Ability Emotional Intelligence Research Articles

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review.

Background: Teaching is recognized as a highly challenging profession. Experience of chronic stress is a risk factor for poor mental and physical well-being, and burnout. There is limited knowledge regarding optimal interventions to address stress and burnout among teachers. Objective: To undertake a scoping review of the literature in the last five years to determine various psychological interventions to address stress and burnout among teachers. Method: The PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was followed. Relevant search terms were used to determine different interventions adopted to reduce teachers' stress and burnout. Articles published between 2018 and 2022 were identified using five bibliographic databases. Relevant articles were extracted, reviewed, collated, and thematically analyzed, and findings s were summarized. Results: Forty studies conducted in Asia, North America, Oceania, Europe, and Africa, met the inclusion criteria. Sixteen kinds of burnout and stress-reduction interventions were identified. The most popularly studied intervention were Mindfulness-Based Interventions alone or in combination with yoga or Cognitive Behavioural Therapy (CBT), followed by Rational Emotive Behavioral Therapy (REBT). Mindfulness-Based Interventions led to decreased overall Teacher Stress Inventory (TSI) and emotional exhaustion subscale scores. REBT, primarily used with special education teachers, especially in Africa, has also shown positive results. Other interventions reporting positive outcomes include Inquiry-Based Stress Reduction (IBSR), the Stress Management and Resiliency Training Program (SMART), Cyclic Meditation, Group Sandplay, Progressive Muscle Relaxation, Autogenic Training, Sport-Based Physical Activity, Emotional Intelligence Ability Models and Christian Prayer and Prayer-Reflection. Conclusions: Stress and burnout can have a negative impact on teachers and, very often, on the students they teach. Implementing suitable school-based interventions is necessary to improve teachers' stress-coping ability, reduce the likelihood of burnout and improve general well-being. Policymakers, governments, school boards and administrators should prioritize the implementation of school-based awareness and intervention programs.

An Adaptation Study of the Components of Emotion Understanding Test-24 (CEUT-24) to Turkish Context: An Investigation of the Internal Structure of the CEUT-24 at Item Level

The generalizability across cultural groups of the construct of Emotional Intelligence (EI) and its assessments has received scant attention. Most research on ability EI is done within a Western context. This study investigates whether the same internal structure of The Components of Emotion Understanding Test short 24 item version (CEUT-24) emerges also in non-Western, Turkish context with a bipolar Emotional Understanding (EU) ability factor, a unipolar (dis)acquiescent responding factor, and scenario-specific error covariances. The sample consisted of 680 (15-32 years old) participants. Three nested models (model A with only the EU factor, model B with the acquiescence factor added to model A, and model C with the scenario-specific error covariances added to model B) have tested with Confirmatory Factor Analysis. Results showed that only model C had an acceptable to good fit. An EU ability factor, an acquiescent responding factor, and scenario-specific error covariance factor accounted for the raw item responses of CEUT-24 in Turkey in the same way as in Western contexts. The current study contributes to generalizability of the CEUT-24 beyond typical western contexts.

THE PREDICTIVE ABILITY OF EMOTIONAL INTELLIGENCE WITH SELFEFFICACY AMONG A SAMPLE OF EMPLOYEES OF THE MINISTRY OF SOCIAL DEVELOPMENT IN RAMALLAH AND AL-BIREH GOVERNORATE

This study aims to identify the predictive ability of emotional intelligence with self-efficacy among a sample of employees of the Ministry of Social Development in the Ramallah and AlBireh Governorate. The study sample consists of (100) employees of the Ministry of Social Development in the Ramallah and Al-Bireh Governorate. It consists of five sub-dimensions covering (43) items, and the self-efficacy scale is developed, consisting of (32) items in its final form, and acceptable validity and reliability indications are extracted for them for the purposes of the study, followed by applying the scale to the study sample, and then an analysis of the results is conducted. The results of the study reveal that there is a statistically significant predictive ability of emotional intelligence in predicting self-efficacy, where emotional intelligence showed 76.1 of the variance ratio in self-efficacy. While the results of the study indicate that there are no statistically significant differences in both emotional intelligence and self-efficacy among the sample of employees of the Ministry of Social Development in Ramallah and Al-Bireh Governorate, due to the gender variable. This study aims to identify the predictive ability of emotional intelligence with selfefficacy among a sample of employees of the Ministry of Social Development in the Ramallah and Al-Bireh Governorate. The study sample consists of (100) employees of the Ministry of Social Development in the Ramallah and Al-Bireh Governorate. It consists of five subdimensions covering (43) items, and the self-efficacy scale is developed, consisting of (32) items in its final form, and acceptable validity and reliability indications are extracted for them for the purposes of the study, followed by applying the scale to the study sample, and then an analysis of the results is conducted. The results of the study reveal that there is a statistically significant predictive ability of emotional intelligence in predicting self-efficacy, where emotional intelligence showed 76.1 of the variance ratio in self-efficacy. While the results of the study indicate that there are no statistically significant differences in both emotional intelligence and self-efficacy among the sample of employees of the Ministry of Social Development in Ramallah and Al-Bireh Governorate, due to the gender variable.

Emotional Intelligence Test for Adolescents - Development of a Russian-language Methodology

This paper describes the adaptation of the MSCEIT–YRV (Mayer-Salovey-Caruso Emotional Intelligence Test–Youth Research Version) task methodology for assessing the level of development of emotional intelligence (EI) in adolescents in a Russian-language sample. Nine hundred ninety-six adolescents aged 10 to 17 years (430 boys and 566 girls, mean age of 13.3 years) took part in the adaptation and psychometric testing of the methodology. The test assesses the overall level of development of EI, the experiential and strategic domains, and the four EI abilities (emotion recognition, facilitation of thought, emotion understanding, and emotion management). The main psychometric measures of reliability and validity of the MSCEIT-YRV meet the standardisation requirements of the test. The paper also presents the development and standardisation of the Russian-language test for the assessment of adolescents' EI (EIT - A). The test has two versions: for adolescents aged 10-13 years and 14-17 years. The versions have the same structure and number of questions but differ in the visual and textual stimulus material and language. MSCEIT-YRV and EIT (Emotional Intelligence Test for adults) were the prototypes for the new EIT - A methodology. The theoretical basis of the EIT - A methodology is the EI ability model by J. Mayer, P. Salovey, D. Caruso, and R. Plutchik's psychoevolutionary theory of emotions.

Mapping knowledge-sharing behavior through emotional intelligence and team culture toward optimized team performance

PurposeResearch unveiled that interdisciplinary health-care teams are often found to be ineffective because of deprived team mechanisms. Considering effective team functioning, a leader’s non-cognitive abilities, knowledge-sharing behavior and the role of culture remain central concerns of health-care teams. This study aims to investigate how a leader’s emotional intelligence (EI) in a prevailing team culture can nurture the sharing of knowledge and enhance team EI that influences team performance.Design/methodology/approachThe authors used multisource data representing a sample of 195 teams (735 respondents) to examine the hypothesized relationships by using the analytic strategy of partial least squares-structural equation modeling. This study bridged the methodological gap by using the repeated indicator approach that includes the reflective-formative second-order hierarchical latent variable model.FindingsThe results revealed a standpoint that leaders practicing the ability of EI influences team performance by understanding each other emotions in the leader–member relationship. Further, culture adds value and maps knowledge-sharing behavior which is tailored and beneficial for effective team outcomes.Practical implicationsThis study provides valuable inputs by articulating uniquely modeled variables for health-care teams confronting high work demands. This study highlights that leaders' EI can enhance understanding of the emotions of the team and can exchange information by harnessing knowledge-sharing behavior amongst professionals.Originality/valueThis study provides a novel contribution by integrating leaders’ EI, knowledge-sharing behavior, the role of culture and team performance in a single framework. The integrated theoretical model sheds light on team working in the health-care setting and advances the understanding of a leader’s EI and team culture through mapping knowledge sharing particularly being central to enhancing team performance.

Peran Career Adaptability Terhadap Emotional Intelligence Dan Work Values: Literature Review

Good employee performance factors are supported by good employee Career Adaptability and Emotional Intelligence abilities. Because the level of achievement of individuals or employees in an organization or company can increase productivity if it is supported by good employee emotions and career adaptations in the work environment. The purpose of this article is to analyze the literature on the Role of Career Adaptability on Emotional Intelligence and Work Values. The research method is in the form of literature study by reviewing various related studies recorded in Mendeley's references and Google Schoolars. The results of this study were analyzed and used as material for discussion to determine answers to problems. The results of the analysis explain that there is a positive and significant role in Career Adaptability on Emotional Intelligence and Employee Work Values. So that it has a positive impact on the success of the company.
 Keywords: Career Adaptability, Emotional Intelligence, Work Values

프로젝트관리자의 능력이 기업성과에 미치는 영향: 자동차 제조업 중심

The purpose of this study is to investigate the relationship between which capabilities of project managers affect corporate performance, including projects, and empirically analyze the effectiveness of the method on which parts of project managers will be supplemented and nurtured. The results were analyzed through exploratory factor analysis based on the experience data of the members of the field interactive function in the automobile manufacturing industry. As a result of the analysis, it was confirmed that professionalism and maturity were important, but the ability of emotional intelligence was very important and had a positive effect on performance. Through this study, the role of project managers was found to be important in improving companies’ more effective project development activities, and it will be helpful to establish their direction of development.

Cognitive dissonance and its relationship to emotional intelligence

The current study aimed to identify the level of cognitive dissonance among students of Al al-Bayt University in Jordan in terms of gender, academic specialization and level, and to reveal the predictive ability of emotional intelligence for cognitive dissonance. The study sample consisted of 235 male and female students from Al al-Bayt University. The Cognitive Dissonance Scale (Al-Adamat & Atoum, 2022) and the Emotional Intelligence Scale (Al-Alwan, 2011) were used to collect the data. The findings of this study indicated that the level of cognitive dissonance was average. Statistically significant differences were identified in the level of cognitive dissonance in terms of gender, higher scores being reported by males. Also, there were significant differences in terms of academic specialization, in the favor of humanities major, and academic level, in the favor of the second, third and fourth year students. In addition, findings revealed that emotional intelligence explained 9.3% of the cognitive dissonance variance.

The relationship between basic psychological needs satisfaction and university students' academic engagement: The mediating effect of emotional intelligence.

Basic psychological needs satisfaction (BPNS) and Emotional intelligence (EI) have been underscored as helpful psychological constructs in explaining academic engagement. However, the joint interaction of BPNS with EI abilities to explain academic engagement has not been tested. Therefore, the present study aimed to investigate the interactive role of BPNS with EI abilities in the prediction of academic engagement in a sample of Chinese university students. A questionnaire survey was administered to a sample of 466 university students. The data were analyzed using the SPSS (version 21.0) software. The first analysis consisted of descriptive statistics (including mean and standard deviation) and Pearson's correlations among BPNS, EI, and academic engagement. Through structural equation modeling (SEM), direct and indirect effects were calculated. The results showed that BPNS was positively associated with academic engagement and that only the Use of emotion dimension of EI mediated these associations. These results suggest that important interventions incorporated with BPNS and EI abilities, especially the use of emotion ability, may be performed to promote university students' academic engagement.

An Adaptive Leadership Approach: The Impact of Reasoning and Emotional Intelligence (EI) Abilities on Leader Adaptability

An Adaptive Leadership Approach: The Impact of Reasoning and Emotional Intelligence (EI) Abilities on Leader Adaptability

Parenting Styles and Psychological Well-Being: The Role of Emotional Intelligence

Parents are one of the most important relations in a child’s life. Other relationships, experiences and skills can also significantly impact children. One of these is ability of emotional intelligence, a learned skill. This research aimed to investigate whether emotional intelligence predicts psychological well-being in young adults better than their perceived parenting styles. In a survey of 240 undergraduate students of Forman Christian College (A Chartered University), Lahore (having both parents alive in their childhood) were included in the sample. Parental Authority Questionnaire, Schutte’s Self-report Emotional Intelligence Test and Ryff’s Psychological Well-Being Scale, were used to assess the parenting styles, ability of emotional intelligence and psychological well-being respectively. Although maternal (r= -.271) and paternal (r= -.230) authoritarianism and maternal authoritativeness (r= .145) significantly correlated with psychological well-being, emotional intelligence (r= .336) was the only significant predictor of psychological well-being and contributed to 10.5% unique variance. This has significant implications for researchers and practitioners planning interventions to improve psychological well-being of young adults. Further, recommendations and future directions have been discussed.

Emotionally Intelligent People Use More High-Engagement and Less Low-Engagement Processes to Regulate Others' Emotions.

Existing research has linked emotional intelligence (EI) with intrinsic emotion regulation (processes people use to regulate their own emotions). However, there has not yet been an empirical examination of whether EI abilities relate to extrinsic emotion regulation (processes people use to regulate other people’s emotions). This study (N = 178 undergraduates) examines whether ability EI (as measured by the Mayer–Salovey–Caruso Emotional Intelligence Test) correlates with eight extrinsic regulation processes (as measured by the Regulation of Others’ Emotions Scale, including downward comparison, expressive suppression, humour, distraction, direct action, reappraisal, receptive listening and valuing). Total ability EI score is significantly positively correlated with three high-engagement processes (r = .24, .40, and .16 for reappraisal, receptive listening, and valuing) and negatively correlated with two low-engagement processes (r = −.30 and −.38 for downward comparison and expressive suppression). When all four EI branches predicted each regulation process in multiple regression, only emotion management significantly predicted downward comparison, receptive listening and valuing, and only emotion management and understanding predicted expressive suppression (no significant regression coefficients for reappraisal). We conclude that the drivers of EI/extrinsic regulation associations are engagement with the target’s emotion and the emotion management branch of EI.

The Importance Of Social And Emotional Competencies For Effective Academic Leadership In Private Higher Education Institutions

This study aims to examine the role of social and emotional competencies for effective leadership in private higher education. We examined the impact of personality, self-confidence, and emotional intelligence (EI) on academic leadership in private higher education institutions. The five-factor model of normal personality as indexed by the Mini-International Personality Item Pool questionnaire, Self- confidence scale, Emotional Skills, and Ohio State teacher efficacy scale were applied to a sample of 157 academic leaders in private higher education institutions (97 men, 60 women, the mean age was 46 years). As predicted, regressions analyses showed a significant impact on academic leaders' competencies on personality, self- confidence, and EI abilities. The results demonstrated unique predictive relations for the three leaders self-efficacy scales: extraversion, conscientiousness, and intellect/imagination. Only efficacy for instructional strategies was related to low neuroticism. Self-confidence significantly affected all teacher self-efficacy components (instructional strategies, classroom management, and student engagement). Emotional intelligence showed positive effects on all three components of teacher self-efficacy. Perceiving and understanding emotion and managing and regulating emotion significantly predicted all three academic leaders' self-efficacy components, while expressing and labelling emotion was associated with efficacy for instructional strategies and student engagement. The results highlighted the importance of personality, self- confidence, and emotional intelligence in explaining academic leaders' self- efficacy. They showed that these social and emotional competencies accounted uniquely significant percentage of the total score variance in indicators of effective leadership. Keywords: Academic Leadership, Teacher Self-efficacy, Personality, Self-confidence, Emotional Intelligence, Private Higher Education

Lower Avoidant Coping Mediates the Relationship of Emotional Intelligence With Well-Being and Ill-Being.

Emotional intelligence (EI) abilities relate to desirable outcomes such as better well-being, academic performance, and job performance. Previous research shows that coping strategies mediate the effects of ability EI on such outcomes. Across two cross-sectional studies, we show that coping strategies mediate the relationships of ability EI with both well-being (life satisfaction, psychological well-being) and ill-being (depression, anxiety, stress). Study 1 (N = 105 first-year university students, 78% female) assessed EI with the Situational Test of Emotion Understanding (STEU) and Situation Test of Emotion Management (STEM). Avoidant coping significantly mediated the relationship of both the STEU and STEM with depression, anxiety, stress, and psychological well-being. EI was associated with lower avoidant coping, higher well-being and lower ill-being. Study 2 (N = 115 first-year university students, 67% female) assessed EI with the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT). Avoidant coping mediated the relationship between EI and ill-being, but not the relationship between EI and well-being. These effects were significant for three of the four EI branches—emotion perception, understanding, and management. We discuss possible reasons why avoidant coping may be an active ingredient by which lower EI relates to lower well-being. We also discuss a possible application of our findings—that EI training programs might benefit from including content aimed at reducing avoidant coping.

Predictive Ability of Noncognitive Factors on Academic Performance of Undergraduate Psychology Students

The ability to predict student performance creates opportunities to improve educational outcomes. Exploring the possibilities of measuring variables that could significantly influence the academic performance is fundamental to the realization of technological and scientific development, political, and socio-economic advancement, and success in life. This descriptive-relational study anchored on the Theory of Educational Productivity by Herbert Walberg utilized Multiple Regression Analyses to investigate the predictive ability of Adversity Quotient, Emotional Intelligence, and Personality on Academic Performance of Psychology students in a state college. Using convenience and quota sampling procedures, one hundred students (50 males and 50 females) were selected to participate in the study. Mean and standard deviation were used for descriptive analysis, Mann Whitney U test for comparative analysis, and Spearman Rho Correlation for relational analysis. Results revealed that collectively, the levels of Adversity Quotient, Emotional Intelligence, and Personality of the participants were “Average”, while their Academic Performance was “Superior”. No significant differences were noted among all the study variables regardless of their demographic characteristic. Emotional stability yielded a positive relationship with the academic performance of participants and predicted 51.8% of the increase in their academic performance. Moreover, empirical evidence suggests mentorship is effective in fostering the student's emotional stability.

The relationship between self-reported ability emotional intelligence and risky driving behaviour: Consequences for accident and traffic ticket rate

Road safety represents one of the main public health issues worldwide, and risky driving behaviour is one of the most predominant factors in traffic road accidents. The primary objective of this research was to clarify the relationship between emotional intelligence (EI) abilities and the probability of engaging in risky behaviour during driving. Previous literature linking these constructs is limited, and research has yielded mixed findings. In the present study, 555 drivers from a Spanish community sample (Mage = 39.34, ranging from 18 to 79 years old; 49.19% women) were assessed on risky driving behaviour using the Dula Dangerous Driving Index while self-reported ability EI was measured using the Wong and Law Emotional Intelligence Scale. Gender, age, and driving experience were controlled. The results of this study revealed that a higher self-reported ability EI, particularly the ability to regulate emotions, was related to a lower tendency to engage in risky driving behaviours. In turn, self-reported ability EI was negatively and indirectly related to the number of road accidents and traffic tickets through the mediating effect of risky driving. The regulation of emotions (via direct and indirect effect) and the appraisal of the emotions of others (via direct effect) were the EI abilities that better predicted the number of accidents and traffic tickets. We discuss the practical implications of these findings, along with suggested future lines of research.

Frontline managers’ task-related emotion regulation, emotional intelligence, and daily stress

Research has focused on employee emotion regulation as a stable dispositional tendency. Yet effective and healthy emotion regulation requires flexibly choosing between different regulation strategies in response to various workplace situational demands. In this study, we investigate the between- and within-person emotion regulation differences of 83 frontline managers across 10 working days. Using affective events theory, we examine managers’ use of three main emotion regulation strategies (cognitive reappraisal, suppression, expression) in response to the negative affect they experience while engaging in various tasks, and the consequences for their daily stress. The moderating effects of four emotional intelligence abilities are also examined. Our results demonstrate negative emotions associated with work tasks are regulated in ways that are determined by stable, situational, and personal factors. Practical implications for organizations are considered. JEL Classification: JEL code - D23

Predictive Ability of Noncognitive Factors on Academic Performance of Undergraduate Psychology Students

The ability to predict student performance creates opportunities to improve educational outcomes. Exploring the possibilities of measuring variables that could significantly influence the academic performance is fundamental to the realization of technological and scientific development, political, and socio-economic advancement, and success in life. This descriptive-relational study anchored on the Theory of Educational Productivity by Herbert Walberg utilized Multiple Regression Analyses to investigate the predictive ability of Adversity Quotient, Emotional Intelligence, and Personality on Academic Performance of Psychology students in a state college. Using convenience and quota sampling procedures, one hundred students (50 males and 50 females) were selected to participate in the study. Mean and standard deviation were used for descriptive analysis, Mann Whitney U test for comparative analysis, and Spearman Rho Correlation for relational analysis. Results revealed that collectively, the levels of Adversity Quotient, Emotional Intelligence, and Personality of the participants were “Average”, while their Academic Performance was “Superior”. No significant differences were noted among all the study variables regardless of their demographic characteristic. Emotional stability yielded a positive relationship with the academic performance of participants and predicted 51.8% of the increase in their academic performance. Moreover, empirical evidence suggests mentorship is effective in fostering the student's emotional stability.

Emotional Intelligence and Personality Traits Based on Academic Performance.

The purpose of this study was to examine the role of personality traits on academic performance. Furthermore, this study also aims at exploring the effects of virtual experience (mediator) and emotional intelligence (moderator) between personality traits and academic performance of the students. The findings imply that personality traits are the strong predictors of better academic performance. However, several personality traits do not have a positive impact on the academic performance. The study further suggests that students who have emotional abilities and virtual experience are more likely to perform well in their academics. The population of this research consists of students in various colleges and universities in developing regions. Thus, the sample consists of bachelor's and master's students. Existing scales are adopted with minor changes to make it more suitable and understandable within the study context. A total of 319 questionnaires were distributed. Among these 365 questionnaires, 234 questionnaires were received and further used for the purpose of data analysis. This shows an encouraging response from the targeted sample. Education and productivity of the students are influenced by their personality as well as their emotional intelligence abilities. The findings imply that being extrovert is a strong predictor of student achievement and should be prioritized in intervention strategies. This personality feature is responsible for performance in addition to virtual learning experience. Despite its low overall relative value, agreeableness is a significant driver of student achievement. Along with ability and aptitude assessments, personality evaluations might be utilized as a secondary screening tool to identify adolescents at risk of underperformance and academic performance failure. Therefore, learning emotional skills would be beneficial to cope the modern challenges of the competitive educational environment. Virtual experience and being emotionally sound can help students to learn quickly and to be more adaptive into the new world of digitalization. The conclusions of the current study have significant consequences for educators and policymakers. They must accept that boosting emotional intelligence levels through teaching or training is a significant objective of contemporary education. The emotional intelligence abilities of the students related to culture may be shown in a variety of ways, from expectations toward students to interpersonal interactions with students, and from teaching techniques to evaluation methods.

Influence of emotional intelligence on the clinical ability of nursing interns: a structural equation model

BackgroundInternship is a critical period during which nursing students develop clinical skills and establish professional attitudes. Requirements for nursing interns are evolving with the development of medicine and the transformation of teaching models. The emotional intelligence (EI) of nursing students has an influence on their clinical performance. This study aimed to investigate the impact of EI on the clinical ability of nursing interns.MethodsA cross-sectional observational study was designed to include nursing students interning in a tertiary hospital in Shanghai, China from April 1, 2019 to April 30, 2020 (N = 310). Chinese versions of the EI scale (EIS) and holistic clinical assessment tool (HCAT) were used to measure the EI and clinical ability of interns, respectively. Pearson’s correlation coefficient was utilized to determine the correlation between EI and clinical ability. Multiple linear regression analysis was performed to further explore the influence of EI on clinical ability, and the structural equation model (SEM) was used for multivariate path analysis.ResultsThe mean EI and clinical ability scores of interns were 125.17 ± 14.98 and 97.91 ± 19.55, respectively, indicating an upper-moderate level in both aspects. EI scores were correlated positively with clinical ability ones (R = 0.534, p < 0.05). Multivariate path analysis showed that “managing emotions” and “facilitating thought” of EI branches have direct effects on clinical ability. Furthermore, the type of school, family financial state and the knowledge of EI indirectly influence clinical ability through their impact on “managing emotions” and “facilitating thought”.ConclusionsEI is essential to enhancing the clinical ability of nursing students. EI training should focus on facilitating thought and managing emotions. It is also necessary for educators to consider the context of nursing students and the characteristics of schools.