Emotional Intelligence Across Career Stages: A Study of Interpersonal Skills and Workplace Performance

Event Abstract Back to Event Emotional Intelligence, Educational Improvement, and Professional Development Pathways: The Case of Abu Dhabi School Leaders Rida Blaik Hourani1*, David Litz1 and Scott Parkman1 1 Emirates College for Advanced Education, United Arab Emirates Abu Dhabi is undergoing educational changes that necessitate improving and developing public school leaders’ skills within the realm of transformational leadership. Abu Dhabi school leaders are anticipated to perform within specific professional standards that encompass: leading the community, leading the people and leading the organization. These professional standards embed emotional intelligence attributes (Blaik Hourani & Stringer 2015). According to Wood and Kroese (2007), Arar (2017), and Cliffe (2011), in order to improve schools, leaders need to demonstrate various dimensions of emotional intelligence (EI). Grootenboer and Hardy (2017) discuss the praxis of school leadership through highlighting the forms of emotional intelligence. These forms revolve around: a) semantic space characterized by the construct of a shared and mutual understanding of the organizational operations and needs and b) social space featured by building social relationships and networking among school stakeholders. The latter form takes into account the praxis of school leaders from the circumstances and exigencies angles , so as to resolve conflicts, destress staff and address school problems encountered. Grootenboer and Hardy (2017) discuss that demonstrating social space is centered on values pertaining to, social justice, empathy, respect, inclusion and cooperation and these values are nurtured. As indicated by Benson, Fearon, McLaughlin and Garratt (2014) and Goleman, Boyatzis and McKee, (2002) EI is a key attribute for innovative and effective school leadership. The above authors concur, that developing emotional school leaders’ traits contributes to successful school. EI attributes is considered important for transformational leadership and for managing organizations during educational reforms and changes. Benson, Fearon, McLaughlin and Garratt (2014), add that emotional intelligence is a complementary resource for creating competent school leaders and developing resilient school communities. Wong, Wong and Peng (2010) in a study conducted in Hong Kong they indicate that EI is essential is positively related to the middle-level school leaders’ performance and job success and satisfaction. Moreover Wong, Wong and Peng (2010), Goleman (2006a) and Bush (2011) have evidenced middle-level school leaders’ job improvement and professional performance that consequently leads to improved schools. Cliffe (2011) in a study conducted on school administrators indicated that school administrators with high EI demonstrated professional skills relevant to: self-awareness, emotional self-management, motivating oneself and others, recognizing emotions of others and handling intra-personal relationships ; this has shaped their professional performance as school administrators and therefore being over attuned to one’s own emotions can contribute to improved school leadership. Oplatka (2011) discusses that, often school leaders act as the only people in charge for motivating the teachers and staff and this involves the expression and demonstration of different emotions. Oplatka (2011) adds that school leaders constitute the focal point of professional emotions. Therefore, it becomes important for school leaders to be aware of this dimension (emotional) when performing their roles, especially that the emotional dimension heavily concentrates on how to deal with and influence others. Blackmore (2004) argue that an effective school that is moving towards progress requires the appearance and expression of emotions in organizational interactions. This study attempts to explore Abu Dhabi public school leaders’ emotional intelligence within Goleman’s (2006; 2007) five dimensions. This includes: a) self-awareness, b) managing emotions, c) motivating oneself, d) empathy, and e) social skills. This study is conceptualized within Van der Vyver et al. (2014) intertwined notions of ‘inherent value’, Goleman’s (2007) emotional intelligence dimensions and professional performance standards for Abu Dhabi school leaders. Figure 1 illustrates the conceptual framework of this study. Insert Figure 1: This research project addresses the following questions: 1. What emotional intelligence do school leaders exhibit along the following five dimensions: a) self-awareness, b) managing emotions, c) motivating oneself, d) empathy, and e) social skills? 2. How do school leaders utilize their emotional intelligence attributes professionally speaking? 3. What emotional intelligence dimensions are in alignment with leading the community, people and leading the organization as professional performance standards? 4. Are there any challenges situated within the emotional intelligence dimensions that school leaders face; that pertain to their professional responsibilities regarding leading the people and leading the organization and leading the community? 5. What emotional intelligence attributes and dimensions pertain to transformational leadership? Research question one was addressed through the quantitative research tool; whereas the research questions two, three, four and five were addressed through the qualitative research tool. This research employs mixed methods’ tools. The study included a random sample that consists of 30% of all Abu Dhabi government schools. The random sampling included cycle 1, 2 and 3 schools. Cycle 1 includes grades (1-4), cycle 2 includes grades (5-8) ad cycle 3 includes grades (9-12). Due to time constraints, Common Schools, Kindergartens and schools in Western region were excluded from this study. The school leaders that took part in this research included: Principals (PR), Vice Principals (VP), Academic Vice Principals(AVP), Head of Faculty-Arabic (HOFA), Head of Faculty-English (HOFE), Lead Principals(LP)and Social Workers(SW). The total number of research participants were 124 and they were involved in the quantitative component of this research and 30 research participants who took part in the quantitative data collection were interviewed. The following convey the quantitative findings: As the correlation matrix indicates there were some significant correlations between emotional intelligence characteristics. The strongest correlations were observed between Empathy and Social skills, with correlation coefficient of 0.756 and between Self-Awareness and Empathy with a correlation coefficient of 0.771. The weakest correlation was found between Self-Awareness and Managing Emotions, with a correlation coefficient of just 0.531. Table 2: Mean Emotional Intelligence Scores by Population The mean scores of all participants in each of the five characteristics of emotional intelligence were indicated and tracked through the quantitative research tool. There were differences in mean score values for specific sub-populations based on Nationality, Education level, Gender and Position. Managing Emotions has the lowest mean score both within the total population and within each subgroup, while Self Awareness has the highest rated characteristic across all groupings. None of the differences in mean scores across the five characteristics was found to be significant. Surprisingly, differences in characteristics were demonstrated to be least significant along gender lines than any other criteria. Insert Table 2 Table 3: Analysis of Variance The analysis of variance indicated that the items on the survey for emotional intelligence was, on the whole, a reliable instrument with the population of this study. Alpha Cronbach scores greater than 0.700 are considered sufficiently reliable. This indicates that there was strong independence between the individual items in the survey sufficient variance in the answers provided by the participants. Insert Table 3 Findings that came out of the qualitative research tools captured the following emerging themes: Emotional intelligence dimensions that portray educational leaders, Emotional intelligence attributes pertaining to the school leaders’ reflective practices, Emotional intelligence and areas needing professional development and nurturing, Emotional intelligence dimensions and school leaders’ transformational skills; Emotional intelligence and attributes that underpin leading the community, leading the people and leading the organization. Insert Table 1: Correlation Matrix Figure 1 Image 1 Image 2 Image 3 References

У статті обґрунтовано концептуальні основи розвитку емоційного інтелекту в онтогенезі, визначено теоретико-методологічні підходи, які дають змогу створити цілісне уявлення про сутність емоційного інтелекту людини з точки зору: системного підходу (природа, структура, функції, психологічні механізми розвитку, форми і рівні розвитку в онтогенезі); суб’єктно-діяльнісного підходу (через характеристику основних структурних компонентів діяльності – мотиваційного, змістового, операційного та результативного; визначення сенситивного періоду – найбільш сприятливого для розвитку емоційного інтелекту; аналіз особливостей його прояву в суб’єкта діяльності); особистісно-орієнтованого підходу (через прояв індивідуально-психологічних особливостей розвитку емоційного інтелекту); компетентнісного підходу (шляхом розвитку і формування емоційної компетентності молодших школярів, учителів початкових класів, шкільних психологів, батьків учнів).Визначено, що емоційний інтелект є інтегральною властивістю особистості, яка відображає пізнавальну здатність людини до розуміння емоцій та управління ними шляхом когнітивної обробки емоційної інформації та забезпечує психологічне благополуччя особистості й успішність соціальної взаємодії. Відповідно до рівнів психічного відображення (сенсорно-перцептивного, когнітивного, особистісного, суб’єктного, духовного) виокремлено форми (емоційний інтелект як властивість: індивіда, суб’єкта діяльності, особистості, суб’єкта життєтворчості, суб’єкта життєдіяльності), психологічні механізми (ідентифікація, наслідування, емоційне зараження, рефлексія, емоційна децентрація, емоційна саморегуляція, антиципація, емпатія), критерії та рівні розвитку емоційного інтелекту в онтогенезі (психофізіологічний, когнітивний, соціопсихологічний, креативно-суб’єктний, екзистенційно-духовний). На основі результатів емпіричного дослідження здійснено порівняльний аналіз особливостей розвитку емоційного інтелекту в старшому дошкільному, молодшому шкільному і підлітковому віці. Доведено, що молодший шкільний вік є сенситивним періодом розвитку емоційного інтелекту.

Actuality. Contemporary society adopts an ideal of personality, which describes humans, much from the point of view of emotional intelligence. The ever-increasing complexity of contemporary society makes emotional intelligence insufficient for children (the young generation) in the context of solving everyday problems. Aware of these things, we increasingly reveal the importance of emotional intelligence in supporting control over difficult social situations, leading to correct behavior, guaranteeing an adequate level in society. Academic performance and children's adaptation to the demands of social life are a priority for parents as well as for teachers. The ever-changing ideals of contemporary society make the intelligence acquired both in the family and in educational institutions insufficient for most of the children. Research in recent decades has focused on the tendency to theoretically and practically substantiate the concept of emotional intelligence, demonstrating its importance for personal development and socio-professional insertion, and current concerns in this field branch out into several fields such as sports. The perspective of developing emotional competence by practicing motor activities involves improving well-being, increasing the decision-making capacity to solve problems in a responsible way, coping with everyday and stressful demands. P. Salovey and J.D. Mayer consider that emotional intelligence involves the ability to perceive emotions as correctly as possible and to express them, the ability to generate feelings when they facilitate thinking and the ability to know, perceive emotions and regulate them, in order to promote emotional and intellectual significant development. Emotional intelligence represents "the ability to accurately perceive, understand and positively express certain emotions, to use emotional valences to facilitate the resolution of problematic situations". The sports environment requires solving emotional problems through specific training and competition that create conditions for the athlete to develop emotional intelligence, to increase self-confidence. Judo is the model sport for emotional development. The means and methods implemented in Judo, its special principles and forms, are oriented towards the training of athletes in order to acquire the technique of procedures and motor actions for the development of motor qualities; to increase the capacities of the functional systems of the athletes' body, which ensure the results of the competitive activity; towards the formation of moral and volitional qualities, towards expanding the possibilities of developing emotional intelligence. Judo sports activity: - provide pleasant physical and mental sensations. - improves motor behavior - gesture quality, precision and strength. - ensures the improvement of major functions and adaptation to effort - mental-emotional resistance at the same time. - guarantees the balance and consistency of psycho-emotional manifestations - the development of emotional intelligence. The topicality of the topic addressed is determined by the valorization of the sport of Judo, in the development of emotional intelligence. The most important styles of martial arts are increasingly popular in recent years, one of them being Judo, which is not just a simple sport, but also a form of mental development, namely emotional stability, self-esteem and respect for the opponent ( empathy) main components of emotional intelligence. In this context, we note the need to capitalize on the sport "Judo" as an alternative to technologies for developing emotional intelligence in psychology. Research hypothesis. It is assumed that the practice of the sport of Judo, through the specific techniques and methodologies of mental preparation of the judocan, can be a psychotherapeutic alternative for the development of emotional intelligence. The purpose of the research consists in capitalizing on the sport of Judo as an alternative to the psychological methods of developing emotional intelligence during the adolescent period. Research objectives: 1. Analysis of epistemological benchmarks regarding the role of Judo sport in the development of emotional intelligence during the adolescent period. 2. Emphasizing through a sociological survey the problem of emotional intelligence in society and highlighting the role of the sport of Judo in the development of emotional intelligence. 3. The elucidation of mental training mechanisms in the sport of Judo having an impact on the development of emotional intelligence during the adolescent period. 4. Experimental argumentation of the effectiveness of the sport of Judo in the development of emotional intelligence. Methods of research: At the level of theoretical conceptualization: the method of analysis and synthesis, the method of theoretical generalization, theoretical modeling, interpretation and conclusion. At the praxeological level - the pedagogical experiment; survey based on a questionnaire for specialists in the field. The importance of the research represented by: substantiating the methodological approach of the sport of Judo in the training/development of emotional intelligence in adolescents; examination and interpretation of theoretical benchmarks regarding the problem of emotional intelligence in the adolescent period. Findings and results. The data of the sociological research allowed us, along with the characteristics of the de facto state, to obtain information about the possible perspectives of Judo sport activities in overcoming emotional intelligence. The exposed and generalized opinions of the specialists predetermined the development of experimental events for the scientific foundation of the problem of emotional intelligence and the ways of development through the sport of Judo. The basic pedagogical experiment, carried out in the training conditions of the experimental group, evaluated emotional control through projective psychodiagnostic tests. The evaluation tests confirmed a significant final increase in emotional intelligence, with a discrepancy between the initial and final testing, relevant from a statistical point of view. This proves that the implemented independent variable confirms the initial expectations, and can be considered an optimal solution in improving the process of developing emotional intelligence in adolescents. The results obtained as a result of the statistical processing of the recorded data are significant, in the post-test compared to the pre-test, a fact that determines the confirmation of the hypothesis according to which: Practicing the sport of Judo, through the specific techniques and methodologies of mental training of the judo artist, induces the development of emotional intelligence. Conclusions and recommendations. Through the research carried out, it was capitalized with an overall vision on the development of emotional intelligence by practicing the sport of Judo. Based on the investigative results, we can formulate the following general conclusions: 1. At the present moment, a negative aspect in the early school period are the emotional consequences, which negatively influence the success of the educational process and the formation of the personality as a whole. Obviously, scientific notions were identified with reference to solving the problems of emotional intelligence in adolescents. At the same time, the knowledge in the development of emotional intelligence in practice is insufficient, it requires a specific, current approach to the components of the development of emotional intelligence by focusing on other fields that can have a significant contribution in emotional establishment such as Sports. 2. The analysis of the peculiarities of mental training in the sport of Judo demonstrated the synergy and consolidation of the complex factors of the The dynamic study of the pedagogical experiment allowed us to establish the level of emotional intelligence development. The emotional state of the teenager at the end of the experiment is stable. The subjective perception of one's own conditions and possibilities is at a good level. There is no situational nervousness, the surrounding factors do not influence motivation. the final results according to the studied tests are significantly higher compared to the initial ones, both dynamically and between groups (Р<0, 05-0, 01).

In the modern world, there is a growing awareness that high professional qualifications alone are not sufficient for effective teamwork and social interaction. The development of emotional and social intelligence contributes to the creation of a positive psychological environment, the prevention of conflicts, the improvement of communication skills, and the enhancement of educational outcomes. Particularly in university settings, where age, cultural, and ideological diversity is present, the study of emotional and social intelligence is of great importance. It can serve as a strategic tool for improving both educational quality and workplace atmosphere. Using Goris State University as a case study allows for localized and applicable insights. The aim of this article is to examine the emotional and social intelligence levels of lecturers, administrative staff, and students at Goris State University and to uncover their interrelations. The objectives of the study are: to identify the correlational links between different components of emotional and social intelligence among lecturers, administrative staff, and students; and to develop recommendations for enhancing these skills. For this purpose, validated psychological questionnaires were used, including N. Hall‘s ―Emotional Intelligence‖ inventory, the Social Intelligence Scale, and the correlation analysis method to assess the interaction between emotional and social intelligence levels. The study revealed that lecturers showed relatively high levels of selfawareness and empathy, administrative staff had higher self-regulation abilities, and students demonstrated stronger collaboration skills. However, all groups showed certain challenges. This indicates that the development of emotional and social intelligence should be considered a vital direction for the ongoing improvement of university culture.

Parenting is very important for the growth of the emotional intelligence of elementary school students. The purpose of this study is to find out how important appropriate parental behavior is in helping the development of children's emotional intelligence. The method used was the collection and analysis of ten nationally accredited journal articles related to the topic. The results showed that democratic parenting that involves child involvement and emotional support can help children grow positive emotional intelligence. In contrast, authoritarian or permissive parenting tends to inhibit the development of children's emotional intelligence. These findings confirm that parents play an important role in shaping students' emotional intelligence by implementing effective parenting. Thus, understanding and implementing appropriate parenting strategies by parents so that children can develop good emotional intelligence for future success.

Developing a Model for Physical Education Teachers’ Professional Performance Health Based on Talent Management and Emotional Intelligence

The article presents an overview of domestic research devoted to the development of students’ emotional intelligence by means of art technologies. The relevance of the problem of developing emotional intelligence in modern students is determined by the objectives of higher education. Despite the serious experience gained in Russia in the use of art in teaching and personal education, the active penetration of art technologies into the education system began to occur relatively recently, which explains the time frame of the review study – 2019–2021. The analysis was performed in December 2021 using the national bibliographic database of scientific citation. The research was conducted using such combinations of keywords as “emotional intelligence”, “development of emotional intelligence of students”, “art therapy”, “pedagogical art therapy”, “art technology”, “art therapy at the university” in Russian for the period of 2019–2021. Out of 902 publications devoted to art therapy, the problem of using art technologies in higher education, the development of emotional intelligence through art technologies, the authors selected 49 publications. The analysis of the selected publications showed that the problem of the development of emotional intelligence arouses increased interest among researchers. However, the development of emotional intelligence in students is not a priority. In the system of professional education, the topic of emotional intelligence is not given enough attention, which is unacceptable and does not meet the requirements for the level of training of modern specialists. In recent studies, the possibilities of using art technologies in the development of students’ emotional intelligence have not been sufficiently disclosed. There is a need for further development of a program for the development of students’ emotional intelligence, presentation and description of art therapy techniques and techniques, their place and role in the development of emotional intelligence. Undoubtedly, building up the evidence base and substantiating methods for verifying the effectiveness of various art technologies will be a promising direction.

Today's healthcare system needs people who can work independently, be proactive, make responsible decisions and deliver effective results. Nurses with higher emotional intelligence are more likely to be more communicative and empathetic, which contributes significantly to a good relationship with the patient and to good performance. Leadership qualities are not only present in the nurse administrator in a managerial position, but also in the nurse who interacts with patients on a daily basis. The relationship between nurses' emotional intelligence and leadership is an area of research that is relatively new.
 Aim of the study. To investigate the relationship between emotional intelligence and leadership in nursing by analysing the results of existing research.
 Methods. A literature search was conducted in the PubMed database. According to the exclusion and inclusion criteria, 5 scientific articles were included and analysed in the systematic review.
 Results and conclusions. The results of the study revealed the main issues raised in the scientific literature - the strengthening of nurses' leadership, the development of emotional intelligence and leadership, and the impact of team leader's emotional intelligence on the stress experienced by nurses. The literature analysis also reveals that leaders with emotional intelligence, both in managerial and non-managerial roles, lead to higher quality nursing outcomes and improvements in other factors such as effective communication, and that the development of nurses' leadership and emotional intelligence in undergraduate study programmes requires the introduction of a dedicated course.

Objective: This study deals with the issues of preparing future educators for the development of students' emotional intelligence. The study aims to identify the most important aspects of future teachers training in the framework of this task, to identify the main factors that should be paid attention to when training teachers, whose tasks in the future will include the development of emotional intelligence of school students. Background: Particular attention is paid to the study of the training of teaching staff for the development of emotional intelligence in students with psychological disturbances. The object of the study is the branches of pedagogy of higher education aimed at educating qualified teaching staff that can effectively solve the tasks of developing the emotional intelligence of elementary school students. Method: In the study, methods of system analysis of the subject matter are used, based on a detailed examination of the studies of the material available for research, with a qualitative analysis of all the collected information. Results: Based on the conducted studies were formed recommendations on the training of teachers for future practical activities within the framework of the issues under consideration, which are summarised as follows: in training, attention should be paid to working with educational games, the task of which is to develop students' skills in identifying and evaluating emotions, their own and of students participating in the game, the study and analysis of works of classical literature, as a method of learning to think, analyse and develop the emotional sphere, training in the implementation of special exercises for the development of the emotional sphere. Conclusion: The study has important applied value in terms of expanding the understanding of emotional intelligence and the need for its development, starting from the lower grades of high school.

The article shows that the considering of emotional intelligence as one of the types of general and single intelligence, leads us to the most fundamental point - is the tasks it solves. Therefore, the use of the problem situation tasks in emotional intelligence development in adolescence is a prerequisite for the actualization of individual emotional and cognitive activities. The paper also represents the theoretical and methodological analysis of the psychological foundations of individual emotional intelligence genesis in early adolescence, which became the basis for the development of the author’s concept of this study. Thus, the theoretical model of the emotional intelligence genesis in early adolescence is formulated and substantiated; the quantitative and qualitative analysis of the structure, levels and features of emotional intelligence development of young people is made; the system of psychological factors, mechanisms and laws of emotional intelligence genesis in early adolescence is determined. The materials of the article can be used to solve practical problems of modern institutions of general secondary, vocational and higher education, in particular, to diagnose the level of emotional intelligence of pupils and/or students, to work out effective programs of psychological support in early personality development; to elaborate the individual programs for the emotional intelligence development. Theoretical provisions and research results can be used for the studying process in general secondary education, vocational training and/or higher education institutions, as well as in the psychological education practice and social and psychological centres for the development and implementation of psychological support programmes for both personal counselling and educational process. The main attention in emotional intelligence studies is focused on its psychological structure and relationships with other intrapersonal manifestations. This trend has led to contradictions between ideas about the place of emotional intelligence in the structure of personality and understanding of structural and functional features of emotional intelligence as a metacognitive construct, as well as between criteria for determining a sufficient level of emotional intelligence for mental development and scientifically reasonable psychological and pedagogical tools of emotional intelligence formation, functioning and development. However, the problem area remains the question of the peculiarities of emotional intelligence development at different age stages of individual mental development. Problems of the emotional intelligence genesis in adolescence have not been studied, respectively, there is a lack of clear understanding of the psychological conditions and specifics of the emotional intelligence development in adolescence

This review focuses on parenting practices that are beneficial or antagonistic to the development of emotional and social intelligence in children. We start by reviewing the somewhat nebulous concepts of emotional and social intelligence. This is followed by an examination of the association between well‐known parenting styles such as authoritative, authoritarian, permissive, and directive parenting and various indicators of child emotional and social intelligence. The strategic emotion‐coaching parenting style is also examined for its connections to comparable child outcomes. Parenting practices such as inductive discipline and parental availability also appear to cultivate emotional and social intelligence in children. Finally, overparenting is discussed as a parenting practice that apparently corrupts the development of these traits in emerging adults. We conclude that best practices, where emotional intelligence and social intelligence are the benchmarks, blend parental care and concern with a degree of parental demands on children that are appropriate for their developmental stage.

As society increasingly values the overall quality of college students, Emotional Intelligence (EI) education has gained significant attention. EI plays a crucial role in individual mental health, social adaptation, and workplace competitiveness. Particularly in the developmental process of college students, the cultivation of EI significantly impacts their psychological resilience, interpersonal communication skills, and career development. This paper analyzes the evolution of EI theory and its application in college student education, explores the current state and challenges of EI development in university students, and proposes a systematic mechanism for EI cultivation. The mechanism aims to enhance students' EI levels comprehensively through innovative approaches such as curriculum integration, situational simulations, interdisciplinary collaboration, and personalized development. The research indicates that establishing a multidimensional framework for EI development and a well-rounded practical system will help improve college students' EI abilities, foster their physical and mental growth, and lay a solid foundation for their future careers.

У статті презентовано результати емпіричного дослідження взаємозв’язку конфліктних форм поведінки з рівнями розвитку емоційного інтелекту студентів; уточнено зміст поняття «конфліктні форми поведінки» та їх класифікацію, «емоційний інтелект» та його структурні компоненти; представлено витоки конфліктних форм поведінки відповідно до рівня емоційного інтелекту особистості на основі гендерних та вікових особливостей. Проаналізовано поняття конфліктних форм поведінки, їх класифікацію та причини виникнення, зокрема, визначено комплекс суб’єктивних та об’єктивних детермінант конфліктних форм поведінки. Конфліктні форми поведінки (КПФ) – це такий стиль поведінки людини (фізична, вербальна, непряма агресія, роздратування, негативізм, образа, підозрілість тощо), який призводить до виникнення конфліктів. Практично будьяка конфліктна поведінка поєднує в собі як суб’єктивні, так і об’єктивні причини її виникнення, тобто її основу складає комплекс детермінант. Конфліктні форми поведінки поділяються на м’які, нейтральні та жорсткі та у кожної особистості проявляються різною мірою. Студенти з високим рівнем розвитку емоційного інтелекту схильні до співпраці у конфлікті та прояву м’яких форм конфліктної поведінки (фіксація позиції, дружелюбність, угода тощо); студенти із середнім рівнем розвитку емоційного інтелекту найчастіше вдаються до компромісу у конфлікті та нейтральних форм конфліктної поведінки (демонстративні дії, санкціонування, коаліція); студенти з емоційним інтелектом нижче середнього рівня дотримуються більш жорстких форм конфліктної поведінки (фізичне та психологічне насильство, тиск тощо) та схильні до конкуренції у конфліктній ситуації. З’ясовано, що існує тісний прямий зв’язок між окремою групою конфліктних форм поведінки та відповідним рівнем розвитку емоційного інтелекту студентів, а саме: м’які конфліктні форми поведінки найчастіше застосовуються студентами із високим рівнем розвитку емоційного інтелекту; нейтральні конфліктні форми поведінки – студентами із середнім рівнем розвитку емоційного інтелекту; жорсткі конфліктні форми поведінки – студентами із низьким рівнем розвитку емоційного інтелекту.

Background: Academic performance has been perceived as an element, which can change the lives of youth, while emotional intelligence (EI) often relates to adolescents’ well-being and, in turn, can influence academic performance. Emotional intelligence development is related to multiple beneficial outcomes and deemed a valuable tool for educational and career planning. However, there is a need for more EI-related guidance in youth interventions.Objectives: To inform such guidance, this is the first study that aimed to confirm the relationship between the academic results of South African adolescents and EI (measured using an updated assessment and newer EI model). It also aimed to determine whether specific EI scales were dominant predictors of subject-specific academic results.Methods: A quantitative research study was conducted following a non-experimental, correlational research design and stratified random sampling method. The study was conducted in secondary schools across South Africa. Academic results and EI scores of 284 adolescents between 13 and 19 years were available for correlational and regression-based dominance analysis techniques.Results: Results confirmed a significant positive relationship between total EI scores and academic year averages. Prominent findings included the decision making composite, which had the strongest relationship with and was the most dominant predictor of most compulsory subject averages.Conclusion: The results point to the importance of considering learners’ EI as a contributing aspect to their school performance, by incorporating learner-tailored EI testing and development at a school level.Contribution: Findings contribute to the criterion validity of the EQ-i Youth assessment and can guide teaching and career guidance initiatives in incorporating tailored EI strategies for learner development.

This article describes students’ emotional intelligence (EI) development when participating in the Trans-Atlantic and Pacific Project (TAPP) in two technical and professional communication (TPC) courses. The researchers used modified grounded theory to compile the emotions used for coding students’ weekly reflections, and content analyzed how the TAPP experience affected students’ EI development. Overall, the article emphasizes the importance of supporting TPC students’ EI development in low-stakes environments since EI directly impacted their actions when collaborating.