Journal articles on the topic 'Emotional Intelligence'
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Kiishi, Vina Dooshima. "The Role of Emotional Intelligence in Effective Leadership and Its Impact on Team Performance: A Study of the University of Ibadan, Nigeria." International Journal of Business and Management Review 12, no. 2 (February 15, 2024): 75–138. http://dx.doi.org/10.37745/ijbmr.2013/vol12n275138.
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This study aimed to investigate the impact of emotional intelligence on leadership effectiveness in the University of Ibadan, Nigeria. The emotional intelligence model used in this study consisted of four sub-variables: self-emotion appraisal, others emotion appraisal, regulation of emotions, and use of emotions. The study found that emotional intelligence has a strong positive and significant relationship with leadership effectiveness. The results of the regression analysis showed that emotional intelligence positively relates to leadership effectiveness. The study concluded that emotional intelligence is an indicator of leadership effectiveness, and employees in the University of Ibadan, Nigeria are emotionally intelligent. Self-emotion appraisal and use of emotion were the most emotional intelligence factors impacting leadership effectiveness in the organization. On the other hand, emotion regulation seemed to be difficult to control, thus it’s the least factor in affecting leaders' effectiveness. The findings further show that use of emotion accounts for more of the variance in leadership effectiveness.
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Ivashkevych, Eduard, and Vitalii Spivak. ""Intelligence, Social and Emotional Intelligence: Correlation of Concepts in Modern Psychology "." Collection of Research Papers "Problems of Modern Psychology", no. 61 (September 28, 2023): 9–29. http://dx.doi.org/10.32626/2227-6246.2023-61.9-29.
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The purpose of our article is to carry out an analysis of the author’s research on social intelligence according to Structural and Functional Approach; describe our researches of Social Intelligence; to propose own definition of “emotional intelligence”; to show the correlation of concepts “intelligence”, “social intelligence” and “emotional intelligence” in Modern Psychology. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, the methods of the analysis, systematization, modeling and generalization. The results of the research. We think, that social intelligence is a system of cognitive characteristics of the individual. It consists of three basic components: social-perceptive abilities, social imagination and social technique of communication. So, the effectiveness of subject-subject communication largely depends on the formation of social intelligence. Social intelligence is considered as a certain cognitive component of communicative competence, which is defined as the ability of the individual to accept the position, point of view of another person, to predict his/her behavior, to solve effectively various problems arising between subjects of dialogical interaction. Conclusions. We believe that emotional intelligence is defined as a set of non-cognitive abilities, competencies or skills that affect a person’s ability to face challenges in the external environment, the emotional intelligence should be attributed to the empathic aspect of social intelligence. That is, we will consider emotional intelligence as a component of social intelligence. Let’s justify our own point of view. In this context, emotional intelligence is a set of general personality’s abilities, interconnected four skills, such as: awareness of one’s own emotions, the ability to determine what emotion the person feels at a given moment in time, to determine what basic emotions consists of this understanding; the ability to manage one’s own emotions (to change the intensity of emotions), to determine the source and the cause of their occurrence, the degree of usefulness; understanding other people’s emotions, determining emotional states by their verbal and non-verbal manifestations; management of other people’s emotions, providing purposeful action on emotions. At the same time, we’d like to make a generalization regarding the definition of emotional intelligence. Emotional intelligence, as we see, is the ability of an individual to perceive, evaluate and express emotions adequately; the individual’s ability to generate feelings when they contribute to thinking, to understand emotions and knowledge related to these emotions, the individual’s ability to regulate emotions, contributing to one’s own emotional and intellectual growth.
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Kharkivska, Alla. "FORMATION OF EMOTIONAL INTELLIGENCE IN FUTURE SOCIAL SPHERE PROFESSIONALS." Scientific journal of Khortytsia National Academy, no. 2021-5 (December 28, 2021): 168–76. http://dx.doi.org/10.51706/2707-3076-2021-5-19.
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In the article the author analyzes the peculiarities of the formation of emotional intelligence in future social sphere professionals. Scientific and psychological-pedagogical researches of domestic and foreign scientists-psychologists were analyzed concerning definitions of essence of concepts «social intelligence» and «emotional intelligence». The connection between emotional and social intelligences is traced. The author carried out systematization and generalization of certain concepts and components of the formation of emotional intelligence in future professionals in the social sphere. The author identifies the emotional intelligence of future professionals in the social sphere as an important component of the formation of their psychological culture, professional development, as well as the formation of interpersonal professional relations and the development of social consciousness and more. An example of the classification of emotional intelligence of M. Selovya and Caruso is given, in which 4 components are distinguished: perception of emotions; use of emotions to stimulate thinking; understanding of emotions; emotion management. The author concluded that emotional intelligence combines control over emotions, based on the intellectual abilities of the individual, the ability to use emotions to activate human thinking and mental activity, the ability to understand and determine the causes of their own emotions and emotions of other people. In the research based on the work of K. Maxoma, the author highlighted the general features of emotional intelligence: openness to an optimistic perception of reality, emphasizing the positive aspects of life, including professional activities; ability to recognize the emotions of interlocutors, colleagues; self-control of one's emotions, self-motivation; stress resistance – adequate assessment of one's own negative emotions, their awareness and control – balancing one's own emotions; tolerance, trust, tolerant attitude to positive and negative emotions of others; positive competition between colleagues, which encourages the development of emotional and social intelligence. It has been found that future professionals must be clearly aware of the impact of their emotional sphere on all spheres of life, and emotional experiences should be perceived as important values, without which it is difficult to identify both one's own emotions and those of others.
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Moreira, Joana Filipa Amorim, and Orlando Manuel Martins Marques de Lima Rua. "Linking emotional intelligence and transformational leadership: an application to technology sector firms’ leaders." Revista de Gestão e Secretariado 14, no. 1 (January 19, 2023): 1024–48. http://dx.doi.org/10.7769/gesec.v13i4.1569.
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This study aims to analyze the relationship between emotional intelligence and transformational leadership.This exploratory and transversal study takes a quantitative methodological approach based on survey data from 180 Portuguese small and medium-sized enterprises (SMEs) technology sector leaders. Data analysis was performed using the structural equation model (SEM).The results demonstrated a positive and significant relationship between three emotional intelligence dimensions (SEA - self-emotion appraisal, OEA - others emotion appraisal and UE - use of emotions) and transformational leadership (TL). However, the relationship between intelligence dimension regulation of emotions (RE) and transformational leadership was not supported.This study differs from the others as it seeks to establish relationships between emotional intelligence dimensions’ and transformational leadership rather than treating the emotional intelligence’s construct as a whole. Therefore, considering the scarce literature relating to the mentioned constructs fills the literature’s lack. Its applicability in the Portuguese technology sector SMEs is also an innovative factor. We recommend that future studies explore the relevance of digital services for the enhancement of the linkage between emotional intelligence and transformational leadership.
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L.M., Dauksha, and Adamovich E.V. "INTERRELATION OF A PENCHANT FOR DESTRUCTIVE BEHAVIOR AND EMOTIONAL INTELLECT OF TEENAGERS." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 4 (December 1, 2021): 77–84. http://dx.doi.org/10.32999/ksu2312-3206/2021-4-10.
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Purpose. The aim of the study was to study the relationship between the propensity for auto-destructive behavior and the emotional intelligence of adolescents.Methods. The methodology for diagnosing deviant behavior of minors (SDP test – propensity to deviant behavior) was developed by E. V. Leus. Two scales were used from this technique: addictive (dependent), self-injurious (auto-aggressive) behavior. The questionnaire of suicidal risk (SR) in the modification of T. N. Razuvaeva and the questionnaire for emotional intelligence (D. V. Lyusina).Results. in the main part, based on empirical material, it is shown that there is a negative relationship between demonstrativeness and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions, emotion management by adolescents. A negative relationship between affectivity and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions, and emotion management by adolescents was revealed. The uniqueness of adolescents negatively correlates with intrapersonal emotional intelligence, understanding of emotions, and emotion management by adolescents. A negative correlation was established between the failure and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions and emotion management by adolescents. A negative correlation of social pessimism and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions, and emotion management of adolescents was revealed. The time perspective negatively correlates with interpersonal emotional intelligence, understanding of emotions, and emotion management in adolescents. A negative relationship between the impossibility of constructive future planning and intrapersonal emotional intelligence of adolescents has been revealed. The tendency to dependent behavior of adolescents is negatively associated with interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions and managing emotions. The tendency to auto-aggressive behavior of adolescents negatively correlates with interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions and emotion management.Conclusions. As a result of an empirical study, the relationship between the propensity for auto-destructive behavior and the emotional intelligence of adolescents was revealed. In conclusion, as a promising line of development of this study, the approbation of the technology for the development of high emotional intelligence as a psychological barrier to the tendency to auto-destructive behavior of adolescents is outlined.Key words: interpersonal emotional intelligence, intrapersonal emotional intelligence, tendency to dependent behavior, tendency to self-injurious behavior, tendency to suicidal behavior. Целью исследования являлось изучение связи склонности к аутодеструктивному поведению и эмоционального интеллекта подростков.Методы. Методика диагностики девиантного поведения несовершеннолетних (тест СДП – склонности к девиантному поведению) разработан Э.В. Леус. Из данной методики использовали две шкалы: аддиктивное (зависимое) и самоповреждающее (аутоагрессивное) поведение. Опросник суицидального риска (ОСР) в модификации Т.Н. Разуваевой и опросник на эмоциональный интеллект (Д.В. Люсина).Результаты. В основной части на эмпирическом материале показано, что существует отрицатель-ная связь между демонстративностью и межличностным эмоциональным интеллектом, внутриличностным эмоциональным интеллектом, пониманием эмоций, управлением эмоциями подростками. Выявлена отрицательная связь между аффективностью и межличностным эмоциональным интеллектом, внутриличностным эмоциональным интеллектом, пониманием эмоций, управление эмоциями подростками. Установлено, что такие показатели, как «уникальность подростков», «несостоятельность», «социальный пессимизм», «временная перспектива, «планирование будущего», «склонность к зависимому поведению», «склонность к аутоагрессивному поведению», отрицательно коррелируют с внутриличностным эмоциональным интеллектом, межличностным эмоциональным интеллектом, пониманием эмоций, управлением эмоциями подростками. Выводы. В результате эмпирического исследования выявлена отрицательная связь склонности к аутоде-структивному поведению и эмоционального интеллекта подростков. В заключении в качестве перспективной линии развития настоящего исследования намечена апробация технологии развития высокого эмоционального интеллекта как психологического барьера склонности к аутодеструктивному поведению подростков.Ключевые слова: межличностный эмоциональный интеллект, внутриличностный эмоциональ-ный интеллект, склонность к зависимому поведению, склонность к самоповреждающему поведению, склонность к суицидальному поведению.
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Dr. R. Akila, Dr R. Akila, and Dr N. Thangavel Dr. N. Thangavel. "Team Leader’s Emotional Intelligence Competencies and Team’s Emotional Intelligence Norms." Indian Journal of Applied Research 3, no. 3 (October 1, 2011): 211–13. http://dx.doi.org/10.15373/2249555x/mar2013/69.
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Roy, Ananya. "Interpersonal Emotion Regulation and Emotional Intelligence: A Review." International Journal of Research Publication and Reviews 04, no. 02 (2023): 623–27. http://dx.doi.org/10.55248/gengpi.2023.42002.
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In recent years, research on the connection between interpersonal emotion regulation and emotional intelligence has expanded. Both ideas have significant consequences for how people perform in a range of situations. While emotional intelligence refers to the capacity to comprehend and regulate emotions in oneself and others, interpersonal emotion regulation refers to the ability to control one's own and other's emotions during social interactions. This study analyses the most recent research on the connection between emotional intelligence and interpersonal emotion regulation, concentrating on the effects these abilities have on relationships, health, and the workplace. According to the findings of the research we analysed, people with high emotional intelligence are better able to control their emotions in social situations, which leads to better outcomes for stress management, conflict resolution, and relationship satisfaction. The way in which a person can enhance their emotional intelligence and interpersonal emotion regulation is through mindfulness techniques, training in emotional awareness, cognitive behavioural training, training in emotional regulation as well as social support
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Moon, Tae Won, and Won-Moo Hur. "Emotional Intelligence, Emotional Exhaustion, And Job Performance." Social Behavior and Personality: an international journal 39, no. 8 (September 1, 2011): 1087–96. http://dx.doi.org/10.2224/sbp.2011.39.8.1087.
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In this paper we examined how emotional intelligence (EI) affects emotional exhaustion (burnout) resulting from emotional labor, and how emotional exhaustion influences an individual's job performance in terms of organizational commitment and job satisfaction. Partial least squares regression analyses were conducted on data from 295 retail sales employees in South Korea. Of the 4 factors identified in the EI model developed by Schutte et al. (1998) we found that 3 (appraisals of emotions, optimism, and social skills) were negatively associated with emotional exhaustion but the fourth factor of utilization of emotion showed no significant links with emotional exhaustion. Emotional exhaustion was found to be negatively related to job performance in terms of organizational commitment and job satisfaction and the mediating effect of emotional exhaustion was confirmed in the relationship between job performance and appraisals of emotions, optimism, and social skills as factors in emotional intelligence.
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Dr Kavyashree M B and Dr Anupama Sundar D. "Emotional Intelligence on Job Attitudes of Employees." international journal of engineering technology and management sciences 7, no. 4 (2023): 362–75. http://dx.doi.org/10.46647/ijetms.2023.v07i04.050.
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The diverse nature of modern business operations has made it a strategic necessity to have a proper understanding of oneself as well as why others act the way they do, this is so as to work cooperatively, harmoniously, and freely with them to mitigate conflict tendencies inherent in human nature. Therefore, achieving such harmonious and cooperative atmosphere is premised on the degree of emotional intelligence of all members of the organization irrespective of their level and position occupied. Emotional intelligence is defined as an ability of the person to assess and control his own emotion and emotion of others. The emotional intelligence had played a vital role in the organizational productivity. The person with high emotional intelligence shows a positive attitude towards the organization and EI had a significant effect on job attitudes of the employees. The EI model had four fundamental aspects like recognizing emotions, understanding emotions, regulating emotions and using emotions. Organizational settings are now considered important arenas for the manifestation of human emotions. In order to establish long-term success, today’s organizations continually emphasize the search for emotionally intelligent employees. This study aims to explore the influence of emotional intelligence on job attitudes (such as job satisfaction, organizational commitment, job involvement, perceived organizational support, and employee engagement) of employees to understand the employees' emotions and feelings at the workplace. Random sampling has been adopted to collect data from the respondents. Sample size deemed for the study was 86. Data was collected from employees working in various IT industries. Factor and regression analysis were applied to analyze the data. The study reveals that results demonstrated a significant positive influence of emotional intelligence on job attitudes (such as job satisfaction, organizational commitment, job involvement, perceived organizational support, and employee engagement) of employees. The research highlights the importance of Emotional Intelligence of employees that needs to be understood by the employees in the organization so that employees can effectively and efficiently work in the workplace. Since World Economic Forum under the category of the future of jobs have listed Emotional intelligence as the major skill required for the future workplace.
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Astutik, Windu, and Siti Kholifah. "Pelatihan Regulasi Emosi pada Remaja dalam Peningkatan Kemampuan Psikososial." Jurnal Pengabdian kepada Masyarakat Wahana Usada 5, no. 1 (June 30, 2023): 31–36. http://dx.doi.org/10.47859/wuj.v5i1.314.
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Background: Rapid development in adolescence is often problematic psychologically. Youth need the intelligence and emotional capacity to manage emotions to deal with the developments taking place to find a positive identity. Purpose: to improve knowledge among students about intelligence and emotional exercise regulations emotion at teenagers. Methods: The mental health education about intelligence and emotional regulation emotion among teenagers at SMP Negeri 15 Loajanan Samarinda. Education and training should be conducted by direct interaction with 60 students in class with matter the introduction of emotion, emotional intelligence, and training emotion in adolescents. The activity was carried out in 3 sessions with the following activities: the first session which was opened by the opening ceremony of the vice principal and the student, continued with a second session topic on the introduction of emotion, emotional intelligence, and training emotion in adolescents, and the third session is closing. Results: The implementation of the activities went well and smoothly. The results obtained are the increasing knowledge and psychomotor teenager emotional intelligence and emotion regulation. Conclusion: After a course of health education for adolescents, Adolescent ability to get to know emotions, Emotional intelligence, and the way emotional regulations are increasing so it's expected to increase the superior generation that has optimal mental health.
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Kapadwala, S., and S. Joseph. "Emotional Intelligence in the IT Industry: A Study on Emotional Intelligence among IT Professionals." CARDIOMETRY, no. 25 (February 14, 2023): 756–63. http://dx.doi.org/10.18137/cardiometry.2022.25.756763.
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In this ever-changing world full of emerging technologies and business ideas, the human touch is neglected, and the sense of emotion and feelings goes dull. As much as we have been giving attention to improve our intelligence quotient and developing methods to cultivate it, the other aspect of it which runs parallel, that is, the emotional quotient, is ignored. Nowadays, organizations are experiencing changes very often, and they are educating a positive environment at their work settings so that their employees can defy their turbulent minds off any negativity and balance their emotions. Emotional intelligence or EI refers to the ability to perceive, regulate and assess one’s own emotions. At workplaces, employees need to stay mentally strong. Being emotionally intelligent helps them to increase their decision-making skills, creativity, and emotional resilience. In the history of research on human psychology, EI and its association with the workplace has been given less importance. The present research has attempted to determine the relationship between EI and employees’ job performance working in the IT industry. The study population consisted of employees working in the IT industry, ranging from large scale companies to small scale companies, and the sample size was 100. For data collection of EI data, a self-assessment EI questionnaire based on Goleman’s EI framework was applied, and for evaluating job performance, the Paterson work performance questionnaire was used, and their Cronbach alpha reliability was 0.97 and 0.98, respectively. The results showed that emotional intelligence had a more significant effect on employee job performance.
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Berlibayeva, M. "Basic techniques and methods of developing emotional intelligence in preschool children." Pedagogy and Psychology 46, no. 1 (March 31, 2021): 176–85. http://dx.doi.org/10.51889/2021-1.2077-6861.24.
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This article is devoted to the disclosure of the basic techniques and techniques for the development of emotional intelligence in preschool children. The work substantiates the need for the development of emotional intelligence in preschool children, its importance for the successful socialization of the child's personality. The author notes that the emotional intelligence of preschool children is a type of intelligence responsible for the child's recognition of his own emotions and the emotions of the people around him, as well as for controlling, managing his emotions and for influencing the emotions of other people. According to the author, at present, the number of preschool children with emotional instability has increased: aggressive, angry, conflict, which is why it is necessary to develop emotional intelligence at this age, but, unfortunately, many educators and parents do not pay due attention to this issue. Emotional intelligence is not an innate personality trait; the development of emotional intelligence is carried out in stages. At the first stage, emotion is perceived – this is the child's recognition of his emotions and the emotions of other people. At the second stage – understanding emotion – the ability to determine the reasons for the appearance of a particular emotion in oneself and in the people around him, establishing a connection between emotions and thoughts. At the third stage – managing emotions – the ability to suppress emotions, awaken and direct own and others' emotions to achieve goals. At the fourth stage – using emotions to stimulate thinking – awakening creativity in oneself, activating the brain with the help of one's own emotions. The article discusses various techniques and techniques for the development of emotional intelligence in preschool children.
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Erygina, A. V. "EMOTIONAL INTELLIGENCE AS A SUCCESS FACTOR." ECONOMIC VECTOR 2, no. 25 (June 2021): 77–82. http://dx.doi.org/10.36807/2411-7269-2021-2-25-77-82.
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The paper addresses the development of emotional intelligence and its impact on the employees' success. It links soft skills with emotional intelligence and contains the review of the theory of basic emotions proposed by Robert Plutchik, methods of its use and its relevance in HR management for managers and workforce. The paper describes the properties of emotions and emotional reasoning, role and importance of the employees' emotional competence, as well as ways to trigger necessary emotions in the audience. It analyses the development of emotional intelligence studies of foreign and national researchers and determines two emotion management approaches.
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Sharma, Capt Dr Shweta. "EMOTIONAL INTELLIGENCE AND ARTIFICIAL INTELLIGENCE:A COMPARATIVE ANALYSIS." International Journal of Engineering Science and Humanities 14, Special Issue 1 (May 1, 2024): 112–17. http://dx.doi.org/10.62904/vmzgpv87.
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"Your body has a mind of its own of which your mind has no knowledge" John H. Pflaum, Delightism, 1972 (Prentice Hall) The term emotional intelligence was first used in 1985 by Wayne Payne. In 1930 the psychologist Edward Thorndike used the concept of social intelligence, that means the ability of individuals to get familiar with society. Emotional Intelligence also known as EI, is the state of being able to recognize and act upon behavioral traits of oneself as well as others. The first purpose is to recognize, understand and manage ones own emotions. The second purpose is to recognize, understand and influence the emotions of others. Artificial Intelligence is the process of exhibiting human-like roles into machines or computers. In other words, the science and engineering of creating machines which portrays the basic fundamentals of human beings is called Artificial Intelligence. Both emotional intelligence and artificial intelligence have been popular over last two decades. In this paper we will be talking about comparison between both emotional and artificial intelligence.
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Kambur, Emine. "Emotional Intelligence or Artificial Intelligence?: Emotional Artificial Intelligence." Florya Chronicles of Political Economy 7, no. 2 (2015): 147–68. http://dx.doi.org/10.17932/iau.fcpe.2015.010/fcpe_v07i2004.
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Gloria Matthews. "Developing Emotionally Intelligent Teachers: A Panacea for Quality Teacher Education." International Journal on Integrated Education 3, no. 6 (July 30, 2020): 92–98. http://dx.doi.org/10.31149/ijie.v3i10.676.
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Psychologist and Researchers have established that emotional intelligence influence students’ academic achievement, self-efficacy, emotional regulation and motivation. However, in most teachers training institutions in Nigeria there are no facilities and program put in place to teach emotional intelligence skill. A classroom comprise of students from various socio-economic background with different personalities, these students express positive and negative emotions such as happiness, anger, distress and excitement which could influence learning. In the light of this situation, it becomes imperative for teacher educators and administrators of teachers’ training collages to develop emotionally intelligent teachers who have the capacity to regulate their emotions accurately and understand the emotions of students in their various classrooms. This is necessary to assist students become emotionally stable and facilitates the teaching-learning process. Consequently, the paper seeks to examine the concept of emotional intelligence, concept of quality education, concept of teacher education, theories of emotional intelligence and the relevance of training emotionally intelligent teachers for quality teacher education. Finally, the paper recommend amongst others, the inclusion of emotional intelligence skill in the curriculum of teachers training institutions.
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Sterlus, Marta Izabela, and Ryszarda Ewa Bernacka. "Neuroticism and Emotional Intelligence of Polish Teachers." Lubelski Rocznik Pedagogiczny 42, no. 2 (August 28, 2023): 135–51. http://dx.doi.org/10.17951/lrp.2023.42.2.135-151.
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Introduction: The implementation of educational tasks by teachers occurs in the context of emotional relationships with students, their parents, the school administration, and other teachers. Neuroticism and emotional intelligence are particularly important given that this is one of the most emotionally exhausting professions. Research Aim: The aim of the study was to explore whether neuroticism is a predictor of teachers’ emotional intelligence and whether there is variation in these given seniority and the type of subject taught. Method: The following questionnaires were applied: Eysenck Personality Questionnaire EPQ-R(S); scale the Neuroticism in the NEO-PI-R personality questionnaire; Popular Questionnaire of Emotional Intelligence PKIE. Results: A predictor of high emotional intelligence is low neuroticism (of the Big Three-PEN Eysenck). Low neuroticism among teachers is associated with high emotional intelligence. Teachers with seniority of more than 20 years have significantly lower neuroticism (of the Big Five) including depressive sub-trait and higher emotional intelligence including control over their own emotions. Conclusions: Increasingly proficient emotion management can be predicted with years of service provided, but when the teacher is low in neuroticism. These findings may be important for the diagnosis and professional counseling of teachers and inspire continuous psycho-educational interventions to improve their emotional intelligence.
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Fattah, Abdel. "Emotional Intelligence and Emotional Stability in Crises." Neuroscience and Neurological Surgery 6, no. 4 (September 7, 2020): 01–05. http://dx.doi.org/10.31579/2578-8868/127.
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The current study is aimed at putting the light on the role of emotional intelligence and emotional stability on confronting crises in general and the existing crisis of COVID-19 which has global impact till the present moment. Data were collected from different sources particularly the recent international scientific issues and publications as Centers of Disease Control and Prevention (CDC) as well as the current national issues. Data revealed that there is lack of awareness regarding the existing pandemic of corona virus (COVID-19) which requires clearance of the correlation between the physical and psychological impact on the human being all over the world. Also to clarify the importance of the emotional intelligence and emotional stability in confronting the existing fear and anxiety caused by corona virus. Finally there are certain recommendations could be taken in consideration to relieve panic and anxiety among the people facing the stress of mixed symptoms and signs of corona virus and how to deal with this crisis.
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Robinson, Michael D. "Ability-Related Emotional Intelligence: An Introduction." Journal of Intelligence 12, no. 5 (May 19, 2024): 51. http://dx.doi.org/10.3390/jintelligence12050051.
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Emotionally intelligent people are thought to be more skilled in recognizing, thinking about, using, and regulating emotions. This construct has garnered considerable interest, but initial enthusiasm has faded and it is time to take stock. There is consensus that ability-related measures of emotional intelligence (EI) can be favored to self-report tests, in part because the resulting scores cannot be equated with personality traits. However, there are questions surrounding measurement as well as predictive value. Experts in the field were encouraged to chart new directions, with the idea that these new directions could reinvigorate EI scholarship. Special Issue papers speak to theory, mechanism, measurement, and training. In addition, these papers seek to forge links with research traditions focused on interpersonal perception, emotional awareness, and emotion regulation. As a result of these efforts, new insights into what EI is and how it works can be anticipated in upcoming years.
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Izard, Carroll E. "Emotional intelligence or adaptive emotions?" Emotion 1, no. 3 (2001): 249–57. http://dx.doi.org/10.1037/1528-3542.1.3.249.
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Nikolova, Simona, and Rusanka Mancheva. "THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND BURNOUT SYNDROME IN GREEK TEACHERS IN REMOTE LEARNING SITUATION." Psychological Thought 15, no. 1 (April 30, 2022): 242–64. http://dx.doi.org/10.37708/psyct.v15i1.678.
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Organizational changes in the educational systems around the world during the period of pandemic and post-pandemic, imposed by the distance form of education, are related to changes in the psychosocial functioning of teachers. This article presents the study of the relationship between professional burnout and emotional intelligence in a Greek sample of teachers. Dimension of Personal Achievement was found to correlate positively with all dimensions of emotional intelligence: Regulation of emotion, Other’s emotion appraisal, Self emotion appraisal, and Use of emotions. Emotional exhaustion and depersonalization in the context of burnout are negatively related to the dimensions of emotional intelligence. High emotional intelligence is significantly associated with low emotional exhaustion and a low degree of depersonalization in teachers. This study supports the predictive role of emotional intelligence concerning burnout.
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Calero, Alejandra Daniela, Nicole Rosenfeld, María Belén Jader, and Débora Inés Burin. "Theory of Constructed Emotion: Emotional vocabulary and emotional intelligence." International Journal of Emotional Education 15, no. 2 (November 2023): 175–79. http://dx.doi.org/10.56300/bvaa2684.
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The present work aims to study the relationship between perceived emotional intelligence, and general and emotional vocabulary. Undergraduate Psychology (N = 99) and Design (N = 44) students completed a number of tests about emotional intelligence (TMMS-21), general vocabulary (BAIRES-A), and emotional vocabulary respectively. The predictive effect of emotional vocabulary differed across different factors of emotional intelligence (positive in attention to feelings and negative in emotion repair), while a positive association was found in psychology students with more years completed at university. Psychology students had higher emotional vocabulary than Design students. Emotional vocabulary had limited influence on emotional intelligence, contrary to the theory of Constructed Emotion. keywords: emotional vocabulary, emotional concepts, emotional skills, emotional intelligence
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Reyes-Wapano, Mary Rachelle. "A Path Analysis of the Relationships among Parenting Styles, Emotional Intelligence and Resilience." International Journal of Research and Innovation in Social Science 06, no. 08 (2022): 07–13. http://dx.doi.org/10.47772/ijriss.2022.6801.
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This study examined the relationships between perceived parenting styles, emotional intelligence, and resilience in adolescents. The hypothesized predictive correlations among variables were investigated using path analysis, a multiple regression technique. Direct and indirect effects of perceived parenting styles, emotional intelligence, and resilience were found in causal evaluations. This study has shown that parenting is important for the development of emotional intelligence, and that emotional intelligence predicts adolescent resilience. The data also supported the idea that emotionally intelligent people are more likely to adapt to new situations and demonstrating emotional intelligence’s adaptive value
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Lee, Hyun Jung. "How emotional intelligence relates to job satisfaction and burnout in public service jobs." International Review of Administrative Sciences 84, no. 4 (January 30, 2017): 729–45. http://dx.doi.org/10.1177/0020852316670489.
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Public service workers require higher levels of emotional intelligence because most public service jobs involve emotionally intense work focused on service to the public. Moreover, such emotional work may lead to a high degree of burnout and job dissatisfaction, which directly relates to organizational outcomes. Focusing on public service workers, the present study investigates the relationships between the dimensions of emotional intelligence and job satisfaction, on the one hand, and the dimensions of emotional intelligence and burnout, on the other. In the sample of 167 public service workers in the US, using employed structural equation modeling, the findings reveal that emotion regulation is significantly and negatively related to burnout and that emotional self-awareness is significantly and positively related to job satisfaction. Points for practitioners This study contributes to understanding the relationship between the emotional intelligence dimension and burnout, and the emotional intelligence dimension and job satisfaction, in public service jobs. Emotional intelligence plays a significant role for public service workers whose work involves emotionally intense job characteristics. The findings show that training in emotional intelligence abilities may increase job satisfaction and decrease burnout. Practitioners and professionals working in public management and administration may consider measures of emotional intelligence, especially emotional self-awareness and emotion regulation, in the recruitment process to select potentially effective job applicants.
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Choi, Sun Yeob. "Concept Analysis of Emotional Intelligence in Nursing." Journal of Korean Academy of Fundamentals of Nursing 28, no. 2 (May 31, 2021): 263–74. http://dx.doi.org/10.7739/jkafn.2021.28.2.263.
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Purpose: This study was done to clarify and analyze the concept of emotional intelligence in Nursing.Methods: Using the framework of Walker and Avant’s concept analysis, 60 articles on emotional intelligence were selected for this study.Results: Emotional intelligence was defined as aspects of individual recognition of emotion and relational activities of emotion. The attributes of emotional intelligence are competency to be aware, regulate, express and use nurses’ own and patients’ emotions in a therapeutic manner. The antecedents of emotional intelligence include meeting with patients, cognitive ability, empathy, modulating emotion and interpersonal skills. Consequences of emotional intelligence are forming relationship between nurse and patients, personal growth, achievement in workplace, high job satisfaction, low burnout and high quality of nursing care. The concept was clarified by presentation of model, borderline, contrary and related cases.Conclusion: This study is meaningful in that the concept and attributes of emotional intelligence are identified in the nursing area by reflecting the characteristic and the purpose of nursing. In addition, based on the results of this study, development of standardized tools to measure emotional intelligence and development of educational programs to enhance nurses’ emotional intelligence are recommended.
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Ginanggih, Ginanggih, Joeliaty Joeliaty, and Sunu Widianto. "Emotional Intelligence Becomes The Main Predictor of Emotional Labor Ability on Customer Satisfaction." Quantitative Economics and Management Studies 4, no. 6 (September 25, 2023): 1077–81. http://dx.doi.org/10.35877/454ri.qems1818.
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Emotional intelligence and emotional intelligence refers to the process of regulating feelings and expressions in response to emotion regulation as an authentic display of employees in serving customers. The existing literature has provided strong evidence for the impact of customer-focused emotional work. However, an empirical examination of the mechanisms underlying this relationship is largely different from previous studies. This research focuses on employees' emotional intelligence in regulating emotions to make customers satisfied with the services provided. This article reports on a study examining the role of emotional work in channeling the impact of emotional intelligence on customer satisfaction. Specifically, the study measured the emotional intelligence of service employees and customers with in-depth acting to find out how relational relationships occur. The sample size in this study was 232 respondents. Data analysis was carried out using Structural Equation Model (SEM-PLS) 4.0 with outer model measurements: convergent validity, discriminant validity, reality test, and inner model measurement; Coefficient Determinant of (R2), Significance (t-value) and model fit test using R square, Q square, SRMR, Goodness of Fit Index. Results show that employees who are emotionally intelligent and able to regulate their expressions and feelings will increase the influence on customer satisfaction.
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MacCann, Carolyn, Yasemin Erbas, Egon Dejonckheere, Amirali Minbashian, Peter Kuppens, and Kirill Fayn. "Emotional Intelligence Relates to Emotions, Emotion Dynamics, and Emotion Complexity." European Journal of Psychological Assessment 36, no. 3 (May 2020): 460–70. http://dx.doi.org/10.1027/1015-5759/a000588.
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Abstract. Emotional intelligence (EI) should relate to people’s emotional experiences. We meta-analytically summarize associations of felt affect with ability EI branches (perception, facilitation, understanding, and management) and total scores ( k = 7–14; N = 1,584–2,813). We then use experience sampling ( N = 122 undergraduates over 5 days, 24 beeps) to test whether EI predicts emotion dynamics and complexity. Meta-analyses show that EI correlates significantly with lower negative affect (NA; ρ = −.21) but not higher positive affect (PA; ρ = .05). PA (but not NA) shows a significantly stronger relationship with emotion management (ρ = .23) versus other EI branches (ρ = −.01 to .07). In the experience sampling study, only management significantly related to higher PA, whereas lower NA was significantly related to total EI, perception, facilitation, and management. After controlling for mean affect: (a) only understanding significantly predicted NA dynamics whereas only management and facilitation significantly predicted PA dynamics; (b) management and facilitation predicted lower PA differentiation (EI was unrelated to NA differentiation); and (c) perception and facilitation predicted greater bipolarity. Results show that EI predicts affect, emotion dynamics, and emotion complexity. We discuss the importance of distinguishing between different branches of ability EI.
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GANDHI.A, SONIA, and MANIYAMMAI N. MANIYAMMAI.N. "Emotional Intelligence - An Ingredient of Social Intelligence." Indian Journal of Applied Research 4, no. 4 (October 1, 2011): 44–45. http://dx.doi.org/10.15373/2249555x/apr2014/229.
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Peciuliauskiene, Palmira. "EMOTIONAL INTELLIGENCE AND TRANSFORMATIONAL LEADERSHIP OF GYMNASIUM TEACHERS’." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 457–67. http://dx.doi.org/10.17770/sie2021vol2.6194.
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The article deals with the associations of transformational leadership of gymnasium teachers’ and their emotional intelligence. The operationalization of the concept of emotional intelligence in this study is viewed as the interaction of four determinants: Self-Emotional Appraisal (SEA); Others’ Emotional Appraisal (OEA); Regulation of Emotion (RE); Use of Emotion (UE). The aim of the article is to explore how profile gymnasium teachers’ transformational leadership is associated with their emotional intelligence dimensions. Wong and Law’s Emotional Intelligence Scale (WLEIS) was used to measure the emotional intelligence of gymnasium teachers. Multifactor Leadership Questionnaire (MLQ) was used in the research of leadership expression. The collected data were analyzed using structural equation modelling (SEM). The findings confirm that the transformational leadership is statistically significantly associated with emotional intelligence of gymnasium teachers from Lithuania. SEM analysis revealed that the use of emotions is statistically significantly associated with gymnasium teachers’ transformational leadership.
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PANAIT, Cristian. "EMOTIONAL INTELLIGENCE IN LEADERSHIP." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 19, no. 2 (July 31, 2017): 133–38. http://dx.doi.org/10.19062/2247-3173.2017.19.2.18.
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Đoković, Goran, Saša Jovanović, and Aleksandra Pušara. "The application of Wong-Law emotional intelligence scale in companies in Serbia." Industrija 51, no. 3-4 (2023): 7–25. http://dx.doi.org/10.5937/industrija51-47602.
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The emotional intelligence (EI) is a significant concept that affects the management processes and employees in organisations. The psychologists and managers worldwide have also accepted the concept by applying different emotional intelligence models in their working practice. The paper emphasises the importance of measuring emotional intelligence in contemporary management and analyses the application of the Wong-Law Emotional Intelligence Scale (WLEIS) in companies in the Republic of Serbia. The WLEIS model is a 16-item self-report measure of emotional intelligence based on the revised Mayer and Salovey (MEIS) model with four branches (assessment of own emotions, assessment of others' emotions, use of emotions and regulation of emotions). The survey presented in this manuscript included top and middle managers (N=128) and tested their emotional intelligence abilities. The aim of this study was to apply the Wong-Law Emotional Intelligence Scale within the managers in companies in the Rebublic of Serbia, and to determine the difference between the genders and management levels. The research findings have demonstrated that the managers in tested companies had moderately high scores in the scale. However, the highest scores were registered for the variables of Others-Emotion Appraisal and the research was further oriented towards the analysis of this aspect of emotional intelligence by gender and management levels.
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Paneru, Nabina, and Ashish Kafle. "A CROSS-SECTIONAL STUDY ON ASSOCIATION BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE AMONG NURSING STUDENTS OF SELECTED NURSING COLLEGES IN KATHMANDU." International Journal of Education Humanities and Social Science 07, no. 01 (2024): 261–75. http://dx.doi.org/10.54922/ijehss.2024.0653.
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Background: Emotional intelligence incorporates the important aspects of interpersonal and intrapersonal relationships, adaptability, moods and stress management skills, which have a profound effect on the academic performance of students. Methodology: An Analytical Cross-sectional study was carried out with main objective to find out the association between emotional intelligence and academic performance of nursing students from selected nursing colleges. Using non - probability purposive sampling method, PCL Nursing 3rd year students were selected and data was collected using standardized Assessing Emotions Scale to measure Emotional Intelligence and final examination score of the students was considered as academic performance. Collected data was processed and analyzed using SPSS version 24. Results: The findings revealed that majority of the nursing students have high emotional intelligence. There is no any statistically significant correlation between emotional intelligence and academic performance of nursing students. Regarding sub dimensions of Emotional Intelligence, there was no any statistically significant correlation between managing other’s emotion, perception of emotion and utilization of emotion with academic performance, except for managing own emotion which has statistically significant correlation with academic performance. Nursing students from different ethnicity, mother and father’s education background do not defer in EI scores except age and type of family. Conclusion: Majority of the nursing students have higher level of emotional intelligence. Emotional intelligence is not significantly correlated with academic performance. This paper suggests that emotional intelligence is not guaranteed with the highest academic grades of students and that emotional intelligence components may be incorporated into the curriculum.
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Hitha Hari, Fathima Majeed, Dora Baby, Abel Biju Ninan, and Krupa Dinah Mathews. "Emotional Intelligence and Coping Self-efficacy among Emerging Adults." international journal of engineering technology and management sciences 7, no. 4 (2023): 546–52. http://dx.doi.org/10.46647/ijetms.2023.v07i04.073.
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Emotional Intelligence is the capacity to understand, use, and control your personal feelings in fantastic methods to alleviate stress, speak effectively, empathize with others, triumph over demanding situations and defuse conflict. It includes more than a few skills, which include the ability to apprehend and speak emotions, manipulate one's emotions, empathize with others, and make use of emotions to manual our selections and actions. Coping self-efficacy refers to one's judgment approximately their cap potential to manage efficaciously with existence challenges. Put any other way, coping self-efficacy is the sensation that you possibly can efficaciously deal with a stressor. The study's goal was to examine the relationship between emerging adults' emotional intelligence and coping self-efficacy. The sample consisted of 67 emerging adults aged 18 to 25. The Brief Emotional Intelligence Scale (BEIS-10) and Coping Self-Efficacy Scale (CSES) have been used. SPSS was used for the statistical analysis. Data analysis was done using the spearman correlation test. According to the study, there is a significant positive correlation between emotional intelligence and coping self-efficacy there is also a significant relationship between the subscales of emotional intelligence such as regulation of own emotion, regulation of others emotion and utilization of emotions with coping self-efficacy and also have no significant relationship with the subscales of emotional intelligence such as appraisal of own emotion and appraisal of others emotion with coping self efficacy.
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Grishina, A. V., O. M. Isaeva, and S. Yu Savinova. "EMOTIONAL INTELLIGENCE OF HR-MANAGEMENT STUDENTS." Vestnik of Minin University 6, no. 2 (July 14, 2018): 16. http://dx.doi.org/10.26795/2307-1281-2018-6-2-16.
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Introduction:Emotional intelligence is one of the key abilities of the modern managers and HR managers. Efficiency of the employees and the employer's brand depend on the level of HR‘s emotional intelligence. In this study we tried to assess the level of emotional intelligence among students studying Human Resources Management at HSE in Nizhny Novgorod. The study involved 78 students: 56 people (71.79% of the total sample) were undergraduate students and 22 people (28.21% of the total sample) were master level students.Materials and methods:To measure the level of emotional intelligence we used the Test of emotional intelligence, developed by Professor E.A.Sergienko and E. A. Hlevnaya on the basis of the theoretical model of emotional intelligence as the ability of Mayer, J.D., Salovey, P. and Caruso, D.R.Results:According to the results, the average values of general emotional intelligence and the main scales of emotional intelligence are at the level of competence. The highest rate is observed on the scale of the Emotion Management (M=102.46). Lower indicators characterize the scale of the Use of emotions (M=95,61). 64.10% of the respondents are characterized by an average level of the development of the ability to understand and rule emotions; 56.41% of students have a high level of development of the ability to perceive, identify their emotions and emotions of the others; 38.46% have a low level of development of the ability to use emotions to solve problems. The growth of indicators of emotional intelligence from Bachelor to Master Degree in all branches of emotional intelligence is noted.Discussion and Conclusions:This article is largely a statement of the problem of emotional intelligent research and development of - HR-management students in terms of their professional training, development the professional competencies.
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Alkozei, Anna, Ryan Smith, Lauren A. Demers, Mareen Weber, Sarah M. Berryhill, and William D. S. Killgore. "Increases in Emotional Intelligence After an Online Training Program Are Associated With Better Decision-Making on the Iowa Gambling Task." Psychological Reports 122, no. 3 (April 26, 2018): 853–79. http://dx.doi.org/10.1177/0033294118771705.
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Higher levels of emotional intelligence have been associated with better inter and intrapersonal functioning. In the present study, 59 healthy men and women were randomized into either a three-week online training program targeted to improve emotional intelligence ( n = 29), or a placebo control training program targeted to improve awareness of nonemotional aspects of the environment ( n = 30). Compared to placebo, participants in the emotional intelligence training group showed increased performance on the total emotional intelligence score of the Mayer–Salovey–Caruso Emotional Intelligence Test, a performance measure of emotional intelligence, as well as subscales of perceiving emotions and facilitating thought. Moreover, after emotional intelligence training, but not after placebo training, individuals displayed the ability to arrive at optimal performance faster (i.e., they showed a faster learning rate) during an emotion-guided decision-making task (i.e., the Iowa Gambling Task). More specifically, although both groups showed similar performance at the start of the Iowa Gambling Task from pre- to posttraining, the participants in the emotional intelligence training group learned to choose more advantageous than disadvantageous decks than those in the placebo training group by the time they reached the “hunch” period of the task (i.e., the point in the task when implicit task learning is thought to have occurred). Greater total improvements in performance on the Iowa Gambling Task from pre- to posttraining in the emotional intelligence training group were also positively correlated with pre- to posttraining changes in Mayer–Salovey–Caruso Emotional Intelligence Test scores, in particular with changes in the ability to perceive emotions. The present study provides preliminary evidence that emotional intelligence can be trained with the help of an online training program targeted at adults; it also suggests that changes in emotional intelligence, as a result of such a program, can lead to improved emotion-guided decision-making.
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Khan, Farooq Nawaz, Maryum Imad, and Huma Shakir. "Exploring the Effects of Emotional Intelligence on Students’ Academic Performance: A case of university students in KPK, Pakistan." Journal of Social & Organizational Matters 2, no. 3 (December 31, 2023): 99–109. http://dx.doi.org/10.56976/jsom.v2i3.44.
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This research article is focused on exploring the effects of emotional intelligence on students academic performance of university of Swat. The ability to understand and control one’s emotion effectively is known as emotional intelligence. By improving and understanding our emotions we can become more understanding and fit within our working environment. This helps not only in improving our interpersonal communication but also help us emotionally more stable. In terms of students it helps students to be exhibit more stable behavior and also be more focused on their academics and the relevant tasks related with that they are required to perform as students. In order to be able to be emotionally stable and have full understanding about the one’s own individuality. It also include understanding and awareness about our own emotional flaws which carries equal importance as knowing about one’ positive traits. Since students are required to perform different task and to face different stressful situations it is of high value that they respond to such situation in a balance and mature way. Therefore it is important to find out the link between the students emotional intelligence, academic performance and their all-round success. Mean score of 3.60 shows agreement among participants regarding their capability to control emotions, even in stressful situations. Mean score of 3.74 shows students willingness towards understanding their emotions and towards understanding other’s point of view. Similarly a mean score of 3.63 shows students ability to mold themselves into different situations. Score of 3.54 reveals the importance of emotion in terms of decision making. Data also shows students agree about the positive co-relation about academic performance and emotional intelligence .
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Chebykin, Oleksiy. "EMOTIONAL INTELLIGENCE, ITS COGNITIVE AND MENTAL SIGNS AND FUNCTIONS." Science and Education 2020, no. 1 (May 2020): 19–28. http://dx.doi.org/10.24195/2414-4665-2020-1-3.
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An attempt has been made in this paper to single out the cognitive and mental signs of emotional intelligence and their functions in this process. It has been shown that a significant part of specialists, despite the declarative correspondence of this phenomenon to the sphere of emotions and intelligence, analyzes the social intelligence as the subject of its study and its communicative signs, emotional maturity and its components, self-regulation, empathy, expressiveness of emotions, etc. It can be assumed that in this case, the signs of emotional intelligence are replaced by those that relate to the subject of the study of other psychological phenomena. It should be also agreed that all mental phenomena are closely related, especially since emotions are actually integrated into every process. But when the emotional intelligence is chosen as a subject of study, then this should refer to those signs which should be more reflected certain specific features of emotions in the intelligence. It has been proposed to consider emotional intelligence as a psychological property of individual, characterized by the manifestation of complex as though integrated, emotionalcognitive and mental features, due to which it achieves its goal in certain tasks/problems solving in different activities. It can be argued that emotions are more integrated with cognitive activity in emotional intelligence, and intelligence – with mental activity. That is, the features of the functioning of basic (simple) emotions in higher cognitive, integrated with mental activity are probably what can characterize the psychological essence of the content of emotional intelligence. Such higher emotional and cognitive features that accompany this process include surprise, curiosity, inquisitiveness, interest, enthusiasm, inspiration, guess, disappointment, doubt, insight experience, eureka, and others. The manifestation of these signs may be accompanied by certain functions at the level of comfort emotional coloring of the problem-solving process, emotional guidance on how to solve the problem, emotional activation in the form of strengthening or weakening the manifestation of this process, emotional regulation as dynamics of change of movement of the signs in the problemsolving process. A complex of three methods has been created: investigation of signs of emotional intelligence; study of the manifestation of simple emotions in the content of higher emotions attributed to the signs of emotional intelligence; study of the selected functions of signs of emotional intelligence. It has been shown that there is a certain tendency in the manifestation of signs of emotional intelligence, and its integral components of simple emotions in the problem-solving process. It has been revealed that the emotionally positive orientation of the content of such signs of emotional intelligence as curiosity, insight experience, eureka, their connection with joy and comfort functions of emotional guidance, emotional activation and regulation, form the first complex of emotional intelligence. The second complex is formed on the basis of such signs of emotional intelligence as inquisitiveness, guess and doubt. The third one includes curiosity, enthusiasm and disappointment. These complexes can be those specific determinants of the manifestation of emotional intelligence, as well as the psychological characteristics of its typical manifestations in humans.
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Di Fabio, Annamaria, and Letizia Palazzeschi. "Intelligenza emotiva e resistenza al cambiamento: uno studio empirico." RISORSA UOMO, no. 3 (September 2009): 309–21. http://dx.doi.org/10.3280/ru2009-003007.
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- This study aims to analyze the relationship between emotional intelligence and resistance to change. Two hundred thirteen university students (mean age = 24.41, SD = 2.61) were administered the Emotional Intelligence Scale (EIS) and the Resistance to Change Scale (RCS). It emerged that the Appraisal and expression of emotions dimension on the EIS is a better inverse predictor both of the Routine seeking dimension and the Emotional reaction to imposed change dimension on the RCS. These results provide a more in-depth look at the relationship between emotional intelligence and resistance to change within an Italian context, defining new areas for future research and intervention.Keywords: emotional intelligence, resistance to change, Italian context.Parole chiave: intelligenze emotiva, resistenza al cambiamento, contesto italiano.
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Ulanova, Anna Yu. "INTERRELATION OF EMOTIONAL INTELLIGENCE AND COGNITIVE REGULATION OF EMOTIONS IN LATE ADOLESCENCE." Вестник Пермского университета. Философия. Психология. Социология, no. 1 (2021): 97–107. http://dx.doi.org/10.17072/2078-7898/2021-1-97-107.
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Combined study of emotional intelligence and emotional regulation allows us to obtain information not only about individual differences in the understanding and management of emotions but also about the cognitive processes by which regulation is carried out. Emotion management becomes especially relevant in adolescence, as this age is characterized by emotional vulnerability and risk of deviant behavior. This study deals with the abilities being part of emotional intelligence in their relation to the cognitive components of emotional regulation, namely, the ways and strategies of response that prevail in the behavior of adolescents. The study involved 72 respondents aged 14–16 years. The results showed the specificity of cognitive regulation of emotions and emotional intelligence in older adolescents. The group of respondents with high emotional intelligence more often employ effective strategies for regulating emotions, while the rates of using destructive strategies decrease. Participants with low emotional intelligence use effective and destructive strategies almost equally. Those participants who effectively manage their emotions most often use strategies such as creating a positive meaning for the event or switching to more pleasant thoughts. Destructive strategies for regulating emotions have a negative relationship with emotional intelligence: the greatest number of correlations was revealed for the strategies «Catastrophizing» and «Rumination», also associated with depression. The results obtained clarify the specific features of the relationship between cognitive regulation of emotions and emotional intelligence in older adolescents, and also allow us to describe the contribution of these abilities to the formation of the psychological well-being.
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Hughes, Jason. "Emotional Intelligence: Elias, Foucault, and the Reflexive Emotional Self." Foucault Studies, no. 8 (February 1, 2010): 28. http://dx.doi.org/10.22439/fs.v0i8.2942.
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Over the last decade and a half there has emerged growing interest in the concept of “emotional intelligence” (henceforth EI), particularly within literature relating to occupational psychology, leadership, human resource management, and training. This paper considers the rise of EI as a managerial discourse and seeks to make sense of it, first in relation to existing accounts of emotion at work, and subsequently through utilising the analytical possibilities presented by the work of Norbert Elias and Michel Foucault. The case of EI is employed here as a concrete empirical site within which to explore potential complementarities between the analyses of Elias and Foucault, in particular around Elias’s arguments concerning the changing character of the social constraint towards self restraint, and Foucault’s discussion of power/knowledge and governmentality. EI is found to enshrine a more general move towards greater emotional possibility and discretion both within the workplace and beyond — an ostensible emancipation of emotions from corporate attempts to script the management and display of employee feelings. However, it is argued that rather than offering a simple liberation of our emotional selves, EI presents demands for a heightened emotional reflexivity concerning what is emotionally appropriate at work and beyond. As such, EI involves both greater emotional “freedom” plus a proliferation of new modalities of emotional control, albeit based now on the expression of feelings as much as their repression. Ultimately, these seemingly paradoxical aspects of EI serve to highlight an important point of inter-section in the work of Elias and Foucault around their conceptualisations of power, selfhood, and the shifting character of social control.
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Ohira, Hideki. "Predictive Processing of Interoception, Decision-Making, and Allostasis." Psihologijske teme 29, no. 1 (2020): 1–16. http://dx.doi.org/10.31820/pt.29.1.1.
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Emotional intelligence is composed of a set of emotional abilities, including recognition of emotional states in the self and others, the use of emotions to guide thoughts and behaviours, and emotion regulation. Previous studies have demonstrated that emotional intelligence is associated with mental health, social problem solving, interpersonal relationship quality, and academic and job performance. Although emotional intelligence has received much interest both in basic research fields and applied and clinical fields, the mechanisms underlying the functions of emotional intelligence remain unclear. The aim of the present article was to consider the mechanisms of emotional intelligence using a computational approach. Recent theories of emotion in psychology and neuroscience have emphasized the importance of predictive processing. It has been proposed that the brain createsinternal models that can provide predictions for sensation and motor movement, and perception and behaviors emerge from Bayesian computations rooted in these predictions. This theoretical framework has been expanded to include interoceptive perception of the internal body to explain affect and decision-making as phenomena based on interoception. This perspective has implications for understanding issues of emotional intelligence.
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Bagheri, Zahra, Azlina Mohd Kosnin, and Mohammad Ali Besharat. "Improving Emotion Regulation skills through an Emotional Intelligence Training Course." Khazar Journal of Humanities and Social Sciences 19, no. 4 (December 2016): 36–48. http://dx.doi.org/10.5782/2223-2621.2016.19.4.36.
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Emotion regulation is the fourth component of emotional intelligence theory introduced by Salovey and Mayer (1990). It has received much interest in recent years due to its significant effect on life qualities such as mental health, social relationship, academic achievement and work performance. However, there were not enough empirical studies to examine whether the training of emotional intelligence can improve emotion regulation skills. This paper describes a quasi-experimental study aimed at answering the question, „Does training in emotional intelligence create more emotionally intelligent behavior, particularly emotion regulation?‟ Emotional intelligent behavior was measured by responses to a written test (FEIS-41) in twice, before and after the training course. The subject participants were 60 and divided into an experimental group and a control group. The experimental group received an emotional intelligence training course, while the control group did not. The training course had six sessions, held once per week for two and a half hours. The results showed that the level of emotion regulation improved in the experimental group after the emotional intelligence training.
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Yunita, Yunita, Wijaya Wijaya, and Sari Misnaini. "Peningkatan Kecerdasan Emosional Siswa Melalui Pendekatan Analisis Transaksional." El-Ghiroh 20, no. 02 (September 23, 2022): 137–60. http://dx.doi.org/10.37092/el-ghiroh.v20i02.429.
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Education is an effort that aims to develop a complete human being which includes three aspects, namely cognitive, affective and psychomotor aspects. To be able to achieve the educational goals which consist of these three aspects, it is necessary to develop various aspects of personality, including intellectual, social, and emotional. Individuals have two intelligences, namely thinking (intellectual intelligence) and feeling (emotional intelligence). Behaviors that refer to indications of low emotional intelligence of students such as not going to school without explanation, arriving late, fighting, saying rude / dirty words, not listening to the teacher during class, lying and fighting against the teacher. This study aims to determine the increase in students' emotional intelligence through a transactional analysis approach. The method used in this study is the Classroom Action Research method with 8 students as the research subject indicated low self-emotional intelligence. The implementation of the research consisted of three cycles, where each cycle consisted of four stages, namely planning, implementing actions, observing and reflecting. The results showed that in cycle 1 there was an average increase in counselee's emotional intelligence of 87.20%, in cycle 2 there was an increase in counselee's emotional intelligence an average of 96.71%, and cycle 3 there was an average increase of 94.53% of counselee's emotional intelligence. From cycle 1 to cycle 3, it shows that there is an increase in students' emotional intelligence through transactional analysis counseling techniques of 84.87%. It was concluded that there was an increase in emotional intelligence from 8 counselees after being given counseling techniques with a transactional analysis approach, the average increase in each counselee was different, in each cycle, the counselee's response to knowing self-emotions, managing self-emotions, motivating oneself, empathy and skills social fluctuations. It is expected that guidance and counseling teachers in madrasas can use transactional analysis techniques in improving students' emotional intelligence.
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Panchal, Dr Sandeep, and Dr Sanjeev Kumari. "An Investigation on Well-being and Emotional Intelligence among Young Adults." YMER Digital 20, no. 12 (December 20, 2021): 456–67. http://dx.doi.org/10.37896/ymer20.12/43.
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Subjective well-being is a psychological aspect of life satisfaction. An individual’s psychological well-being affects how a person thinks and feels. There are numerous factors which can influence the subjective well-being of an individual. One of the most important factors is emotional intelligence. Emotional intelligence has been preoccupying a significant place in well-being literature. Goleman (1998) defines it as “emotional awareness and emotional management abilities give the ability to balance emotion and reason in order to maximise long-term enjoyment". It entails recognising one's own and others feelings, managing one's own emotions, and adapting to others emotions. The objective of this study was to examine the nature of the relationship between emotional intelligence and psychological well-being among young adults who are following bachelor degrees from recognized national universities. The sample consists of 200 participants both male and female of age range 19 to 23 years mean age is 21, included in this study. Well-being Inventory and Multidimensional Measures of Emotional Intelligence were administered to measure the subjective well-being and emotional intelligence. Results showed that selfawareness, managing emotions, motivating oneself, handling relations dimension of emotional intelligence evidenced strong positive associations with well-being positive affect, well-being negative affect and well-being total dimensions of well-being. Stepwise regression analysis disclosed two predictors of well-being i.e. managing emotions and motivating oneself. These results have important implications with regard to our current understanding of the relationships between well-being and emotional intelligence.
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Browne, Pamela R. "Emotional Intelligence." Journal of Underrepresented & Minority Progress 3, no. 1 (April 27, 2019): 100–103. http://dx.doi.org/10.32674/jump.v3i1.567.
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Wakeman, Chris. "Emotional Intelligence." Research in Education 75, no. 1 (May 2006): 71–93. http://dx.doi.org/10.7227/rie.75.6.
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