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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Kim, Huong Trang. "Do managers’ emotional intelligence matter for SMEs’ business practices?" Economics and Business Letters 10, no. 3 (August 2, 2021): 200–207. http://dx.doi.org/10.17811/ebl.10.3.2021.200-207.
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An under-researched question in the current literature is to what extent managers’ emotional intelligence (EQ) play a role in driving business practices. To explore this question, we carried out a survey with 320 textile and garment SMEs in Vietnam. We find that one standard deviation increase in EQ of managers is related to 3.87% increase in business practices adoption. Notably, EQ levels of managers have different impact on adoption of each business practices. These effects on marketing practices are strongest, while EQ level of managers has modest effect on financial planning practices.
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Farahati, M., A. Mahdavian, and S. Agahi. "Investigation the relationship between test anxiety and emotional intelligence (EQ) in boys and girls of high schools of tehran city." European Psychiatry 26, S2 (March 2011): 283. http://dx.doi.org/10.1016/s0924-9338(11)71993-9.
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IntroductionThe aim of this study is to investigation the relationship between test anxiety and emotional intelligence (EQ) in boys and girls of high schools of Tehran city.MethodsIn this study 100 boys and 100 girls were selected via multi stage cluster sampling from the mentioned high schools. The participants were asked to answer two questionnaires. The beck anxiety inventory and bar- on emotional quotient inventory were used to measure anxiety and emotional intelligence.ResultsThe result of this study suggested that test anxiety has a negative effect on EQ and therefore all EQ parameters have reverse correlation with amount of test anxiety. Such correlation was not seen between anxiety and phenomenon such as self expression, inter personal affairs and sympathy.ConclusionEmotional intelligence is defined as the awareness and ability to manage emotions in a healthy and productive manner, By providing a suitable educational environment in schools and families, we can help students learn how to control their emotions and thereby increase their EQ to be able to manage their emotions while encountering exams or other difficult situations in life.
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Karpenko, Ye. "MODERN VECTORS OF THE STUDY OF EMOTIONAL INTELLIGENCE OF AN INDIVIDUAL." Psychology and Personality, no. 1 (May 20, 2019): 60–72. http://dx.doi.org/10.33989/2226-4078.2019.1.163982.
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The article deals with the theoretical analysis of modern approaches to the study of emotional intelligence (EQ) of an individual. The classic understanding of EQ maintains that emotions are localized in the brain and one must learn to distinguish, control, regulate and direct them for the successful functioning in the domains of Activity, Contact and Body Functions. In accordance with this view, the emotional sphere is subject to rational thinking, which prevents affect from going beyond the limits of socially acceptable norms. It is believed that emotions arise under the influence of external or internal stimuli, which an individual has to react to using brain structures. Neocortex limits possible negative effects of a hasty response to external stimuli by the limbic system, in general, and the almond-shaped body, in particular. In its turn, this raises the quality of human life in society, the level of self-awareness, self-regulation and ultimately contributes to the achievement of success.The post-nonclassical approach extends the concept of emotions, and hence the potential of studying EQ. It places a major emphasis on the neurological nature of their construction by an individual. Thus, an individual constructs a psychic reality based on past experience, taking into account the actual environment conditions. The interoceptive brain network is responsible for its construction while the controlling brain network monitors its functioning. Thus, emotions are the product of human creativity and are not localized in certain brain structures. They are also mutually determined with the dominant discourse in society.The post-nonclassical view on emotions is not capable of explaining the axiological vector of EQ more effectively, as can distinctly be seen in the study of personal life fulfillment. In this perspective, the EQ components appear to be the organismic sense and emotional competence, which are also the mechanisms of understanding and interpretation, respectively.
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Andika, Aginda, Yudha Munajat Saputra, and Ahmad Hamidi. "Hubungan Tingkat Kecerdasaan Intelektual (IQ) dan Kecerdasaan Emosional (EQ) dengan Penampilan Bermain Futsal." MEDIKORA 19, no. 1 (April 1, 2020): 1–7. http://dx.doi.org/10.21831/medikora.v19i1.30025.
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Inteligensia merupakan bekal potensi yang akan memudahkan dalam belajar dan menghasilkan prestasi belajar yang optimal. Namun taraf intelegensi bukan merupakan satu-satunya faktor yang menentukan keberhasilan seseorang, karena ada faktor lain yang mempengaruhi diantaranya adalah kecerdasan emosional (EQ). Pemain futsal harus memiliki tingkat emosi (EQ) yang baik dan memiliki tingkat intelektual (IQ) yang seimbang agar bisa membantu tim atau dirinya sendiri dalam keberhasilan di bidangnya. Tujuan penelitian ini adalah untuk mengetahui hubungan tingkat kecerdasaan intelektual (IQ) dan kecerdasaan emosional (EQ) dengan penampilan bermain futsal. Metode penelitian yang digunakan adalah metode deskriptif kuantitatif dengan desain korelasi. Populasi dalam penelitian ini adalah mahasiswa baru UKM Futsal UPI. Sample penelitian berjumlah 23 orang diambil dengan menggunakan teknik pengambilan sampling menggunakan purposive sampling. Instrument yang digunakan adalah kuesioner untuk mengetahui tingkat kecerdasaan intelektual dan kecerdasaan emosional dan penampilan bermain futsal. Hasil analisa data dapat disimpulkan sebagai berikut : 1) terdapat hubungan yang signifikan antara IQ dengan penampilan bermain futsal, 2) terdapat hubungan yang signifikan antara EQ dengan penampilan bermain futsal, dan 3) terdapat hubungan yang signifikan antara IQ dan EQ dengan penampilan bermain futsal.Relationship between Intellectual Intelligence (IQ) and Emotional Intelligence (EQ) with Futsal Playing AppearanceAbstractIntelligence is a potential provision that will facilitate learning and produce optimal learning achievement. But the level of intelligence is not the only factor that determines a person's success, because there are other factors that influence including emotional intelligence (EQ). A futsal player must have a good level of emotion (EQ) and have a balanced intellectual level (IQ) in order to help the team or himself in success in his field. The purpose of this study was to determine the relationship between the level of intellectual intelligence (IQ) and emotional intelligence (EQ) with the performance of playing futsal. The research method used is quantitative descriptive method with correlation design. The population in this study was UPI Futsal UKM students. 23 student samples were taken by using a sampling technique using purposive sampling. The instrument used was a questionnaire to determine the level of intellectual intelligence and emotional intelligence and the appearance of playing futsal. The results of data analysis can be concluded as follows : 1) there is a significant relationship between IQ with the appearance of playing futsal, 2) there is a significant relationship between EQ with the appearance of playing futsal, dan 3) there is a significant relationship between IQ dan EQ with the appearance of playing futsal.
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Maxim, Lorena, and Igor Racu. "Studiul inteligenței emoționale la vârsta preadolescentă." Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 62, no. 1 (March 2021): 29–36. http://dx.doi.org/10.46728/jpspsw.2021.v62.i1.p29-36.
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This article presents partial results of a study on the development of emotional intelligence in preadolescence. The ascertainin experimental research was performed on a sample of 180 preadolescents (93 boys, 87 girls), the purpose of the ascertaining research being o study the development of emotional intelligence in preadolescence, highlightimg the peculiarities in the development of EQ depending on social developmental situation (SSD), gender and age.
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Belfanti, Charmaine. "Emotional capacity in the public sector – an Australian review." International Journal of Public Sector Management 30, no. 5 (July 10, 2017): 429–46. http://dx.doi.org/10.1108/ijpsm-10-2016-0182.
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Purpose This paper presents a review examining an Australian public sector competency framework through the lens of emotional intelligence (EQ) to answer the question “To what extent is the concept of EQ used to facilitate NSW public sector reform?” The purpose of this paper is to accentuate the importance of emotional capacity as an important capability to achieve reform goals, recognising the public sector’s deep organisational history and accepting that change is an emotional event, and that people achieve change. Design/methodology/approach A literature review drawing relationships between culture, change and emotion is applied to a capability framework for the public sector in the State of NSW. This review serves two purposes. First, it examines interacting factors that define the public sector context – a culture developed over generations, identity, the impact of culture on change and the relationship between change and emotions. The second examines a concept for its ability to transform this culture in a comparatively short time compared to its evolutionary history. Emotional capacity is framed by the EQ literature and is explored as a competency with particular focus in the NSW public sector. A ProQuest search using keywords Emotional intelligence and Public Sector or Civil Service; and Emotional intelligence and Public Administration located 22 studies across 14 countries looking at EQ in the public sector. These are supplemented by additional studies on EQ. The capability framework is examined against the elements of the only recognised standardised test for EQ (Fiori and Antonakis, 2011), the Mayer-Salovey-Caruso Emotional Intelligence Test. Findings The examination concludes that emotional capacity is implicit, if not overlooked within the framework, with continued emphasis on technical and managerial competencies, evident of public sector management still encased in traditional paradigms. The discussion positions the development of emotional capacity as a high-order competency in a challenging reform environment. Research limitations/implications The literature review may suffer from publication bias in both the literature cited in this review as well as those studies that have been published, particularly given the small amount of studies available within the public sector environment. The theoretical nature of the matching assessment is subjective and allows potential for variation in interpretation in both the meaning of the competencies and the matching to the four branches of EQ. Practical implications Empirical research in EQ is limited in the public sector domain. The public sector has an embedded culture weighed with assumptions steeped in history. A public sector organisation is valuable for longitudinal studies as many employees stay for considerable years if not their whole career. Further empirical research within this sector in examining the impact of emotional capacity on cultural reform would enhance the knowledge in this field. Originality/value The paper contributes to the limited literature examining the optimal competencies in particular emotional capacity for reform in the public sector.
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Higgs, Malcolm. "The EQ Edge: Emotional Intelligence and Your Success." Journal of General Management 28, no. 1 (September 2002): 90–91. http://dx.doi.org/10.1177/030630700202800108.
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Stobbs, Christine. "Emotional intelligence: how important is a high 'EQ'?" In Practice 25, no. 8 (September 2003): 506–7. http://dx.doi.org/10.1136/inpract.25.8.506.
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Dulewicz, Chris, Mike Young, and Victor Dulewicz. "The relevance of emotional intelligence for leadership performance." Journal of General Management 30, no. 3 (March 2005): 71–86. http://dx.doi.org/10.1177/030630700503000305.
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Leadership and Emotional Intelligence have become hot topics in organisations and management in recent years. This study explores the relationship between Emotional Intelligence, Leadership and Job Performance of Officers and Ratings within the Royal Navy. In particular, the focus is on the three elements of the new Leadership Dimensions Questionnaire (LDQ) – Intellectual (‘IQ’), Emotional (‘EQ’) and Managerial (‘MQ’) Competencies. These are related to performance measures derived from formal performance appraisals. Seven hypotheses were tested and all were fully or partially supported. Results showed that IQ, EQ and MQ were all related to overall performance and to Officer leadership appraisal, but not Ratings leadership appraisal. EQ made a greater contribution to overall performance, to Officer leadership appraisal and to all three leadership styles.
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Yaralizadeh, Masumeh, Salimeh Nezamivand Chegini, Shahnaz Najar, Fariba Khavayet, and Parvin Abedi. "Emotional intelligence and coping with stressful conditions: the case of Iranian midwives." British Journal of Midwifery 28, no. 7 (July 2, 2020): 430–34. http://dx.doi.org/10.12968/bjom.2020.28.7.430.
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Background This study aimed to evaluate the relationship between emotional quotient (EQ) and coping with stress among midwives in Ahvaz, Iran. Methods This was a cross-sectional study involving (n=300) midwives employed in the university hospitals of Ahvaz, Iran. Midwives with an associate or higher degree in midwifery and with at least three years of service were recruited. Results Task-oriented and avoidant areas had a positive significant correlation with intrapersonal, interpersonal, management, adaptability and general mood (p<0.001). There was a significant negative correlation between emotion-oriented areas and all domains of EQ (p<001). EQ could predict more than 90% of midwives' ability for coping with stress. Conclusion The results of this study showed that there is a positive correlation of task-oriented and avoidant areas with all domains of EQ. There was also a significant negative correlation between emotion-oriented areas and all domains of EQ.
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Wittmer, Jenell L. S., and Margaret M. Hopkins. "Exploring the Relationship Between Diversity Intelligence, Emotional Intelligence, and Executive Coaching to Enhance Leader Development Practices." Advances in Developing Human Resources 20, no. 3 (May 31, 2018): 285–98. http://dx.doi.org/10.1177/1523422318778004.
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The Problem Leadership development is one of the most pressing issues for human resource practitioners within organizations. Recently, coaching to enhance emotional intelligence (EQ) has become a major focal area for human resource and leadership development. The concept of EQ has received overwhelming research and practical support, suggesting that it, more so than technical skills or cognitive ability, is the key determinant of success in leaders. However, EQ alone may not help leaders in creating an inclusive work environment and proactively recruiting and developing diverse employees. The Solution Diversity intelligence (DQ), recently introduced by Hughes, is another important skill that has significant impact on the interpersonal relationships at work. The current article seeks to integrate the concepts of EQ and DQ with a practical and strategic approach for human resource development professionals. A theoretical review, qualitative examination, and practical application of the main models of EQ with a focus on how specific components of these models can be utilized in coaching for increased DQ is presented. Using concepts of executive coaching and general principles of leadership development, the current study examines which facets, or dimensions, of EQ should be highlighted and developed to increase DQ. The Stakeholders In addition to identifying which facets of each EQ model are essential for DQ, practical applications for human resource development practitioners and leaders are presented.
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Nurfalah, Yasin. "HUBUNGAN KECERDASAN INTELEKTUAL (IQ) DENGAN KECERDASAN EMOSIONAL (IE)." Jurnal Pemikiran Keislaman 26, no. 2 (May 28, 2016): 264–86. http://dx.doi.org/10.33367/tribakti.v26i2.218.
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Berbicara tentang kecerdasan, maka ada tiga hal yaitu IQ (intelligence quotient), IE (intelligence emotional), dan IS (intelligence spiritual). Ketiganya membentuk hierarkhi kecerdasan yang mesti dimiliki secara utuh oleh setiap diri kita. Karena IQ, EQ dan IS merupakan satu kesatuan yang tidak bisa dipisah-pisahkan. Ketiga kecerdasan tersebut akhir-akhir ini, begitu hangat dan marak diangkat kepermukaan, baik dalam media massa maupun dalam dunia pendidikan. Dari ketiga kecerdasan tersebut hanya dua yang akan kita bahas disini, yaitu: IQ (intelligence quotient) dan IE (intelligence emotional). Kecerdasan Emosional (EQ) juga sangat menentukan prestasi seseorang dengan perbandingan 80% ditentukan oleh kecerdasan emosional (EQ) dan 20% ditentukan oleh kecerdasan yang lain. Kecerdasan Emosional (EQ) ini merupakan salah satu kecerdasan manusia yang dapat dikembangkan dan dilatih dengan baik untuk memperoleh keberhasilan dalam belajar, mengajar, mengasuh anak, dan persahabatan.
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Titrek, Osman, Mahmut Polatcan, Demet Zafer Gunes, and Gozde Sezen. "The relationship among emotional intelligence (EQ), organizational justice (OJ), organizational citizenship behaviour (OCB)." International Journal of Academic Research 6, no. 1 (January 30, 2014): 213–20. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.30.
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Akers, Michael D., Don E. Giacomino, Xin Li, and Joseph Wall. "Measuring EQ Of Chinese Accounting Students." Review of Business Information Systems (RBIS) 21, no. 2 (December 1, 2017): 11–26. http://dx.doi.org/10.19030/rbis.v21i2.10077.
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While prior literature has examined the EQ of accounting students and Chinese business student limited research has examined both. This paper examines the self-reported emotional intelligence scores of accounting majors, undergraduate and graduate, at a Chinese university and compares these scores with their parents’ assessment. Our findings suggest that Chinese accounting students have high EQ. Further, the parents’ perceptions of EQ is significant in the determination of the EQ score. This finding is consistent with Goleman’s (1998) comments and has implications for any organization that uses an emotional intelligence instrument as part of the evaluation process.
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Narayana, M. S., and B. V. Narasimham. "Dynamics of Emotional Intelligence and Job Performance." International Journal of Emerging Research in Management and Technology 7, no. 1 (June 11, 2018): 57. http://dx.doi.org/10.23956/ijermt.v7i1.24.
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In recent times many studies have revealed that emotional intelligence influence the job performance of employees in a big way. “Emotional intelligence is the ability of an individual to appropriately and successfully respond to a vast variety of emotional stimuli being elicited from the inner self and immediate environment. Emotional intelligence constitutes three psychological dimensions; emotional sensitivity, emotional maturity and emotional competency, which motivate an individual to recognise truthfully, interpret honestly and handle tactfully the dynamics of human behaviour.” (Singh, 2001) Using this definition of emotional intelligence by Dr.Dalip Singh as the operational definition and the EQ test developed by Dr.Dalip Singh & N.K.Chadha, this study attempts to measure the emotional intelligence of Indian corporate employees and explore the dynamics between their emotional intelligence and job performance. This study was conducted by collecting primary data from corporate employees through questionnaires for measurement of EQ. To ascertain Job performance of employees, secondary data was collected by obtaining performance ratings from the HR departments. The study covered 216 samples from five organisations from the manufacturing sector located in Mysore and Mandya district in the State of Karnataka.
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Andreani, Wiwik. "Emotional Intelligence, Self-Esteem and Academic Achievement: A Case Study, English Department Students." Humaniora 3, no. 1 (April 30, 2012): 98. http://dx.doi.org/10.21512/humaniora.v3i1.3239.
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This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4).
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J. Lawson, Henry, Makafui Yigah, and Phaedra Yamson. "Emotional intelligence in medical students at the University of Ghana Medical School, Accra, Ghana." Ghana Medical Journal 55, no. 1 (March 31, 2021): 52–59. http://dx.doi.org/10.4314/gmj.v55i1.8.
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Emotional Intelligence is a form of interpersonal intelligence. There’s evidence that high emotional intelligence (EQ) of a medical student is associated with better coping with the tedious medical training. We evaluated EQ in medical students in their clinical years. This cross-sectional study was conducted in the University of Ghana Medical School (UGMS), Accra. In all, 111 students completed the questionnaires. Their average age was 24±1.5 years with marginal male preponderance. There were 37, 31 and 43 students in the 1st, 2nd and 3rd clinical years respectively. For global scores, 16 (14.1%) had good EQ (>120) with a mean total score of 105.49. The mean EQ for males was 104.2±17 an 106.2±12 for females, however this difference was not statistically significant (p=0.319). Mean EQ for 1st, 2nd and 3rd clinical years were 104.4±13, 104.4±20, and 107.1±12. This rise with increasing years was however not significant (p=0.659). EQ showed a weak positive correlation with age (r=0.1) but this was not significant (p=0.29). We report low EQ among students of the UGMS with no significant difference between gender, age and clinical year. EQ should be actively taught as part of the curriculum in UGMS. A larger study involving other medical schools in Ghana isrecommended.
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Allahyari, Elahe. "Differential item functioning analysis of the Bar-On Emotional Quotient Inventory (EQ-i) across gender and age groups." Psychologia 14, no. 2 (December 31, 2020): 95–105. http://dx.doi.org/10.21500/19002386.4894.
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There has been a heated debate on emotional intelligence (EI) and, more particularly, on the Bar-On Emotional Quotient Inventory (EQ-i) measuring all dimensions of emotional intelligence. To ensure measurement equivalence of EQ-i, the present article evaluated whether statements phrased in EQ-i questionnaire have equivalent meaning across respondents, regardless of their sex and age group membership. For 2,078 participants, three EI subscale (item 50 in reality testing, items 4 and 19 in stress tolerance, and items 7, 52, and 82 in interpersonal) for age groups had clinically significant Differential item functioning (DIF). So previous observed associations between EI and age might be misleading and deserve further study after removing or replacing DIF items.
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Uraz, Didem, and Berna Arhan. "Improved Performance and Effectiveness through the development of Emotional Intelligence in the Workplace." Journal La Bisecoman 1, no. 5 (December 30, 2020): 20–26. http://dx.doi.org/10.37899/journallabisecoman.v1i5.267.
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This article discusses Performance and Effectiveness through the development of Emotional Intelligence of workers. Workers ought to have Enthusiastic Insights, Otherworldly Insights and Insights. Emotional Intelligence (EQ) has the potential to influence work inspiration since enthusiastic insights is related to a person's capacity to recognize one's feelings, oversee one's feelings, spur oneself, empathize with, and construct connections with others. Through Spiritual Intelligence, in making strides representative execution with otherworldly quality/insights, a representative will work earnestly, with clean orientation and objectives. Workers are required in their working environment to discover the proper work to do, and center assets and endeavors on them by having the capacity to oversee Emotional Intelligence and Spiritual Intelligenc in an adjusted way so that the execution of representatives will be accomplished.
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Uraz, Didem, and Berna Arhan. "Improved Performance and Effectiveness through the development of Emotional Intelligence in the Workplace." Journal La Bisecoman 1, no. 5 (December 30, 2020): 20–26. http://dx.doi.org/10.37899/journallabisecoman.v1i5.267.
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This article discusses Performance and Effectiveness through the development of Emotional Intelligence of workers. Workers ought to have Enthusiastic Insights, Otherworldly Insights and Insights. Emotional Intelligence (EQ) has the potential to influence work inspiration since enthusiastic insights is related to a person's capacity to recognize one's feelings, oversee one's feelings, spur oneself, empathize with, and construct connections with others. Through Spiritual Intelligence, in making strides representative execution with otherworldly quality/insights, a representative will work earnestly, with clean orientation and objectives. Workers are required in their working environment to discover the proper work to do, and center assets and endeavors on them by having the capacity to oversee Emotional Intelligence and Spiritual Intelligenc in an adjusted way so that the execution of representatives will be accomplished.
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Arora, Nishi, and Praveen Kumar. "EMOTIONAL INTELLIGENCE IN ANCIENT SCIENCE WITH SPECIAL REFERENCE TO CHARAK SAMHITA AND SHRIMAD BHAGWAD GITA." International Journal of Research -GRANTHAALAYAH 6, no. 8 (August 31, 2018): 168–71. http://dx.doi.org/10.29121/granthaalayah.v6.i8.2018.1420.
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The author first introduces emotion, later adding that the essence of the Ancient psychology and psychology of contemporary times are practically similar to a fault disregarding the discrepancies in languages and terms. The paper is condensed to the pathology behind emotional disruptions, the general principal of combating the same and prevention of emotional imbalance (deviation of emotional intelligence). EQ is said to be objectively more important than IQ in many ways according to the reasoning that emotional intelligence is tied to cognition and emotional imbalance can create difficulties in the social and individual lives of people, causing reduction in productivity. The root causes of emotional imbalances are the imbalance of the three elements of mind: Sattva (similar to Super ego), Rajas (similar to Ego) and Tamas (similar to Id). Charak Samhita has explained the origin of Emotional turmoil, and various techniques to prevent and treat them. Shrimad Bhagwad Gita is a universal philosophy that has touched almost every aspect of human psychology, especially emotions.
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TOYODA, HIDEKI, IKKO KAWAHASHI, and NOBUTAKE MATSUSHITA. "Improvement of Emotional Intelligence Quotient (EQ) Test Used for Employment." Japanese Journal of Educational Psychology 53, no. 4 (2005): 456–66. http://dx.doi.org/10.5926/jjep1953.53.4_456.
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Zokaee, Mojtaba, and Samad Mirza Suzani. "An Investigation into the Impact of Emotional Quotient (EQ) on Iranian EFL Learners’ Language Achievement." Sustainable Multilingualism 16, no. 1 (May 1, 2020): 91–111. http://dx.doi.org/10.2478/sm-2020-0005.
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SummaryThe contribution of emotional quotient and its dimensions to the students’ language achievement have been widely acknowledged; however, the association between the two variables has been varied in different contexts. In this vein, this study aimed to investigate the relationship between emotional quotient (EQ) and language achievement (LA) of Iranian EFL students, and the extent to which EQ components can predict their language achievement. To this end, 138 undergraduate Iranian EFL learners from three different Iranian universities in Shiraz, Iran were selected through the census sampling technique to participate in the study. General English questions (adapted from university entrance exam) and the Persian validated version of the Schutte Self-report Emotional Intelligence Test (SSEIT) were employed to collect data on language achievement and emotional quotient, respectively and SPSS software was used to analyze the data. A total of 103 students, aged 18 to 27, returned the questionnaires. Findings revealed a significant correlation between EFL learners’ EQ and their LA, while EQ explained 6.7% of the variability of students’ LA, and none of the subscales of the EQ had a linear relationship with LA. Given the positive correlation between EQ and LA, educational policy-makers and education providers are recommended to focus on these factors that can leverage students’ and teachers’ emotions in the learning environment.
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Rostomyan, Dr Anna M., Dr Armen M. Rostomyan, and Prof Dr Anabel Ternès Von Hattburg. "The Significance of Emotional Intelligence in Business." International Business & Economics Studies 3, no. 3 (June 18, 2021): p1. http://dx.doi.org/10.22158/ibes.v3n3p1.
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Emotions constitute a large part in our daily lives, particularly in these challenging times. They not only help us feel certain sensations, perceive the reality and express our diverse emotions and feelings, but also support in analyzing the outward situation, hence becoming a part of higher cognitive processes. Here, emotional intelligence comes to the forefront and directs you in taking diverse decisions. We have also considered the concept of WeQ.It is our firm belief that emotions contribute to the success and quality of your daily life, your interpersonal relations, as well as the development of your business.The present case study has sought for ways to enlighten the awareness of EQ, both in our private lives and in the business world.
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Syaikhu, Ach. "Strategi Pembelajaran Berbasis Multiple Intelligences." Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah 2, no. 2 (December 16, 2020): 59–75. http://dx.doi.org/10.36835/au.v2i2.416.
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Education is one indicator that creates civilized humans. Every human being has basic intelligence that is owned. Where the basic intelligence describes the essence of self or self-wholeness. Without one of these intelligences, a person cannot become a complete and integrated person. Those basic intelligence are: IQ (Intellectual Intelligence), SQ (Spiritual Intelligence), EQ (Emotional Intelligence), and PQ (Physique Intelligence). The learning process is very important as seen by the role of teacher. When the learning process takes place, there is a process of teaching and learning. But this process is not necessarily going well. As for some of the goals that the author wants to achieve in this paper, among others are: 1) To find out what multiple intelligences are 2) To find out a learning strategy based on multiple intelligences. 3) To find out the teaching strategy for multiple intelligences. From this paper, the author hopes that educators will truly be able to master the multiple intelligences that exist in their students. For this reason, teachers must use Multiple Intelligences Research (MIR) to determine the tendency of students' intelligence.
Pendidikan merupakan salah satu indikator keberhasilan menciptakan manusia yang beradab. Setiap manusia memiliki kecerdasan dasar yang pasti dimiliki. Dimana kecerdasan dasar tersebut menggambarkan hakikat diri atau keutuhan diri. Tanpa salah satunya seseorang tidak dapat menjadi pribadi yang utuh dan terintegrasi. Kecerdasan dasar tersebut yaitu kecerdasan IQ (Intellectual Intelligence), SQ (Spiritual Intelligence), EQ (Emotional Intelligence), dan PQ (Physique Intelligence). Proses pembelajaran sangat penting yang dipengaruhi peran guru didalamnya. Ketika proses pembelajaran berlangsung ada proses guru mengajar dan siswa belajar. Tetapi belum tentu proses ini berjalan dengan baik. Adapun beberapa tujuan yang ingin penulis capai dalam tulisan ini, antara lain 1) Untuk mengetahui apa itu kecerdasan jamak (multiple intelligences) 2) Untuk mengetahui strategi pembelajaran berbasismultiple intelligences. 3) Untuk mengetahui strategi mengajar multiple intelligences. Dari tulisan ini, Penulis memiliki harapan untuk para pendidik agar benar-benar mampu menguasai kecerdasan jamak yang ada pada peserta didiknya. Untuk itu, guru harus menggunakan Multiple Intelligences Research (MIR) guna mengetahui kecenderungan kecerdasan peserta didik.
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Verma, Shrutika, Ankita Aggarwal, and Harshita Bansal. "The Relationship between Emotional Intelligence (EQ) and Adversity Quotient (AQ)." IOSR Journal of Business and Management 19, no. 01 (January 2017): 49–53. http://dx.doi.org/10.9790/487x-1901024953.
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Sa’diyah, Rika, and Rika Sa’diyah. "Melatih Kecerdasan Emosi Anak Usia Dini." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 18, no. 1 (January 15, 2013): 117–34. http://dx.doi.org/10.24090/insania.v18i1.1447.
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Abstract: Intelligence should be taught to children as early as possible. The importance of emotional intelligence to teach children to provide better opportunities for them in order to exploit their potential. Not a smart little kid academically failing in social life and others. That is, there are other factors beyond the intellect that support children’s success in life. Intellectual and nonintellectual intelligence equally important role in supporting the success of individuals, non-intellectual abilities is essential to predict the ability of individuals to achieve success in life. IQ and EQ capabilities are equally important and mutually supportive, although both have different ways of working. Of the expected ability is not one of them but the balance between the two. Intelligence that enables humans to think rational, logical, and consistent intellectual named. Meanwhile, another intelligence that enables human associative thinking, which is formed by habit and the ability to recognize emotional patterns, called emotional intelligence. Many children experiencing barriers to learning due to the factors of non-intellectual and all that man does is controlled by emotion.
Keywords : Intelligence, Emotion, Emotional Intelligence, AUD
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Warrier, Uma, and Aisha M Sheriff. "Significance of Eq in Stress Reduction & Coping." Ushus - Journal of Business Management 6, no. 1 (January 11, 2007): 33–47. http://dx.doi.org/10.12725/ujbm.10.3.
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Emotional Intelligence, as the name suggest, is the ability of individuals to use emotions intelligently. It helps a person to be aware of one's own feelings and others feelings, to be able to differentiate among them and to use the information to guide one's thinking and behaviour. Most people associate stress with emotions of anger; fear, anxiety sadness and frustration. So it would seem logical to define stress in terms of an emotional experience. Stress is a consequence of interaction between an environmental Stimulus, called a stressor and individuals response, which is the emotional part. In this study we are dealing with the harmful effect of stress, which is generally known as distress. This study is an attempt to relate stress coping ability with EQ of employees. The positive effects of stress, the Eustress is also studied. The findings of the study can be used as a pointer to formulate HR strategy where EQ tests could be used for screening during the hiring process to identify prospective employees with higher EQ levels. This concept can have wider application in tackling attrition. This study draws input from primary research, cited in reference, and other secondary research findings.
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Munro, M., A. Munro, K. Lemmer, and M. Pretorius. "Theatre strategies to develop emotional intelligence skills in business communication: An exploratory study." Southern African Business Review 19, no. 2 (February 26, 2019): 1–26. http://dx.doi.org/10.25159/1998-8125/5838.
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Management in a client-centred industry faces complex interaction within the company structures as well as with several client-related communications. Such interactions span a broad range of skills that extend beyond industry knowledge and require communication abilities such as persuasion, negotiation and presentation, among others. It is argued that one of the core competencies for effective communication is to be found in emotional intelligence (EQ). Enhanced EQ, therefore, evidences enhanced communication skills. This article reports on an exploratory study regarding the development of EQ (leading to enhanced communication skills) within the hospitality industry. As theatre is a form of heightened communication, theatre strategies and transactional analysis (as embedded in the theatre strategies) were used as a means to develop communication skills among managers. Emotional intelligence was used as the basis for measuring the potential efficacy of the skills. Based on the comparison of pre- and post-intervention EQ assessments (as an indirect measure of enhanced communication skills), the study concluded that it is highly possible that the use of theatre strategies in training to develop business communication among managers has the potential to contribute significantly to better EQ.
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Andreani, Wiwik. "Emotional Intelligence, Self-Esteem, and Academic Achievement: A Case Study of English Department Students, Binus University." Humaniora 4, no. 2 (October 31, 2013): 979. http://dx.doi.org/10.21512/humaniora.v4i2.3539.
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This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4).
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Operto, Francesca Felicia, Francesco Precenzano, Ilaria Bitetti, Valentina Lanzara, Maria Lorena Fontana, Grazia Maria Giovanna Pastorino, Marco Carotenuto, et al. "Emotional Intelligence in Children with Severe Sleep-Related Breathing Disorders." Behavioural Neurology 2019 (September 5, 2019): 1–6. http://dx.doi.org/10.1155/2019/6530539.
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Background. Obstructive sleep apnea syndrome (OSAS) affects up to 4% of a pediatric population, with many comorbidities in the medium-long term. Functional alterations in the prefrontal cortex (PFC) may explain why OSAS impacts aspects such as executive functions, memory, motor control, attention, visual-spatial skills, learning, and mood regulation. Emotional intelligence (EI) is a complex neuropsychological function that could be impaired in many clinical conditions. Purpose. The aim of the study is to evaluate the difference in emotional intelligence skills among children with OSAS and healthy subjects (nOSAS). Methods. 129 children (72 males; mean age 7.64±1.98 years) affected by OSAS were compared to 264 non-OSAS (nOSAS) children (138 males; mean age 7.98±2.13) similar for gender, age, and socioeconomic status. In order to assess the emotional quotient, the Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) was used. Results. The comparison for means and standard deviation between OSAS children and nOSAS children for EQ-i:YV scores showed significant differences for Interpersonal, Adaptability, and Stress Management scales and EQ Total score. Conclusions. Our findings highlighted the role of intermittent hypoxia in the genesis of the effects of sleep-related respiratory disorders, which involves also aspects different from physical impairments.
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Levkiv, M. O., and O. Ya Zhyznomirska. "FORMATION OF EMOTIONAL INTELLIGENCE OF PERSONALITY: MEDICAL AND PSYCHOLOGICAL ASPECTS." Медична освіта, no. 2 (August 5, 2021): 75–80. http://dx.doi.org/10.11603/me.2414-5998.2021.2.11993.
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Modern medicine is moving to a new level of care, transforming into a patient–oriented model. This situation in the market of medical services leads to a change in approaches in the interaction of doctor and patient, doctor and relatives of the patient, doctor and society. An important role in such interaction is played by emotional intelligence (EQ from English – Emotion Quotient) – which is an understanding of their own and others’ emotions, the ability to constructively express them, to understand the feelings and experiences of others. Today, the doctor faces certain tasks, such as: the ability to establish contact, clearly and understandably convey information to the patient, taking into account the patient’s personality and the circumstances under which the disease occurred, the ability to persuade and become partners in treatment, to build trusted relations. The article considers the features of emotional intelligence of the individual; various scientific approaches (domestic, foreign) to the definition of “emotional intelligence” are analyzed; the connections of the emotional component of the medical employee with the psychological dimension are revealed; the model of emotional intelligence of the personality which is correlated with professional growth of the expert of medical institution is thoroughly outlined. Developing the emotional intelligence of future physicians who are able to empathize, provide quality care, and ensure patient satisfaction with treatment is part of the health care system.
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WIBOWO, CAHYO TRI. "ANALISIS PENGARUH KECERDASAN EMOSIONAL (EQ) DAN KECERDASAN SPIRITUAL (SQ) PADA KINERJA KARYAWAN." Jurnal Bisnis dan Manajemen 15, no. 1 (January 10, 2017): 1. http://dx.doi.org/10.20961/jbm.v15i1.4108.
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<p><em>The purpose of this study serve to identify the influence analysis emotional intelligence and spiritual intelligence on performance employees (study at the PT. Bank Negara Indonesia, (Persero), Tbk Daerah Khusus Ibukota Jakarta and Surakarta Operation). This study is a descriptive empirical study with a quantitative approach. The type of data used is primary data and secondary data. The population in this study is the teller PT. Bank Negara Indonesia, (Persero), Tbk Daerah Khusus Ibukota Jakarta and Surakarta operation number (n) 146 with sensus technique. Instrument research using emotional intelligence questionnaires (EQ), spiritual intelligence questionnaires (SQ), and performane questionnaires. Data analysis includes validity test, reliability test, the classical assumption test, and test hypotheses with linear regression as a tool of analysis using SPSS 17 for windows. Based on the discussion of the results of this study be concluded that emotional intelligence and spiritual intelligence affect the performance of the employees of PT. Bank Negara Indonesia, (Persero), Tbk Daerah Khusus Ibukota Jakarta and Surakarta operation.</em><em></em></p>
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Faridh, Tri Ahmad. "EMOTIONAL AND SPIRITUAL INTELLIGENCE (ESQ) OF CHILDREN IN ISLAMIC EDUCATION IN THE FAMILY ENVIRONMENT." Didaktika Religia 6, no. 1 (June 17, 2018): 51–66. http://dx.doi.org/10.30762/didaktika.v6i1.1094.
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Abstract
In Islam, the term family is known as usrah or ahl, which is a basic and natural institution, in which every human being must experience. Families have reproductive, religious, recreational, educational, and social functions. By carrying out the functions and roles mentioned above, it is expected that children are intellectually intelligent, emotionally and spiritually intelligent. But so far intelligence, known by the general public especially in the family environment, is only intellectual intelligence or IQ, where the level of child achievement is measured only through the Intelligence Quotient (IQ) test alone. However, there are still other intelligence potentials such as Emotional Quotient (EQ) and or Spiritual Quotient (SQ) which can develop in children. One combinative and innovative intelligence development offered by Ary Ginanjar Agustian is by combining EQ and SQ without denying IQ. It is a combination of brain ability and emotional enthusiasm with the values of justice and divine norms which make spiritual as a means of transfer of knowledge and transfer of value with the name ESQ concept.
Keywords: Intelligence, Emotion and Spirituality, PAI, Family
ملخص
مصطلح الأسرة أو العائلة في الإسلام ترشد إلى مؤسسة طبيعية وأساسية يتمتع بها طبعا كل إنسان ، فالعائلات لها وظائف إنجابية ودينية وترفيهية وتعليمية واجتماعية وحمايوية. من خلال الاداء بالوظائف والأدوار المذكورة ،يرجى أن يولد الأطفال الذين يتمتعون بذكاء فكري وعاطفي وذكائي روحي، لكن حتى الآن المعلومات المعروفة لدى عامة الناس ، خاصة في البيئة الأسرية هي الذكاء الفكري فحسب. حيث كان مقياس مستوى عالٍ أو منخفض لإنجاز الأطفال من خلال اختبار حاصل الذكاء (IQ) فقط، بينما لا تزال هناك إمكانات استخباراتية أخرى مثل الذكاء العاطفي أو الحاصل العاطفي (EQ) أو الذكاء الروحي أو الحاصل الروحي (SQ) .احد من تطوير الذكاء التجميعي والمبتكر كما قدمه Ary Ginanjar Agustian الذي يجمع EQ مع SQ بدون إنكار الذكاء ، هو مزيج من قدرات الدماغ والحماسة العاطفية مع مقاربات قيم العدالة والمعايير الإلهية التي تجعل الروحية كوسيلة لنقل المعرفة ونقل القيمة المعروف بنظرية ESQ.
مفتاح الكلمات: الذكاء ، العاطفة والروحانية ، التربية الإسلامية، الأسرة
Abstrak
Dalam Islam, istilah keluarga dikenal dengan nama usrah atau ahl, yaitu suatu lembaga yang asasi dan alamiah, yang pasti dialami oleh setiap manusia. keluarga mempunyai fungsi reproduktif, religius, rekreatif, edukatif, sosial dan p]rotektif. Dengan menjalankan fungsi dan perannya tersebut di atas diharapkan dapat melahirkan anak yang cerdas secara intelektual, emosional maupun cerdas secara spiritual. Tetapi selama ini kecerdasan yang dikenal oleh masyarakat umum, khususnya dalam lingkungan keluarga adalah kecerdasan intelektual atau Intelligence Quotient (IQ). Dimana suatu tingkat tinggi atau rendahnya angka prestasi anak, di ukur hanya melalui tes Intelligence Quotient (IQ) semata. Padahal masih ada potensi-potensi kecerdasan lain seperti kecerdasan emosional atau Emotional Quotient (EQ) maupun kecerdasan spiritual atau Spiritual Quotient (SQ) yang dapat dikembangkan pada anak. Salah satu pengembangan- pengembangan kecerdasan yang kombinatif dan inovatif sebagai mana ditawarkan Ary Ginanjar Agustian yang menggabungkan EQ dengan SQ tanpa menafikan IQ, merupakan penggabungan kemampuan otak dan semangat emosional dengan pendekatan nilai- nilai keadilan dan norma- norma ilahiyah yang menjadikan spiritual sebagai sarana transfer of knowledge dan transfer of value dengan nama konsep ESQ.
Kata Kunci: Kecerdasan, Emosi dan Spiritual, PAI, Keluarga
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Wardani, Wiwit Setyo, and Nunung Nurastuti Utami. "PENGARUH IQ, EQ, OCB , DAN SQ TERHADAP KINERJA PADA CIVITAS AKADEMIKA STIE ASIA MALANG." Jurnal Ilmiah Bisnis dan Ekonomi Asia 14, no. 2 (August 11, 2020): 155–60. http://dx.doi.org/10.32812/jibeka.v14i2.158.
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Developments in the current era require companies to continue to develop and make appropriate strategic decisions. One strategic decision that must be appropriate is related to human resource development. One of the management developments is the management of human resources. One of them is in terms of intellectual intelligence, emotional intelligence, organizational citizenship behavior and spiritual intelligence on performance. This study aims to determine the effect of variables of intellectual intelligence, emotional intelligence, organizational citizenship behavior and spiritual intelligence on employee performance at the STIE ASIA Malang academic community. This study uses multiple linear regression analysis methods, validity test, reliability test, classic assumption test, and hypothesis testing and causal associative research types. Data collection using a questionnaire / questionnaire. The population in this study were all academics of STIE ASIA Malang and sampling techniques using 77 sample respondents. The results showed that: 1) intellectual intelligence influences performance 2) emotional intelligence influences performance 3) spiritual intelligence influences performance 4) organizational citizenship behavior (OCB) influences 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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Kurnia, Heri, and Joko Wahono. "The Influence of Emotional Intelligence on the Students' Achievement of Pancasila and Civic Education at SMA Negeri 5 Yogyakarta." Journal of Education and Practice 4, no. 4 (December 17, 2020): 43. http://dx.doi.org/10.47941/jep.500.
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Purpose: This study determines the influence of emotional intelligence on the students' achievement of Pancasila and Civic Education (PPKn) at SMA Negeri 5 Yogyakarta in the 2019/2020 academic year.Methodology: The study uses a quantitative descriptive approach with both quantitative and qualitative data, specifically learning achievement and emotional intelligence. It was conducted at SMA Negeri 5 Yogyakarta in March 2020 using 720 respondents. Additionally, X, XI, and XII had 8 classes each, totaling 24 classes, where a sample of 30 students was taken from using a simple random sampling technique. Data obtained from the questionnaire was processed through simple regression analysis techniques and analysis of the determination coefficient (R2). Furthermore, data on emotional intelligence (X) was obtained by distributing questionnaires. Students' learning achievement scores for Pancasila and Civic Education (Y) were used in the report cards in the even semester of the 2019/2020 academic year.Findings: According to the results, the statistical analysis produces a regression equation Y = 74.298 + 0.165 X. In case the value of emotional intelligence (X) increases by 1 unit, the PPKn learning achievement (Y) increases by 0.165 units with a constant of 74,298. Hypothesis testing shows that emotional intelligence was significantly influenced by learning achievement. The determination coefficient (R2) obtained was 0.59 (5.9%), meaning that emotional intelligence affects 5.9% of the PPKn learning achievement, while 94.1% was influenced by other factors outside the study.Unique contributions to theory, practice, and policy: Students' emotional intelligence (EQ) has an influence on student PPKn learning achievement. With EQ, it is hoped that students will be able to train and manage their feelings, motivate themselves, be able to be strong in the face of frustration, ability to control impulses and delay momentary gratification, regulate a reactive mood, and be able to empathize and cooperate with others. Through EQ too, students are expected to be able to keep away from frustration and prolonged stress, so this emotional intelligence will support a student in achieving his goals and ideals.
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LI, Gladys Shuk Fong, Hsiu Hua WANG, and Chang Ning LIAO. "Comparison of Emotional Intelligence in College Students Participating in Different Levels of Exercise." Asian Journal of Physical Education & Recreation 15, no. 1 (June 1, 2009): 48–55. http://dx.doi.org/10.24112/ajper.151748.
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LANGUAGE NOTE | Document text in Chinese; abstract also in English.
Emotions are an integral and significant aspect of human nature and the motivation for behavior. Regular Exercise participation substantially help individual to maintain and increase positive mood. Purposes: to compare the differences of EQ in the following variables: different level of exercise participation, PE class and non-PE class. Methods: BarOn EQ-I measured the EQ of 326 college students, the data was analyzed by Independent group t ratio, Independent Group ANOVA, and Independent Group MANOVA, using the Statistical Package for the Social Sciences (SPSS), version 10.0. Results: The major findings were as follows: 1) College students participated in higher levels of exercise was significantly (p< .05) higher than lower levels exercisers in total EQ score, the five composite scores, and the 15 EQ subscale scores; and 2) Students attending physical education class was significantly (p< .05) higher than the non physical education students in the scores of 'intrapersonal skill', 'interpersonal skill’, 'adaptability’，’stress management’, and 'general mood’. Conclusion: From the above findings, the more the exercise and the physical education participation, the higher the EQ in the college students was ascertained. The importance of increasing exercise participation and physical education should be reinforced and implemented in the college level. Furthermore, the mind-body linkage has been proved through this research.
情緒智力(Emotional Intelligence, El)是察覺，整合，瞭解，及管理情緖之智力；也是関於瞭解自己及別人，與別人建立關係，適應及因應週遭環境，更能成功的應付環境需求的自覺能力。透過從事規律運動所帶來的正面回饋，個人之正向情緒感受會大為提昇。目的：旨在探討不同運動參與程度與體育課參與情況，對大學生情緒智力表現是否有差異。方法：使用BarOn EQi測量326名大學生之情緒智力，統計方法分別採用獨立樣本t考驗、單因子變異數與多因子變異數等加以分析。結果：一、運動參與程度較高之大學生在情緒智商(Emotional Quotient, EQ)總分、五個量表、及15項EQ因子之分數、皆顯著(p< .05)高於運動參與程度較低之大學生。二、參與體育課程之大學生在EQ總分、五個EQ分量表之得分，皆顯著 (p< .05)高於無參與體育課程之大學生。結論：大學生運動參與時間愈多，比運動參與時間較少之大學生有更高的EQ；再者，參與體育課程比沒有參與體育課程之大學生有較高的EQ，因此，本研究中顯示出運動參與及體育課對大學生之重要性，更進而強化身心一元之理論。
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Leech, Kalico Karr, Chris T. Boleman, Cindy Akers, and Barry L. Boyd. "Do Higher Levels of 4-H Leadership Affect Emotional Intelligence?" Journal of Youth Development 3, no. 3 (December 1, 2008): 185–99. http://dx.doi.org/10.5195/jyd.2008.298.
Full textAbstract:
The ex post facto, exploratory study sought to determine whether higher levels of 4-H leadership had an effect on level of emotional intelligence. Using the Bar-On Emotional Quotient Inventory (EQ-i), the Texas 4-H Council (n = 32) answered questions related to five domains of emotional intelligence. The results for the five domains are as follows: “General Mood” = 104, “Intrapersonal” = 101, “Interpersonal” = 100, “Stress Management” = 100, “Adaptability” = 94 (Scale: effective emotional functioning = 100). The overall EQ-I score was in the average range indicating that individuals in the group are functioning and healthy. Extension professionals should be aware of the lower scores related to “Adaptability” and “Stress Management.” Some things Extension professionals should consider teaching youth include: ensuring youth goals are attainable, keeping youth focused on the issue at hand, establishing concrete protocols with youth, and teaching youth compassion for one another.
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Esmaeeli, Zohre, Masoud Khalili Sabet, and Yadollah Shahabi. "The Relationship between Emotional Intelligence and Speaking Skills of Iranian Advanced EFL Learners." International Journal of Applied Linguistics and English Literature 7, no. 5 (September 1, 2018): 22. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.22.
Full textAbstract:
The role of emotional intelligence as a significant factor contributing to academic achievement was central in the area of research for several years. In second language learning research, personal and social skills seems to be critical as individual differences in language production. In this regard, this study has attempted to investigate the relationship between emotional intelligence and speaking skills of Iranian advanced EFL learners. In order to achieve this goal, 96 advanced EFL learners including 48 males and 48 females were randomly selected from eight institutes in Tehran. The design of the study is a quantitative, non- experimental research utilizing a correlational approach. The data were gathered through an EQ questionnaire (namely EQ- i: S, designed by Bar- On), and speaking test (from ILETS samples of speaking tests in the form of individual interview). The value of Pearson correlation coefficient indicated that there was a significant relationship between emotional intelligence and speaking score of advanced EFL learners. The findings of the present study which denoted the role of EQ in speaking ability can be efficiently implemented in educational system through social- and- emotional- learning programs to improve students’ oral proficiency in language classroom. And it is the job of English teachers to exploit students’ full potential in order to facilitate language learning.