Дисертації з теми "Cultural differences in Emotional Intelligence"
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Nikoui, Hossein Reza. "The Effect of Nationality Differences on the Emotional Intelligence of Leaders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1418.
Повний текст джерелаIbrahim, Habibie. "A study of emotions and emotional intelligence in Malaysian child and family social workers : the contribution of emotions and emotional intellience in working relationships and decision-making processes of child and family social workers : a Malaysian case study." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/14412.
Повний текст джерелаJaramillo, Richard Raymond. "Differences between African Americans and white Americans on social acuity." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2945.
Повний текст джерелаKarim, Jahanvash. "Emotional Intelligence : a Cross-Cultural Psychometric Analysis." Thesis, Aix-Marseille 3, 2011. http://www.theses.fr/2011AIX32028/document.
Повний текст джерелаDespite the rather large literature concerning emotional intelligence, the vast majority of studies concerning development and validation of emotional intelligence scales have been done in the Western countries. Hence, a major limitation in this literature is its decidedly Western focus. The aim of this research was to assess the psychometric properties of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Trait Emotional Intelligence Questionnaire (TEIQue), and the Self-Report Emotional Intelligence Test (SREIT) in a cross-cultural comparative context involving the collectivist Pakistani (Eastern culture) and the individualist French (Western culture) students. Results of this study showed that participants from the French culture scored higher than participants from the Pakistani sample on the MSCEIT but not on the TEIQue and the SREIT. Multi-sample analyses revealed that the MSCEIT, the TEIQue, and the SREIT factor structures remained invariant across both cultures. Regarding discriminant validity, in both cultures, self-ratings of emotional intelligence, as assessed by the SREIT and the TEIQue, and performance measure of emotional intelligence, as assessed by the MSCEIT, were not strongly correlated. Furthermore, in both cultures, scores on the MSCEIT, the TEIQue, and the SREIT revealed to be unrelated to cognitive intelligence and communication styles. Finally, low to moderate correlations were observed between the EI measures and the Big Five personality dimensions. Regarding convergent validity of the self-report EI measures, in both cultures the scores on the TEIQue strongly correlated with the scores on the SREIT. With regard to incremental validity, in both cultures, after statistically controlling for the Big Five personality dimensions and cognitive ability, the MSCEIT and the SREIT revealed to be unrelated to satisfaction with life, positive affect, negative affect, and psychological distress. In contrast, the TEIQue factors accounted for a significant amount of variance in outcome variables after controlling for the Big Five personality dimensions and the cognitive intelligence. However, further analyses revealed that the associations were mainly because of the TEIQue’s well-being factor. Finally, in both cultures, females scored higher than males on the MSCEIT but not on the TEIQue and the SREIT. In sum, the results of this study provide evidence for the factorial, discriminant, and convergent validity of these emotional intelligence measures in both cultures. However, results regarding incremental validity of these measures are less promising than anticipated
Palmcrantz, Maria. "Emotional Intelligence and Job Insecurity: Gender Differences Between Employees." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75049.
Повний текст джерелаMcKinley, Sophia Kim. "The Emotional Intelligence of Resident Physicians." Thesis, Harvard University, 2014. http://etds.lib.harvard.edu/hms/admin/view/50.
Повний текст джерелаMacCann, Carolyn Elizabeth. "New approaches to measuring emotional intelligence." University of Sydney, 2006. http://hdl.handle.net/2123/934.
Повний текст джерелаNew scoring and test construction methods for emotional intelligence (EI) are suggested as alternatives for current practice, where most tests are scored by group judgment and are in ratings-based format. Both the ratings-based format and the proportion-based scores resulting from group judgments may act as method effects, obscuring relationships between EI tests, and between EI and intelligence. In addition, scoring based on standards rather than group judgments add clarity to the meaning of test scores. For these reasons, two new measures of emotional intelligence (EI) are constructed: (1) the Situational Test of Emotional Understanding (STEU); and (2) the Situational Test of Emotion Management (STEM). Following test construction, validity evidence is collected from four multi-variate studies. The STEU’s items and a standards-based scoring system are developed according to empirically derived appraisal theory concerning the structure of emotion [Roseman, 2001]. The STEM is developed as a Situational Judgment Test (SJT) with situations representing sadness, fear and anger in work life and personal life settings. Two qualitative studies form the basis for the STEM’s item development: (1) content analysis of responses to semi-structured interviews with 31 psychology undergraduates and 19 community volunteers; and (2) content analysis of free responses to targeted vignettes created from these semi-structured interviews (N = 99). The STEM may be scored according to two expert panels of emotions researchers, psychologists, therapists and life coaches (N = 12 and N = 6). In the first multi-variate study (N = 207 psychology undergraduates), both STEU and STEM scores relate strongly to vocabulary test scores and moderately to Agreeableness but no other dimension from the five-factor model of personality. STEU scores predict psychology grade and an emotionally-oriented thinking style after controlling vocabulary and personality test scores (ΔR2 = .08 and .06 respectively). STEM scores did not predict academic achievement but did predict emotionally-oriented thinking and life satisfaction (ΔR2 = .07 and .05 for emotionally-oriented thinking and .04 for life satisfaction). In the second multi-variate study, STEU scores predict lower levels of state anxiety, and STEM scores predict lower levels of state anxiety, depression, and stress among 149 community volunteers from Sydney, Australia. In the third multi-variate study (N = 181 psychology undergraduates), Strategic EI, fluid intelligence (Gf) and crystallized intelligence (Gc) were each measured with three indicators, allowing these constructs to be assessed at the latent variable level. Nested structural equation models show that Strategic EI and Gc form separate latent factors (Δχ2(1) = 12.44, p < .001). However, these factors relate very strongly (r = .73), indicating that Strategic EI may be a primary mental ability underlying Gc. In this study, STEM scores relate to emotionally-oriented thinking but not loneliness, life satisfaction or state stress, and STEU scores do not relate to any of these. STEM scores are significantly and meaningfully higher for females (d = .80), irrespective of gender differences in verbal ability or personality, or whether expert scores are derived from male or female experts. The fourth multi-variate study (N = 118 psychology undergraduates) distinguishes an EI latent factor (indicated by scores on the STEU, STEM and two emotion recognition ability measures) from a general cognitive ability factor (indicated by three intelligence measures; Δχ2(1) = 10.49, p < .001), although again cognitive ability and EI factors were strongly related (r = .66). Again, STEM scores were significantly higher for females (d = .44) and both STEU and STEM relate to Agreeableness but not to any other dimension from the five-factor model of personality. Taken together, results suggest that: (1) STEU and STEM scores are reasonably reliable and valid tests of EI; (2) EI tests assess slightly different constructs to existing measures of Gc, but more likely form a new primary mental ability within Gc than an entirely separate construct; and (3) the female superiority for EI tests may prove useful for addressing adverse impact in applied settings (e.g., selection for employment, promotion or educational opportunities), particularly given that many current assessment tools result in a male advantage.
Mumau, Robert W. "Individual Differences in Cultural Intelligence: Self-Monitoring as a Moderator of the Relationship between Personality and Cultural Intelligence." Xavier University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1395252544.
Повний текст джерелаVuksanovic, Jelena. "The Relationship Between Trait Emotional Intelligence and L2 Motivation." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6775.
Повний текст джерелаCox, Brennan Daniel. "Individual differences in the stressor-strain relationship the role of ability-based emotional intelligence /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Theses/COX_BRENNAN_30.pdf.
Повний текст джерелаBicking, Karen L. "Exploring the Influence of Team Emotional Intelligence on How Virtual Teams Handle Differences." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603171.
Повний текст джерелаAdvancement in technologies, including communications, makes virtual work a possibility for many. Although abundant research on team dynamics exists and research on virtual teams is growing, a considerable volume of existing empirical data on virtual teams is conducted in laboratory settings using temporary teams, often at MBA or undergraduate levels. In addition, very few of these studies discuss how conflict is handled in a virtual team. Discovering how virtual teams deal with differences and conflicts will advance our understanding of these crucial issues. This mixed-methods study included surveys, semi-structured interviews, and ethnographic observation and field notes. Data was collected from 31 virtual teams. This study discovered that teams with higher team emotional intelligence approach differences by perspective taking, information sharing, and monitoring and adjusting of team behaviors. Virtual teams with lower team emotional intelligence are more likely to view each other as competitors and have a tendency to avoid conflict and vent without resolution. In addition, teams who meet regularly have more open communications, which enables a collaborative approach to conflict management.
Diehl, Caren. "Emotional intelligence in diverse populations : theory to intervention." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/109994.
Повний текст джерелаBerry, Douglas Odell. "Differences in emotional intelligence and team cohesiveness in men's and women's community college athletic teams." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601436.
Повний текст джерелаThis study contributes to the sports psychology literature by examining an existing paucity in the application of Emotional Intelligence (EI) theory and models to the athletic domain. Four branches of the ability model of EI (perceiving emotions, using emotions, understanding emotions, and managing emotions) were examined in relation to team cohesiveness (task, social, and overall) and team performance disaggregated by gender. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) was used to assess the EI level of participants. Team cohesiveness was measured using the Group Environment Questionnaire (GEQ). The findings indicted that EI only had a significant effect on team cohesiveness social when moderated by gender, while the other relationships were not found to be statistically significant when moderated by gender. No significant relationship was discovered between EI and team cohesiveness in female athletes. No significant difference existed between males and females on a model containing four branches of emotional intelligence. A significant difference between gender and team cohesiveness was found. The final analysis of emotional intelligence, team cohesiveness, and team performance indicated that a significant relationship did exist. Team cohesiveness task made the strongest contribution to team performance. Managing emotions made a significant negative contribution to team performance.
Chen, Yueh-Ti. "Relationships Among Emotional Intelligence, Cultural Intelligence, Job Performance, and Leader Effectiveness: A Study of County Extension Directors in Ohio." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374064106.
Повний текст джерелаHeckman, Abby L. "Age differences in emotion regulation in interpersonal situations." Thesis, Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/8075.
Повний текст джерелаGaylard, Emma K. "Cross-cultural differences in IQ test performance: extension of an existing normative database on WAIS-III test performance." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1002488.
Повний текст джерелаGullekson, Nicole L. "Cultural Distance, Perception of Emotional Display Rules, and Their Influence on Sojourner Adjustment." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1186409258.
Повний текст джерелаHarris, Kevin A. "Investigating the Relationship between Emotional Intelligence and Cultural Intelligence to Attitudes towards Team-Based Learning in Undergraduate Pre-health Profession Students." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5182.
Повний текст джерелаVan, den Bergh Riana. "Cultural intelligence a comparison between managers in South Africa and the Netherlands /." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-06032008-102941/.
Повний текст джерелаKirstein, Marina. "Differences in accounting students' perceptions of their development of generic skills and emotional intelligence in a heterogeneous classroom." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60497.
Повний текст джерелаDissertation (MCom)--University of Pretoria, 2016.
Accounting
MCom
Unrestricted
Tan, Lin. "Cross-Cultural Differences in the Determinants of Maternal Emotion Coaching: Role of Maternal Emotional Awareness and Emotion Regulation." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/77541.
Повний текст джерелаPh. D.
Van, Genderen Eric. "An investigation into the relationship between the leadership competencies, emotional intelligence, and leadership styles of Russian managers working for MNCs." Thesis, Brunel University, 2008. http://bura.brunel.ac.uk/handle/2438/5835.
Повний текст джерелаCoetzee, Lindi-Lee. "'n Ondersoek na die stand van emosionele intelligensie van 'n groep graad 7-leerders / deur Lindi Coetzee." Thesis, North-West University, 2009. http://hdl.handle.net/10394/3676.
Повний текст джерелаThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
Malik, Aiysha. "Resilience and emotional distress in young people : risk, promotive and cultural factors." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:6e035fb1-ca6a-4fab-a462-c8cb989af1a1.
Повний текст джерелаDeng, Ling, and ling deng@rmit edu au. "EQ and CQ of Expatriate Transformational Leaders: a Qualitative Study of Cross-cultural Leadership Effectiveness for Australian Business Managers Working in China." RMIT University. Graduate School of Business, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080805.161224.
Повний текст джерелаNguyen, Linh M. "The Effects of Emotional Intelligence and Cultural Orientations on Job Satisfaction: A Comparison of Vietnamese and the U.S. Manufacturing Workers." Wittenberg University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1469110755.
Повний текст джерелаTawhid, Mosawi Nora. "Emotionell intelligens och autobiografiskt minne: : Jämförelse av individers könsskillnader, åldersgruppsskillnader, kön och ålder interaktionseffekter." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-43342.
Повний текст джерелаThe purpose of this study was to test whether there were age differences, gender differences, and if the age and gender had interaction effect on each other when it comes to groups’ emotional intelligence and autobiographical memories. The participants were male (n = 106), women (n = 231) students at Örebro University who were from 18 to 45 years (n = 299). The students responded to emotional intelligence, short version of the Andrew et al. (2010) and Waldfogel (1948) autobiographical memories test. There were no gender differences and age differences in overall emotional intelligence, but there was an interaction between gender and age meaning that gender and age had effects on each other when it comes to students' emotional intelligences. There were gender differences in the overall autobiographical memories meaning that women reported several autobiographical memories than men in the study, but there were no age differences. Age and gender had no effects on each other in terms of autobiographical memories. There were no differences in autobiographical memories among those who reported low, medium and high emotional intelligence. There were no differences in emotional intelligence between those who reported low, medium and high autobiographical memories.
Rindermann, Heiner, David Becker, and Thomas R. Coyle. "Survey of Expert Opinion on Intelligence: Causes of International Differences in Cognitive Ability Tests." Universitätsbibliothek Chemnitz, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-209100.
Повний текст джерелаKarlsson, Linda, and Kayleigh Shepherd. "Culture’s influence on Emotional Intelligence among leaders in Multinational teams : A Qualitative study with a focus on Mexico and Sweden." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96306.
Повний текст джерелаSteurenthaler, Jochen, and Lieshout Sjors van. "Effective Multi-Cultural Project Management : Bridging the gap between national cultures and conflict Management styles." Thesis, University of Gävle, Department of Business Administration and Economics, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-131.
Повний текст джерелаThis study identifies the competencies needed by a multi-cultural project manager, and investigates a potential link between conflict management styles and national culture. It takes as its base the assumption that cultural differences are demonstrated during conflict, and may in fact be the cause of the conflict. As a result, the manager of a multi-cultural project team must be able to manage conflict constructively in order to realise the full potential of the team.
The research begins by reviewing literature on project management, national culture, and conflict. A survey was performed on over 60 individuals from various cultural backgrounds, to analyse patterns in their methods of handling conflict. The study shows that there is in fact a link between different cultures and different management styles.
Ou, Chun Tsen, and Luong Le Phuoc. "Iconic Brand: its componential factors and impacts on brand community : A cross-cultural study in Sweden, Taiwan and Vietnam." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-56647.
Повний текст джерелаNicholls, Tanja. "Emotion lexicon in the Sepedi, Xitsonga and Tshivenda language groups in South Africa : the impact of culture on emotion / T. Nicholls." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2141.
Повний текст джерелаEnkh-Amgalan, Rentsenkhand. "The Indulgence and Restraint Cultural Dimension: A Cross-Cultural Study of Mongolia and the United States." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/honors/329.
Повний текст джерелаSmarr, Cory-Ann. "Emotion and motion: age-related differences in recognizing virtual agent facial expressions." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42800.
Повний текст джерелаBandelli, Adam C. "Facilitating Communication and Effective Interpersonal Relationships at Work: A Theoretical Model of Socio-Affective Competence." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002500.
Повний текст джерелаHe, Ling. "The perceived personal characteristics of entrepreneurial leaders." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1338.
Повний текст джерелаLippels, Thomas Werner. "Discussion and argumentation about the impact of cultural experience on emotional intelligence measurement questionnaires." Master's thesis, 2009. http://hdl.handle.net/10071/2046.
Повний текст джерелаO objectivo desta dissertação é comprovar a existência de uma correlação entre a experiência cultural e a Inteligência Emocional (IE), e a forma como esta pode influenciar o resultado de um Questionário de Inteligência Emocional (QIE). Para alcançar este objectivo, três variáveis foram consideradas como indicadores de Inteligência Cultural (IC), nomeadamente, idade, conhecimentos linguísticos e experiência no estrangeiro. Para tal, estudantes de diferentes nacionalidades responderam a um QIE específico em duas línguas distintas. A correlação entre os resultados dos dois testes, baseados na idade, na capacidade linguística e na experiência no estrangeiro foi examinada e discutida. A conclusão é que as três variáveis têm impacto sobre a IE, embora pareça que a idade e a experiência no estrangeiro são mais importantes do que os conhecimentos linguísticos. Sendo sugerido que a IE contribui para a capacidade de liderança, é necessário estudar se esta teoria é influenciada pelas diferenças culturais. Esta discussão torna-se inevitável uma vez que a IE se tornou numa ferramenta amplamente utilizada na área de Psicologia e de Recursos Humanos para avaliar a eficiência individual e de grupos. No entanto a maioria dos questionários disponíveis foram criados por cientistas norte-americanos e normalmente estão unicamente disponíveis em inglês. Desta forma é essencial investigar a utilização dos QIE que avaliam qualidades e aptidões da IE, para evitar conclusões que negligenciam possíveis diferenças culturais influenciando os critérios de avaliação. É necessário mencionar, que devido às limitações associadas à dissertação, a dependência entre os Questionários de Inteligência Emocional e a experiência cultural vai ser investigada, focando-se na compreensão verbal e apenas utilizando o questionário de Wang e Law, a Escala de IE [WLEIS].
Wang, Hsin-Yi, and 王心怡. "The Emotional Intelligence Differences between Students from the High vs. Low Emotional Intelligence Teachers’ Classes." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/16093470184341551993.
Повний текст джерела國立新竹教育大學
教育心理與諮商研究所
95
The main purpose of this study was to investigate the emotional intelligence differences between students from the high vs. low emotional intelligence teachers’ classes. A 2 (classes) × 2 (gender) × 3 (test time) design was used to examine students’ emotional intelligence differences in five dimensions of Goleman’s Emotional Intelligence Theory. A total of 159 (male 81, female 78) elementary students from six classes of the 5th grades were sampled to respond to ‘Self-Report Scales of Children's Emotional Intelligence’, in which three classes were guided by high emotional intelligence teachers and the other three classes were guided by low emotional intelligence teachers. Subjects filled out the emotional intelligence questionnaire three times in six months. Three-way MNOVAs were conducted to analysize the obtain data. The main findings of this study are as follows: (1) No significant differences between students from high emotional intelligence teachers’ classes and those from low emotional intelligence teachers’ classes in self-awareness, in self-management, and in self-motivation of Goleman’s emotional intelligence theory. Yet, students from low emotional intelligence teachers’ classes reported significantly higher ratings in social awareness and in relationship management dimensions than those from high emotional intelligence teachers’ classes. (2)Females reported significantly higher ratings in all dimensions than males. (3) Students’ reported ratings increased as a function of time in self-awareness, in social awareness, and in relationship management dimensions, decreased as a function of time in self-management dimension, and unchanged in self-motivation dimension.
Sung, Yi-Chen, and 宋怡貞. "A Study of the Relationship among Cultural Intelligence, Emotional Intelligence, Cultural Shock, and Cross-cultural Adjustment." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/18941774790561099508.
Повний текст джерела國立中興大學
企業管理學系所
97
The purpose of this study is to understand international students’ adjustment in a different culture environment. We studied the relationship among cultural intelligence, emotional intelligence, cultural shock, and cross-cultural adjustment by using paper-based survey 549 questionnaires were distributed in three months with a return rate of 53.4%. The data supports the following findings: first, cultural intelligence predicted cross-cultural adjustment; second, cultural intelligence predicted cultural shock; third, cultural shock predicted cross-cultural adjustment; fourth, cultural shock mediated the relationships between CQ and cross-cultural adjustment; and fifth, emotional intelligence moderated the relationships between cultural intelligence and cross-cultural adjustment. At the end, conclusions, recommendations, and limitations were provided.
Moon, Sue. "East Meets West: The Cultural-relativity of Emotional Intelligence." Thesis, 2011. http://hdl.handle.net/1807/29817.
Повний текст джерелаArauz, Samuel David Norales, and 陳大山. "The Effect of Emotional Intelligence as a Moderator on the Relationship between Cultural Intelligence and Cross-Cultural Adjustment." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/rvbp4e.
Повний текст джерела國立臺灣師範大學
國際人力資源發展研究所
99
This research intended to empirically test whether emotional intelligence has a moderating effect on the relationship between cultural intelligence and cross-cultural adjustment. In addition, this study examined whether cultural intelligence predicts cross-cultural adjustment. The sample in this study is Thai worker categorized into the level of blue collar workers in Taiwan. The participants were conveniently selected. They have been working more than three months for the manufactory industry in Central Taiwan. A total of 500 questionnaires were distributed, and a total of 323 (64.6%) of them responded. The questionnaire contained demographic information and three variables measuring emotional intelligence, cultural intelligence and cross-cultural adjustment. Hierarchical regression analysis was used to test two hypotheses of this research. The results were summarized as follows: 1. Cultural intelligence had a positive relationship with cross-cultural adjustment. 2. Emotional intelligence significantly and negatively moderated the relationship between cultural intelligence and cross-cultural adjustment.
TRAM, TRUONG THI THUY, and TRUONG THI THUY TRAM. "Self-initiated Expatriate Job Satisfaction in Vietnam: The Influence of Cultural Intelligence, Emotional Intelligence and Cross Cultural Adjustment." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2k59ef.
Повний текст джерела國立雲林科技大學
企業管理系
107
The significant increasing in global mobility over the past two decades has driven the growth in expatriate assignments. The academic literature has focused on the “organizational expatriates” while there is emerging knowledge of self-initiated expatriate phenomenon in an organizational context. Regarding to the recent trends in testing the psychological aspects of employees, this study is the first attempt to examine the influence of both emotional intelligence and cultural intelligence in facilitating self- initiated expatriate job satisfaction through mediating role of cross cultural adjustment. The survey results from 204 self-initiated expatriates working in Vietnam are analyzed by Structural Equation Modeling. This finding contributes to explore the under-researched aspect of self-initiated expatriates by providing empirical evidence that cultural intelligence, emotional intelligence and cross cultural adjustment positively impact job satisfaction. Moreover, cross cultural adjustment fully mediates the linkage between cultural intelligence with self-initiated expatriate job satisfaction. Finally, recommendations and limitations are provided along with future directions.
SHEN, YU-TSUEN, and 沈育存. "The Effect of Cultural Intelligence and Emotional Intelligence on Tour Guide Work Related Results." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5v2dr5.
Повний текст джерела銘傳大學
國際企業學系碩士班
106
The development of science and technology now makes transportation more convenient, which in turn shortens the distance between people and accelerates the development of globalization. The purpose of this study is to understand the effects of cultural intelligence and emotional intelligence on work-related outcomes, to verify the effects of cultural intelligence and emotional intelligence on work-related outcomes, and to examine the mediating effect of cultural intelligence on emotional intelligence and consumer work outcomes. This study uses narrative statistics, linear regression and Pearson correlation coefficient. The empirical results show that (1) the age of the guides in the sample size is “50-59 years old”, and that the tour guide’s marriage is “married”(65%). (2) Emotional intelligence and cultural intelligence each positively influence the job performance, communication effectiveness, and job satisfaction of the tour guides. (3) Emotional intelligence and cultural intelligence each negatively affect the working pressure on the tour guides. (4) Cultural intelligence can be as the mediating effect of work performance, job satisfaction, communication effectiveness, and work stress in various aspects, the work results of this study include aspects
Markom, Lee-ann Verushka. "Generational differences in the military : a focus on job satisfaction and emotional intelligence." Diss., 2018. http://hdl.handle.net/10500/27107.
Повний текст джерелаIndustrial and Organisational Psychology
M. Com (Industrial and Organisational Psychology)
Sawangpattanakul, Airin, and 吉惠玲. "The Effect of Cultural Intelligence, Culture Shock and Emotional Intelligence on Foreign Labors’ Adjustment and Performance." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/28409450312212388958.
Повний текст джерела國立中興大學
企業管理學系所
97
This study examined the effect of cultural intelligence on the individuals’ adjustment and job performance in a cultural diversity situation and further examined the mediating effect of culture shock and the moderating effect of emotional intelligence. We used paper-based questionnaires to survey 388 Filipino labors in Taiwan’s manufacturing industries, resulting a return rate of 77.6%. The results of hierarchical linear regression analysis prove that cultural intelligence is positively related to cross-cultural adjustment and job performance. The result also found culture shock mediated the relation of cultural intelligence and job performance but did not mediate the relation of cultural intelligence and cross-cultural adjustment. In addition, emotional intelligence partly moderated the relationship of cultural intelligence and job performance. At the end, conclusions, recommendations, and limitations were provided.
Sun, Chia-wei, and 孫嘉薇. "Cross-cultural differences on consumer emotional and behavioral responses in negative service encounters." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/24655183814797052407.
Повний текст джерела國立高雄第一科技大學
行銷與流通管理所
97
Due to the trend that global corporations shift their business model toward service-centered economy, cross-cultural studies on service encounters become more and more important. The purpose of this research is to examine cross-cultural differences on consumers emotional and behavioral responses to negative service encounters. This study conducted an experiment using embarrassing shopping scenarios as negative service encounters to explore the differences between Taiwan and Austria consumers. Firstly, this study found that the characteristics of Taiwanese are high in power distance, high in uncertainty avoidance, masculinity and high in confucian dynamism. On the contrary, the characteristics of Austrian are low in power distance, low in uncertainty avoidance, femininity and low in confucian dynamism. The results indicate that Taiwanese (versus Austrian) are more dissatisfied with an embarrassing service encounter and prefer to express their dissatisfaction in indirect ways, such as leaving the store, disseminating negative word of mouth and switching to other providers. However, Austrian consumers tend to express their dissatisfaction in direct ways, such as engaging in voice and retribution behaviors. This gives insights into how culture features influence consumers to respond to embarrassing service encounters and to discover that the explicit behaviors consumers adopt may not absolutely mean the real meanings consumers feel.
Calitz, Magdalena Gertruide. "A cultural sensitive therapeutic approach to enhance emotional intelligence in primary school children." Thesis, 2005. http://hdl.handle.net/10500/1648.
Повний текст джерелаSocial Work
D.Diac.
Chen, Wei-Yang, and 陳威仰. "The Moderating Effects of Chinese Cultural Characteristics on Emotional Intelligence and Negotiation Outcome." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/02096193394539927446.
Повний текст джерела國立東華大學
國際企業學系
97
This study investigated the effects of emotional intelligence on negotiators’ outcome under purchasing scenarios by Chinese cultural characteristics. Moreover, the moderating effect of Chinese cultural characteristics on the relationships between emotional intelligence and negotiation outcome are also explored. By questionnaire and the experimental design, we simulate the negotiation situation for subjects to depict the impacts of Chinese cultural characteristics. In the first part of the result, three dimensions of EI—self-awareness、other-awareness and self-management are significantly impact on negotiation reward. Besides, significant relationships are exist between self-awareness, other-awareness, other-management and negotiation satisfied. On the other hand, we adopt Chinese cultural characteristics as a moderator to investigate if there is any moderating effect on the relationship between EI and negotiation outcome. The results demonstrate the partially moderating effect on the relationship between Bao、Mianz、Chaxu-Geju and negotiation outcome. 350 surveys were conducted, and 258 ones were valid. The result exhibited managers can enhance their negotiating techniques while meeting Chinese negotiator if they realize culturally Asian characteristics. With EI and designed situation test, managers can examine those interviewees abilities of controlling emotional intelligence and and increase the negotiating satisfaction.
Long, Hoang-Thi, and 黃氏龍. "Effects of Cultural Intelligence and Emotional Intelligence on the Effectiveness of Expatriation: The Moderating Role of Psychology Contract." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/00935380862069076812.
Повний текст джерела國立成功大學
國際企業研究所碩博士班
97
International work experience has gained increasing significance and is widely recognized as a vital asset for multinational companies and also for individuals. The competitive advantage for firms is competing in the global marketplace and for expatriates in developing their careers. For expatriates, cross-cultural adjustment is the key factor toward organizational involvement. International assignments constitute an important set of work experiences and how expatriate adjustment with host culture through the knowledge sharing. The main purpose of such policy is to help knowledge workers create important business knowledge, to organize it, and to make it available whenever and wherever it is needed in the companies (Griffith, Zeybek, & O’Brien, 2001). Knowledge sharing is the process in which individuals mutually exchange their implicit and explicit knowledge and jointly create new knowledge. Knowledge sharing plays a critical role in the development of the company and in order to differentiate themselves with others, to achieve the updated technology and to increase individual performance, knowledge sharing should implemented gradually that will support to anyone who work abroad. In addition, this current study would like to assess whether factors that significantly influence to the effectiveness of expatriate such as: cultural intelligence and emotional intelligence, how the expatriate can adjust well with host culture through the knowledge sharing, and the moderating effect of psychology contract. The study especially wants to explore the factors affecting knowledge sharing and to see the improvement of employees’ performance after receiving knowledge sharing. 210 questionnaires from expatriate respondents in Taiwan business companies were used for the thesis investigation with the support of the software SPSS 15.0 and Amos 15.0. Multiple regression analysis also was used to assess the relationships in the model.
Gaylard, Emma K. "Cross-cultural differences in IQ test performance : extension of an existing normative database on WAIS-III test performance /." 2005. http://eprints.ru.ac.za/504/.
Повний текст джерела