other people, manage their emotional states, allow a law student not only to successfully adapt to environmental conditions, constructively build interpersonal interaction, but also effectively manage difficult life situations, to successfully cope with various life difficulties. The listed qualities then become the basis of his successful professional activity. Current terms of remote study process and work create new challenges for testing the emotional intelligence. The authors suggest ways of solving the problem of emotional intelligence development in modern conditions.
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Gribble, Nigel, Richard K. Ladyshewsky, and Richard Parsons. "Changes in the emotional intelligence of occupational therapy students during practice education: A longitudinal study." British Journal of Occupational Therapy 81, no. 7 (March 26, 2018): 413–22. http://dx.doi.org/10.1177/0308022618763501.
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Introduction Emotional intelligence competencies assist occupational therapists in responding in a manner that enables them to be effective healthcare practitioners. Method This longitudinal study tracked the emotional intelligence of occupational therapy and business students using the Emotional Quotient Inventory 2.0 at three time-points over the final 16 months of their university programme. Results Undergraduate occupational therapy students ( n = 139 at time-point 1; n = 52 at time-point 3) completed a mean of 117 days of practice education. Before occupational therapy students commenced placements, emotional intelligence scores were significantly lower than population norms in self-regard, self-expression, assertiveness, independence, problem-solving, stress management, stress tolerance and flexibility. By the end of their programme, students reported significant increases in the emotional intelligence realms of total emotional intelligence score, self-perception, decision-making, self-actualisation, emotional self-awareness, independence and reality testing. However, assertiveness, problem-solving and stress tolerance remained relatively low, and other emotional intelligence domains remained below the population norms. The business students who did zero practice placements showed no increase in any emotional intelligence domains over the same period. Conclusion Emotional intelligence skills are malleable and can improve during practice placements. Supervisors and employers should encourage students and new graduates to practice their emotional intelligence skills under supervision and then provide feedback, so they are better prepared for the emotional demands of healthcare workplaces.
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Minchin, Elizabeth. "Odysseus, Emotional Intelligence, and the Plot of the Odyssey." Mnemosyne 72, no. 3 (May 3, 2019): 351–68. http://dx.doi.org/10.1163/1568525x-12342562.
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AbstractIt is well recognized amongst psychologists that individuals exhibit not one but multiple intelligences (Gardner 1993). Perhaps the most conspicuous of these, especially in interpersonal contexts, is emotional intelligence: that ability to understand and predict one’s own emotions, and those of others, and to use this information to guide one’s thinking and behaviour (Mayer, Salovey and Caruso 2008). Although the Odyssean Odysseus is known for his ability to think his way out of difficult situations, his problem-solving ability is not his only distinguishing cognitive attribute. This paper begins with a brief discussion of emotional intelligence and its scope. I then observe how the poet, through his narrative, reveals this ability in Odysseus: his emotional intelligence serves the hero well in some social situations but (as happens to us all) fails him in others. I shall argue, with reference to a number of examples, that the poet has an implicit understanding of emotional intelligence; that he uses his hero’s uneven performance with respect to this ability as a motivating factor in his development of the plot; and that this attribute of Odysseus, along with his craftiness, is what makes this character—and ultimately this story—so engaging.
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Amri, Syaipul, Wahyu Widada, Agus Susanta, and Zamzaili Zamzaili. "Mathematical Problem Solving Capabilities: Self-confidence, Self-efficacy, Emotional Intelligence, and Concept Understanding Ability." PENDIPA Journal of Science Education 4, no. 3 (August 14, 2020): 20–26. http://dx.doi.org/10.33369/pendipa.4.3.20-26.
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Mathematics is a compulsory subject in all of Indonesian high school. Problem solving ability is a competency that must be possessed in learning mathematics. The purpose of this study was to examine the variables that affect the ability to solve mathematical problems. These variables are self confidence, self efficacy, emotional intelligence, and the ability to understand concepts. This is a survey research, with a sample of 100 people. The sample was selected by simple random technique from all high school students in Bengkulu City. There are five instruments of this research, namely a test of mathematical problem-solving ability, a concept comprehension ability test, and three questionnaires for self confidence, self efficacy, as well as an emotional intelligence questionnaire. Research data were analyzed through path analysis using SPSS and the Lisrel Application Program. The results of this study were the variables of self confidence, self efficacy, emotional intelligence, and the ability to understand concepts have a direct positive effect on the ability to solve mathematical problems. From this research, we conclude that the ability to solve mathematical problems through self-confidence, self-efficacy, emotional intelligence, and the ability to understand concepts students were in a good category.
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Rakityanska, Lyudmyla. "The essence and content of the concept of «emotional intelligence»." Pedagogical Process: Theory and Practice, no. 4 (2018): 35–42. http://dx.doi.org/10.28925/2078-1687.2018.4.3542.
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The subject of special attention of scientists in the last more than two decades is the problem of emotional intelligence – a new psychological phenomenon, which in recent years has been identified by American psychologists as a problem of personality psychology. The practical interest in the problem, according to scientists, far outstrips the level of its theoretical development. The public demand for emotional intelligence came from the business sector, where it was found that academic knowledge in its pure form, intelligence does not always provide with the expected result. Public opinion is increasingly coming to the conclusion that in the development of the individual as an individual and groups of like-minded people, in solving the problems of emotional burnout, conflicts of any level, priority belongs not to reason, but emotions. From the way in which accurately and skillfully a person can recognize their emotions and reasonably manage them, its vital success depends to a large extent. The spectrum of interest in emotional intelligence is broad enough and encompasses academic science, management and business, applied psychology. The first studies of emotional intelligence as a psychological phenomenon, a theoretical understanding of its essence and essential features, the formation of scientific concepts on this basis belong to American scientists. The analysis of literature testifies to the lack of unambiguous scientific understanding of the phenomenon of emotional intelligence. American scientists have proposed three basic theories of emotional intelligence, which differ between developed model structures and corresponding methods of their measurement: the model of cognitive abilities; mixed model combining cognitive abilities and personality traits; a mixed model that combines non-cognitive abilities and is personal quality. Actuality, little research and discussion of the problem of emotional intelligence are increasingly attracted by the attention of domestic scientists.
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Palloan, P., U. Usman, and A. Hakim. "The Influence Between Self-Concept and Emotional Intelligence on The Ability of Physics Problem Solving." Jurnal Pendidikan Fisika Indonesia 17, no. 1 (May 2, 2021): 31–39. http://dx.doi.org/10.15294/jpfi.v17i1.26111.
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This research aims to know the relationship between self-concept and emotional intelligence on the ability to solve the physics problem of students. The sample used was one hundred and fifteen people determined by simple random sampling. The ability to solve physics problems is measured by test instrument. The research data were processed using simple linear regression techniques and  multiple regression. The results showed there was weak and significant positive relationship between self-concept and the ability to solve physics problems; there is very weak and insignificant positive relationship between emotional intelligence and the ability to solve physics problems; there is weak and significant positive relationship between self-concept and emotional intelligence together to the ability to solve physics problems.
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Amir et al, Sohail. "Teaching Emotional Intelligence to Undergraduate Students." Pakistan Journal Of Neurological Surgery 25, no. 2 (June 25, 2021): 276–79. http://dx.doi.org/10.36552/pjns.v25i2.562.
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Emotional intelligence (EI) is how well we handle ourselves and our relationship. EI may be a social intelligence that will be learned, developed, and improved. Both IQ and EI are needed for success in life. But literature has proved that we need more EI to be successful. Therefore, it should be taught to undergraduate students in order to increase self-confidence, improve interpersonal and communication skills, improve empathy for better patient care, buffer stress, improve problem-solving skills, developed leadership quality and all these characteristics will lead to success in life. In the literature, there are twelve different strategies; a teacher can apply to students to teach the topic effectively. Problem based learning and role-play teaching strategies will be helpful to teach the Emotional Intelligence (EI) effectively and fulfill the four competencies of EI which includes self-awareness, self-motivation, empathy, and inter/intrapersonal skills development.
Keywords: Emotional Intelligence, Undergraduate Students, Competencies.
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Cintami, Friska Anggun, Fajar Cahyadi, and Muhammad Arief Budiman. "Pengaruh Tingkat Kecerdasan Emosional Terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas V." DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar 5, no. 1 (March 31, 2022): 70. http://dx.doi.org/10.31100/dikdas.v5i1.1491.
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The purpose of this study was to determine the score of emotional intelligence, the score of mathematical problem solving abilities and whether or not there was an influence between the level of emotional intelligence on students' mathematical problem solving abilities. This research is a quantitative research with ex-post facto research design. The data collection method in this study was a questionnaire to measure the level of emotional intelligence and a test to measure students' mathematical problem solving abilities. Based on the results of the data processing, the values of the T-Test and F-Test (ANOVA) were obtained. T-Test results obtained sig value of 0.000 and t-count value of 6.696. The value of sig<0.05 or 0.000<0.05. The value of t arithmetic > t table or 6.696> 1.6973. The results of the F-Test (ANOVA) obtained a sig value of 0.000 and a calculated f value of 44,842. The value of sig < 0.05 or 0.000<0.05. The value of f table is 1.84. The value of f arithmetic > f table or 44,842>1.84. Then there is a significant influence between the level of emotional intelligence on the ability to solve mathematical problems
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Shanti, Widha Nur, and Agus Maman Abadi. "KEEFEKTIFAN PENDEKATAN PROBLEM SOLVING DAN PROBLEM POSING DENGAN SETTING KOOPERATIF DALAM PEMBELAJARAN MATEMATIKA." Jurnal Riset Pendidikan Matematika 2, no. 1 (May 1, 2015): 121. http://dx.doi.org/10.21831/jrpm.v2i1.7155.
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Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan pembelajaran (problem solving dengan setting kooperatif dan problem posing dengan setting kooperatif) dan membandingkan keefektifan pendekatan problem posing dengan setting kooperatif dan pendekatan problem solving dengan setting kooperatif pada pembelajaran matematika ditinjau dari ketercapaian standar kompeten-si, kemampuan berpikir kritis, dan kecerdasan emosional siswa. Jenis penelitian ini adalah quasi experiment dengan pretest-posttest nonequivalent comparison-group design. Populasi sampelnya adalah siswa Kelas X SMA Negeri 1 Pengasih dan siswa Kelas X2 dan X3.Untuk menguji keefektifan pendekatan pembelajaran (problem solving dengan setting kooperatif dan problem posing dengan setting kooperatif), data dianalisis menggunakan uji one sample t-test. Untuk menguji bahwa pendekatan problem posing dengan setting kooperatif lebih efektif daripada pendekatan problem solving dengan setting kooperatif, data dianalisis menggunakan MANOVA yang dilanjutkan dengan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa pendekatan pembelajaran (problem solving dengan setting kooperatif dan problem posing dengan setting kooperatif) efektif dan pendekatan problem posing dengan setting kooperatif lebih efektif daripada pendekatan problem solving dengan setting kooperatif pada pembelajaran matematika ditinjau dari ketercapaian standar kompetensi, kemampuan berpikir kritis, dan kecerdasan emosional siswa. Kata Kunci: pendekatan problem solving dengan setting kooperatif, pendekatan problem posing dengan setting kooperatif, ketercapaian standar kompetensi, kemampuan berpikir kritis, kecerdasan emosional. THE EFFECTIVENESS OF COOPERATIVE PROBLEM SOLVING AND COOPERATIVE PROBLEM POSING APPROACHES IN MATHEMATICS LEARNING Abstract This study aims to describe the effectiveness of the cooperative problem solving and cooperative problem posing approaches and the more effectiveness of the cooperative problem posing approach than cooperative problem solving approach in in mathematics learning viewed from the achievement of competency, critical thinking ability, and student’s emotional intelligence. This study was a quasi experimental study using the pretest-posttest nonequivalent comparison-group design. The research population comprised all Year X students, consisting of 6 classes of SMA Negeri 1 Pengasih. From the population, two classes, Class X2 and Class X3, were selected randomly as the research sample. To test the effectiveness of the cooperative problem solving and cooperative problem posing approach, the one sample t-test was carried out. Then, to compare the effectiveness of the cooperative problem posing approach with the cooperative problem solving approach, the MANOVA was carried out and then continued by the t-Bonferroni test. The results of the study show that the cooperative problem solving and cooperative problem posing approaches are effective and the cooperative problem posing approach is more effective than the cooperative problem solving approach in mathematics learning viewed from the achievement of competency, critical thinking ability, and student’s emotional intelligence. Keywords: the cooperative problem solving approach, the cooperative problem posing approach, achievement of competency, critical thinking ability, emotional intelligence.
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Mohamed Ragab, Sabah, Mona Mostafa Shazly, and Hemat Abdel-Azeem Mostafa. "The relationship between Emotional Intelligence and Problem Solving Skills on Nursing Students." Egyptian Journal of Health Care 13, no. 4 (December 1, 2022): 188–96. http://dx.doi.org/10.21608/ejhc.2022.259950.
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Gültekin, Selami, and Ebru Icigen. "A Research on Professional Tour Guides Emotional Intelligence and Problem-Solving Skills." Journal of Quality Assurance in Hospitality & Tourism 20, no. 2 (November 30, 2018): 230–58. http://dx.doi.org/10.1080/1528008x.2018.1524810.
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Sinelnikova, E. S. "EMOTIONAL INTELLIGENCE AND CONFLICT INTERACTION TACTICS PREFERENCES IN RUSSIAN AND DUTCH CULTURES." Bulletin of Kemerovo State University, no. 4 (December 23, 2018): 157–64. http://dx.doi.org/10.21603/2078-8975-2018-4-157-164.
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The present research features manifestation of emotional intelligence in preferences for conflict interaction tactics in Russian and Dutch test groups. The experiment included 146 Russian (40.4 % men, 59.6% women, mean age 20.15) and 125 Dutch students (33.6 % men, 66.4 % women, mean age 21.62). The method of behavioral scenarios was applied to evaluate preferences of tactics in a conflict situation. The participants were presented with interpersonal conflict scenarios with high power and equal partners in interpersonal and business relations. Their emotional intelligence was measured by Self-Report Emotional Intelligence Test. The research showed that emotional intelligence predetermined preferences for constructive emotion expression in both groups. In addition, the Russian test group showed preferences for constructive problem solving, while the Dutch participants demonstrated less irony and showed no readiness for indirect aggression.
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Jung, Hyo Sun, and Hye Hyun Yoon. "Why is employees’ emotional intelligence important?" International Journal of Contemporary Hospitality Management 28, no. 8 (August 8, 2016): 1649–75. http://dx.doi.org/10.1108/ijchm-10-2014-0509.
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Purpose The purpose of this study is to examine the effects of hospitality employees’ emotional intelligence (EI) on their stress-coping styles and job satisfaction. Design/methodology/approach The sample consisted of 366 food and beverage employees in the Korean hospitality industry. The validity and reliability of the respondents’ replies regarding EI, stress-coping styles and job satisfaction were tested through exploratory factor analysis, reliability analysis and confirmatory factor analysis. Once the measure was validated, a structural equation model was used to test the validity of the proposed model and hypotheses. Findings The results showed that the elements of EI (i.e. self-emotion appraisal [SEA], use of emotion [UOE], regulation of emotion [ROE] and others’ emotion appraisal [OEA]) had a significant, positive effect on the cognitive-appraisal coping style, whereas only SEA and UOE had a significant, positive effect on the problem-solving coping style. Meanwhile, SEA had a significant, negative effect on the emotion-focused coping style. In addition, employees’ problem-solving and cognitive-appraisal stress-coping styles showed a significant, positive effect on their job satisfaction. Employees’ UOE and ROE demonstrated a significant, positive effect on job satisfaction. Research limitations/implications The generalizability and, therefore, implications are limited to the Korean hotels and family restaurants. Future research needs to closely examine models and variables which may become the causes of individual traits, relationship traits and leadership. Originality/value Strategies to cope with stress and job satisfaction used by family restaurant employees showed more sensitive effects of control than hotel employees did in the organic causal relationships between EI and strategies to cope with stress/job satisfaction. The results of this study, which indicate that hospitality companies can increase employees’ job satisfaction by enhancing their employees’ EI, suggest detailed and practical alternatives to human resource management, as employees with higher degrees of EI can bring positive outcomes to both organizations and employees. Hospitality employees’ EI is significant in terms of organizational performance.
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Fitri, Rahmadhani, Ganda Hijrah Selaras, Rika Andima, Rizki Rahman Putra, Resti Fevria, and Indra Hartanto. "Multiple Intellegences of Social Sciences and Linguistics Students Grade X Crossing Biology Interest." Bioeducation Journal 3, no. 2 (December 31, 2019): 101–12. http://dx.doi.org/10.24036/bioedu.v3i2.241.
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Multiple intelligences are the development of intelligence of the brain or intelligence quotient (IQ), emotional intelligence or emotional quotient (EQ), and spiritual intelligence or Spiritual Quotient (SQ). The intelligence consists of nine levels of intelligence is known as the Multiple Intelligences (MI) which includes: linguistic intelligence, mathematical-logical intelligence, visual spatial intelligence, physical-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence, and existential lntelligence. This theory shows that there is no human activity that uses only one intelligence, but uses all intelligence that exists in humans. Intelligence is a single talent that students use in situations of solving any problem. Every student has a different intelligence. This is because there are several factors that influence it, namely the hereditary factor, interest factor, formation factor, maturity factor, and freedom factor.This research are descriptive study which aims to reveal the level of MI of social sciences and linguistcs student grade X crossing biology interest at SMAN 1V Koto KampungDalam. Results of the study, it was faund that the most dominant intelligence in social science students is naturalist intelligence. In the linguistics scienscestudents, the most dominant intelligence is existential intelligence.
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Yıldırım, Fatih, Inci Yılmazlı Trout, and Stephanie Hartzell. "How Are Entrepreneurial Intentions Affected by Emotional Intelligence and Creativity?" Periodica Polytechnica Social and Management Sciences 27, no. 1 (January 28, 2019): 59–65. http://dx.doi.org/10.3311/ppso.12619.
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Entrepreneurship is important for developed countries to sustain their welfare levels and for developing countries to increase their level of welfare. Many entrepreneurs contribute significantly to the national economy of their countries. The purpose of our research is to determine how graduate students' entrepreneurial intentions are related to emotional intelligence and what role creativity plays in this process. This quantitative research study was conducted with graduate students at a private university in the southwest region of the USA. The data were collected from 399 participants via an online survey and analyzed by completing a Structural Equation Modelling. The results showed that entrepreneurial intentions are affected directly and positively by problem-solving skills, emotional self-awareness, and impulse control. Additionally, we found that problem-solving skills affect creativity directly and positively while creativity does not have a direct effect on entrepreneurial intentions.
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CORCACI, Georgiana. "Emotional intelligence - the driving force in efficient leadership." Anuarul Universitatii Petre Andrei din Iasi - Fascicula: Asistenta Sociala, Sociologie, Psihologie 25 (2020): 25–35. http://dx.doi.org/10.18662/upasw/25/33.
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Emotional intelligence is defined as a form of social intelligence that involves the ability to discriminate, monitor and use one's own and others' emotions to guide one's own thoughts and actions (Albrecht K. 2007). The purpose of the research is to verify the extent to which the level of emotional intelligence influences the leadership style. The objectives of the research are: 1. identifying the profile of leaders; 2. appreciation of the level of emotional intelligence influences the appreciation of the leadership style; 3. the level of leadership responsibilities influences the appreciation of the leadership style; 4. the gender of the respondents influences the appreciation of the leadership style of the bosses. In conclusion, we observed a significant correlation between leadership style and the level of leadership responsibilities, in the sense that as leaders receive new career challenges the leadership style focuses on problem solving and obstacles become a priority.
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Kovalchuk, Vasyl, Ivan Prylepa, Oleksandra Chubrei, Inna Marynchenko, Vitalii Opanasenko, and Yevhenii Marynchenko. "Development of Emotional Intelligence of Future Teachers of Professional Training." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 39–51. http://dx.doi.org/10.9756/int-jecse/v14i1.221006.
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The problem of the development of emotional intelligence of future specialists in vocational education is investigated. It is established that emotional intelligence is the subject of scientific knowledge of modern domestic and foreign research. Based on the analysis of scientific and pedagogical works of scientists and the real practice of emotional intelligence, it is established that the modern labor market needs workers with a set of technical, soft, and social skills that can change according to the requirements associated with work. It has been proven that investing in skills development is critical in a country's economic growth and competitiveness. Among the necessary skills of a modern specialist, we have identified: comprehensive problem solving, critical thinking, mobility, creativity, leadership, time management, coordination with others, emotional intelligence, judgment and decision making, guidance service, negotiation, cognitive flexibility. At the theoretical level, the psychological features of the formation of emotional intelligence of future professionals in the specialization 015.36 - Vocational education are substantiated, the technology of light industry products and 015.37 - Vocational education. Agricultural production, processing of farm products, and food technology have scientifically identified ways to form emotional intelligence (involving future teachers of vocational training in various activities: game, project, cooperative, research; establishing parity in the system of interaction "student - student," "teacher - group of students," "student - group of students "; introduction of active teaching methods ("openwork saw," "pyramid," "brainstorming," etc.). The article substantiates the need and possibilities of forming the emotional intelligence of the future specialist during the student period.
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Pathak, Saurav, and Sonia Goltz. "An emotional intelligence model of entrepreneurial coping strategies." International Journal of Entrepreneurial Behavior & Research 27, no. 4 (February 3, 2021): 911–43. http://dx.doi.org/10.1108/ijebr-01-2020-0017.
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PurposeThe purpose of this article is to recognize emotional intelligence (EI) as a specific emotional competency possessed by entrepreneurs that facilitates their coping with stressors that arise in their day-to-day work. Highlighting the problem-focused and emotion-focused coping strategies employed by entrepreneurs, the paper establishes that EI in entrepreneurs enables the onset of acceptance of the existence of a stressful situation and that of optimism that a stressful situation can be solved.Design/methodology/approachThe paper reviews literature on the topics related to links between EI, entrepreneurial behaviors and entrepreneurial coping. Subsequently, acceptance-avoidance motivation theory is used to posit that entrepreneurs' EI serves as an antecedent that (1) guides the selection of their coping strategies through onset of optimism and acceptance of stressful situation, (2) assists in perceiving those situations as either controllable or uncontrollable and (3) shapes the actual process through which entrepreneurs cope.FindingsThe proposed conceptual model asserts that entrepreneurs' EI as reflected in their abilities to perceive, use, understand and regulate emotions is key to their coping. EI in entrepreneurs assists them in being optimistic about solving a stressful situation and accepting of such situations as well. Thereafter, selection of a problem-focused or emotion-focused coping strategy or both ensues.Originality/valueThe current work offers a conceptual model that highlights the role of entrepreneurs' EI in coping, integrates both the cognitive and affective components of coping and suggests a variety of avenues for future research. This model extends models of coping that categorize coping types to specify the process thought to be involved. Understanding the role of emotional intelligence in coping with stress by entrepreneurs has theoretical and practical implications which are discussed as well.
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Anikina, Alevtina P., and Maria S. Barabanova. "Development of emotional intelligence in older preschoolers." Science and School, no. 3, 2020 (2020): 197–204. http://dx.doi.org/10.31862/1819-463x-2020-3-197-204.
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The article considers the problem of developing emotional intelligence in children of preschool age. The relevance of this topic is that emotional development is an important part of the harmonious development of the personality as a whole. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence socializes better in the society, he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of developing children’s emotional intelligence. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence is better socialized in the society he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of development of emotional intelligence in children by teachers and parents. From the scientific and practical article it is possible to receive concrete recommendations on practical activity directed on solving this problem. It is important that emotional intelligence should be formed not only in preschool children, but also in adults working with them. In developing the emotional sphere, it is necessary to emphasize the ability to understand the feelings of another person, the formation of empathy with the feelings of others. The developing of emotional intellect is promoted by poly art activity, synthesis of different kinds of art, visiting exhibitions, theatrical activity. Also acquaintance with emotions takes place at musical and art classes, interaction with the teacher-psychologist. Formation of emotional intellect in a child of preschool age is the key to his successful personal development in the future.
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Kim, Min-Seo, Han-Ju Bea, and Jung-Suk Lee. "Effect of Self-leadership, Emotional Intelligence and Social Support on Problem Solving Ability of Nursing Students." Journal of Health Informatics and Statistics 47, no. 2 (May 31, 2022): 79–85. http://dx.doi.org/10.21032/jhis.2022.47.2.79.
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Objectives: The purpose of this study was to identify the relationship of self-leadership, emotional intelligence, social support, and problem-solving ability of nursing college students, and to understand the factors that affect problem-solving ability.Methods: Participants were in 2nd and 3rd grade of nursing students. The collected data were analyzed by SPSS 22.0 program using descriptive statistics, t-test, ANOVA, correlation, and multiple regression analysis.Results: The significant influencing factors of problem-solving ability were self-leadership. β= 0.36 (<i>p</i>= 0.001), emotional intelligence β= 0.15 (<i>p</i>< 0.04), social support β= 0.29 (<i>p</i>< 0.001) and club activity β= 0.14 (<i>p</i>< 0.02). These factors explained 45.5% of the variance (R<sup>2</sup>= 0.46, <i>p</i>< 0.001).Conclusions: This study showed that problem-solving ability were influencing factors on self-leadership and it is necessary to develop various strategies to improve self leadership in nursing college students.
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Giorgi, Kelly. "Emotional Intelligence And Resiliency In Adolescents As It Relates To Student Success." Interdisciplinary Journal of Advances in Research in Education 1, no. 2 (May 1, 2019): 1–11. http://dx.doi.org/10.55138/z104284kge.
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When students feel safe expressing their emotions without the fear of being ridiculed by peers (or adults) they can open their minds to learning. It is imperative that educators take an active role in implementing programs that identify students struggling with mental health issues and provide interventions to teach healthy coping strategies so that students are able to be more active participants in their education. There are many ways in which educators can work with adolescents; providing tools to effectively manage emotions can assist students in moving forward, problem solving, decision making, and connecting with others. It is suggested that individuals with more highly developed emotional intelligence are more successful personally and professionally. This paper explores the relationship of emotional intelligence and resiliency in adolescents and how it relates to academic and personal success. Explanations of emotional intelligence and resiliency are given. Several techniques and methods of building these skills are explored as well. A review of peer reviewed articles and studies are included. Keywords: Emotional intelligence, resiliency, student success, adolescent mental health, Goleman, Reivich, Shatté
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Yadav, Manisha, Srikanta Kumar Panda, and Nishi Arora. "INTERRELATIONSHIP BETWEEN SATTVA SARATA AND EMOTIONAL INTELLIGENCE - AN OBSERVATIONAL STUDY." International Ayurvedic Medical Journal 04, no. 04 (June 2, 2020): 2303–8. http://dx.doi.org/10.46607/iamjp040462020.
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In Ayurveda, the “Sara” word is used for the Vishuddhatara Dhatu (Tissue excellence). Sara is essence of Dhatu which provides strength and stability to the body. Determination of Sara of a person gives a clue of one’s structural and metabolic characteristic as well as physical and mental disposition, which help to check out the line of treatment of a person and prescribing a favorable regimen and diet. Sattva Sara is the most purified form of Sattva. The present study aims at assessing Sattva Sarata and Emotional Intelligence. The participants of the study were included 60 subjects between age group of 16 to 30 years. A proforma, spe-cially designed on the basis of characteristics features describe in Brihattrayee for assess the Sattva Sarata. Emotional Intelligence was assessed by Mayer Salovey Caruso Emotional intelligence Test (MSCEIT). MSCEIT is based on a series of Emotion based problem solving items. Finding of the study revealed that the association in Sattva Sarata and Emotional Intelligence was statistically significant at (P value <0.05). Keywords: Sara, Sattva Sara, Emotional Intelligence
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Hopkins, Margaret M., and Robert D. Yonker. "Managing conflict with emotional intelligence: abilities that make a difference." Journal of Management Development 34, no. 2 (March 2, 2015): 226–44. http://dx.doi.org/10.1108/jmd-04-2013-0051.
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Purpose – The purpose of this paper is to investigate the critical relationship between emotional intelligence (EI) abilities and conflict management styles in the workplace. Design/methodology/approach – Totally, 126 participants completed a measure of EI and an assessment of conflict management styles. Regression analyses were then performed. Findings – Results of regression analyses indicate several significant relationships between EI abilities and participants’ conflict management styles. The EI abilities of problem solving, social responsibility, and impulse control were the most directly related to how participants managed conflict at the workplace. Research limitations/implications – Future research should attempt to replicate these findings in other samples. In addition, researchers should investigate other significant variables that explain people’s choices in conflict management styles. Practical implications – Implications of these findings suggest that for management development purposes, people should attempt to improve on the EI abilities of problem solving, social responsibility, and impulse control in order to manage workplace conflict effectively. Originality/value – This investigation contributes to the literature by identifying specific EI abilities, rather than a macro measure of EI, that are associated with different styles of conflict management.
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Kahana, Eva, and Polina Ermoshkina. "Emotional Intelligence Skills Enhance Responsive Care of Hospitalized Older Patients." Innovation in Aging 5, Supplement_1 (December 1, 2021): 771. http://dx.doi.org/10.1093/geroni/igab046.2854.
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Abstract Our previous research focused on the value of creative problem-solving in late life (Kahana, Kahana, & Ermoshkina, 2021). This paper considers the role of emotional intelligence in creative problem-solving for improving late-life medical care experiences. Emotional intelligence, which is situated at the intersection between the domains of intelligence and personality, can serve as a useful resource promoting personal and social adaptation to problems of old age. Our paper argues for the usefulness of emotional intelligence as older adults deal with challenges of the health care system. Emotional intelligence is rarely studied in gerontological research. Yet, it is required to overcome lack of attention to the patient experience and to provider–patient communication. Problems in communication with staff and in obtaining responsive care are prevalent for hospitalized older adults due to lack of continuity of care as unfamiliar “hospitalist” physicians typically offer care to frail elders. A key adaptive task of older patients involves securing investment by overworked health care providers. A friendly and extraverted self-presentation by older patients signals to the health care provider the social worth of the patient. Such demeanor can go a long way toward eliciting interest and caring responses from providers. Our paper offers a taxonomy of patient behaviors that can facilitate patient-centered care. Emotional intelligence shown by older patients reflected in expressions of appreciation for staff is likely to facilitate the interest of medical and nursing staff. Potential interventions to foster emotional intelligence among older patients will also be discussed.