The Relationship Between Emotional Intelligence and Self-Compassion Among Medical Students

Policing requires the mastering of emotions and the application of psychological principles such as emotional intelligence in dealing with members of the public. However, the corporate image of the police has not been good worldwide and there is increasing need for research in this area. Studies on emotional intelligence among police officers are scarce and are needed to understand the problems confronting this important sector of society. Therefore, this study investigated the psychosocial determinants of emotional intelligence among police officers in Ibadan, Nigeria. A survey research design was employed, and data were collected through a standardized questionnaire, the Eysenck Personality Scale and the Emotional Intelligence Scale. Two hundred and fifty-eight police officers from four different police stations in the Ibadan metropolitan area were accessed through a purposive sampling technique. The results revealed that educational qualifications did not significantly influence the emotional intelligence of police officers ( F(8, 251) = .21, p > .05). There was a significant gender difference in emotional intelligence ( t(256) = 2.17, p < .05), with males scoring significantly higher ( X = 79.38, SD = 11.33) than their female counterparts ( X = 75.43, SD = 15.26). It was also found that there was no significant difference in emotional intelligence between older and younger police officers ( t(256) = .34, p > .05). Furthermore, the personality attributes extraversion, neuroticism and psychoticism did not significantly predict emotional intelligence jointly ( F(3, 256) = 1.65; p > .05), and only neuroticism significantly predicted emotional intelligence independently ( β = –.15, p < .05). Finally, there was no significant influence of the interaction of gender and the personality attribute of extraversion–introversion on emotional intelligence among Nigerian police officers in Ibadan. The study concluded that gender and the personality dimension of neuroticism are determinants of emotional intelligence and we recommend an emotional intelligence training programme for the Nigeria police.

Introduction:There is scant knowledge about emotional intelligence and pandemic perceived stress scores of medical students in Pakistan. The Covid-19 Pandemic has underscored the reality of a myriad of problems in medical education, academic stress amongst them. This study aims to find the corelation between emotional intelligence and pandemic perceived stress scores of students in a medical college in Pakistan. Socio-demographic factors are used tofind possible correlations and divergences between pandemic perceived stress scores and emotional intelligence in undergraduate medical students.
 Objective:The primary objectives are an exploration of the demographic attributes of participants, an assessment of students’ levels of perceived stress during the COVID-19 pandemic and emotional intelligence, and an exploration of a correlation between pandemic perceived stress scores and emotional intelligence
 Methods:The present study utilizes a descriptive, cross-sectional, correlational design. A convenience sample of 86 medical students in the first and second years of MBBS were recruited for the study. The participants completed a self-report questionnaire, covering three sections: demographic factors, pandemic perceived stress (the Perceived Stress Scale) and, emotional intelligence (the MindTools test).
 Results:The results demonstrated that majority of the participants (86%) had an average level of emotional intelligence. Only 14% had high levels of emotional intelligence. A negative non-significant correlation was noted between Pandemic perceived stress scores and emotional intelligence. While a significant difference (P< 0.01) was noted between the Pandemic perceived stress scores of males and females, with females exhibiting more stress than males. A slightly less significant difference (P<0.05) for Pandemic perceived stress was also found between students of first and second years medical students. Second year students were observed to exhibit greater stress.
 Conclusion:The study findings demonstrate that emotional intelligence does not significantly differ by educational year or gender while greater levels of Pandemic perceived stress was noted to differ across genders and educational years. However, lower levels of Pandemic perceived stress were associated with higher (although non-significant) levels of emotional intelligence. It is thus, important to impart pertinent information about emotional intelligence to medical students. It is also essential to teach them to identify and therefore, overcome stressors. Information and guidance about stress and emotional intelligence should be incorporated into the curricula of health-related fields.
 
 KEYWORDS:
 Emotional intelligence, Pandemic, perceived stress, correlational study, medical students

Objectives: The purpose of this study was to investigate emotional intelligence and organizational commitment according to the coaching types of clinical nurses. Methods: The subject were 195 clinical nurses. Data collected from September 22 to October 10, 2014. Collected data were analyzed with χ2 test, Fisher’s exact test, Kruskal-Wallis test, ANCOVA and Pearson’s Correlation Coefficient analysis. Results: As for the distribution of coaching types among the participants, the friendly type consisted of 116 participants (59.5%), a social type consisted of 31 participants (15.9%), commanding type consisted of 25 participants (12.8%) and the analytical type consisted of 23 participants (11.8%). Differences in general characteristics according to coaching types were statistically significant in age, marital status, job experience and current job position. There were statistically significant difference in emotional intelligence, regulation of emotion, use of emotion, emotional commitment and normative commitment according to coaching type. There were significant correlation between emotional intelligence and organizational commitment of coaching types excluding the commanding type. Conclusions: These findings suggest that in order to higher levels of emotional intelligence and organizational commitment of clinical nurses, it is necessary to understand the coaching type of individual clinical nurses and to develop and implement systematic programs for efficient personnel management to attain. Key words: Coaching types, Emotional intelligence, Organizational commitment

This survey research aimed to assess Emotional Intelligence (EQ) and Resilience (RQ) levels, and to study the relationship between these two key variables among 417 students attending Naresuan University. Data collection included personal information questionnaires, the Emotional Intelligence Assessment for Adults (52 items), and the Connor-Davidson Resilience Scale (10 items). The research objectives also included a comparison of emotional intelligence and resilience based on personal factors, such as gender, GPA, and monthly income. The results revealed a significant positive correlation between emotional intelligence and resilience (r = .585, p < .001), with a moderate relationship. This indicates that if undergraduate students at Naresuan University have higher emotional intelligence scores, their mental resilience scores are also higher. The emotional intelligence of students was generally within the average range (M = 149.88, S.D. = 18.12), while their resilience was high (M = 23.65, S.D. = 7.22). However, the study did not find significant differences in emotional intelligence and resilience based on personal factors such as gender. The analysis of GPA and monthly income showed significant differences in emotional intelligence levels (p < .05), but no significant differences in resilience were observed based on these personal factors. The study emphasizes the importance of both emotional intelligence and resilience in enhancing students’ abilities to adapt and succeed in academic and social environments. It recommends incorporating training programs aimed at developing these key skills to better equip students for future challenges.

A Key Ingredient to a Successful Career: Why Emotional Intelligence Matters

The aim of this research to describe the implementation of experiential learning model in the perspective of students’ emotional intelligence at class VIII 10 at Junior High School. This is descriptive research employing a qualitative approach. Research subjects were 2 students, 1 student with a high level of emotional intelligence and 1 student with a low level of emotional intelligence. The instruments used in this study consist of the students’ self-evaluation sheet, the students’ response questionnaire, the student emotional intelligence questionnaire, the mathematics learning outcomes test, and the interview question test. Data collection techniques used in this research consist of mathematics test, questionnaire, and interview. The experiential learning model has 4 stages, namely, concrete experience, reflective observation, abstract conceptualization, and active experimentation. The result of this research showed that: (1) Students’ activities in the implementation of the experiential learning model were conducted well. The students had been involved actively so the teacher’s domination in learning lessened. Students with a high and low level of emotional intelligence were able to follow each stage of the learning model. (2) The student with a high level of emotional intelligence has a very good response to the implementation of experiential learning model, and the student with a low level of emotional intelligence gave also a very good response. (3) Students’ mathematics learning outcomes as a result of the implementation of experiential learning model achieved the classroom completeness level of 85%.

The study aims to measure the impact of emotional intelligence on transformational leadership in the Jordanian Islamic banks. The study population consists of three Jordanian Islamic banks, specifically the Jordan Islamic Bank, the Arab Islamic Bank, and the Safwa Islamic Bank. A simple random sample is selected, and the sampling unit consists of 64 out of the total 77 persons occupying positions in the senior and middle management. They work in the head offices of the banks as deputy managers and mangers of the major departments. A questionnaire was designed to collect data as per the five-point Likert Scale. Meanwhile, the mean and standard deviation was used to produce descriptive statistical analysis. The results show that there are high levels of emotional intelligence and transformational leadership in the Jordanian Islamic banks. The results of the dual (simple) regression analysis of the study variables also show a statistically significant impact of emotional intelligence on transformational leadership in the Jordanian Islamic banks and that the relationship between them is direct, positive, and strong. Additionally, results show that there is statistically significant impact of emotional intelligence in Individualized considerations and the Idealized influence, which are deemed as positive, direct, and strong relationships. Meanwhile, such relationships are featured by being positive, direct, and medium for both intellectual stimulation and inspirational motivation, as well as a difference in emotional intelligence and transformational leadership due to the gender and in favor of males. The study recommends boosting up the high levels of emotional intelligence and transformational leadership along with underscoring the critical role that emotional intelligence plays in influencing the collective and individual dimensions of transformational leadership. This would enhance their expected impact on productivity and banking performance in the local competitive market. Furthermore, the study recommends conducting more studies examining the relationship between emotional intelligence and transformational leadership in the presence of intermediate variables, such as wisdom, organizational and productive citizenship behavior, and institutional performance in various local, regional, and international organizations

The purpose of this study is to examine the relationship between maltreatment (psychological and neglect) and emotional intelligence among 163 Jordanian students in seventh grade. Two measurements were applied: The Maltreatment and Neglect Scale and The BarOn Quotient Inventory scale. The study results revealed a statistically significant inverse relationship between emotional intelligence and maltreatment. Students subjected to high levels of maltreatment scored lower means in emotional intelligence, and students subjected to low levels of maltreatment scored higher means in emotional intelligence. The emotional intelligence domains included intrapersonal skills, interpersonal skills, stress management and adaptability. The results showed statistically significant differences for all domains except intrapersonal skills. Furthermore, the results revealed no statistically significant differences in emotional intelligence of those maltreated attributed to students’ gender. Finally, there were statistically significant differences in emotional intelligence which were attributed to the type of maltreatment in favour of neglect.

Introduction: Emotional intelligence (EI) is a crucial skill that aids students on how to cope with challenging nature of the academic. Emotionally intelligent persons are emotionally, spiritually, intellectually, and physically balanced. This study is aimed to evaluate the average level of EI in medical imaging students whether it is significantly different from the EI value set at 2.5 (high level of emotional intelligence). Methods: This cross-sectional study used the adopted Emotional Intelligence Scale (EIS) questionnaire. Purposive sampling method was conducted on 89 medical imaging students. The data was analyzed using SPSS version 26. One sample T-test and Pearson correlation test were conducted with the significant p-values were set at <0.05. Results: : The results showed that the medical imaging students’ EI overall mean score was 3.84 (SD:0.38) with p-value of <0.001. There were also significant p-values of <0.001 for all 10 sub-dimensions of EIS. However, there is no significant correlation was found between level of emotional intelligence and year of study of the respondents 0.69 (r-value:-0.043). Significant high level of EI in medical imaging students could plausibly cause the students to have the ability to perceive themselves as efficient, enthusiastic, cheerful, satisfied, and always tend to stay optimistic in life, have greater self-control, able to endure pressure and manage tension, and are conscientious. Conclusion: High emotional intelligence students were predicted to be more poised for success in the future healthcare professions and industries.

Emotional intelligence plays an important role in regulating the emotions induced by fatigue or stress and it is critically required in nurses who work in dynamic hospital environments. Nurses’ emotional intelligence helps them to create a positive work environment in various unfavorable situations in order to provide patients care in a supportive manner. The aim of this study was to assess nurses’ emotional intelligence in tertiary hospitals in Dali, the People’s Republic of China. The participants were 291 nurses working at two tertiary hospitals. Data were collected via the Demographic Data Form and the Chinese Wong and Law Emotional Intelligence Scale. Descriptive statistics were used to analyze demographic and emotional intelligence data. Results showed that, generally, nurses perceived high levels of emotional intelligence. More specifically, nurses perceived high levels of emotional intelligence in themselves and moderate levels of emotional intelligence in others. They also perceived moderate levels for their ability to regulate their own emotions and for their use of emotion to facilitate performance. This study provides essential information regarding nurses’ emotional intelligence. Nurse managers should use this study’s results to develop strategies that assist their nurses’ efforts to improve emotional intelligence.

This journal article was primarily carried out to pinpoint whether emotional intelligence and pro-social behavior predicts academic achievement of University students. To achieve this, data was gathered from 111 (m = 50, F = 53) students by using stratified simple random sampling technique. As the results of Pearson correlation coefficient showed that, there was statistically significant positive association between emotional intelligence and pro-social behavior. However, it was found that there was no relationship between emotional intelligence and academic achievement. On the other hand, there was a statistically significant negative correlation between pro-social behavior and academic achievement of students. Findings from multiple regression indicated that, emotional intelligence predicted pro-social behavior of students, whereas, emotional intelligence didn't predict academic achievement of students. On the other hand, pro-social behavior negatively and significantly predicted academic achievement of students. Besides, there was no significant gender difference in emotional intelligence and pro-social behavior. However, there was statistically significant disparity amidst male and female students in academic achievement and male students exceed female counterparts in general level of academic performance. As one sample t-test result depicted, Majority of students have high level of emotional intelligence, pro-social behavior and academic performance. The researcher forwarded the following recommendations for instructors, the university management and Medias. Socio-emotional training's should be provided to students, intensive studies should be conducted on this topic, teachers of the university should advocate the importance of emotional intelligence and pro-social behavior in the class room, the university and broadcasting Medias should give attention for the topic.

The article substantiates in detail the importance of studying emotional intelligence during education for the successful professional development of future psychologists. The current scientific ideas about the relevance of emotional intelligence and the peculiarities of its manifestation in the field of professional psychological activity of a specialist, where relationships and decisions are often based on interpersonal understanding, collaboration and communication, are highlighted. The author analyses the relationship between emotional intelligence and human health: a high level of interpersonal emotional intelligence is associated with a person's ability to regulate their mood and control stress, correlates with happiness and positive emotions, and helps protect a person from depression and anxiety. It has been determined that emotional intelligence has a significant impact on improving student performance. It is proved that a high level of emotional intelligence is associated with greater job satisfaction; it is associated with altruism, complaisance and focus on the needs of the client, with interpersonal sensitivity and prosocial orientation of the personality, with readiness for change and effective conflict resolution styles. The article pays special attention to the relationship between emotional intelligence and transformational leadership style. Recommendations for the development of emotional self-awareness, empathy training, which contributes to the development of emotional intelligence of psychology students in modern Ukrainian higher education institutions, are developed. It has been determined that the prospect of further research is the introduction of the discipline "Psychology of Emotional Intelligence" into the process of professional training of future psychologists.

ObjectivesThis study investigated the outcomes of multiple mini interviews and personal interview on personality traits, emotional intelligence, perceived educational environment, and stressors.MethodsThis is a comparative cross-sectional study on two cohorts of pre-clinical medical students who were selected by multiple mini interviews and personal interview, respectively. Their personality traits, emotional intelligence, perceived educational environment, and perceived stressors were measured using different measurement tools.ResultsMultiple mini interviews and personal interview demonstrated a similar ability to recruit medical students with a high level of emotional intelligence. The main advantage of personal interviews over multiple mini interviews in terms of personality traits is that it recruited candidates who had a higher level of conscientiousness trait. The main advantage of multiple mini interviews over personal interview on the educational environment is that medical students chosen by multiple mini interviews had a higher level of satisfaction with social aspects of medical training. Regardless of admission processes, the medical students were equally vulnerable to psychological distress due to various stressful events throughout medical training particularly related to academic loads.ConclusionsThis study provided evidence to support the outcomes that multiple mini interviews and personal interview have on medical students’ emotional intelligence, personality traits, perceived educational environment, and perceived stressors during the pre-clinical medical training. Interestingly, personal interview had a better outcome on conscientiousness while multiple mini interviews had a better outcome on the social aspect.

Emotional intelligence is an important factor for nursing students’ success and work performance. Although the level of emotional intelligence increases with age and tends to be higher in women, results of different studies on emotional intelligence in nursing students vary regarding age, study year, and gender. A longitudinal study was conducted in 2016 and 2019 among undergraduate nursing students to explore whether emotional intelligence changes over time. A total of 111 undergraduate nursing students participated in the study in the first year of their study, and 101 in the third year. Data were collected using the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and Schutte Self Report Emotional Intelligence Test (SSEIT). There was a significant difference in emotional intelligence between students in their first (M = 154.40; 95% CI: 101.85–193.05) and third year (M = 162.01; 95% CI: 118.65–196.00) of study using TEIQue-SF questionnaire. There was a weak correlation (r = 0.170) between emotional intelligence and age measuring using the TEIQue-SF questionnaire, and no significant correlation when measured using SSEIT (r = 0.34). We found that nursing students’ emotional intelligence changes over time with years of education and age, suggesting that emotional intelligence skills can be improved. Further research is needed to determine the gendered nature of emotional intelligence in nursing students.

Recent work on the distinctive features of emotions appraised as either negative or positive has links to the investigation of differences in levels of emotional intelligence. In a study with experienced teachers as participants, it was found that emotional reactions to positive or negative situations was moderated by level of emotional intelligence. The reactions to positively charged emotional situations involving students and peers were similar for teachers with high and low levels of emotional intelligence, although the low level group showed somewhat lower likelihood of making an “emotionally intelligent” response compared to the high level group. A much sharper contrast in response likelihood was found for negatively charged emotional situations involving students and peers. Teachers with high levels of emotional intelligence responded quite differently to those with low levels of emotional intelligence. The results indicate the prospect of clarifying a neglected area of exploration of differences in the likely behaviour of teachers differing in levels of emotional intelligence.