The role of emotional intelligence in graduate employability in innovative firms: implications for curriculum design

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.

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%.

In today's context of adaptation of the educational process to the harsh conditions of martial law, globalisation, informatisation and the rapid advancement of scientific and technological progress, the development of so-called ‘soft skills’ is of great importance. This includes emotional intelligence, which is the ability of an individual to recognise, understand and manage their own emotions, thoughts, feelings, motivation to act, as well as to empathise with others. This also includes the capacity of a person to manage their own emotional states in crisis situations (war, natural disaster, complicated life citcumstances or professional challenges), the ability to work in a team (developing and solving a clinical scenario, working in wards with complex patients, etc.) Emotional intelligence is crucial for professionals to swiftly adapt to challenging circumstances, flexibly adjust work schedules, and establish effective teamwork. However, despite its significance, there is currently insufficient data on the effective integration of emotional intelligence into the educational process in higher medical institutions.Aim. To analyse the concept of ‘emotional intelligence’ in the context of the educational process in higher medical education institutions based on the literature sources and personal observations.Materials and methods. To achieve this goal, we used data from Google Scholar and PubMed search engines. At the second stage of the study, we interviewed 434 students of the 4th-6th year of Ivano-Frankivsk National Medical University to assess their knowledge and perceptions of emotional intelligence. The survey consisted of 10 short, anonymous questions administered via Google Forms.Results. According to the survey results, 74.4% of students consciously approach the survey processes in an attempt to manage their emotional state. And 87.7% of students pay attention to the emotions of others in the learning process, which indicates a high level of emotional intelligence and adequate interaction. Instead, 19.1% of respondents cannot indicate the origin of these emotions or clearly identify them. About 10% of students are unable to control their own emotions in the learning process. In a stressful situation, 31.8% of respondents believe that it is more difficult for them to control their emotions, which has significant consequences for mental health. Conclusions. The findings suggest a high level of emotional intelligence among students at all stages of undergraduate medical training. However, stress significantly impacts the mental health of 31.8% of students.

The purpose of the study is to analyze level of emotional intelligence among teachers employed in government secondary schools based on selected demographic variable. The sample of the study comprised 203 teachers. The findings of the study showed that there was a significant difference in the teachers' races (Malay, Indian and Chinese) and their emotional intelligence. The study also revealed that there were significant differences between teachers with high and moderate level of emotional intelligence in five strategies of classroom discipline used i.e. teachers with high level of emotional intelligence scored higher in the classroom discipline strategies of discussion, recognition, involvement, and hinting, whereas teachers with moderate level of emotional intelligence scored higher in the use of aggression and no significant relationship with one strategy (punishment) of classroom discipline. (Soleiman Yahyazadeh Jeloudar, Aida Suraya Md Yunus, Samsilah Roslan 2 , Sharifah Md. Nor. The Influence of Emotional Intelligence of Secondary School Teachers on Classroom Discipline Strategies. Journal of American Science 2011; 7(7):882-889). (ISSN: 1545-1003). http://www.americanscience.org

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

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.

This study was designed to investigate the effectiveness of emotionally infused web-based instruction on students’ satisfaction in learning English grammar. The sample population for this study involved 185 Form Three students from a secondary school of Peninsular Malaysia. Data were collected using the End-User Computing Satisfaction (EUSC). The research design for this study is a Quasi-experimental design. This study consists of one independent variable (instructional strategies) with two types of treatment condition (Web-based Instruction with Emotional Element (WBIe) and Web-based Instruction without Emotional Element (WBIwe) and one moderator variable (level of emotional intelligence) with two levels (high and low level of emotional intelligence). A 2𝑥2 factorial design was used. The results revealed that students in WBIe performed better than students in WBIwe based on satisfaction level, students in both WBIe and WBIwe have a similar score. The results further indicated that emotional intelligence level affects students’ satisfaction in WBIe and WBIwe. Students with high levels of emotional intelligence had a higher score than those with low levels of emotional intelligence in terms of satisfaction level. Given the findings of this study confirming the instructional impact of emotionally sound web-based instruction, it is important for an instructional designer to clearly understand how emotions influence the learning process. This helps to figure out how to channel their emotions to make them learn more effectively.

В статті висвітлена актуальна для практичної психології проблема детекції брехні, проаналізовані основні способи її детекції, а також здійснений порівняльний аналіз об’єктивного рівня ефективності детекції з суб’єктивним уявленням про власну успішність її виявлення. Було експериментально перевірене припущення про те, що якість детекції брехні залежить від рівня емоційного інтелекту особистості, а також здійснений якісний аналіз засобів детекції, які використовують особи з різним рівнем емоційного інтелекту, а також здійснений порівняльний аналіз цих способів.

Emotional intelligence is the ability of a person to know himself better and to know others so that he is able to establish harmonious relationships with others. Students who have high emotionality will be able to overcome the various problems they face and achieve success. This research uses quantitative research and is analyzed using descriptive research method with sample t-test technique tryout used. One variable in this research is emotional intelligence. The population in this study is 68 students. The sample of this research uses a random sampling method). with a specific purpose. The sample is taken as many as 68 students. The data collection uses a Likert scale. The data analysis method is assisted by using the SPSS (Statistical Product and Service Solution) program. A total of 12 students or 17.65%, have a low level of emotional intelligence, as many as 30 students or 44.12% have a moderate level of emotional intelligence, as many as 24 students or 35.29% have a high level of emotional intelligence and as many as 2 students or 2.94% have a very high level of emotional intelligence. At the moderate level is k the fact that knowledge of emotional intelligence is still rarely provided by formal education in improving students' emotional intelligence abilities.

In this article, the main approaches concerning the problem of leadership traits formation as studied in both national and foreign literature are viewed. There are given results of research on leadership traits in students at technical specialties and humanities in the course of their training at a higher education institution in their connection with emotive intellect. The peculiarities of leadership traits in the tested groups with different level of emotive intellect, as well as a connection between leadership traits and emotive intellect are determined. The highest indicators according to the results of the research are demonstrated by a group of students of technical specialties with a high level of emotional intelligence, which indicates the ability to manage their emotions and behavior, the ability to solve problems. They demonstrate a high level of organizational skills, ability to work with a group. Their actions are aimed at achieving goals. The lowest rates according to the results of the study were found in a group of students of humanities with a low level of emotional intelligence. In difficult situations, it is difficult for them to find a way out. They do not know how to control the work of their comrades, to find common ground with people. The relationship between emotional intelligence and leadership skills in students of technical and humanities has been studied. A group of technical students with a high level of emotional intelligence found positive correlations between emotional intelligence and all scales of leadership qualities. There are no correlations between emotional intelligence and leadership qualities in the group of humanities students with a low level of emotional intelligence. In other groups of students, certain correlations have been established between emotional intelligence and leadership qualities.

Background: Since the emergence of emotional intelligence, many definitions have evolved emphasizing emotional intelligence as emotional management. Emotional intelligence has been known to influence leadership styles and the effectiveness of nurse managers. Understanding the dynamism of emotions and their application among nurses in the healthcare fraternity of Ghana is crucial in an emotionally volatile working environment, making the nursing atmosphere unpleasant and resistant to change.  As such being emotionally intelligent as a nurse determines one's capacity to address challenging circumstances taking into consideration leadership styles. We aimed to determine nurse managers' level of emotional intelligence and its influence on leadership styles in Ghana. Methods: This quantitative survey employed a descriptive cross-sectional design, and applying a purposive sampling technique, 388 nurse managers were enlisted across health facilities in Ghana and administered a structured questionnaire to solicit data from respondents. Data were entered into Microsoft excel and exported into IBM SPSS version 26. Descriptive and inferential statistics were conducted and findings were displayed using tables and graphs. The correlation between nurse managers’ emotional intelligence and leadership styles was examined using Pearson Correlation Coefficient (r) at a 95% confidence interval and the two-tailed. A p-value less than 0.05 was considered statistically significant. Results: Nurse Manager’s level of emotional intelligence was high (76.5%) which significantly and positively correlated with their leadership styles (Autocratic style (388), r=0.384, p<0.05), (Laissez-faire style (388), r=0.400, p<0.05) and (Democratic style (388), r=0.218, p<0.05). Conclusion and recommendations: Nurse Managers in Ghana demonstrated a high level of emotional intelligence at the workplace which influenced their ability to recognise their emotions and that of others, making them effective at addressing personal and work-related challenges. The high level of emotional intelligence influenced their leadership styles in managing subordinates, making them effective at effecting change. Developing policies to incorporate emotional intelligence into nursing educational programs would boost the emotional intelligence level of nurses. Additionally, a qualitative enquiry is recommended to explore the mechanisms high-level emotional intelligence nurse managers adopt to recognise and thrive in a challenging situation to deliver quality services.

Emotional intelligence is the ability of a person to know himself better and to know others so that he is able to establish harmonious relationships with others. Students who have high emotionality will be able to overcome the various problems they face and achieve success. This research uses quantitative research and is analyzed using descriptive research method with sample t-test technique tryout used. One variable in this research is emotional intelligence. The population in this study is 68 students. The sample of this research uses a random sampling method). with a specific purpose. The sample is taken as many as 68 students. The data collection uses a Likert scale. The data analysis method is assisted by using the SPSS (Statistical Product and Service Solution) program. A total of 12 students or 17.65%, have a low level of emotional intelligence, as many as 30 students or 44.12% have a moderate level of emotional intelligence, as many as 24 students or 35.29% have a high level of emotional intelligence and as many as 2 students or 2.94% have a very high level of emotional intelligence. At the moderate level is k the fact that knowledge of emotional intelligence is still rarely provided by formal education in improving students' emotional intelligence abilities.

The article is devoted to a topical problem of personal maturity and emotional intelligence of students of secondary vocational education. Personal maturity is understood as an integral characteristic that ensures the success of adaptation and self-realization of a person in society on the basis of self-fulfillment and self-organization of one's own life. Emotional intelligence is seen as the ability to recognize and understand one's own emotions and the emotions of others. The purpose of the study: to study and identify the characteristics of the personal maturity of students of secondary vocational education with different levels of emotional intelligence. Research hypothesis: students with a high level of emotional intelligence, in contrast to students with low levels of emotional intelligence, have more developed flexibility of behavior, self-acceptance, The study was conducted in the Republic of Khakassia and the Krasnoyarsk Territory. It was attended by 170 students of the A. S. Pushkin Minusinsk Pedagogical College and the school of the Olympic reserve, aged 16–20, 92 girls and 78 boys, from 1 to 3 courses. Participants took part in the study on a voluntary basis. The following methods were used: Emotional intelligence test (N. Hall), Personal maturity test questionnaire (Yu.Z. Gilbukh), E. Shostrom's self-actualization test (CAT self-actualization test). The features of personal maturity of students with different levels of emotional intelligence were revealed. Students with a high level of emotional intelligence, compared with students with a low and medium level of EI, have a greater degree of flexibility and spontaneity of behavior. They demonstrate responsible behavior, a trusting attitude towards the world, a predisposition to mutually beneficial and pleasant contacts with other people.

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.

Introduction: The development of emotional intelligence has a positive impact on the process of adaptation of migrants from Ukraine in the European Union and prevents the spread of addictions. Aim: The aim of this research was to study the relationship between migrants' emotional intelligence and the development of addictions in the context of adaptation to new conditions due to the hostilities. Methods: the study used such methods as testing and questionnaires, respectively, ASI and Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Results: It was found that individuals with a higher level of emotional intelligence have a lower tendency to form various types of addictions, while those with a lower level of EI are more vulnerable to these problems. This suggests that a high level of emotional intelligence contributes to better emotion management, the ability to adapt to stressful situations, and a better understanding of one's own needs and motivations. Conclusion: a high level of emotional intelligence makes it possible to prevent the formation of dependencies in the process of cross-cultural adaptation of migrants from Ukraine to new conditions against the background of a hostilities in Ukraine.