Average Level Of Emotional Intelligence Research Articles

Emotional Intelligence and Self-esteem among B.Ed. Students

The present study is investigated about the emotional intelligence and self-esteem among B.Ed. students. The study was conducted through descriptive survey method. The researcher took self-esteem as dependent variable and emotional intelligence as independent variable. Also, the researcher adopted random sampling technique by taking 100 B.Ed. students from three teacher education institutions which are under Utkal University. Emotional intelligence inventory developed by S.K. Mangal and self-esteem inventory developed by Karunanidhi used as tools for the collection of data. The data collected were analysed using simple statistical devices like mean and standard deviation. The major findings revealed that most of the B.Ed. students have average level of emotional intelligence and have average self-esteem. There is positive relationship between emotional intelligence and self-esteem of B.Ed. students.

Impact of Teachers' Emotional Intelligence in Large Classes

Purpose: People with emotional intelligence are more cheerful than others because it helps them to understand their feelings and allows them to live more freely and amicably. In this study, teachers' participation in large classrooms in government secondary schools was predicted using emotional intelligence.
 Design/Methodology/Approach: It is a quantitative strategy that made use of co relational research. In Multan, Pakistan, four tehsils are used to select 300 secondary school teachers using stratified random sampling. The secondary school teachers' responses to a closed-ended questionnaire were employed as the data source. The majority of secondary school instructors were found to have average levels of emotional intelligence and successfully engage students in large classrooms, according to the survey, which indicated that teachers' emotional intelligence levels were average.
 Findings: Teachers were surveyed regarding to their emotional involvement in large classrooms with the school community, their coworkers, and the students, as well as their level of emotion in interactions with the students and the impact of their emotional involvement on student achievement. It was discovered that teachers had a moderate amount of attachment to the culture of the school, their coworkers, and the students
 Implications/Originality/Value: Teachers participated actively in the classroom as a result of these traits. Government should hire more teachers who have high emotional intelligence since it improves their ability to engage the students in class rooms.

A Cross Sectional Study of Emotional Intelligence among Nursing Students in Selected Nursing College at Bagalkot

Background: The emotional intelligence is very important in the nursing student’s life, because of ability to understand, manage our own emotions in positive way to relieve stress, communicate effectively, empathize with others, and overcome challenges and defuse conflict. Aims: The aim of the study was to assess the emotional intelligence among nursing students studying in selected nursing colleges of Bagalkot. Methodology: The emotional intelligence was measured using the Schutte self-report Emotional Intelligence test(SSETT) from a convenient sample of 160 nursing students studying in selected nursing colleges of Bagalkot in a cross sectional design. Data were analyzed using descriptive and inferential statistics. Results: Findings indicates that majority 96.25% of respondents had high emotional intelligence, 3.75% of respondents had average emotional intelligence. Results depicts that total mean percentage of emotional intelligence score of nursing students was 77.81% with mean and SD 116.7±8.37. Chi-square test was calculated to assess the association between emotional intelligence, & selected socio- demographic variable of nursing students. Findings depict that, there was no a significant association found between emotional intelligence and any of the socio-demographic variables of nursing students. Conclusion: The finding of the study concluded that most of the nursing students having High and average level of emotional intelligence. This study is effective to identify the emotional intelligence among nursing students. Keywords: emotional intelligence, nursing students, nursing colleges.

A Study of the Relationship between Emotional Intelligence and Personality Development of Rural Adolescents

“Adolescence” is a dynamically evolving theoretical construct informed through physiologic, psychosocial and cultural lenses. This critical developmental period is usually understood as the years between the onset of puberty and the establishment of social independence [1]. Personality development is not only about changes in traits but also about changes in other layers of the self, such as the identity layer. Forming one's identity is thought to be the key developmental task of adolescence, but profound changes in personality traits also occur in this period [2]. Emotional intelligence is a set of qualities and competencies that captures a broad group of individual skills and dispositions, usually referred to as soft skills that are outside the traditional areas of specific knowledge, general intelligence, and professional skills [3]. Emotional Intelligence plays an important role in the job performance, enthusiasm, decision making, successful management and leadership. This research examines emotional intelligence in relation to personality development of rural adolescents. The study was conducted in rural areas of Bhiwani district and Gurugram district of Haryana State. From each district sample constituted of randomly selected 120 adolescents including 60 males and 60 females of 14-16 years. Personality Development Scale by John and Srivastava [4] was used for assessing personality development. Emotional intelligence was assessed by Emotional Intelligence Scale (EIS) of Hyde, Pethe and Dhar [5]. The results revealed that majority of the adolescents had average level of emotional intelligence and personality. Emotional intelligence was found to be positively and significantly correlated with personality. The collected data was classified and tabulated as per the objectives. For analysis of data a frequency, percentages, mean, standard deviation and independent sample ‘z’ test were used.

Niveles de inteligencia emocional en estudiantes de la carrera de psicología de una universidad pública peruana

Objetives: This study investigated the levels of emotional intelligence in undergraduate psychology students, both males and females of a public university in Lambayeque as well as the levels of emotional intelligence according to sex, age and academic semester. Methodology: It is a descriptive study, which type of sampling was non probabilistic, snow ball type sampling for which participated 112 undergraduate students. The instrument used was the Baron Ice Emotional Intelligence Inventory of 133 items, 5-point Likert-scale. The findings show that 27.7% of the students report an average level of emotional intelligence and 10.7/% report a high level. Results: Regarding the levels according to sex, men presented a higher level of emotional intelligence (43%) in comparison to women (22%). Nevertheless, both sexes present an average level (30% and 26.8% respectively). With respect to age, results suggest that older students present an average level of emotional intelligence, according to 50% of the participants, for ages 27 and 31. Likewise, 32.40% of advanced semester students report an average level of emotional intelligence. Conclusions: Finally, it is concluded that the curricular training of psychology students must implement activities toward the development of emotional intelligence for future professional performance, considering the socio-cultural variables.

The study of teachers’ emotional competence and its development during training sessions

Introduction. The article examines the problem of teachers’ emotional competence as an obligatory component of their professional communicative competence. The purpose of the study is to assess the level of emotional competence among school teachers and determine the optimal conditions for its development. Materials and Methods. The study is based on the analysis of scholarly literature by Russian and foreign researchers devoted to emotional competence and emotional intelligence, its role in communicative interactions and successful professional activities. The sample included teachers and educational psychologists from comprehensive secondary schools in Irkutsk (N=70). Respondents' teaching experience ranged from 1 year to 40 years (M=28.50; SD=1.96). The study used V.V. Boyko’s inventory for diagnosing the level of empathic abilities and D. Lyusin’s emotional intelligence test. The Emotional Competence Training program was designed in order to develop teachers’ emotional competence. The program included mini-lectures and discussion lectures, exercises on verbal and non-verbal means of expressing emotions, ways of managing emotional states, role-playing games, art therapy classes, and reflection. Results. The results of the empirical research showed that the majority of teachers have an average level of emotional intelligence. During the implementation of the training program and after its completion, teachers' understanding of each other's emotional state and empathy increased. The results obtained are a resource for increasing the level of teachers’ emotional competence and reducing their emotional burnout. Conclusions. The authors conclude that the level of school teachers’ emotional competence is unacceptably low. Optimized work load and special training programs can be employed for its effective development.

Emotional Intelligence Quotient and Mathematics Performance of Students in a State College

The descriptive-correlational research design was employed to determine the relationship between emotional intelligence quotient and the mathematics performance of first year students. The respondents of the study were the randomly selected first year students during the second semester of the academic year 2021- 2022at the Iloilo State College of Fisheries. The data-gathering instruments were Emotional Intelligence Quotient Questionnaire for emotional intelligence quotient, and Mathematics Performance Test for their performance in Mathematics. Data gathered were analyzed using mean, standard deviation, and Pearson’s r. The .05 alpha level was used as the criterion for the acceptance or rejection of the null hypotheses. Results revealed that first year students have average level of emotional intelligence. Students were high in handling relationships, self-regulation and self-motivation and average in empathy, and self-awareness. Generally, they had average performance in Mathematics. A significant and positive relationship was noted between students’ performance in Mathematics and emotional intelligence. It can be concluded therefore that students’ emotional intelligence played important role in enhancing students’ mathematics performance.

Emotional Intelligence and perceived stress against the backdrop of the Covid-19 Pandemic among students of a medical college in Pakistan: A cross-sectional correlational study

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

ВЗАИМОСВЯЗЬ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА И КОПИНГ-СТРАТЕГИЙ У СТУДЕНТОВ РАЗЛИЧНЫХ ФОРМ ОБУЧЕНИЯ В ПЕРИОД ПАНДЕМИИ COVID-19

After the announcement of the global pandemic COVID-19, strict measures were taken around the world to prevent the spread of the disease in order to preserve the life and health of the population. One of the important measures was the transition of higher education institutions to learning using distance learning. The main problem that has become relevant in the changed learning environment is the negative impact of isolation on the mental health of students. In numerous studies around the world, the authors indicate a high risk of developing anxiety conditions associated with the period of distance learning, which is associated with high workload, stress and problems with adaptation. The purpose of our work was to determine the relationship between the development of emotional intelligence, prevailing coping strategies and the level of anxiety among full-time and distance learning students of a medical university during the COVID-19 pandemic. Objectives are to compare the severity of situational anxiety among students of various forms of education; identify their prevailing coping strategies for coping with stress; to establish the nature of the relationship between the development of emotional intelligence and the severity of anxiety in students studying in various forms of education. To conduct the study, we used psychometric, sociological and statistical methods. Based on the results of the study, we formed the following conclusions: situational anxiety was more pronounced in full-time students. Among coping strategies for coping with stress, these students are more represented: self-control, taking responsibility, planning a solution to the problem, for students using distance technologies — distancing and escape-avoidance. The integral average level of emotional intelligence is associated with the use of the escapeavoidance coping strategy, which in itself does not lead to a constructive solution to the difficulties of adaptation of the student and allows us to recommend methods for the development of emotional intelligence as prevention of anxiety in students and the development of optimal strategies for life, including number during a protracted pandemic.

Emotionally Intelligent among Nurses and Nursing Managers: An Integrative Review

Background: Emotionally intelligent managers are able to use, understand and manage their feelings in a way that benefits themselves and others. Aim: The main aim of this integrative review is to assess the level of emotional intelligence among nurse managers within current literature and previous studies. Materials and Methods: An integrative review was conducted; a search was performed in the electronic databases (ISI, SCOPUS, Ovid, Proquest, Google Scholar, PubMed, and SID) for articles, which were published in the period 2002-2020 in English. Nine studies met the inclusion criteria. Results: Of 840 articles, and after exclusion criteria; Nine articles only were met the inclusion criteria. Of these eight studies, the majority found an average level of emotional intelligence among nurse managers and nurses. Conclusion: It is evident that the nurses are able to experience the ability to identify and experience a wide range of emotions in everyday practice. Despite the satisfactory level of emotional intelligence among nurses, they have to improve their skills to achieve maximum level of these skills of emotional intelligence.

Emotional intelligence peculiarities of civil servants of Ukraine

Our work is aimed at studying of emotional intelligence features and leadership qualities of civil servants of Ukraine. The object of study is the emotional intelligence of civil servants. The research methods: theoretical analysis and generalization of socio-psychological literature on the topic of research, psychodiagnostics, and mathematical and statistical methods. The importance of emotional intelligence, leadership qualities in the context of the management model is investigated in the work. The components and mechanisms of influence of emotional intelligence through the manifestation of interpersonal understanding of emotions, empathy, emotional awareness are revealed here. Having conducted an empirical study, we can claim that more than 40% of surveyed civil servants, regardless of age, position, and work experience have an average level of emotional intelligence, which implies their competence in knowing their own emotions and the emotions of others. It was established that almost 50% of respondents demonstrate leadership qualities at the level of above-average, while a highly effective type of leadership is chosen by more than 40% of respondents. The obtained data provide an opportunity to further develop training programs aimed at developing and expanding leadership skills through the improvement of emotional intelligence, the implementation of more humane actions that preserve the human potential of the organization.

Emotional intelligence and its relationship to the level of performance of some basic volleyball skills among Qaraqosh sports club female players

The aim of the research was to identify the relationship between emotional intelligence and its relationship to the level of performance of some basic volleyball skills among Qaraqosh Sports Club female players. Both researchers used the descriptive approach to its suitability to the nature of the problem, and the sample consisted of (14) female players from Qaraqosh Sports Club in volleyball, who were deliberately selected from the research community consisting of (20) players. The researchers used emotional intelligence and skill tests to collect data. The SPSS system was used to statistically process the data. The most important findings of the researchers were: The sample possesses an average level of emotional intelligence, as well as a significant relationship between emotional intelligence and passing skill, and non-emotional between emotional intelligence and the skills of sending and crushing the volleyball of the sample. . In light of the findings, the researchers recommended that paying attention to the psychological preparation of the team and include it in the training curriculum, because of its positive impact on other training elements.Furthermore,attention and focus on some training and educational programs through which players can develop emotional intelligence.

When emotional intelligence predicts team performance: Further validation of the short version of the Workgroup Emotional Intelligence Profile

The purpose of this research was to extend the validation of the short version of the Workgroup Emotional Intelligence Profile (WEIP-S), notably by examining its predictive validity for team performance. Six studies were conducted (N = 1810) to achieve this objective. In Study 1, the WEIP-S was translated into French and examined with respect to its factor structure and reliability (N = 311). In Study 2, the factor structure was validated in a sample of French employees in various occupations (N = 1141). Studies 3 and 4 (N = 106) examined the test-retest reliability and assessed the convergent validity. The predictive validity of the WEIP-S was examined in Study 5 (N = 80, 40 dyads) and in Study 6 (N = 172, 57 teams). The results indicate that the WEIP-S has a four-factor structure and can be reliably measured with 16 items. Moreover, it can be used as a predictive measure of team performance: groups with higher average levels of emotional intelligence performed better than those with lower levels. This research establishes the suitability of the WEIP-S for various occupations and offers researchers a short, validated measure to predict team performance.

DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF PRIMARY SCHOOL PUPILS

The goal of the article is to substantiating the program of psychological follow-up for the development of the emotional intelligence in primary school pupils in the educational process of primary school and analyzing the results of its empirical approbation. In order to verify the effectiveness of the elaborated program we have conducted a forming experiment and carried out a quantitative and qualitative analysis of the obtained results using the methods of mathematical statistics. 72 pupils (grade 4)were participated in the forming experiment, who were included in the experimental (n=36) andcontrol groups (n=36). It was the same number of boys (18 people) and girls (18 people) in each of them, who had a low and an average levels of emotional intelligence. Diagnostic of the development of emotional intelligence of primary school pupils was carrying out with the help of the questionnaire «EmIn» by D. V. Liusin (Lyusin, 2006). After implementation of the program of psychological follow-up of the development of emotional intelligence in the pupils of the experimental group occurs not only an increase of its general level of the development, but also there are positive changes in its structural components and their indicators. The dynamics of the development of the types of emotional intelligence of primary school pupils after the forming experiment shows, on the one hand, the growth of the internal balance of its structural components, on the other – confirms our assumption about the possibility of its development in general. A developed author's program of psychological follow-up of the development of emotional intelligence of primary school pupils can be used by school psychologists, primary school teachers, parents in order to form the emotional competence of children and ensure the success of pedagogical interaction with pupils.

Research of the Emotianal Inteligence of Bulgarian Physiotherapy Students

Emotional intelligence is perceived as cognitive ability, social competence or personal disposition. It is a range of emotional competencies which determine the efficiency of human behavior. The aim of the research was to establish the level of emotional intelligence of Bulgarian physiotherapy students and to compare it with the average values for the population. The subject of the research was a total of 50 students with major kinesitherapy who study at the National Sports Academy with mean age 23.5 years(S= 3,66): 23 men and 27 women with mean age 22.96 years (S=3,24) and 24 years (S=3,96) respectively.We used Emotional Intelligence Questionnaire of Schutte , N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J. & L. Dornheim. (1998). The SEIS consists of 33 items responded to on a 5-point Likert Scale.The possible range of scoresis from 33 to 165. This questionnaire was translated into Bulgarian in 2006 and adapted for Bulgarian conditions by StoyanovaS. (2010) with a sample consisting mainly of students (N=724). It allows to be interpreted as emotional intelligence both as a general construct and as different components of the construct. Results The physiotherapy students, included in this pilot research, show a little over average levels of emotional intelligence measured with the questionnaire of Schutte,еtal (1998). With the advancement in age and experience the women show a little higher level of emotional intelligence. The Bulgarian version of the emotional intelligence scale of Schutte can be used for determining the level of emotional intelligence of students so that the level of their performance at university as well as their future professional realization can be prognosticated. Conclusion The higher emotional intelligence will help the future physiotherapeutic specialists to fulfill successfully their personal potential. They will have a positive social attitude and good ability for adaptation in the community environment. They will also be able to build healthy relationships with their patients which is a major factor for their motivation to actively take part in the healing process. DOI : 10.7176/JMPB/52-03

A study on various dimensions of emotional intelligence among doctors

Background: Emotional intelligence (EI) involves a combination of competencies which allow a person to be aware of, to understand the emotions of others and to use this knowledge to foster their and others success.Methods: Academic staffs teaching in private medical colleges were included. Questionnaire was sent to the doctors through online Google form to their Gmail ID. Schutte self report emotional intelligence test (SSEIT) scale was used and the questions were valued based on the Likert scale of five values. Selected socio-demographic profile of the participants and the seven dimensions of EI were studied. Descriptive statistics applied and means of various dimensions were compared. Scoring was done to find out good, average and poor EI.Results: EI of associate professor and professors was better than other two groups (junior resident/post graduate students and senior resident/assistant professor) with respect to dimensions like appraisal of emotional regulation of the self (ERS), appraisal of emotional regulation of others (ERO) and appraisal of uncategorized (UR).Conclusions: It was observed that academic staffs who were teaching in medical profession had overall average level of EI except good EI in the dimension like appraisal of emotions in the self (AES).

Emotional intelligence of police

A study on emotional intelligence of police was carried out in the year 2014-15 in Dharwad taluk with the objectives to assess the emotional intelligence of police and to know the relation between selected demographic variables with emotional intelligence of police. A total of 120 police were randomly selected from 22 police stations of Dharwad taluk. Emotional intelligence was assessed using emotional intelligence questionnaire (EQi) developed by Dulewicz and Higgs (2001), socio-economic status was assessed using socio-economic status scale developed by Aggarwal et al. (2005) and self structured questionnaire was used to elicit information regarding personal and work background. The data was collected through questionnaire method along with personal interview of the respondents. The results revealed that 50 per cent police had average level of emotional intelligence followed by low and high level (45.8% and 4.2%, respectively). Majority (56.67%) of women had average level of emotional intelligence while 41.67 per cent had low and only 1.67 were in high level whereas majority (50%) of men had low level of emotional intelligence while 43.3 per cent were in average and 6.67 per cent had high level. Majority (56.67%) of rural police had average level of emotional intelligence while 43.33 per cent had low and none were in high level whereas majority (48.33%) of urban police had average level of emotional intelligence while 43.3 per cent were in low level and 8.33 per cent had high level Emotional intelligence had significant and positive relationship with work experience, distance between residence and work place highlighting that higher the work experience and larger the distance from residence to work place increases emotional intelligence.

Effect of Emotional Intelligence and Academic Anxiety: Academic Achievement

The aim of this study is to investigate the effects of emotional intelligence on academic achievement of higher secondary students. By searching the related literature it is clear that lot of work has been done in foreign countries but in India picture is not so good. In India, studies have been conducted on other level but not on higher secondary schools, which is very important stage of development as this is the stage a getting excellence in performance career building, and lots of broadly and psychological changes and on this stage emotional intelligence should be developed to duly ability to cope with various changes. The higher secondary students have average level of emotional intelligence and emotional intelligences effect their achievement so favorable learning achievement should be given to enhance the academic achievement of students. The boys are more emotionally intelligent than girls and among students of three stream science students are more emotionally intelligent.

Effect of Emotional Intelligence: Academic Achievement and Higher Secondary Students

The aim of this study is to investigate the effects of emotional intelligence on academic achievement of higher secondary students. By searching the related literature it is clear that lot of work has been done in foreign countries but in India picture is not so good. In India, studies have been conducted on other levels but not on higher secondary schools, which is very important stage of development as this is the stage of getting excellence in performance career building and lots of psychological changes. In this stage emotional intelligence should be developed as and to ability to cope with the various changes taking place. The higher secondary students have average level of emotional intelligence and emotional intelligence effects their achievement. Favorable learning environment should be given to enhance the academic achievement of students. The boys are more emotionally intelligent than girls and among students of three stream science students are more emotionally intelligent.

Intrapersonal and Stress Management Dimensions of Emotional Intelligence as Determinants of Mathematics Performance

Students' success in mathematics instruction is determined by some school and personal measures and most likely, quality emotions and feelings that could also help students. The descriptive-correlational research ascertained the students' level of emotional intelligence and its association to mathematics performance. Using Sta. Maria's (2007) Emotional Intelligence Inventory, data were gathered from the 222 college students of Capiz State University, Philippines selected through simple random sampling. Data were analyzed using the mean, Pearson's Product Moment of Correlation and ANOVA. The results of the study showed that college students had an average level of emotional intelligence. The students' mathematics performance was good. The study also revealed that sibling rank shows significant relationship with emotional intelligence. Intrapersonal and stress management measures were strongly associated with students' performance in the mathematics. Class size and time of class significantly influenced the mathematics performance of students. The need to stress management on emotional intelligence is, therefore, vital to promote classroom learning.