Area Of Emotional Intelligence Research Articles

Role of Emotional Intelligence on Retaining Faculty Members at Higher Educational Institutions: A Phenomenological Analysis of Selected Business Schools

Competent faculty retention in any academic institution requires its leaders to have adequate competencies of emotional intelligence. The purpose of this study, hence, has been to examine the importance of emotional intelligence in faculty retention in higher educational institutions in Nepal. A qualitative, phenomenological approach was used to achieve the purpose of this study. In this context, eleven faculty members shared their experiences highlighting the value of emotional intelligence in their work environment. Transcription of interviews and focus group discussions were used as primary sources of data collection. Five themes and sixteen sub-themes revealed that competency factors of emotional intelligence such as empathy, self control, and inspirational leadership, conflict management, delivering services, effective communication, teamwork, and collaboration have profound roles in retaining faculty at the academic institution. According to the description of the participants, organizational policies, leadership behavior, and motivational factors also play important roles in retaining the faculty. Furthermore, it was revealed that sports, pairing protocol, spacing effect, and environmental enrichment initiatives would also enhance faculty retention from a brain science perspective. As a result, leaders who want to retain their employees for a longer period need to portray emotional intelligence at their workplace. This research, therefore, serves as a guideline for leaders at selected business schools to connect towards all ongoing debates that contribute to the body of literature as a new area of emotional intelligence in faculty retention.

EMOTIONAL INTELLIGENCE IN THE STRUCTURE OF PERSONALITY SELF-REGULATION

Emotional intelligence as the ability to develop potential, empathize, cooperate, motivate, and develop others cannot be separated from the system of effective activity and human resource management. The article raises the question of the growing acceptability of emotional intelligence as the main factor in the structure of personality self-regulation. It has been emphasized that interpersonal relationships require a mutual understanding of others' emotions, what they feel or think, what motivates them, how they react, their views on various topics, strengths or weaknesses, approaches to work, etc. The understanding of true emotional intelligence has been substantiated. The research in the field of development of the emotional sphere of the individual self-regulation has been characterized. The authors have done the theoretical discourse of the leading models of emotional intelligence by R. Bar-On, J.D. Mayer-P. Salovey-D. Caruso and D. Goleman. A theoretical analysis of four areas of emotional intelligence has been given, namely, the detection of emotions; the use of emotions; understanding emotions; management of emotions. Prospects for further research have been outlined as an empirical study of an individual emotional intelligence and its role as a factor of self-regulation of the personality.

Jobs Are Changing: Human Resource Managers Require Job Applicants to Have Soft Skills as Employable Assets

Advancements in technology have significantly impacted the way businesses operate, which has revealed a growing gap in the soft skills gained by students in business schools and those required by the marketplace. It has become apparent that business school graduates require more than the content knowledge specific to their disciplines to be good candidates when screened by Human Resource (HR) managers. The goal of this paper was to gain insights into the level of broader-skill instructions included in a business program from the perspective of students. This study included the development and administration of a survey that reported on each student’s indirect assessment of being instructed on various job skills. The results suggested that, although major-specific skills were learned, business schools may not be giving enough attention to broader work skills, especially in the areas of emotional intelligence and multi-disciplinary backgrounds. Based on these results, recommendations and a proposed model for program improvements/considerations are presented that institutions can use to ensure graduates possess the work skills required by modern industry.

How to Augment Ethical Leadership and Team Effectiveness through Emotional Intelligence? An Empirical Analysis

The study focuses on emotional intelligence and its vital role has been examined through which ethical leadership affects team effectiveness. In order to analyze this effect a research questionnaire was distributed amongst 300 middle level managers and supervisors of consumers’ banks of twin cities i.e. Rawalpindi and Islamabad. Based on the analysis of the data collected through questionnaire it revealed that with the spiraling effect in emotional intelligence significant growth is predicted in team effectiveness. Correspondingly, a positively substantial association is also predicted of ethical leadership with team effectiveness. It further elucidates that with the evolution in ethical leadership result increases in team effectiveness. This study has exhilarating findings in the area of emotional intelligence as it signifies the importance of emotional intelligence since it further strengthens the association between ethical leadership and team effectiveness. This study also opens new dimensions in emotional intelligence research where researchers might explore how emotional intelligence affects other aspects of team effectiveness under the umbrella of ethical leadership. Keywords: Ethical Leadership, Team Effectiveness, Emotional Intelligence

Emotional Intelligence of Headteachers in the Senior High Schools in Ghana: A Conundrum?

The study employed the explanatory sequential mixed methods design where quantitative and qualitative data sets were collected to address the research problem. Two hundred and sixty-two (262) headteachers were sampled randomly from the Central and Greater Accra regions of Ghana for the quantitative phase of the study whilst eight (8) headteachers were subsequently sampled purposively for the qualitative phase of the study. The quantitative data were analyzed using means and standards deviations whilst the qualitative data were analyzed using content analysis. The study found that the emotional intelligence of the headteachers was low. The study further established that the academic qualification of the headteachers was not a significant predictor of their Emotional Intelligence (EI). However, the gender and age of the headteachers predicted their EI significantly. It was concluded the EI level of the headteachers may affect how they lead and manage their respective schools. It is recommended that periodic pragmatic and purposeful in-service and workshops in EI should be provided for headteachers in the study area by the Metro Directorate of Education. Furthermore, the Circuit Supervisors, Metro Directors and the Ghana Education Service should liaise with the Ghana Psychological Council to provide psychological support for the headteachers in the Senior High Schools within the study area. Finally, the Ministry of Education through the Ghana Tertiary Education Commission should ensure that teacher education programmes that are offered in the institutions of higher learning in Ghana have contents in the area of emotional intelligence and educational leadership to equip headteacher in the management of their schools.

A Model of the Relationships among Emotional Intelligence, Spiritual Intelligence, and Holistic Individual Characteristics Among Malaysian Adolescents

Adolescents are the future, yet they are faced with many challenges in navigating their life. The present cross-sectional study was conducted to examine the relationship of Emotional Intelligence and Spiritual Intelligence to Holistic Individual Characteristics among Malaysian adolescents. A sample of 395 Form Four students were selected using the stratified random sampling method. Two survey questionnaires adopted and adapted from established scales were used to collect data. A pilot study was done to test the reliability and validity of the resultant adapted scales. Data from the main study was analysed for descriptive statistics using IBM SPSS version 27. The data were also analysed using the Structural Equation Modelling (SEM) methodology with IBM Amos version 27 as the tool. All measurement models were validated through the pooled confirmatory factor analysis (CFA). A second order CFA done confirmed that Emotional Intelligence and Spiritual Intelligence were important component factors of Holistic Individual Characteristics. The fitness indices achieved the required level, specifically, the value of RMSEA= 0.041, GFI=0.982, CFI=0.980, TLI=0.970, CMIN/DF=1.645 and P= 0.037; while the b values showed that the most important component factor was Emotional Intelligence (b= 0.794) as compared to Spiritual Intelligence (b= 0.774). This study findings lend evidence to the importance of these constructs in shaping the holistic individual among Malaysian adolescents. It can help relevant authorities and parents to actually focus their efforts in developing the younger generation. Besides that, this study finding also helps to fill in the gap of theoretical knowledge in the area of emotional intelligence and spiritual intelligence in relation to holistic individual development as well as in terms of its methodology of analysis.

Emotional Intelligence, Self-Efficacy and Job Performance of University Lecturers

This study looks at the relationship between emotional intelligence and self-efficacy towards job performance amongst lecturers of a centre of foundation studies owned by a public university in Selangor. Data was collected through a questionnaire on the sample of 86 lecturers. The findings revealed there were significant and positive relationship between emotional intelligence and self-efficacy towards job performance. All four emotional intelligence dimensions namely: regulation of emotion, self-emotional appraisal, use of emotion and others emotional appraisal; as well as all three self-efficacy dimensions namely: teaching, research and other academic or service-related activities also are positively correlated with job performance. In addition, it was found that both emotional intelligence and self-efficacy contributed to the lecturers’ job performance despite its small percentage. As for the implications of this study, it contributes to the corpus of knowledge in the area of emotional intelligence, self-efficacy and job performance among lecturers in Malaysia context.

Women’s Leadership in Southeast Asia: Examining the Authentic Leadership Implementation Potency

Rapid economic growth in Asia has helped reduce gender inequality in several countries, especially those in Southeast Asia. This has led, among many other things, to the fact that women have higher opportunities to become leaders. Yet, in Southeast Asia the biggest challenge that remains is the tendency of “untrained” women in public leadership. Then the birth of women needs to get strategic support from the current system of leadership culture, that good life for women is the main pillar of women’s leadership requirements. This paper discusses the opportunities present for preparing Southeast Asian women to become future leaders from a number of authentic leader characteristics that they have. By using the content analysis method, the preliminary findings of this study is the existence of better gender relations, accompanied by the resilience and pragmatism of today’s location communities, bringing Southeast Asian women to a promising future leadership role. A number of characteristics of authentic leaders that have become the basis of women’s identity are actually the main capital to be prepared further through a number of educational efforts, assistance and training in order to increase knowledge, insight, organizational skills and self- confidence. Next, women leaders must be made. Women’s willingness and ability to adapt and develop stronger skills in the areas of emotional intelligence, empowerment, and power of influence place them in a strong position to use these advantages to propel them forward in leadership roles. Southeast Asian countries, especially those with a low human development index, have to begin to open up the need for a state led by women leaders who have the potential to represent a number of authentic leadership criteria to respond to the crisis of public confidence in the country’s leadership.

Reflection & Self‐Assessment Cycles in a Medical School Anatomy Course

Looking beyond medical knowledge into developing character traits like professionalism, self‐awareness, and empathy is a current focus in medical education. Critical reflection and self‐assessment can be used as tools to develop these skills. The aim of this study was to use repeated critical reflection and self‐assessment in a cadaver‐based first‐year medical school human gross anatomy course to develop professional identity and emotional intelligence.First, learners wrote a critical reflection in response to their choice of writing prompt and received faculty feedback. Learners then completed a self‐assessment of growth in areas of emotional intelligence, listed personal growth fronts, and developed a SMART goal, again receiving faculty feedback. This paradigm was repeated for each block of the course, resulting in 4 cycles total. Reflections were blinded and evaluated using qualitative analysis by two independent coders into three themes: emotional intelligence, teamwork, and wellness/well‐being. At the end of the semester, learners completed a voluntary perception survey using Qualtrics. This project was approved by the Medical College of Wisconsin Institutional Review Board (PRO00032535).In the area of emotional intelligence, students described struggling with perfectionism in the beginning of the course but by the end reported increased confidence. Learners also described empathy for their “first patient”. In the area of teamwork, students started the year skeptical to work as a group for so long but later appreciated the need to openly acknowledge strengths and weaknesses. An appreciation for the importance of trust amongst team members was also reported at the end of the year. In the well‐being theme, learners began the semester dealing with the concept of death which makes sense given the nature of the course. Around the middle of the semester they really struggled with social and physical wellness. Data on the Emotional Intelligence Inventory suggest that learners found the reflective process to have a positive influence on their growth in the 5 domains of emotional intelligence. Learners most frequently identified self‐care, teamwork, confidence, wellness, time‐management, empathy and adaptability as growth fronts throughout the duration of the course. Follow‐up surveys were completed by 71% of participants where 86.7% of respondents recommended continuing reflective writing assignments in the anatomy course, and two‐thirds could see themselves adapting the reflection/self‐assessment process outside of clinical human anatomy.In this study, we learned that the first year of medical school is filled with transitions where ongoing personal development of emotional intelligence and goal‐setting can be beneficial. Our learners reported the most growth in areas of self‐awareness and teamwork with continued challenges in the areas of physical & social wellbeing, and personal identity formation (imposter syndrome).Support or Funding InformationMedical College of Wisconsin Learning Resource Fund

Relationship between Emotional Intelligence and Performance among Software Professionals in Kerala

Over the years, the construct of emotional intelligence has matured and harnessed international recognition. Emotional Intelligence involves the capacity to absorb, appreciate and discerningly manage emotions in relationship to oneself and others. It is one of the most important behavioural constructs, which is considered as a major contributor to performance in the workplace. It is also contended that academic inquiry in the area of emotional intelligence and performance is relatively very low with regard to the software professionals. The main objective of the study was to find out the levels and relationship of emotional intelligence and performance among software professionals. In this study, a descriptive correlational research design was adopted. The research was conducted among 362 software professionals in Kerala. The Assessing Emotions Scale was used to determine the emotional intelligence of the software professionals and the performance of software professionals was measured using the Role Based Performance Scale. The study primarily revealed that there exists a significant relationship between emotional intelligence and performance. The implications of the findings and possible future research areas are also outlined in this study.

A recap of the faculty engagement program and the 2019 convening leaders professional convention management association

The aim of this study is to assess and recap the Faculty Engagement Program of the 2019 Convening Leaders at the 2019 Professional Convention Management Association (Pittsburg, Pennsylvania). Furthermore, we present key highlights and best practices from Convening Leaders in the context of the five trends presented by The Future of Meetings and Events presented by Marriott International and PCMA in the areas of emotional intelligence, orchestrated serendipity, multimodal design, bigger than oneself, and clear sense of place.

Gender Differences in Perceptive Emotional Adjustment of Parents on Their Children’s Emotional Intelligence

In the field of intelligence, parental beliefs about their children’s intelligence can influence their performance (Beyer, 1999). In a particular way, this phenomenon is known as the Pygmalion effect (Furnham & Bunclark, 2006). In the area of Emotional Intelligence (EI), the research is scarce. Therefore, our objective is to study if the perceptive emotional adjustment differs according to the sex of the parents, and also to examine if this is reflected in the predictive power of the EI of the children. The sample consisted of 1005 subjects, including 335 students from the University of Castilla la Mancha and their respective fathers and mothers. According to the results of this study, we can conclude that emotional abilities of children perceived by their parents are quite close to those provided by children themselves. However, the mothers, in particular, were able to report these EI abilities more closely, showing, in comparison to fathers, a more accurate emotional adjustment with relation to their children’s EI. The prediction of the EI of children varies according to the EI factor we are referring to, as well as with the sex of the parents.

Emotional Intelligence, Organizational Role Stress and Job Satisfaction:Perspectives from Indian Public and Private Sector Organizations

Human capital is not a rigid or absolute entity in its characteristics, and interestingly its value changes from context to context. There are various potent factors which help in optimizing this intangible capital to its highest. The factors like emotion and intellect are always at the center of discussion in human affairs providing the bedrock for developing psychological competencies. Present day literature supports the fact that emotional intelligence is an important ingredient to prepare the elixir of success be it in professional world or in personal sphere. Hence, the present empirical study has tried to explore the dynamics of emotional intelligence that shares with two important factors such as organizational role stress and job satisfaction in Indian public and private sector industries. The findings have revealed that there exists significant difference between public and private sector organizations with regard to job satisfaction. The study has also disclosed that irrespective of sectors emotional intelligence stands negative correlated with organizational role stress. Thus, organization needs to recruit people, train people and develop people in the area of emotional intelligence so that they can handle pressure, multiple job-roles and produce better performance.

Significance of Succession Competencies in the Management of Silesian Family Business in the Sector of Small and Medium Enterprises

This article presents the issues concerning the competence of successors of modern family businesses. Particular attention was paid to the importance of leadership competences in managing a modern enterprise. The role of emotional intelligence is emphasized as an important part of the successor competencies and competences related to education and socialization. This research focused on the importance of competence of successors in the area of emotional intelligence in Silesian family enterprises in the sector of small and medium enterprises. The completion of reflections is the author’s model of competence of successors, which deals with the competencies governing the efficient management of modern family enterprises.

To Study the Impact of Emotional Intelligence on Academic Achievement of Teacher Trainees

<div><p align="center"><strong><em>“All learning has an emotional base”-Plato</em></strong></p><p align="center"><strong><em> </em></strong></p><p><em>The present study was conducted to study the impact of Non cognitive factor i.e Emotional Intelligence on the academic achievement of teacher trainees.The study was conducted on 100 graduate teacher trainees pursuing B.Ed. from Lingaya’s University . The participants consisted of male and female students in which strength of female was more than male. Average age of all participants was 24 years. Randomization method was used for selection for the participants. Emotional intelligence inventory designed by DR. S.K. Mangal (Guest faculty, Department of Education, M.D. University, Rohtak) and Ms. Shubhra Mangal (Principal C.R.S. College of Education, Noida ) was used for the measurement of emotional intelligence of teacher trainees’ which consists four areas of Emotional Intelligence i.e Intra-personal Awareness, Inter-personal Awareness, Intra-personal Management, Inter- personal Management respectively. The result of study reveals that there is positive and significant correlation between Emotional Intelligence and Academic Achievement of teacher trainees.</em></p></div>

Emotional Intelligence deficits in schizophrenia: The impact of non-social cognition

BackgroundPrevious studies using the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) revealed significant performance deficits across all areas of Emotional Intelligence (EI) in schizophrenia patients compared to healthy controls. However, none of these studies has investigated a potential influence of non-social cognition on these findings. Methods56 schizophrenia outpatients and 84 control subjects were investigated using the MSCEIT and the Brief Assessment of Cognition in Schizophrenia (BACS). Analyses of covariance were performed with adjustment for the BACS composite score and education. To investigate this issue in more detail, a mediation analysis was conducted. ResultsPatients showed significantly lower EI and non-social cognition levels compared to healthy controls. After adjustment for BACS composite score and education, only the group difference in the “managing emotions” branch and thus in the “strategic” EI part of the MSCEIT remained statistically significant, whereas for all other MSCEIT branches (perceiving, using, understanding emotions) statistical significance was lost. The mediation analysis revealed that the difference between schizophrenia patients and controls regarding the MSCEIT total score was almost fully attributable to the mediating effect of non-social cognition. ConclusionsOur findings suggest that in schizophrenia patients EI is largely influenced by non-social cognitive functioning. Only the “managing emotions” branch was found to be independent of non-social cognition. Consequently, non-social cognitive performance was mainly responsible for the observed differences in EI between schizophrenia patients and controls. This has to be taken into account when interpreting MSCEIT data in this population.

Relationship between emotional intelligence and neurocognition in severe mental disorders

IntroductionThe severe mental disorders are the subject of growing research in the area of emotional intelligence because of his relationship with psychosocial functionality loss. Despite treatment advances, patients continue to experience high levels of social, professional and personal disabilities, related to the presence of deficits in cognition. These changes are manifested in two areas: the neurocognitive and social cognition.ObjectivesTo better understand the relationship between neuro- and sociocognition in schizophrenia and bipolar disorder.AimsThe aim of this research is to study the factors related to emotional intelligence, with particular interest in neurocognitive deficits.MethodsA total of 75 adult patients with schizophrenia and bipolar disorder type I were evaluated. The assessment protocol consisted of a questionnaire on socio-demographic and clinical-care data, and a battery of clinical and cognitive scales, including MSCEIT, WAIS-IV, TMT and Rey Figure.ResultsMSCEIT was negatively correlated with age, the severity of the clinical symptoms (BPRS, CGI-S), the TMT-A and the Test of Complex Figure, and positively with the intelligence quotient.ConclusionsThe deficits in emotional intelligence are part of a set of cognitive, social and non-social skills, which are altered in these severe mental disorders. Emotional intelligence worsens with the deterioration of cognitive functioning, executive dysfunction and severity of psychiatric disorder.Disclosure of interestThe authors have not supplied their declaration of competing interest.

A Study of the State of the Art in Synthetic Emotional Intelligence in Affective Computing

In the last few decades there has been a tremendous amount of research on synthetic emotional intelligence related to affective computing that has significantly advanced from the technological point of view that refers to academic studies, systematic learning and developing knowledge and affective technology to a extensive area of real life time systems coupled with their applications. The objective of this paper is to present a general idea on the area of emotional intelligence in affective computing. The overview of the state of the art in emotional intelligence comprises of basic definitions and terminology, a study of current technological scenario. The paper also proposes research activities with a detailed study of ethical issues, challenges with importance on affective computing. Lastly, we present a broad area of applications such as interactive learning emotional systems, modeling emotional agents with an intention of employing these agents in human computer interactions as well as in education.

Self Compassion and Emotional Intelligence of Engineering and Dental College Students

Total samples of 60 were collected out of which 15 boys and 15 girls were engineering students and the remaining 15 boys and 15 girls were dental students. They were collected using simple random method from different departments of engineering of Amity University Rajasthan (AUR) and Jaipur dental college to compare self compassion & emotional intelligence between Engineering and Dental college students using emotional intelligence scale and self compassion scale. The result found no difference in self compassion of Engineering and Dental students but there is difference in traits of emotional intelligence of boys of Engineering and Dental student. Again the result also found significant difference in overall comparison of Engineering and Dental students in the area of emotional intelligence which proclaim that Engineering students are better in emotional intelligence than Dental students.

Emotional Intelligence: Understanding, Applying, and Measuring

Interest in emotional intelligence has bloomed over the last few years. That it has become a standard concept in general and applied psychology, as well as in applied business settings, is indubitable. Emotional Intelligence - EQ - is a relatively recent behavioral model, rising to prominence with Daniel Goleman's 1995 Book called 'Emotional Intelligence'. The early Emotional Intelligence theory was originally developed during the 1970s and 80s by the work and writings of psychologists Howard Gardner (Harvard), Peter Salovey (Yale) and John 'Jack' Mayer (New Hampshire). Emotional Intelligence is increasingly relevant to organizational development and developing people, because the EQ principles provide a new way to understand and assess people's behaviors, management styles, attitudes, interpersonal skills, and potential. Emotional Intelligence is an important consideration in human resources planning, job profiling, recruitment interviewing and selection, management development, customer relations and customer service, and more. Emotional Intelligence links strongly with concepts of love and spirituality: bringing compassion and humanity to work, and also to 'Multiple Intelligence' theory which illustrates and measures the range of capabilities people possess, and the fact that everybody has a value.The EQ concept argues that IQ, or conventional intelligence, is too narrow; that there are wider areas of Emotional Intelligence that dictate and enable how successful we are. Success requires more than IQ (Intelligence Quotient), which has tended to be the traditional measure of intelligence, ignoring essential behavioral and character elements. We've all met people who are academically brilliant and yet are socially and inter-personally inept. And we know that despite possessing a high IQ rating, success does not automatically follow.