Privacy and Emotional Intelligence in Technology-Based Learning

Introduction: the study of Emotional and Spiritual Intelligence in educational and health contexts is beginning to be given great importance, due to the repercussion that these theoretical constructs have on human behavior and, consequently, on the exercise of the professional functions of students, teachers and health professionals. Objective: to find the relationship between emotional intelligence and spirituality and how those concepts can condition the behavior of students and health professionals. Methods: a narrative review of original articles, performing a systematic search through the EBSCHOHot (APA Pscycinfo), ERIC, MEDLINE, PubMed and SCOPUS database. The descriptors used: "Emotional Intelligence" AND "Spiritual*" AND "Correlation*. Results: this review included 7 articles, 6 of which are original and 1 is a critical review, referring to research carried out in educational and health contexts and conducted mainly in Eastern countries. The relationship between the constructs of Emotional and Spiritual Intelligence and the importance that these competencies have on human behavior is demonstrated. Conclusions: it is pertinent to carry out more studies that relate these two variables, as well as the need to introduce and work on these concepts in educational and health intervention contexts, with the aim of improving the competencies of students and professionals. Likewise, it is important to avoid confusing the concepts of spirituality and religiosity which, although associated, have different meanings and practical implications

Neal Ashkanasy and I (Catherine Daus) had the distinct “pleasure” of debating Ed Locke and Frank Landy on the construct of emotional intelligence at this past SIOP Annual Conference in Orlando. I, unintelligently (emotionally or otherwise!), agreed to substitute for Peter Salovey who had professional commitments that precluded him from attending. Apart from the discomfort of being in Frank Landy’s direct line of fire (to which anyone who has had the privilege could certainly attest) and the sheer intimidation factor of standing and speaking to an audience of standing-room-only capacity (Neal calculated about 350+ people), I feel the experience was enlightening and valuable to me, as I learned what concerns academics in our field have with the construct of emotional intelligence. However, it was also quite frustrating as I feel that some academics in our field have a rather limited exposure and a very narrow-minded, unsubstantiated view of the construct. The primary arguments proffered by Landy and Locke can be captured in three broad points: 1. Emotional intelligence is little more than a loose conglomeration of extant personality traits. 2. Emotional intelligence does not meet psychometric standards. 3. Emotional intelligence has no clear measurement rubric—it changes all the time.

A critical evaluation of the emotional intelligence construct

The Effect of Emotional Intelligence and Spiritual Intelligence on Learning Outcomes of Islamic Religion and Characteristics of Students at SMA Negeri 5 Makassar

With the fast paced evolution of complex work systems involving huge emotional labor and customer intimacy, there is greater focus on shaping emotional competencies of employees. Contemporary researchers have attempted to explain the importance of emotional intelligence ostensibly in context of professional success. This paper attempts to review the construct of emotional intelligence by taking into account the similarities and differences advocated by eminent researchers. First part of the paper attempts to review various theoretical constructs and models of emotional intelligence from Indian and Western literature in relation to Daniel Goleman's construct of Emotional Intelligence. Second part compares the emotional Intelligence model by Indian Researcher, Dalip Singh and compares it with Goleman's Construct of Emotional Intelligence. The outcome of the study is an integrative framework of Indo-Western perspectives on Emotional Intelligence that can be used to understand and develop an instrument for further research on emotional intelligence.

Aim of this study is to review the popular and widely cited literature, history, theories, concepts and definitions of the emotional intelligence. For providing a complete insight to the academicians and researchers about the emotional intelligence term, literature is reviewed systematically from the date term is evolved, till now. After thoroughly going through the literature based on emotional intelligence, authors have concluded that a consensus can be observed among the psychologists and researchers on the emotional intelligence model presented by Mayer, Salovey and Cruso. As far as, the measurement strategy of emotional intelligence is concerned, self-reporting technique is widely opted in the past researches that show its authenticity. Prospective researchers by looking at the plus and negative points of emotional intelligence and agreeabihty of the emotional intelligence models can decide that which theory, definition and measure they should follow and how they can improve the existing concepts. Moreover, readers could get the brief yet all inclusive, information on the construct of emotional intelligence in one piece of writing

Mental health issues are frequently ignored and overlooked by society because they cannot be physically expressed. Furthermore, this perception has long been entrenched in the Malaysian society as the stigma against individuals who suffer from this problem remains at the same level even though awareness about mental health issues has spread significantly. Therefore, this study was conducted to evaluate the relationship between emotional intelligence, spiritual intelligence and psychological well-being among counseling clients in one of the government agencies in Pahang, Malaysia, during the Covid-19 pandemic. A total of 157 counseling clients answered the questionnaire. SmartPLS was used to evaluate the data content of the questionnaire and test the research hypotheses. The results of the analysis yielded several significant findings. First, there was a positive and significant relationship between emotional intelligence (i.e., self-awareness, social awareness and emotional receptivity) and spiritual intelligence. Second, there is a positive and significant relationship between emotional intelligence and psychological well-being. Third, there is a positive and significant relationship between spiritual intelligence and psychological well-being. Fourth, there is a positive and significant relationship between emotional intelligence, spiritual intelligence and psychological well-being. The findings of this study confirmed the important role of spiritual intelligence as a mediating variable in the relationship between emotional intelligence and psychological well-being. Furthermore, the findings of this study can be used as essential recommendations to help practitioners understand the diversity of perspectives on the construct of emotional intelligence and develop a spiritual intelligence management plan in counseling sessions to help those with mental issues achieve and maintain their emotional well-being in daily life. Keywords: Counseling, Covid-19, emotional intelligence, psychological well-being, SmartPLS, spiritual intelligence

In recent years, the construct of emotional intelligence has gained much attention as a potential underlying attribute of effective leadership. Still, there are many viewpoints regarding the relationship (if any) between emotional intelligence and leadership effectiveness. The purpose of this doctoral study was to investigate the said relationship and explore further whether or not emotional intelligence dimensions, self-awareness, self-management, social awareness, and relationship management, could predict the perceived level of leadership effectiveness. Quantitative survey data was obtained between 2013 and 2014 from 91 senior managers and over 1,000 employees in a large investor-owned utility company in the United States. The findings suggested that leaders' emotional intelligence, as measured by the self-assessed Emotional Intelligence Appraisal (EIA) questionnaires, has no significant relationship with the perceived level of leadership effectiveness, as measured by the 360-degree Leadership Assessment Program (LAP) surveys. The research also showed that four emotional intelligence dimensions, as predictors, are not conclusive indicators of leadership effectiveness ratings, the desired leadership outcome.

This paper reviews the literature and traces the origins of the Emotional Intelligence (EI) construct, its definition, measurement and its relationship to leadership and job performance, and other related variables. A discussion of various EI instruments, their relative strengths and weaknesses, psychometric properties and utility are presented. Several studies of EI and their relationship to leadership and job performance are examined. The author concludes by suggesting the EI construct be abandoned and that charisma and maturity are more accurate descriptions of the putative EI construct.

Significant efforts have been allocated over the last thirty years towards the conceptualization and assessment of the Emotional Intelligence (EI) construct. However, there is limited work on examining the EI construct in a group level. Collective Emotional Intelligence (CEI) is introduced as the ability of a group to promote awareness and regulation of members’ and group’s emotions, improving their capacity to collaborate effectively and avoid or easily resolve conflicts. High CEI levels in a group positively affect the group’s performance. In this article, we provide a definition of collective EI constructs, based on the extension of the open-access EmoSocio EI model. EmoSocio is selected as a basis since it regards an EI model, enriched with sociometric indexes at an individual and group level. A set of new constructs are included in the model for representing abilities for emotions’ management in a group level along with indicators for revealing the group dynamics. EmoSociograms is also presented as an open-source psychometric tool to dynamically manage and assess the social and emotional competences of individuals and groups. Evaluation results regarding the validity and the reliability of the extended EmoSocio model are made available, based on the assessment of CEI constructs in in-person and online groups, formed under an educational and working context, as well as an online discussion forum.

Leadership has both social and emotional components. Social intelligence appears to tap the social component found in leadership. Recently, emotional intelligence has surfaced as a stable individual difference variable and appears to tap the emotional component of leadership. Mayer and Salovey (1993) suggested that the emotional intelligence and social intelligence constructs overlap. This study examined the power of both emotional and social intelligence to account for variance in self-reported leadership experiences. One hundred ninety-two university students completed measures of social and emotional intelligence and a measure of leadership experiences. Regression analyses showed that both social intelligence and emotional intelligence accounted for variance in leadership experiences. Although emotional intelligence was found to account for variance in leadership, it did not add unique variance beyond social intelligence. Social intelligence appears to play a principal role in leadership.

PurposeThis study examines the role of emotional intelligence on academic achievement among students at a private university in Kuwait.Design/methodology/approachThe data were obtained through a questionnaire which elicits information on students' sociodemographic data and their overall college grade point average (GPA). The 16-item Wong and Law Emotional Intelligence Scale (WLEIS, Wong and Law, 2002), was used to evaluate the level of emotional intelligence and explore the effect on academic performance in a sample of 480 Kuwaiti college students.FindingsThe results of the study indicate that academic success was strongly associated with self-emotion appraisal (SEA) and use of emotions (UOE). However, the results did not show direct correlations with age, high schooling system, gender and nationality. Additionally, results provide supporting evidence that the WLEIS scale has good psychometric properties and can be used as a reliable tool to assess the emotional intelligence skills among college students in Kuwait.Research limitations/implicationsThe study has several limitations that require consideration when interpreting the findings. First, this research used a quantitative methodology, which can provide limited information about emotional intelligence, and further qualitative research is necessary to identify contributors and inhibitors of this construct. Second, as in any study using self-report measures, the results may have been influenced by participants' acquiescence and need for social desirability. Further studies should aim to include ways in which EI can be incorporated into academic curricula and qualification framework and barriers that may pertain to encourage emotional intelligence skills development in higher education and suggest solutions accordingly. In future studies it would be interesting to see educators' self-perception vs of students to include a multi-rated for the emotional intelligence. To this end, these areas of study could provide a more comprehensive understanding in the sense of integrating emotional intelligence theories and methods from multiple disciplines that constitute social, personality and psychological trait within higher education. This research has only considered samples from a private university in Kuwait. Extension of sampling scope to other universities around the country and in the Middle East may bring a better understanding of students' emotional intelligence level. In terms of EI components, the results of this study indicated that students score highest in self-emotional appraisal (SEA) and the use of emotions (UOA) and lowest on regulation of emotions (ROE). Additional studies can be conducted to see whether the same results apply on Arab students in the Middle East as a whole. The present study has provided more evidence of the need for cross-cultural comparison of an imported construct and its measurement by showing that the emotional intelligence construct, defined by the WLEIS (Wong and Law, 2002), may be understood differently in other cultures.Practical implicationsThere are two key implications in this study, one concerning gender and the other relating to students' GPA. The results suggested differences between the way female and male students viewed EI skills in relation to their academic achievement. Considering that the instrument used to measure EI was the Wong and Law Emotional Intelligence Scale (WLEIS), a self-report measure, perhaps a degree of bias was introduced. Male students' EI scores as a whole (M = 5.56) were higher than the EI mean score for female students (M = 5.39). As Novinger (2001) proposed, emotional expressiveness in the Arab world is such that women are trained to be less demonstrative of their emotions than men.Social implicationsIn addition, gender and cultural values may influence communication styles among Arab students during the teaching process. An awareness of gender and cultural difference related to EI could be beneficial to all parties (students, educators and administrators) in higher educational institutions. Educators' sensitivity to students' EI skills associated with culture can be manifested in a wide variety of teaching practices, ranging from educators' expectations toward students to their interpersonal interactions with students and from teaching styles to assessment methods. For example, an understanding of the possible impact of gender on EI skills may raise educators' levels of cultural sensitivity in dealing with students in the Middle East, particularly, in Kuwait. Even though this study did not show a significant relationship between the overall EI level and students’ GPA, an effect on EI components SEA and UOA was found. University administrators and educators wishing to increase students' academic achievement would do well to incorporate the use and recognition of emotions into their curricula. For instance, emotions can be used to channel the anxiety created by exams to motivate students to prepare more thoroughly and attain more higher standards.Originality/valueEmotional intelligence skills are important predictors of academic success, and they play a key role in students' performance, and greater the emotional intelligence, the academic achievement will be higher. The results of this study support the research studies suggesting that students' emotional intelligence (EI) should be considered by curriculum designers to enable educators assist their students reach successful academic performance.

Over the last decade, an increasing number of research studies have focused on the construct of Emotional Intelligence (EI), which may be broadly defined as the capacity to perceive and regulate emotions in oneself as well as those of others. Researchers have generally adopted an organizational or management focus to the study of EI, however studies which adopt a more integrated perspective by combining psychological with biological measures, may help in further elucidating this relatively abstract construct. The first objective of this paper was to report on the psychometric properties of a brief, self-report measure of EI (Brain Resource Inventory for Emotional intelligence Factors or BRIEF), comprising internal emotional capacity (IEC), external emotional capacity (EEC) and self concept (SELF). Second, we further explored the validity of the measure by assessing the relationships between the BRIEF and variables considered relevant to the understanding of EI (including gender, age, personality, cognitive intelligence and resting state electroencephalography, EEG). The BRIEF possessed sound psychometric properties (internal consistency, r=0.68-0.81; test-retest reliability, r=0.92; construct validity with the Self Report Emotional Intelligence Test, r=0.70). As hypothesized, females were found to score higher than males on EI. EI was associated more with personality than with cognitive ability, and EEG was found to explain a significant portion of the variance in EI scores. The finding that low EI is related to underarousal of the left-frontal cortex (increased theta EEG) is consistent with research on patients with depression, as well as attention deficit hyperactivity disorder. Although EI did not display age-related increases, this might relate to the exclusion of adolescents from our sample. In conclusion, examination of the way in which EI measures relate to a complementary range of psychological and biological measures may help to further elucidate this construct.

Several studies have shown that emotional intelligence can impact stuttering in children and that these children begin to exhibit impaired emotional and social behaviour from the age of 3 years onwards. These difficulties have also been observed in adults who stutter. The purpose of this research study was to examine the association between emotional intelligence factors and stuttering in school-age children in Kosovo. The outcome of this study will provide a baseline to compare factors related to the emotional intelligence of children who stutter and those who do not. This descriptive cross-sectional study included a sample of 62 participants stratified into the two groups: a group of children who stutter (N = 31) and a control group of children who do not stutter (N = 31). Participants ranged in age from 8-15 years. The instrument used for data collection was a self-report emotional intelligence questionnaire for children: The Trait Emotional Intelligence Questionnaire - Child Short Form (TEIQue-CSF) (Mavroveli & Petrides, 2009). We collected and analysed data on the level of emotional intelligence of children who stutter and those who do not. Our findings show that adaptability as a construct of emotional intelligence is observed at a lower level in children who stutter (M = 21.5) than those who do not (M = 40.9). In addition, we observed lower adaptability in male students (M = 27.9) than females (M = 35.2) in both groups of participants. Furthermore, children who stutter showed lower levels of emotional expression (M = 23.4 vs 39.7) and emotional perception (M = 22.3 vs 42.8) than those who do not stutter. Based on our analysis, we concluded that school-age children who stutter have significantly lower levels of emotional intelligence than their peers who do not stutter.

Emotional intelligence education in pre-registration nursing programmes: An integrative review