Assessment Of Emotional Intelligence Research Articles

An assessment of emotional intelligence in emergency medicine resident physicians.

ObjectivesTo define the emotional intelligence (EI) profile of emergency medicine (EM) residents, and identify resident EI strengths and weaknesses. MethodsFirst-, second-, and third-year residents (post-graduate years [PGY] 1, 2, and 3, respectively) of Thomas Jefferson University Hospital’s EM Program completed the Emotional Quotient Inventory (EQ-i 2.0), a validated instrument offered by Multi-Health Systems. Reported scores included total mean EI, 5 composite scores, and 15 subscales of EI. Scores are reported as means with 95% CIs. The unpaired, two-sample t-test was used to evaluate differences in means. ResultsThirty-five residents completed the assessment (response rate 97.2%). Scores were normed to the general population (mean 100, SD 15). Total mean EI for the cohort was 103 (95%CI,100-108). EI was higher in female (107) than male (101) residents. PGY-2s demonstrated the lowest mean EI (95) versus PGY-1s (104) and PGY-3s (110). The difference in PGY-3 EI (110; 95%CI,103-116) and PGY-1 EI (95, 95%CI,87-104) was statistically significant (unpaired t-test, p<0.01). Highest composite scores were in interpersonal skills (107; 95%CI,100-108) and stress management (105; 95%CI,101-109). Subscale cohort strengths included self-actualization (107); empathy (107); interpersonal relationships (106); impulse control (106); and stress tolerance (106). Lowest subscale score was in assertiveness (98). Self-regard (89), assertiveness (88), and independence (90) were areas in which PGY-2s attained relatively lower scores (unpaired t-test, p<0.05) compared to their peers and the general population. PGY-3’s scored highest in nearly all subscales. ConclusionsThe EQ-i offers insight into training that may assist in developing EM residents, specifically in self-regard, assertiveness, and self-expression. Further study is required to ascertain if patterns in level of training are idiosyncratic or relate to the natural maturation of residents.

IMPACT OF SYSTEMATIC TRAINING IN EMOTIONAL INTELLIGENCE ON THE SECONDARY SCHOOL TEACHERS’ EQ LEVELS

Introduction: While working with various educational institutes and being a trusty of family school, researcher had to deal with all the issues related with Teachers’ training, recruitment, and teaching learning processes. Researcher was also teaching in the renowned college at Mumbai, and after that, working as Psychological and Emotional Intelligence consultant at a very big Educational Organization in Mumbai. Researcher got an opportunity to have a dialogue with various principals and management trusties and educationists and the people working in human resource departments of Educational Institutes. She found that all are agreed with the fact that all the teachers are Intelligent and some of them are Brilliant to bring the subject to students, given them to teach. But they also mentioned that, the most of the times the whole teaching learning process is becoming very stressful and that is transferred to students as well. Some teachers are trying very hard to make it interesting but that is not enough. That motivated the researcher to discover what must be there beneath the whole process. At the same time, she also had to deal with many cases of the teachers who have come to her to resolve their issues and she found that it’s not their Intelligence but it’s their emotions intervening in the process, they are intelligent but most of them don’t know how to deal with their emotions in their personal life, at work or at social level that is somewhere interfering in the process. So the aim of the research is to find out their Emotional Intelligence levels and also then after training in Emotional Intelligence, with post assessments, finding out whether there is any significant change. Objective: While working on the Ph.D. thesis, one of the aims of the researcher is to discover, “The impact of the systematic training in emotional intelligence on the overall competencies of emotional intelligence levels of teachers.”Methodology: To understand the impact on teachers, the “Social Emotional Intelligence Assessment” was conducted for secondary school teachers teaching in two CBSE (Central Board of School Education) Schools in the periphery of Nasik District, Maharashtra, India. Research was conducted for the teachers of both the schools. Training in Emotional Intelligence was conducted for the teachers of one school, where as teachers of other school were gaining EQ with the knowledge they had and the knowledge they acquired with the reports of their assessments provided to them. The training modules involved emotional intelligence skills such as, empathy, how the teacher can live with a purpose, navigating emotions and recognizing patterns. All the modules were uniquely designed and developed by the Researcher herself. Findings: The teachers who participated in the training programs showed almost 14% rise in various competencies of Emotional Intelligence. Research Outcomes: The teachers mentioned that the whole process is changing and bringing a lot of positivity, hope and ease and interest among classrooms, students and in their lives as well. Their life is changing at all levels as at personal level, at work, Social and family level.Future Scope: This research has been conducted in two C.B.S.E schools; in future it can be conducted in many other syllabus also for working staff in the organizations, or in the states other than Maharashtra.

KIDSTALENTUM: OUTDOOR TRAINING PROGRAM TO IMPROVE EMOTIONAL INTELLIGENCE IN ADOLESCENTS IN MANCHESTER UNITED SOCCER SCHOOLS, LISBON

This paper intends to evaluate the Outdoor Training methodology, widely used by consultants working for the emotional and social skills of entrepreneurs, in order to verify if it is also valid for working with adolescents, specifically, for developing their emotional intelligence skills. With this in mind, we chose an experimental study involving two groups of 30 adolescents, one as an experimental group and the other as a control group. They were students of the Manchester United Soccer Schools, Lisbon, Portugal. For the assessment of emotional intelligence, we used the Bar-On Emotional Quotient Inventory: Youth Version. The data obtained point to the evidence of improvements in the emotional skills of adaptability, interpersonal relationships, positive mood, and stress management.

Impact of emotional intelligence coaching on job satisfaction of pharmacists during organizational changes

Job satisfaction is known to decline during times of major organizational change and emotional intelligence has been positively correlated with job satisfaction and adaptability. Computerized provider order entry (CPOE), closed loop medication administration, electronic medication administration records and 24/7 pharmacy services were implemented at London Health Sciences Centre (LHSC) during the spring of 2014. This pilot randomized controlled trial assessed whether completion of an emotional intelligence assessment, followed by a personalized one-hour emotional intelligence coaching session, would positively impact job satisfaction stability amongst pharmacists throughout these major organizational changes. Job satisfaction was measured by the Health Professions Stress Inventory (HPSI). The primary outcome was change in HPSI score from baseline. Emotional intelligence coaching was provided to participants randomized to the intervention. Semi-structured interviews were completed at baseline and follow-up for qualitative analysis. Twenty five participants were recruited and all participants completed the study. Job satisfaction improved in both control and intervention groups. Observations from semi-structured interviews suggested that emotional intelligence coaching may have increased self-awareness and ability to recognize dissatisfaction. Participants who were in their role for less than two years reported greater benefit from emotional intelligence coaching. Job satisfaction was worse during the anticipatory phase of major organizational change. Emotional intelligence coaching did not have an observable benefit on objective measures of job satisfaction, but it may have a subjective benefit that is more apparent in pharmacists who are less established in their role.

Emotional Intelligence in the Workplace

Emotional Intelligence (EI) as a concept has grown in significance since its conception in 1990 and popularization outside the academic world in 1995 after Daniel Goleman's seminal work. Emotional Intelligence:why it matters more than IQ. After that many different EI assessment tools have been developed in order to measure an individuals EI and with that numerous research studies were conducted to find out the relationship between EI and leadership style, occupational stress, job performance, conflict management etc. This article aims to capture the wide variety of researches done to prove the utility of emotional intelligence in the work setting.

The Impact of Emotional Intelligence in the Context of Language Learning and Teaching

Abstract Emotional intelligence, a set of skills which are considered as necessary in the context of interaction with other people, was defined by a number of authors, including Goleman (1996), Gardner and Mayer &amp; Salovey. A number of studies investigated the impact of emotional intelligence on learning, teaching and education. The focus of this article is to explore the definition of emotional intelligence and the impact that emotional intelligence and affective factors have in the context of foreign language learning and teaching. The article also focuses on research conducted with a group of 23 students and their self assessment of emotional intelligence as well as their perceptions of the ways emotional intelligence has an impact on foreign language learning. The article attempts to provide recommendations of implementing activities and teaching practices in the context of foreign language learning and teaching aiming to foster emotional intelligence development.

The Mentalization Scale (MentS): A Self-Report Measure for the Assessment of Mentalizing Capacity

ABSTRACTThe psychometric properties of a new 28-item self-report measure of mentalization, the Mentalization Scale (MentS), were examined in 2 studies: with a sample of employed adults and university students (N1 = 288 + 278) and with a sample of persons with borderline personality disorder (BPD) and matched controls (N2 = 62 + 62). Besides the MentS, both studies employed measures of attachment and the Big Five; Study 1 also included assessments of empathy and emotional intelligence. MentS whole-scale internal consistency was good in the community and acceptable in the clinical sample (α = .84 and .75, respectively). A principal components analysis of Study 1 data yielded 3 interpretable factors, or subscales: Self-Related Mentalization (MentS-S), Other-Related Mentalization (MentS-O), and Motivation to Mentalize (MentS-M). These showed acceptable reliabilities (α = .74–.79), except for MentS-M in the clinical sample (α = .60). MentS scores further exhibited a coherent pattern of correlations with cognate constructs and the Big Five, relating positively to empathy, trait and ability emotional intelligence, openness, extraversion, and conscientiousness, and negatively to attachment avoidance and anxiety, and neuroticism. Persons with BPD scored significantly lower on MentS total and MentS-S. The proposed scale is thus deemed suitable for quick, yet meaningful, assessments of mentalization in both individual differences research and clinical contexts.

일반화가능도 이론을 활용한 유아정서지능 평가도구의 오차요인 분석

일반화가능도 이론을 활용한 유아정서지능 평가도구의 오차요인 분석

Assessment of Emotional Intelligence in First Year Medical Graduates-A Questionnaire based Study

Assessment of Emotional Intelligence in First Year Medical Graduates-A Questionnaire based Study

Assessment of Emotional Intelligence of the Students of School of Physical Education and Sports in Terms of Different Variables

Assessment of Emotional Intelligence of the Students of School of Physical Education and Sports in Terms of Different Variables

Street Smarts and a Scalpel: Emotional Intelligence in Surgical Education

To evaluate trends of emotional intelligence (EI) in surgical education and to compare the incorporation of EI in surgical education to other fields of graduate medical education. A MEDLINE search was performed for publications containing both "surgery" and "emotional intelligence" with at least one term present in the title. Articles were included if the authors deemed EI in surgical education to be a significant focus. A separate series of MEDLINE searches were performed with the phrase "emotional intelligence" in any field and either "surg*," "internal medicine," "pediatric," "neurology," "obstetric," "gynecology," "OBGYN," "emergency," or "psychiat*" in the title. Articles were included if they discussed resident education as the primary subject. Next, a qualitative analysis of the articles was performed, with important themes from each article noted. Lehigh Valley Health Network in Allentown, PA. Eight articles addressed surgical resident education and satisfied inclusion criteria with 0, 1, and 7 articles published between 2001 and 2005, 2005 and 2010, and 2010 and 2015, respectively. The comparative data for articles on EI and resident education showed the following : 8 in surgery, 2 in internal medicine, 2 in pediatrics, 0 in neurology, 0 in OBGYN, 1 in emergency medicine, and 3 in psychiatry. Integration of EI principles is a growing trend within surgical education. A prominent theme is quantitative assessment of EI in residents and residency applicants. Further study is warranted on the integration process of EI in surgical education and its effect on patient outcomes and long-term job satisfaction.

Inclusivity in the Global World

Emotional Intelligence is considered as an important characteristic of nurses that can affect the quality of their work including clinical decision-making, critical thinking, evidence and knowledge use in practice.The study is aimed to determine nursing students' critical thinking disposition and emotional intelligence in an academic year.A longitudinal design.The focus population of this longitudinal study consists of 197 freshman students studying at a faculty of nursing.Asymmetrical cluster sampling method was used to determine sample group and all the students registered in the first year were included in scope of the study. Information Form, California Critical Thinking Disposition Scale and Emotional Intelligence Assessment Scale were used for data collection. SPSS version 11.5 was used for data analysis.Nursing students have a low level of critical thinking disposition and intermediate level of emotional intelligence both at the beginning and end of academic year. There was no statistically significant difference in both skills at the beginning and end of year. There was a statistically significant difference between students' critical thinking disposition and emotional intelligence at the beginning of academic year. There was a positive correlation at a medium level between students' critical thinking disposition and emotional intelligence at the beginning and end of academic year.In light of these results, it is that suggested the study should be prolonged as longitudinal because development of both skills require a long time. The current study holds importance that it sheds light on other relevant studies and nursing education programs.

Developing critical thinking disposition and emotional intelligence of nursing students: a longitudinal research

BackgroundEmotional Intelligence is considered as an important characteristic of nurses that can affect the quality of their work including clinical decision-making, critical thinking, evidence and knowledge use in practice. ObjectivesThe study is aimed to determine nursing students' critical thinking disposition and emotional intelligence in an academic year. DesignA longitudinal design. Setting and participantsThe focus population of this longitudinal study consists of 197 freshman students studying at a faculty of nursing. MethodAsymmetrical cluster sampling method was used to determine sample group and all the students registered in the first year were included in scope of the study. Information Form, California Critical Thinking Disposition Scale and Emotional Intelligence Assessment Scale were used for data collection. SPSS version 11.5 was used for data analysis. ResultsNursing students have a low level of critical thinking disposition and intermediate level of emotional intelligence both at the beginning and end of academic year. There was no statistically significant difference in both skills at the beginning and end of year. There was a statistically significant difference between students' critical thinking disposition and emotional intelligence at the beginning of academic year. There was a positive correlation at a medium level between students' critical thinking disposition and emotional intelligence at the beginning and end of academic year. ConlusionsIn light of these results, it is that suggested the study should be prolonged as longitudinal because development of both skills require a long time. The current study holds importance that it sheds light on other relevant studies and nursing education programs.

An Analysis of Error Sources and Reliability Estimation in Emotional Intelligence Assessment of Young Children Using Generalizability Theory

An Analysis of Error Sources and Reliability Estimation in Emotional Intelligence Assessment of Young Children Using Generalizability Theory

HbA1c levels as a function of emotional regulation and emotional intelligence in patients with type 2 diabetes

AimsUnderstanding the role of emotion in glycemic control may be critical for the long-term treatment of patients with type 2 diabetes (T2D). In this study we investigated the relationship between measures of emotional regulation and emotional intelligence and HbA1c levels in adult patients with T2 diabetes. Methods100 adult patients with T2 diabetes completed assessments of emotional regulation (i.e., affect intensity/lability) and emotional intelligence and were then correlated with HbA1c levels with several relevant covariates. ResultsHbA1c levels were significantly associated with affect intensity (AI: r=.24, p=.018) and with emotional intelligence (EI: r=−.29, p=.004), but not affect lability. These results were the same even after adding income, state depression scores, insulin-dependent status, serum cholesterol, diabetes literacy and self-care as covariates (AI: β=.33, p=.001; EI: β=−.31, p=.002). Diabetes self-care, but not diabetes literacy, was also associated with HbA1c levels (β=−.29, p=.003). ConclusionsThese data suggest that aspects of emotional regulation and emotional intelligence play a role in glycemic control in adult patients with T2 diabetes and do so even in the context of several variables relevant to diabetes. If so, interventions that can reduce affect intensity and/or increase emotional intelligence may represent a new strategy in the glycemic control of adult patients with T2 diabetes.

THE ROLE OF EMOTIONAL INTELLIGENCE IN THE ACADEMIC ACHIEVEMENT OF LATIN AMERICAN STUDENTS IN SECONDARY SCHOOL

ABSTRACT The current research evolved from a community consultation project involving a group of approximately 200 students enrolled at 6 different high schools in a large school district in the Southeast region of the United States of America. The students are involved in a pilot program funded by their school district called “Latinos In Action”, designed to help students of Latin American ancestry and heritage to excel in academics, display exemplary behavior, and to become more involved citizens in their communities. In an effort to determine the efficacy of the “Latinos In Action” program, students were asked to complete an emotional intelligence assessment at the beginning of the 2015-2016 school year. This measure was deemed to be of high importance due to the fact that the “Latinos In Action” group desired to generate data in order to assess whether or not the “Latinos In Action” program nurtures the social and emotional growth of the students involved in the program during a school year (Enriquez, 2012). Measures used include the EQi 2.0 (EQi 2.0, 2013) as well as demographic data collected by the school district including ethnicity, age, gender, unweighted grade point average (GPA), attendance, and derogatory behavior incidents. Subsequent research will examine the effect of the intervention. Keywords Emotional intelligence, academic performance, Latin American, Students, Latinos In Action

Does hospitality diversity education make a difference in undergraduate students’ emotional intelligence

ABSTRACTSoft skills are typically referred to as the attributes exhibited or contained by an individual that display his/her ability to interact with others. Two types of soft skills that are often discussed within the hospitality industry are diversity awareness and emotional intelligence. Diversity may be explained or defined as a state of unlikeness, the conditions of being different, and all things that make us different. Areas where differences may exist include race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political affiliation and emotional reaction. Emotional intelligence (EI) has been defined as the ability to perceive, understand, regulate, and harness emotions in the self and others. How one deals with emotion is one characteristic that varies from culture to culture. Research has shown that EI may be a contributing factor in a moment of truth being considered a failure or success. The purpose of this study was to examine if undergraduate student EI scores change after completing a diversity issues course. Students completed the Assessing Emotions Scale on the first class day. At the conclusion of the 15-week course covering approximately 20 diversity issues concepts students completed the same EI assessment. Paired sampled t-testing was conducted to determine whether mean differences existed when comparing post and pre-course scores. Results of this study suggest that certain components of EI are significantly changed after taking the diversity issues course.

Emotional management training in residential mental health services

A core element for the treatment of psychiatric patients in mental health services is the Psychosocial Rehabilitation. In this work we mainly refer to a training whose targets are fundamental components of the Emotional Intelligence (EI), which is, according to the original Salovey and Mayer's definition (1990), “a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life”.The purpose of this study is to evaluate the efficacy of Emotional Management Training and to compare our emotional management assessment to standardized emotional intelligence assessment instruments.Twenty adult inpatients (from 18 to 55 years of age) were enrolled: ten subjects were assigned to a one year lasting emotional management training (clinical target group) and ten subjects were assigned to a clinical control group; furthermore twenty subjects were selected and assigned to a non-clinical control group. Outcome measures were: emotional management assessment, Schutte Emotional Intelligence Scale (SEIS) and Toronto Alexithymia Scale (TAS-20).Emotional management assessment outcomes confirm the efficacy of emotional management training. Preliminary results also confirm the effectiveness of the assessment compared to standardized emotional intelligence scales.Emotional management training improves psychiatric patient competence in terms of: emotions definition and acknowledgement, self-emotion identification, self-emotion sharing, management of stressing situation and intense emotions.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Assessment of emotional intelligence in a sample of prospective Secondary Education Teachers

In the past few years, skills related to emotional intelligence (EI) have acquired special relevance in the educational domain. This study assesses EI in a sample of 155 students of 5 different specialities of a Master’s degree in Teacher Training for Secondary Education. Data collection was conducted through the administration of the Trait Meta Mood Scale-24 (TMMS-24) and the Mayer, Salovey & Caruso Emotional Intelligence Test (MSCEIT). Results show adequate levels of EI, especially in the strategic area, as well as some speciality-based differences among students. There is a need to develop specific training geared towards the development of emotional skills in the Master’s in Secondary Education capacitation programmes according to the trainee’s background.

Emotional Intelligence Partially Mediates the Association between Anxiety Sensitivity and Anxiety Symptoms1,2.

Anxiety Sensitivity (AS), the propensity to fear the somatic, mental, and social consequences of anxiety, is associated with an elevated risk of developing anxiety disorders. It was hypothesized that Emotional Intelligence (EI) might serve as a mediating variable between AS and anxiety symptom expression. Sixty-one healthy adults (30 men, 31 women; M age = 30.4 yr., SD = 8.0), recruited through posted advertisements, completed the Anxiety Sensitivity Index (ASI) and the ANX subscale of the Personality Assessment Inventory (PAI), as well as three assessments of EI, including two indices of the Ability model of EI (MSCEIT; SREIS), and one index of the Trait model of EI (i.e., Bar-On EQ-i). Partial mediation between AS and ANX was found for the EQ-i but not for the MSCEIT or SREIS, as determined by the bootstrap method of mediation analysis. The association between AS and anxiety symptoms was partly explained through its effects on the intervening variable of Trait EI, and points to the possibility that interventions improving Trait EI may be useful in reducing the expression of anxiety symptoms in people with high AS.