Relevant bibliographies by topics / Emotional Intelligence (EQ)

Academic literature on the topic 'Emotional Intelligence (EQ)'

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Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Emotional Intelligence (EQ)"

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George, Neethu, Rock Britto D., Meera George, Samanvita Venkataramani, Kavya M., Aswitha Priya M. S., and Ronald Roy. "Dance, sports or academics: which monopolize students emotional quotient." International Journal of Research in Medical Sciences 6, no. 11 (October 25, 2018): 3714. http://dx.doi.org/10.18203/2320-6012.ijrms20184436.

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Background: Emotional Intelligence (EI), often measured as an Emotional Intelligence Quotient (EQ), refers to skills that provide the ability to balance emotions and reason, which provides long-term happiness. Focus on Intelligence Quotient (IQ) in the current era has to be changed for the betterment of society. Objectives was to assess and compare Emotional Quotient (EQ) among students who excel in dance, sports, and academics.Methods: This was a cross-sectional study conducted among three groups of minimum 30 students who are excellent in dance, academics or sports. EQ was assessed using a 22 item EQ test which measures the psychological dimensions such as emotional sensitivity, emotional maturity and emotional competency and also total EQ.Results: Out of 91 students, maximum students were having extremely high EQ in the domains of emotional sensitivity 36 (39.6%), emotional competency 88 (96.7%) and total EQ 85 (93.4%). Dancers showed significantly high EQ in the domains of emotional maturity, emotional competency, and overall EQ compared to sportspersons and academicians. Increased age, agriculture and business occupation of mother and presence of another sibling were significantly associated with emotional intelligence of students.Conclusions: This study showed that inclusion of extracurricular activities like dance and sports along with academics may improve the self-confidence and increased awareness about one’s own emotions, leading to raised EQ.
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Furnham, Adrian. "Sex, IQ, and Emotional Intelligence." Psychological Reports 105, no. 3_suppl (December 2009): 1092–94. http://dx.doi.org/10.2466/pr0.105.f.1092-1094.

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150 young bankers estimated their IQ (Academic/Cognitive Intelligence) and EQ (Emotional Intelligence) before taking an IQ test. Pearson correlations were r = .40 and .41 between IQ test (Wonderlic Personnel Test) scores ( M = 32.8) and IQ estimates ( M = 27.9) and EQ estimates, respectively. Women's mean self-estimated IQ was significantly lower than men's.
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Kochetova, Y. A., and M. V. Klimakova. "Gender Differences in Emotional Intelligence in Adolescence." Psychological-Educational Studies 9, no. 4 (2017): 65–74. http://dx.doi.org/10.17759/psyedu.2017090407.

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The article presents the analysis of gender differences in emotional intelligence (EQ) in adolescence. The hypothesis was based on the assumption that there are gender differences in EQ in adolescence. The research involved 111 15-16 years old students, 57 of whom were girls and 54 of whom were boys. An ascertaining experiment with using such measures as "EmIn" (D.V. Lyusin), method of "Assessment of EQ" (N. Hall) and "Diagnosis of gender identity" (S. Bem modificated by V. A. Labunskaya, M. V. Burakova) were taken as a method. As a result, the hypothesis was confirmed, the leading components of EQ for boys and for girls were brought out, the qualitative description of the structure of EQ was given. The research expants the notion of the specifics and gender differences in EQ in adolescence. The obtained data could be used in the age-psychological counseling, in correctional and developmental work with adolescents, and the recommendations for development of EQ could be formulated.
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Geni, Putri Lenggo. "Benarkah EQ Lebih Penting Daripada IQ?" Humaniora 2, no. 1 (April 30, 2011): 257. http://dx.doi.org/10.21512/humaniora.v2i1.2999.

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Emotional intelligence has gathered substantial attention from various communities and it is frequently considered as a miracle solution to remedy various psychological and social problems. In educational institutions and organization, general intelligence is still the main predictor in worker or student achievement objective indicators, such as productivity and GPA. These objective indicators is not the only source to measure workers or student or determining their achievements. Emotion is also greatly realted in the goal achievement of the related individual, therefore it is logic to assume that emotional intelligence is one of the factors determining success, performance and an individual’s adaptive behavior
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Prakhova, Svitlana, Natalya Makarenkо, and Iryna Shumilina. "Development of junior students’ emotional intelligence in terms of New Ukrainian School: realities and prospects." SHS Web of Conferences 75 (2020): 03008. http://dx.doi.org/10.1051/shsconf/20207503008.

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The article presents a theoretical overview of the phenomenon “emotional intelligence” (EQ). The perspectives of different foreign and domestic psychologists on the concept of EQ, its origin and structure are analised. The importance of studying emotional intelligence and the possible ways of its development as a priority of the New Ukrainian School (NUS) are emphasized. The basis of EQ study is determined as the interrelation of the concepts of “emotional “ intellectual”. Certain positive and negative characteristics of advanced emotional intelligence are highlighted. A methodological toolkit for EQ study is developed and presented. Some prospective ways of its development in ontogeny under appropriate conditions are substantiated. There is an algorithm elaborated for the complex consistent work on EQ development.
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Gáspár, Zoltán, István Soós, and Attila Szabo. "Is there a link between the volume of physical exercise and emotional intelligence (EQ)?" Polish Psychological Bulletin 48, no. 1 (March 1, 2017): 105–10. http://dx.doi.org/10.1515/ppb-2017-0013.

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Abstract Emotional intelligence (EQ) was linked to sport participation. We report two studies in which we tested the link between exercise volume, defined as weekly hours of exercise, and EQ. Volunteers (n = 64 and n = 84) completed the Wong and Law Emotional Intelligence Scale. In Study I, significant correlations between exercise volume and use- and regulation-of-emotions prompted us to use a posteriori grouping into high- and low exercise-volume groups. The former exhibited better use-of-emotions than the latter (p = .007, d = .87). In Study II, using a priori grouping, we replicated the finding from Study I (p = .001, d = .78), and the groups also differed in “self-emotions appraisal” (p = .05, d = .44) and total EQ (p = .017, d = .54). Since the items measuring the use-of-emotions involve motivational aspects of the EQ, we posit that this dimension is “naturally” linked to exercise volume. Our findings also suggest that self-emotions appraisal and the overall EQ are linked to greater volumes of exercise. These results should provide an incentive for longitudinal studies in this area.
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Syarif, Endang, and Rian Apriatna. "THE EFFECT OF EMPLOYEES EMOTIONAL INTELLIGENCE ON THE BEHAVIOR OF CUSTOMER SERVICE AND EMPLOYEE PERFORMANCE OF BANK MUAMALAT TASIKMALAYA BRANCH." JARES (Journal of Academic Research and Sciences) 3, no. 1 (June 10, 2018): 2. http://dx.doi.org/10.35457/jares.v3i1.447.

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This study analyzed the emotional intelligence (EQ) that occurred in the branch of Bank Muamalat Tasikmalaya associated with the behavior and performance of employees serving customers, with the number of respondents reached 68 people. The test is done by using simple linear regression with devenden variable (Y1) serving and Behavior (Y2) performance, where the indevendent variable (X) is emotional intelligence (EQ) in self-awareness identification, self-regulation, motivation, empathy and social skill. From the result of research found that emotional intelligence (EQ) have significant effect to service behavior 48,5% and influence to employee performance equal to 39,7% significantly. The influence of t count value from 7,886 to model the influence of emotional intelligence on the service behavior and t count 6,587 to model the influence of emotional intelligence on performance and tested at α = 5% and prove the independent variable which influenced on the dependent variable, while regression analysis showed as 10,257 constants the results for the behavioral model of the influence of emotional intelligence function, and the constant of 9,553 for the model of the influence of emotional intelligence on performance, the results of this test explains that emotional intelligence (EQ) in employee roles improves the behavior and performance of Bank employees serving the branch Muamalat Tasikmalaya.
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Syarif, Endang, and Rian Apriatna. "THE EFFECT OF EMPLOYEES EMOTIONAL INTELLIGENCE ON THE BEHAVIOR OF CUSTOMER SERVICE AND EMPLOYEE PERFORMANCE OF BANK MUAMALAT TASIKMALAYA BRANCH." Journal of Academic Research and Sciences (JARES) 3, no. 1 (June 10, 2018): 2. http://dx.doi.org/10.30957/jares.v3i1.447.

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This study analyzed the emotional intelligence (EQ) that occurred in the branch of Bank Muamalat Tasikmalaya associated with the behavior and performance of employees serving customers, with the number of respondents reached 68 people. The test is done by using simple linear regression with devenden variable (Y1) serving and Behavior (Y2) performance, where the indevendent variable (X) is emotional intelligence (EQ) in self-awareness identification, self-regulation, motivation, empathy and social skill. From the result of research found that emotional intelligence (EQ) have significant effect to service behavior 48,5% and influence to employee performance equal to 39,7% significantly. The influence of t count value from 7,886 to model the influence of emotional intelligence on the service behavior and t count 6,587 to model the influence of emotional intelligence on performance and tested at α = 5% and prove the independent variable which influenced on the dependent variable, while regression analysis showed as 10,257 constants the results for the behavioral model of the influence of emotional intelligence function, and the constant of 9,553 for the model of the influence of emotional intelligence on performance, the results of this test explains that emotional intelligence (EQ) in employee roles improves the behavior and performance of Bank employees serving the branch Muamalat Tasikmalaya.
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Robertson, Shari A. "Got EQ? Increasing Cultural and Clinical Competence Through Emotional Intelligence." Communication Disorders Quarterly 29, no. 1 (November 2007): 14–19. http://dx.doi.org/10.1177/1525740108314864.

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Cultural intelligence has been described across three parameters of human behavior: cognitive intelligence, emotional intelligence (EQ), and physical intelligence. Each contributes a unique and important perspective to the ability of speech—language pathologists and audiologists to provide benefits to their clients regardless of cultural backgrounds. This article provides an overview of the concept of EQ and its historic and theoretical foundations. Strategies for developing and implementing skills related to EQ to enhance clinical competence and cultural proficiency are explored.
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Stanton, Clive, Faisil Nasim Sethi, Oliver Dale, Michael Phelan, James Theodore Laban, and Joseph Eliahoo. "Comparison of emotional intelligence between psychiatrists and surgeons." Psychiatrist 35, no. 4 (April 2011): 124–29. http://dx.doi.org/10.1192/pb.bp.110.029959.

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Aims and methodA comparative analysis of emotional intelligence between psychiatrists and surgeons using the Bar-On Emotional Quotient Inventory (Bar-On EQ-i) validated assessment tool. Applied to psychiatrists and surgeons with postgraduate membership in Greater London.ResultsA total of 148 individuals were recruited. The median scores for Total EQ scores were average, with no difference in Total EQ between psychiatrists and surgeons (P = 0.872). Psychiatrists scored significantly higher in the subscales of emotional self-awareness (P = 0.002), empathy (P = 0.005), social responsibility (P = 0.04) and impulse control (P = 0.011). Surgeons scored significantly higher in the subscales of self-regard (P = 0.005), stress tolerance (P < 0.0001) and optimism (P = 0.009).Clinical implicationsThere are significant differences between psychiatrists and surgeons in the component factors that make up the Total EQ score. They seemingly correspond with widely held perceptions.
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Dissertations / Theses on the topic "Emotional Intelligence (EQ)"

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Hultin, Maria. "Emotional Intelligence : The Three Major Theories in the Field." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5231.

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Emotional intelligence (EI) is a term that has several definitions and theories. Three major views in the field of EI will be presented and discussed in this thesis, furthermore some practical implications for the research. There will also be a brief overview of the two fields of emotion and intelligence research, from where the concept of EI has emerged. The first view presented is Mayer and Salovey‟s four-branch model of EI, measured with the Mayer-Salovey-Caruso Emotional Intelligence Test (the MSCEIT). The second view is the Bar-On model of emotional-social intelligence, closely related to the Emotional Quotient Inventory (the EQ-i). The third view is Goleman and colleagues‟ model of EI, which is measured with the Emotional Competence Inventory (the ECI). These different views of EI will be discussed in terms of ability-models and mixed-models, where the first model presented is referred to as an ability-model of EI and the following two models are seen as mixed-models of EI.
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Rovnak, Amanda M. "A PSYCHOMETRIC INVESTIGATION OF THE EMOTIONAL QUOTIENT INVENTORY IN ADOLESCENTS: A CONSTRUCT VALIDATION AND ESTIMATE OF STABILITY." Akron, OH : University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1175100013.

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Dissertation (Ph. D.)--University of Akron, Dept. of Counseling, 2007.
"May, 2007." Title from electronic dissertation title page (viewed 04/02/2008) Advisor, Cynthia Reynolds; Committee members, Isadore Newman, Carole Newman, Sandra Perosa, Fred Ziegler; Interim Department Chair, Sajit Zachariah; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Daneshmir, Hanna. "Emotionell Intelligens & Ledarskap." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76652.

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Introduction: Leadership has been a core issue of organizations for decades, if not for centuries. However, the previously so strong confidence in leadership rationality begins to weaken and instead, it is increasingly becoming a picture of the dualism that leadership often involves. The view has changed, leaders no longer apply a rational and economically computational mindset, but in fact they have to a large extent an irrational, socially oriented and emotional mindset. The emotional aspect of leadership is on the rise and, in that sense, Emotional Intelligence (EI) will become increasingly important, especially as the leader's EI capability is considered crucial to how the organization will work. Nevertheless, there is not enough research that discusses the popularized concept of EI in relation to leadership, in addition, the discussion is almost non-existent in Sweden. Purpose: The aim of the study is to contribute to a deeper understanding of the Emotional Intelligence (EI) importance in organizational context from a leadership perspective by contributing knowledge about Emotional Intelligence (EI) impact on leadership within an organization. Method: The study has been conducted with a qualitative research method with an abductive research effort. The empirical material consists of eleven interviews from business leaders in the Swedish business community. To analyze the material, theories that describe leadership, communication, motivation and leadership styles are used in connection with EI. Conclusion: The study concludes that business leaders' understanding and interpretation of the EI concept has an influence on the leadership they exercise. The study also comes up to the fact that business leaders' views on leadership affect their application of EI.
Inledning: Ledarskap har varit en kärnfråga av organisationer i årtionden, om inte i århundraden. Men den tidigare så starka tilltron till ledarskapets rationalitet börjar försvagas och fram träder istället allt mer en bild av den dualism som ledarskapet ofta innefattar. Synen på att ledare inte längre tillämpar ett rationellt och ekonomiskt kalkylerande tankesätt, utan att de i själva verket i stor utsträckning har ett irrationellt, socialt inriktat och känslopräglat tankesätt. Den känslomässiga aspekten i ledarskap är på uppgång och i den meningen kommer den Emotionella Intelligensen (EI) bli allt viktigare, speciellt då ledarens EI förmåga anses vara avgörande för hur organisationen kommer att fungera. Trots det finns det inte tillräcklig forskning som diskuterar det populäriserade begreppet EI i relation till ledarskap, dessutom är diskussionen näst intil obefintlig i Sverige. Syfte: Studien syftar till att bidra till en djupare förståelse for den Emotionella Intelligensens (EI) betydelse i organisationskontext från ett ledarskapsperspektiv genom att bidra med kunskap om Emotionella intelligensens (EI) inverkan på ledarskap inom en organisation. Metod: Studien har utförts med en kvalitativ forskningsmetod med en abduktiv forskningsansats. Det empiriska materialet består av elva intervjuer från företagsledare inom det svenska näringslivet. För att analysera materialet används teorier som beskriver ledarskap, kommunikation, motivation och ledarskapstilar med koppling till EI. Slutsats: Studiens kommer fram till att företagsledares förståelse och tolkning av EI begreppet har en påverkan på ledarskapet de utövar. Studien kommer även fram till att företagsledarnas syn på ledarskap påverkar deras tillämpning av EI.
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Daneshmir, Hanna. "Emotional Intelligence in an Entrepreneurial context : Do entrepreneurs have a significantly higher EQ than other managers?" Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-77655.

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Abstract Thesis in Business Administration, School of Business and Economics, Linnaeus University, 2FE26E, 2017 Author: Hanna Daneshmir Supervisor: Frederic Bill Examiner: Anna Stafsudd
 Title: Emotional Intelligence in an Entrepreneurial context Background: Emotional Intelligence (EI) has been said to matter twice as much as Intelligent Quotient (IQ) for predicting business success (Goleman, 1998b). This study addresses Emotional Intelligence in previously unexplored context in Sweden: entrepreneurship. Purpose: The purpose of this research is to explain Emotional Intelligence and its possible relationship with the entrepreneur. Hypothesis: Being an entrepreneur is positively related to EQ Method: The study has a deductive research approach where the hypothesis is formed by the theoretical framework of Emotional Intelligence, providing an empirical framework that measures the concept in the entrepreneurial context and outlines linkages among the constructs. The study is conducted among members of the business organization Företagarna in Region Halland, Sweden, by the measurement instrument Emotional Intelligence Scale (EIS). Conclusion: The assumptions derived from a theoretical perspective could be confirmed empirically. Being an entrepreneur is positively related to EQ. Keywords: CEO, EI, EIS, EQ, Emotional Intelligence, Entrepreneurs, Entrepreneurship
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Visser, Marelise. "Die rol van emosionele intelligensie in topbestuur-ontsporing." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1289.

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Magnusson, Anna, and Frida Martinsson. "EQ - det nya skolämnet? : En studie om pedagogers uppfattningar om arbetet med social och emotionell intelligens i skolan." Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-3662.

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This essay aims to investigate the perceptions of responsible personnel in a primary school about the use and importance of EQ, emotional intelligence, in the school's early years. With a hermeneutic approach and by qualitative interviews, we have taken note of the respondents perceptions about EQ. The result shows that EQ can be understood in different ways. Instead of having a common understanding of what EQ is the respondents mention that there are different areas associated with EQ.  Two major results are 1. The respondents who work in the lower age groups prefer to work with EQ regularly in scheduled lessons, but also integrated during the school day. 2. The respondents who work in the older age range (year 4) prefer only an integrated approach and considers that there may be perceived as artificially in the process of EQ, but that it should be about natural dilemmas from everyday life. The result also shows that the children have changed over time when the society has changed. Children are now, more than ever before, being admitted to the various media and use a lot of awake time to computer games and watching TV and film. As a consequence, today's school requires a higher degree of emotional and social skills.

 


Denna studie har till syfte att studera hur pedagogiskt ansvarig personal på en skola reflekterar kring betydelsen av och arbetet med EQ, emotionell intelligens, i skolans tidiga år. Med hjälp av en hermeneutiskt inspirerad forskningsansats och kvalitativa intervjuer har vi tagit del av respondenternas uppfattningar kring EQ. I resultatet framgår det att EQ kan uppfattas på olika sätt. Istället för att ha en gemensam uppfattning om vad EQ är menar de olika respondenterna att det finns olika områden som förknippas med EQ. De respondenter som arbetar i de yngre årskurserna föredrar att arbeta med EQ regelbundet på schemalagda lektioner, men också integrerat i verksamheten. Respondenterna som arbetar i de äldre åldrarna (årskurs 4) föredrar enbart ett integrerat arbetssätt och anser att det inte får upplevas som konstlat i arbetet med EQ, utan att det ska handla om naturliga dilemman ur vardagen. Resultatet belyser även att barnen har förändrats över tid i samband med att samhället har förändrats. Då barn nu i högre grad än tidigare blir upptagna av olika media och använder mycket vaken tid till dataspel, TV-tittande och film kräver dagens samhälle en högre grad av emotionell och social träning i skolan.

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Ekegren, Maria. "Ledarintelligens, självkänsla och personlighetsdrag före och efter deltagande i UGL." Thesis, Högskolan Väst, Avd för psykologi och organisationsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-4110.

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Sedan 1981 har ledarutbildningen UGL (Utveckling av Grupp och Ledare) varit en grundkurs för blivande officerare och är idag ett mycket använt koncept även inom näringsliv och offentlig förvaltning. Kursens mål är i enlighet med inbjudan bl.a. att få ökad förmåga att arbeta med reflektion, förstå känslors inverkan, kunna ta och ge utvecklande feedback, förstå hur värderingar påverkar ledarskap samt förstå behovet av olika ledarstilar. Syftet med föreliggande studie var att undersöka om det förelåg skillnad i följande variabler: ledarintelligens (emotionell, rationell och själslig intelligens), självkänsla (bas-, förvärvad och prestationsinriktad) och personlighetsdrag före resp. efter deltagande i UGL. Ledarintelligens är en ny ledarskapsmodell (Ronthy, 2006) och ett frågeformulär som bygger på denna teori är under utveckling. Ett annat syfte med studien var därför att undersöka begreppsvaliditeten hos detta instrument. Studien omfattade 125 ledare (M = 38,5 år, SD = 7,8), varav 82 kvinnor. Samtliga genomgick ledarutvecklings­programmet UGL under 2011. Tre självskattningsformulär användes i studien.  Före och direkt efter utbildningen undersöktes samtliga variabler, efter sex månader endast ledarintelligens. Resultatet visade signifikant skillnad före resp. direkt efter utbildning gällande emotionell intelligens, rationell intelligens, själslig intelligens, bassjälvkänsla, bitterhet, psykisk ångestbenägenhet, stresskänslighet samt social konformitet. De självskattade ökningarna i ledarintelligens kvarstod i nivå efter sex månader. Resultat från korrelationsprövningar indikerade teoretiskt rimliga samband. Då den självskattade nivån av den emotionella, den rationella samt den själsliga intelligensen uppmätte högre resultat efter deltagande i UGL i föreliggande studie, verkar det som att denna kompetensutvecklingsinsats möjligen kan ha bidragit positivt till ökad ledarintelligens hos deltagarna.
Since 1981 the leadership training UGL (Understanding Group and Leader) has been used as a basic course for new officers, and it´s today a frequently applied concept even in the commercial sector and public administration. The objectives of the course is, in accordance with the invitation to improve the participants’ abilities working with reflections, understanding the influence of emotions, providing developing feedback, understanding how our values influence leadership as well as understanding the needs of different leadership styles. The aim of the present study was to evaluate if there was a difference in the following variables: leadership intelligence (emotional, rational and spiritual intelligence), self-esteem (basic, earning and performance-based) and personality traits, before and after participating in UGL. The leadership intelligence is a new leadership model (Ronthy, 2006), and a questionnaire based on this theory is in progress. An additional aim of this study was to investigate the construct validity of this instrument. The study included 125 participants (M = 38,5 years, SD = 7,8), whereof 82 women. Everyone participated in the leadership development program UGL in 2011. Three self-assessment forms were used in the study. Before and immediately after the leadership training all variables were evaluated, after six months only leadership intelligence was evaluated. The results showed significant differences before and after participation in emotional intelligence, rational intelligence, spiritual intelligence, basic self-esteem, embitterment, psychic trait anxiety, stress susceptibility and social desirability. The self-estimated increases in leadership intelligence were still at similar levels after six months. Results from correlation tests indicated theoretical plausible correlations. In the present study the self-rated emotional, the logical, as well as the spiritual intelligence measured higher after participation in UGL. This professional development program may have contributed in a positive direction to increase employees’ leadership intelligence.
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Tornblad, Maria, and Marie Fäldt. "EQ-aktiviteter på förskolans dagordning : En studie om förskollärares uppfattningar av förändringar i det socioemotionella samspelet efter ett målinriktat arbete med EQ-aktiviteter på förskolan." Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4333.

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I denna studie har vi undersökt tre förskollärares uppfattning av förändringar i detsocioemotionella samspelet efter ett målinriktat arbete med EQ-aktiviteter på förskolan.Vi har i studien särskilt inriktat oss på följande aspekter av barnens socioemotionellaintelligens och kompetens; empati, prosociala färdigheter, relationsfärdigheter,kommunikationsfärdigheter, samarbetsfärdigheter, problemlösningsfärdigheter, självhävdelseoch självkontroll. De teoretiska begrepp som analyseras i studien är sociokulturellteori, Honneths erkännandeteori, socioemotionell intelligens och kompetens,prosocialt beteende, och socialt samspel. Datainsamlingsmetoden är kvalitativ ochbestår av semistrukturerade intervjuer. Resultatet visar att de intervjuade förskollärarnaanser att arbetet med EQ-aktiviteter på förskolan har förändrat det sociala klimatet ibarngruppen i en positiv riktning samt att barnens socioemotionella intelligens ochförmåga har utvecklats. Denna utveckling visar sig främst genom att barnen i högreutsträckning än tidigare visar benägenhet att agera på ett mer genomtänkt ochprosocialt sätt gentemot varandra i olika sociala sammanhang. I diskussionen behandlarvi kritisk reflektion, den verbala förmågans betydelse för den socioemotionellautvecklingen, samt förutsättningar för, och aspekter av ett målinriktat arbete med EQ–verksamhet på förskolan.

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White, Kelly Rose. "Emotional Intelligence and Psychopathic Personality Traits: Examination of Adult Male Sex Offenders in New Jersey." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7903.

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Sexual assault and abuse have a significant impact on victims and society. Although there has been a plethora of research studies examining the criminogenic aspects of sexual offending, sparse literature exists on the emotional aspects of sexual offending. Prior research established that sex offenders hold deficits in their emotional functioning that could be a result of psychopathic personality traits. This research study sought to expand the literature on sex offenders and investigate if adult male sex offenders in New Jersey differ in emotional intelligence and psychopathic personality traits depending on victim typology. This study was grounded in coercion and integrated theories to explore if there are differences between the emotional intelligence and psychopathic personality traits of adult male sex offenders in New Jersey who have adult victims and child victims. The research questions asked if adult male sex offenders in New Jersey with adult victims differ in emotional intelligence and psychopathic personality traits than adult male sex offenders with child victims. Data were collected from a sample of 80 adult sex offenders located in New Jersey who were administered the Bar-On EQ-I and PPI-R. Results were analyzed using a multivariate analysis of variance. The findings of the study showed that when compared to convicted sex offenders with adult victims, convicted sex offenders with child victims had higher total and subscale scores on the EQ-I and lower scores on the three dimensions of the PPI-R. The implications for positive social change include helping to tailor treatment programs to reduce the risk of recidivism based off the identified offender emotional intelligence and psychopathic personality differences.
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Dette, Edwina Judith. "The relationship between emotional intelligence and burnout of Police Constable Officers of the SAPS in the Western Cape." Thesis, Online Access, 2008. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_6648_1266284646.pdf.

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Books on the topic "Emotional Intelligence (EQ)"

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Bar-On, Reuven. EQ-i. Toronto, ON: MHS, 1998.

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Ayman, Sawaf, ed. Executive EQ: Emotional intelligence in business. London: Orion, 1997.

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Li, Jun Yan. How to raise a child's EQ. Taiwan: Yinjiwenhua, 2004.

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EQ. Taibei Shi: Shi bao wen hua chu ban qi yeh gu fen yu xian gong si, 1996.

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Ayman, Sawaf, ed. Executive EQ: Emotional intelligence in leadership and organizations. New York: Grosset/Putnam, 1997.

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E, Book Howard, ed. The EQ edge: Emotional intelligence and your success. 3rd ed. Mississauga, Ont: Jossey-Bass, 2011.

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Luomei, Lei, ed. Gao EQ jing ren de ying xiang li: Da zao EQ, kai chuang bu yi yang de ren sheng = Amazing EQ. Taibei shi: Tian en chu ban she, 2010.

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Emotional intelligence: How they determine our success : increase your EQ by mastering your emotions. [S.l.]: dsk-enterprise Inc. Ltd., 2014.

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The EQ interview: Finding employees with high emotional intelligence. New York: AMACOM / American Management Association, 2008.

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EQ II: Gong zuo EQ. Taibei Shi: Shi bao wen hua chu ban qi yeh gu fen yu xian gong si, 1998.

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Book chapters on the topic "Emotional Intelligence (EQ)"

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Crosby, Gilmore. "The Crosby EQ Hierarchy." In Spirituality and Emotional Intelligence, 7–12. New York: Productivity Press, 2021. http://dx.doi.org/10.4324/9781003189336-3.

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Crosby, Gilmore. "Crosby-Style EQ 1." In Spirituality and Emotional Intelligence, 3–6. New York: Productivity Press, 2021. http://dx.doi.org/10.4324/9781003189336-2.

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Crosby, Gilmore. "EQ Hierarchy Level Two—Empathy." In Spirituality and Emotional Intelligence, 43–48. New York: Productivity Press, 2021. http://dx.doi.org/10.4324/9781003189336-5.

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Crosby, Gilmore. "EQ Hierarchy Level Three—Skills." In Spirituality and Emotional Intelligence, 49–55. New York: Productivity Press, 2021. http://dx.doi.org/10.4324/9781003189336-6.

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Crosby, Gilmore. "EQ Hierarchy Level One—Self-Awareness." In Spirituality and Emotional Intelligence, 13–42. New York: Productivity Press, 2021. http://dx.doi.org/10.4324/9781003189336-4.

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Wood, Laura M., James D. A. Parker, and Kateryna V. Keefer. "Assessing Emotional Intelligence Using the Emotional Quotient Inventory (EQ-i) and Related Instruments." In Assessing Emotional Intelligence, 67–84. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-88370-0_4.

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Bosley, Irina, and Erich Kasten. "IQ versus EQ." In Emotionale Intelligenz, 33–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-54815-8_2.

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Finsterwalder, Jörg, and Torsten Tomczak. "EQ und DLQ: Emotionale Intelligenz und Dienstleistungsqualität im Kundenkontakt." In Dienstleistungsmanagement Jahrbuch 2001, 375–403. Wiesbaden: Gabler Verlag, 2001. http://dx.doi.org/10.1007/978-3-322-91284-8_15.

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Rastetter, Daniela. "Emotionale Intelligenz und EQ-Trainings: Ein Weg zu besserer Governance?" In Governance von Profit- und Nonprofit- Organisationen in gesellschaftlicher Verantwortung, 147–64. Wiesbaden: Deutscher Universitätsverlag, 2005. http://dx.doi.org/10.1007/978-3-663-10189-5_9.

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Silton, Nava R., and Amanda Anzovino. "Key Ingredients for Fostering Emotional Intelligence in Children." In Advances in Medical Education, Research, and Ethics, 88–108. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2940-9.ch005.

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This chapter delves into the history of emotional intelligence, from early allusions in the 1920s to contemporary times. It describes the various facets and components of emotional intelligence, discusses how it can be measured, and will discriminate between the emotional quotient (EQ) and the intelligence quotient (IQ) in terms of predicting future life success. The chapter then delineates key ingredients for becoming an emotionally intelligent parent and for promoting emotionally intelligent strategies in the home. Finally, the chapter concludes with comprehensive sections of how to foster emotional intelligence in the workplace and in the school system. The benefits of infusing emotional intelligence in the home, the school, and the workplace are emphasized and discussed.
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Conference papers on the topic "Emotional Intelligence (EQ)"

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Zabayrachnaya, A. E. "Development of EQ teacher as one of selfregulation components in professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.487.495.

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The relevance of the study is that the phenomenon of emotional intelligence at the modern stage of science development is already generally recognized among psychologists, sociologists, philosophers, etc. The whole scientific community today recognizes the need and importance of developing the characteristics and capabilities of emotional intelligence, as they contribute to the professional and personal growth of a person, influence his success in life. The problem of the study is the study of selfregulation as a multi-component system where emotional intelligence is of particular importance. This problem is reflected in the pedagogical sphere. The effectiveness of the professional activity of a specialist engaged in the field of «man-man» is largely conditioned by the ability to self-regulate and successfully develop the personal qualities necessary for the profession, because the teacher as a subject of pedagogical activity is a combination of individual, personal, subjective qualities, the adequacy of which the requirements of the profession ensure the efficiency of his work. The aim of the study is to determine the place of EQ in the system of self-regulation components as one of the personal qualities of the teacher, to identify the main provisions of EQ development and its impact on self-regulation. The main methods of study are theoretical analysis method and empirical methods (observation, testing). The result of the study can be considered the determination of the place of EQ in the system of self-regulation components as one of the personal qualities of the teacher, as well as the identification of the basic provisions of EQ development in the conditions of pedagogical activity. The development of emotional competence and emotional intelligence of the teacher is a necessary condition for the effectiveness of his professional activity, as EQ occupies a special place in the self-regulation of the teacher, which is due to the specificity of the content of professional activity.
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Zubaedi, Zubaedi. "Holistics Paradigm in the Development of Emotional Intelligence (EQ) and Spiritual Intelligence (SQ)." In International Conference on Islamic Education (ICIE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icie-18.2018.50.

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Khatun, Shafia, and Norsaremah Salleh. "Moderation Effect of Software Engineers’ Emotional Intelligence (EQ) between their Work Ethics and their Work Performance." In 9th International Conference on Natural Language Processing (NLP 2020). AIRCC Publishing Corporation, 2020. http://dx.doi.org/10.5121/csit.2020.101412.

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In today’s world, software is being used in every sector, be it education, healthcare, security, transportation, finance and so on. As software engineers are affecting society greatly, if they do not behave ethically, it could cause widespread damage, such as the Facebook-Cambridge Analytica scandal in 2018. Therefore, investigating the ethics of software engineers and the relationships it has with other interpersonal variables such as work performance is important for understanding what could be done to improve the situation. Software engineers work in rapidly-changing business environments which lead to a lot of stress. Their emotions are important for dealing with this, and can impact their ethical decision-making. In this quantitative study, the researcher aims to investigate whether Emotional Intelligence (EQ) moderates the relationship between work ethics of software engineers and their work performance using hierarchical multiple regression analysis in SPSS. The findings have found that EQ does significantly moderate the relationship between work ethics and work performance. These findings provide valuable information for improving the ethical behaviour of software engineers.
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Mansur, S., and A. Ramadhani. "Family Communication Pattern to the Development of Children's Emotional Intelligence (EQ) Related to the Low Socioeconomic Background at TK Amaliah Al-Ilmi Bekasi, Indonesia." In Proceedings of the First Brawijaya International Conference on Social and Political Sciences, BSPACE, 26-28 November, 2019, Malang, East Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.26-11-2019.2295203.

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Wachs, Marina-Elena. "Zeichnen als Weltentwurf: Analog + Digital - Die Bedeutung des Zeichnens in der Primarausbildung mit Blick auf Design Engineering in Europa." In Entwerfen Entwickeln Erleben - EEE2021. Prof. Dr.-Ing. habil Ralph H. Stelzer, Prof. Dr.-Ing. Jens Krzywinski, 2021. http://dx.doi.org/10.25368/2021.58.

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„Sketching the world“ bedeutet entwerfen von Welt mittels analogen und digitalen Zeichenmitteln - auch in Zukunft benötigt es dafür im Design Engineering der Künstlichen Intelligenz (KI) und der Emotionalen Intelligenz (EQ – nach Daniel Goleman). Zeichnen ist Kulturgut seit der Steinzeit und ist für die kulturelle Bildung als auch für das Design Engineering der Zukunft von großer Bedeutung. Zeichnen-Erfahrungen, sei es mit dem Stock im Sand oder mit dem Stift auf Papier, beginnt in der Primarbildung: Bereits hier ist es als Kulturtechnik essentiell für die Gesellschaft, indem der aktive Akt des Zeichnens Selbstausdruck und kulturelles Gedächtnis, Signifikat ist. Zeichnen ist individuelles und kollektives Wissens- und Bildungsmanagement für die Welt von morgen und muss in der Primabildung früh – multidisziplinär – verankert sein, soll es im Skizzieren, im Mapping, als Repräsentation und Projektion wirkungsvoll für das Design Engineering in Europa, auch in der Augmented Reality, eingesetzt werden.
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