Religiosity, Emotional Intelligence, and Self-Control: A Mediation Analysis in Islamic Higher Education Contexts

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

The articlepresents the results of the theoretical analysis of the problem of emotional intelligence as a resource for the competitiveness of athletes in sports gaming activities. The relevance of the study is determined by the fact that modern elite sport is characterized by high physical and psychological stress, focus on achieving the highest possible results, and fierce competition of rivals. Emotional intelligence is considered as a psychological phenomenon, studied with the help of different ideas, theories, concepts, categories: emotions, feelings and experiences, emotional state, emotional-volitional regulation, emotional maturity of the individual (F. Vаsilyuk, V. Vіlyunas, К. Іzard, E. Іl’in, G. Оrme, О. Sannikova, О. Chebykin, P. Екman); emotional intelligence,emotional and social intelligence, emotional competence (R. Bar-on,D. Goleman, J. Mayer,P. Salovey);emotional stability, arrogance, regulation, which ensure the competitiveness of athletes in the process of improvement (R. Agavelyan, G. Gorska, N. Ilyasova, S. Kasyanova, V. Pirozhkova).The purposeof the article is to analyze modern psychological statements about the nature of emotional intelligence as a resource of competitiveness in sports game activity. Research methods: analysis, comparison, systematization, generalization of modern scientific sources and the results of the empirical studies of the psychological content of the problem under study. The resultsof the study showed the importance of the developing the emotional intelligence of athletesto ensure their competitiveness in competitive activities, however, given the heterogeneity of the results of theoretical and empirical studies, there is a need for further scientific research on this problem. The conclusionsare that the specificity of sports gaming activity requires the development of emotional intelligence and all its components to reduce the situational anxiety of athletes before competitions, as well as increase their competitiveness.

Islamic education plays an important role in developing the emotional intelligence of students. The concept of emotional intelligence in Islam is closely related to moral formation and the refinement of ethics. The Qur'an and Sunnah as the main sources of Islamic teachings offer a complete guide to building emotional intelligence which includes the ability to recognize one's emotions, manage emotions, motivate oneself, empathize, and foster good social relationships. Moral education in Islam aims to produce human beings who are not only intellectually intelligent, but also have high emotional and spiritual intelligence. The holistic approach in Islamic education integrates spiritual, intellectual, and physical formation so that learners grow into balanced and dignified individuals. Educational methods such as example, habituation, advice, and educative punishment are systematic efforts to shape the positive character and emotional intelligence of learners. This study explores the concept of emotional intelligence in the treasures of Islamic thought, analyzes the principles of Islamic education related to the development of emotional intelligence, and describes strategies and methods that can be implemented in the educational process to build emotional intelligence of students effectively and sustainably.

Background: The development of the emotional intelligence of leaders has become an exceptionally popular enterprise. However, the empirical research conducted by practitioners to date does not provide convincing evidence of the effectiveness of emotional intelligence development interventions. Robust and informative research on the effectiveness of coaching to develop the emotional intelligence of leaders is lacking.Aim: The purpose of this study was to determine, describe and evaluate the impact of a theoretically substantiated coaching intervention on the emotional and social intelligence competencies of leaders in a financial services company.Setting: The setting of the study is a financial services company in South Africa.Methods: A mixed method approach using a quantitative and qualitative research design was considered appropriate. The quantitative research method consisted of a quasi-experimental design using a non-equivalent pre- and post test control group to measure the impact of the coaching intervention on a sample of 30 leaders. The Bar-On EQ-i scale was selected as a reliable and valid measure of emotional and social intelligence competencies. Wilcoxon’s statistic was calculated to determine the statistical significance of score differences between the experimental (N = 30) and control (N = 30) groups. The qualitative research method was comprised of semi-structured interviews with six of the leaders and their supervisors.Results: The statistical results indicated that coaching significantly impacted the emotional and social intelligence competencies of leaders in terms of their overall emotional quotient (EQ), intrapersonal competency, interpersonal skills, stress management, self-regard and empathy. The semi-structured interviews provided rich descriptive themes and evaluations that corroborated the quantitative findings.Conclusion: This research provided convincing empirical evidence of the positive impact of a long-term, spaced and goal-focused coaching intervention on the emotional and social intelligence competencies of leaders in a financial services institution. The finding suggests that a theoretically well substantiated coaching intervention and a robust empirical study can be effective in demonstrating the impact of coaching on the emotional and social intelligence competencies of leaders. However, the implications of the limitations pointed out in this study could have influenced the findings, and future research aimed at improving relevant research models should take these into account.

The research focuses on the importance of transversal education in higher education, with a particular emphasis on emotional competencies and emotional intelligence in Veterinary Medicine and Nursing students in Chile, aligning with current educational policies and accreditation standards. The objective was to analyze levels of emotional competencies and emotional intelligence, as well as their correlations. A quantitative approach was adopted using instruments such as the Adult Emotional Competencies Inventory (ICEA) and the TMMS-24 Emotional Intelligence Scale, applied to a sample of n=969 students. The results revealed significant strengths in areas such as emotional autonomy and social competencies, alongside areas for improvement in emotional awareness and emotional regulation, highlighting significant correlations between emotional competencies and key components of emotional intelligence. The strong relationship between emotional competence (CE) and clarity (CLAR) indicates that higher emotional understanding is linked to better management of emotional states. Additionally, positive correlations between emotional competence, attention (ATE), and repair (REP) suggest that individuals with higher emotional competence also exhibit better emotional regulation and repair abilities. These findings underscore the importance of integrating emotional competencies into university curricula, as their development can positively impact overall emotional intelligence. The study highlights the value of educational practices focused on emotional skills, promoting a transversal, gradual, sequential, and evaluated formative trajectory within educational programs, with specific strategies designed to enhance emotional awareness and regulation

This study aims to test this hypothesis is 1) Student learning outcomes are taught with the model of learning curriculum 2013 is higher than the learners who are taught with the model of curriculum learning unit level education (KTSP) in the subjects of Islamic Religious Education. 2) There is an interaction effect between the learning model and the emotional intelligence of learners on the learning outcomes in the subjects of Islamic Religious Education. 3) The result of Islamic education learning of learners who have high emotional intelligence is higher if taught using the model of curriculum lesson 2013 than the learners who were taught using the learning model of educational unit curriculum (KTSP). 4) The result of Islamic education learning on the students who have low emotional intelligence is lower if taught by using the model of curriculum lesson 2013 than the learners who were taught using the learning model of educational unit curriculum (KTSP). This research is using experimental method. Target population is all students of public primary school Jatinegara Kaum 05 Pulogadung, East Jakarta. Affordable population in this research is the students of grade IV of elementary school Jatinegara Kaum 05 Pulogadung, East Jakarta consisting of 2 classes and totaling 56 students, as well as a sample of research with a simple random sampling technique based on factorial design group so selected students. This study yielded two main conclusions, namely: 1) Learning outcomes of learners who were taught with the 2013 curriculum learning model (x = 83,24) the same as learners who were taught with the educational unit curriculum learning model (KTSP) (x = 82, 24) in the subject of Islamic education. 2) There is no interaction effect between learning model and emotional intelligence on learning outcomes in Islamic education subject. Because in the second hypothesis there is no interaction then the presentation of the third and fourth hypotheses is not required. Based on these findings it can be concluded that there is no difference in Islamic learning outcomes that are taught by using the curriculum model of 2013 and KTSP. And there is no interaction between the 2013 curriculum learning model with emotional intelligence on the learning outcomes of Islamic religious education.

PurposeThe purpose of this research is to examine the relationships among team leader emotional intelligence competencies, team level emotional intelligence, and team performance.Design/methodology/approachIt is argued here that the team leader's emotional intelligence (EI) will influence the development of group level emotional intelligence (GEI), which was measured by a team's emotionally competent group norms (ECGN). Second, it is hypothesized that the presence of ECGNs will positively influence group effectiveness. Data were collected from 422 respondents representing 81 teams in a military organization.FindingsResults show that team leader emotional intelligence is significantly related to the presence of emotionally competent group norms on the teams they lead, and that emotionally competent group norms are related to team performance.Research limitations/implicationsLimitations of this research include a narrow sample with the teams not being highly interdependent.Practical implicationsThis research provides implications for practice in three primary areas: development and sustainment of emotionally intelligent managers and leaders; development and sustainment of emotionally intelligent work groups; and establishment of organizational leaders at all levels to foster and support emotional competence throughout the organization.Originality/valueThis research contributes to the field by offering support for the effects the team leaders' emotional intelligence has on the teams they lead as well as by showing how team level emotional intelligence affects team performance. This study adds to the body of literature in what is considered a relatively new area of study. The four key contributions of this research are: this research shows that the leader's behaviors are important at the team level; this research further validates Wolff and Druskat's (forthcoming) ECGN theory by lending support for the ECGNs as well as offering alternative clustering ideas for the norms; ECGNs were shown to be related to performance; and lastly this research extends the knowledge base about emotions in groups.

This study examines the emotional intelligence and work environment role in motivation and its impact on employee performance. This study was conducted at PT. Bank Syariah Indonesia (BSI) Aceh Consolidated Area, which was formerly PT. Bank Syariah Mandiri (BSM) before joining two other Islamic banks. The BSI Aceh Consolidated Area was chosen to see the impact of the merger on BSI employees who were formerly BSM employees. The population is BSI Aceh Consolidated Area employees totaling 400 employees. The sample was selected using a simple random sampling, the number of which was determined was 150 employees. The test equipment used is SEM-AMOS. The results prove that in the BSI Aceh Consolidated Area of Emotional and Environmental Intelligence was found to affect employee motivation; Emotional, environmental and motivational intelligence were also found to influence performance; and motivation mediates the emotional intelligence and the environment's role in performance partially. This finding also proves that the model for improving the BSI Aceh Consolidated Area employee performance is a function of increasing emotional intelligence and increasing environmental comfort, so that it can have an impact on increasing motivation.

Straipsnyje atskleidžiama emocijų refleksijos būtinybė didėjančios įtampos sąlygomis ir pabrėžiama originali emocinės inteligencijos paskirtis padėti dėstytojui vystyti gebėjimus, plėtojančius refleksiją ir adaptaciją, bei kurti vidinį savo ir studentų efektyvumą. Aptarus emocinės inteligencijos ir emocinės kompetencijos santykį, daugiausia dėmesio sutelkiama į dėstytojo emocinę kompetenciją, jos struktūrą ir turinį, siekiant empiriškai tirti šios kompetencijos raiškos ypatumus dėstytojams bendraujant su studentais. Gautų tyrimo duomenų analizė ragina atkreipti dėmesį į konkrečius dėstytojo emocinės kompetencijos elementus, kurie, studentų nuomone, rodo žemiausią raišką: pasitikėjimą savimi, empatiją, paslaugos orientaciją, ugdymo gebėjimus ir įtaką studento asmenybei. Straipsnyje keliama mintis, kad pastarąsias kompetencijas būtų verta puoselėti per dėstytojo emocinės inteligencijos gebėjimų saviugdą.

The topic of emotional intelligence has attracted considerable in­terest from both academics and practitioners. Emotionally intelligent lead­ers have the ability to express, understand and regulate their own as well as others’ emotions. Previous evidence suggests that emotionally intelligent leaders play a crucial role in encouraging employees to perform at their best at work, which in turn can improve the financial performance of the organi­zation. Still, there is little empirical evidence to support these claims from de­veloping countries. Therefore, the research question of this paper is: Which of the leaders’ emotional competencies are required for outstanding financial performance of the organization? In this study, emotional competencies are analyzed through the self-awareness and self-management clusters. This study proposed and tested the relationship between managers’ emotional competencies and an organization’s financial performances, such as growth in profits, profitability, return on assets (ROA) and return on equity (ROE). Em­pirical data were obtained via a questionnaire survey involving 300 employ­ees from 80 organizations in the Republic of Serbia. The methodology used in the study is a well-known ESCI questionnaire. The findings revealed a weak positive correlation among emotional self-awareness, aspiration for success and adaptability as emotional intelligence competencies and financial per­formances, whereas emotional self-control and optimism did not have any statistically significant relationship with financial performances. The results provide implications regarding the development of emotionally intelligent leaders, supporting emotional competence at the organizations.

Nowadays, due to the fierce market competition, the volume, complexity and requirements of projects are increasing, resulting in intensive communication in project teams. Statistics show that one out of five projects is unsuccessful due to ineffective communication. The role of emotional intelligence in project management has been little studied, but it is believed that promoting emotional intelligence can improve internal communication within the project team. The aim of the research was to study the emotional intelligence and internal communication correlation of project managers and team members in organization “X” in order to develop proposals for the management of organization “X” for promoting emotional intelligence and improving internal communication. The emotional intelligence of project managers and team members was measured by using a survey of emotional and social intelligence competencies. Internal communication in project teams was assessed by using a survey based on aspects of effective internal communication within the project team. The results of the study showed that there is a statistically significant and strong correlation between emotional intelligence of project managers and team members and internal communication in project teams. “Self-management” and “social awareness” or the ability to adapt to other people were identified as the most important competencies of emotional intelligence which are required in order to improve internal communication.

PurposeThe purpose of this paper is to examine the influence of the emotional intelligence (EI) of the person in charge of making human resource management (HRM) decisions on the adoption of high-performance human resource (HR) practices in small- and medium-sized enterprises (SMEs).Design/methodology/approachThis study takes evidences from 157 HR decision makers in SMEs who autonomously make the decisions in the HR area and were responsible for the HR practices in their firm. The authors used multiple linear regression analysis to test the hypotheses.FindingsResults show that both the EI and the different EI competencies of which it is comprised affect the adoption of various HR practices. Thus, the main theoretical contribution of this work stems from the incorporation of a psychological variable (EI) as an antecedent of HRM. Managers of the SME will find guidance about which emotional competencies are the most important for them to be more successful in their roles and for improving HRM.Research limitations/implicationsFirst, the sample of firms the authors studied is limited to a specific geographic area in one country – Spain (Canary Islands) – that will necessarily limit generalisation of the results obtained to other populations of SMEs. Researchers should replicate the current model in other geographic areas. Second, and with regard the methodology, researchers could explore other tools to measure EI and emotional competencies. It would be interesting to measure this construct using qualitative analytical techniques, with 360 – or 180 – degree tools. Finally, the current study is cross-sectional in nature, which limits our ability to draw causal inferences from the data. This cross-sectional design prevents us, for example, from analysing EI’s influence on the continued development of high-performance HR practices over time. Future research using longitudinal methodologies to study these variables could provide additional advances in this area. This work makes important contributions to both the literature and the business world. With regard to the theoretical implications, results confirm that EI as a whole, as well as in terms of its specific emotional competencies, affects the decision making related to the adoption of high-performance HR practices, which is known to contribute to the organisational performance.Practical implicationsWith regard its practical implications, SMEs’ owners-managers and HR practitioners may find our results and conclusions interesting. Indeed, recommendations in business management have often been accompanied by new approaches in HRM (Kent, 2005), as this study proposes. In particular, managers will find evidence of how a decision-maker’s higher EI propitiates the adoption of high-performance HR practices, thus being able to improve HRM in their SMEs. Moreover, managers will obtain guidance on which emotional competencies are the most important for adopting each HR practice, and so find greater success in their HRM roles. SMEs could organise programmes to develop the HR decision-maker’s emotional competencies, as large firms do for their executives.Originality/valueThus, the main theoretical contribution of this work stems from the incorporation of a psychological variable (EI) as an antecedent of HRM. Managers of the SME will find guidance about which emotional competencies are the most important for them to be more successful in their roles and for improving HRM.

<p>Focus on social and emotional intelligence competencies to improve effective leadership has become commonplace in the corporate arena and is now considered by many a prerequisite to successful job performance and outcomes (Antonakis, Ashkanasy, & Dasborough, 2009; Grant, Curtayne, & Burton, 2009; Spence & Grant, 2007; Kampa-Kokesch & Anderson, 2001; McGovern, Lindemann, Vergara, Murphy, Barker, & Warrenfeltz, 2001). Only recently has a similar trend become recognized and more accepted in the field of education (Patti, Senge, Madrazo, & Stern, 2015; Patti, Holzer, Brackett, & Stern, 2014). Few studies exist that study the role that educational leaders’ social and emotional competencies in play in their job performance and effectiveness; none exist that explore such development with aspiring school leaders. This quasi-experimental pilot study evaluated the effectiveness of a post-graduate development program for aspiring school leaders that incorporates social and emotional intelligence based on the Goleman-Boyatzis model (Goleman, Boyatsis, & McKee, 2001) and inspired by the original concept of emotional intelligence (Salovey & Mayer, 1990). The interrelated social and emotional competencies explored in this study form four core clusters that include: 1) self-awareness, 2) self-management, 3) relationship management, and 4) social awareness (Brackett, Rivers, & Salovey, 2011; Goleman, 1996; Salovey & Mayer, 1990; Zins & Elias, 2007). This study’s sample consisted of 32 aspiring leaders who participated in a post-graduate educational leadership program at a university in New York. The study evaluated whether or not there were any effects of focused social and emotional intelligence content and skills on aspiring leaders’ emotional intelligence (EI) and other related characteristics such as assertiveness, empathy, mental health, personality, and openness to experience. Post-tests on the various characteristics after one semester found no statistical significance in the tested variables. However, after two years, when the social and emotional intelligence competencies were post-tested (ESCI-U), there were significant findings in the student candidates’ self-reported competencies directly related to leadership. Paired t-test comparisons of the means of Observer raters’ scores did not find statistically significant differences in the competencies assessed. This article discusses these findings as well as the strengths and challenges of implementing social and emotional intelligence development within an aspiring school leaders program; finally, it provides recommendations for further program development and studies.</p>

Emotional intelligence is a main area in educational psychology and a key factor in the academic life of students. It deals with deviant behavior through self-awareness and self-motivation, regulates emotional and social skills, and converts emotional energy into positive energy. This study examined direct and indirect relationships between emotional intelligence and study habits in blended learning environments. Blended learning is conceptualized as a hybrid learning approach that combines online learning opportunities and the traditional classroom approach. Furthermore, the study explored the mediating role of cognitive engagement in the relationship between emotional intelligence and study habits. We used 26 items in a paper-based questionnaire in a quantitative study to collect data on emotional intelligence, cognitive engagement and study habits from health sciences students (N = 338) enrolled in blended learning courses in universities in the Hunan province of China. Emotional intelligence included self-awareness, self-motivation, and the regulation of emotion; social skills were also examined. A partial least squares structural-equation modeling approach was applied through SmartPLS software to explore the relationships. The results indicate that self-awareness and self-motivation have direct, significant, and positive connections with study habits. Similarly, the results indicate that all four dimensions of emotional intelligence (self-awareness, self-motivation, emotion regulation and social skills) had indirect, significant, and positive relationships with study habits using cognitive engagement as a mediator variable. It was concluded that students face higher-than-usual challenges in building study habits in blended learning environments during the COVID-19 pandemic, and that emotional intelligence helps them to develop their study habits to greater effect. Similarly, it was concluded that cognitive engagement strengthens the connection between emotional intelligence and study habits. Therefore, it is recommended that universities take specific measures to enhance students’ emotional intelligence and cognitive engagement, which will ultimately improve their study habits. Moreover, valuable and practical implications for teachers, practitioners, and university management were also discussed in the study.

Purpose: The general objective of the study was to explore the relationship between moral decision- making and emotional intelligence. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the relationship between moral decision- making and emotional intelligence. Preliminary empirical review revealed that emotional intelligence significantly influences individuals' ability to make ethically sound decisions, as evidenced by positive correlations between emotional intelligence and various aspects of moral decision-making. It found that individuals with higher emotional intelligence demonstrated superior emotional awareness, regulation, and empathy, enabling them to navigate moral dilemmas more effectively. The study highlighted the practical implications of these findings, suggesting that interventions aimed at enhancing emotional intelligence could promote ethical behavior in educational, organizational, and societal contexts. Overall, the research provided valuable insights into the intricate interplay between emotional intelligence and morality, informing strategies for fostering ethical leadership and social responsibility. Unique Contribution to Theory, Practice and Policy: The Social Learning theory, Cognitive Developmental theory and Dual Process theory may be used to anchor future studies on moral decision- making and emotional intelligence. The study offered recommendations that contributed significantly to theory, practice, and policy. It suggested further investigation into the underlying mechanisms of the relationship between moral decision-making and emotional intelligence. Practical implications included integrating emotional intelligence training into educational curricula and organizational practices, fostering ethical leadership and decision-making. Policy-wise, the study advocated for the integration of emotional intelligence and ethical education initiatives into broader societal frameworks. Collaboration among stakeholders was recommended to design evidence-based interventions promoting moral development and emotional competence, ultimately contributing to positive social change. Keywords: Moral Decision-Making, Emotional Intelligence, Education, Leadership, Ethical Dilemmas, Interventions, Stakeholders, Collaboration