Bar-On Emotional Quotient Inventory Research Articles

Social Media Addiction and Emotional Intelligence in Patients with Major Depressive Disorder.

The relationship between depression and severity of social media addiction is likely to be bidirectional. Nevertheless, current studies have addressed the depression score utilizing a scale in the general population instead of assessing this relationship in patients with major depressive disorder. Despite the fact that the negative relationship of social media addiction with emotional intelligence is acknowledged, the existence of this relationship in major depressive disorder has not been investigated yet. Hence, the objective of our study is to evaluate severity of social media addiction and emotional intelligence in major depressive disorder. This research was performed with 158 participants between the ages of 18 and 56 in Kars Harakani State Hospital Psychiatry Outpatient Clinic. Sociodemographic data form involving the age, gender, marital status, education level and employment status of the participants, Beck Depression Inventory, Bar-On Emotional Quotient Inventory, and Social Media Addiction Scale were implemented to the participants. Creating the group to be none-less addicted and medium-highly addicted with regard to the social media addiction scale score, it was observed that the emotional intelligence of the medium-highly addicted group was significantly lower, and the depression score was higher (P < .001). Furthermore, the severity of social media addiction had a positive relationship with the depression score and a negative relationship with the emotional intelligence score (r = 0.353, P < .001; r = -0.376, P < .001). Emotional intelligence in major depressive disorder is associated with both depression level and severity of social media addiction. Interventions, i.e., emotional intelligence skill training, might be practical for the aforementioned patients.

The predicting factors of chronic pain among nursing students: a national study in Iran

BackgroundNursing students are faced with a variety of challenges that demand effective cognitive and emotional resources. The physical and psychological well-being of the students plays a key part in the public health of the community. Despite the special lifestyle of nursing students, few studies have addressed chronic pain in this population. Accordingly, the present study aims to identify the predictors of chronic pain among nursing students.MethodsThis cross-sectional study was conducted on 1,719 nursing students aged 18–42 years, between February and November 2019. Sampling was carried out in several stages. Data were collected using seven instruments, namely a demographics survey, the characteristics of chronic pain form, Spielberger State-Trait Anxiety Inventory (STAI), the Patient Health Questionnaire-9 (PHQ-9), the Bar-on Emotional Quotient Inventory, Academic Satisfaction Scale, and Procidano and Heller Social Support Scale. Descriptive statistics, multinomial logistic regression, and regression models were used to describe the characteristics of the pain and its predictive factors.ResultsThe average age of the participants was 22.4 ± 2.96 years. The results of univariate analysis showed that gender (P = 0.506), mother’s education (P = 0.056, P = 0.278, P = 0.278), father’s education (P = 0.817, P = 0.597, P = 0.41), place of residence (P = 0.215), depression (P = 0.501), grade point average (P = 0.488), academic satisfaction (P = 0.183) and chronic pain weren’t significantly correlated with chronic pain in nursing students. The results of the multiple logistic regression models showed that chronic pain was positively correlated with age, social support, state anxiety, and trait anxiety (OR = 1.07, 95% CI: 1.02–1.12; OR = 0.95, 95% CI: 0.93–0.97; OR = 1.03, 95% CI: 1.02–1.05; and OR = 1.97, 95% CI: 0.95–1.99; respectively).ConclusionThe prevalence of chronic pain was relatively high in these students. In addition, age, social support, and anxiety could be important factors in the development or persistence of chronic pain in nursing students. The results also provided basic and essential information about the contributing factors in this area. However, consideration of factors such as referral for treatment, home medications for pain relief, and outcomes of chronic pain are suggested in future longitudinal studies.

The Influence of Aesthetic Education on Emotional Intelligence of College Students in China

The study investigated the link between aesthetic education and emotional intelligence among Sichuan University, China college students. Using the Bar-On Emotional Quotient Inventory, the research found that students who received aesthetic education had higher emotional intelligence scores in various domains. The findings highlight the importance of incorporating aesthetic education into the curriculum to enhance emotional intelligence among students, contributing to their holistic development and providing insights for educators and administrators.

Sustained Impact of an Emotional Intelligence and Resilience Curriculum for Medical Students.

The purpose of this study was to assess the effectiveness of an educational curriculum focused on Emotional Intelligence (EI) and Resilience among second-year medical students, with emphasis on evaluating the retention of EI skills one year following the curricular intervention. Second-year medical students voluntarily participated in an EI-Resilience elective with a curriculum consisting of six sessions aimed at teaching EI and resilience skills. Participants underwent assessment before, immediately after, and one year following the intervention, utilizing the Bar-On Emotional Quotient Inventory 2.0 (EQ-i 2.0). Survey responses were averaged and compared between varying time points. Thirty students completed the EQ-i 2.0 assessments at three time points: prior to, immediately after, and one-year following the educational intervention. A comparison of mean EI scores pre- and immediate post-intervention showed a significant increase in most components of EI. No significant changes were detected between the immediate post-test and 1-year post-test on any EI components, except for a noteworthy increase in the mean Interpersonal Relationship score. Students demonstrated an average increase in their Interpersonal Relationship skills of 5.7 points (95% CI: 3.0, 8.4, p <0.001) at the one-year post-test compared to the post-test immediately following the intervention. Students reported continued satisfaction and usefulness one-year post-intervention as demonstrated by an internally developed survey. In the one-year post-intervention survey, most students used what they had learned in the elective during their third year (91%, 32/35) and all students found the elective to be applicable during their third year. In free-text responses, students reported improved coping and reflection skills in the third year of medical school following the intervention. An EI-Resilience curriculum offered as an elective to second-year students continued to be well-received one year following the educational intervention. Data suggests that enhanced EI and resilience skills were sustained over a one-year period following the educational intervention.

Emotional Intelligence and Resilience "PROGRAM" Improves Wellbeing and Stress Management Skills in Preclinical Medical Students.

The purpose of this study was to determine if implementation of a new educational curriculum focusing on Emotional Intelligence (EI) and Resilience improved second year medical student scores in these areas. Our EI-Resilience curriculum was offered as an elective for second year medical students to voluntarily enroll in. The elective consisted of six 2-hour sessions taught by a single faculty member over eight months. Sessions focused on development of EI skills and teaching a Resilience "PROGRAM" (Positive thinking, Reframing, Optimism, Gratitude, Reflection, Altruism, Meaning). Participants' EI levels were assessed before and after the elective using the Bar-On Emotional Quotient Inventory 2.0 (EQ-i 2.0). Over a period of 2 years, 70 students participated in the elective. The overall mean EI score significantly improved after the educational elective (100.05 ± 12.94 versus 108.14 ±12.36, p < 0.001). Compared to the baseline scores, there was significant improvement in all EI components, including all five composite scales, all fifteen content subscales, and the well-being score (all p < 0.05). In a post-intervention survey assessing student perception of the elective, most students found the elective to be helpful (95%, 64/67), most students felt the elective should continue to be available for future students (95%, 64/67), and most would recommend the elective to other students (93%, 62/67). An EI-Resilience curriculum offered as an elective to second year medical students was well received by students. Our outcomes showed significant improvement in students' EI scores and all sub-scores, including all components of the stress management composite and well-being score. Teaching EI skills and Resilience strategies in the preclinical setting might be an opportune time for this type of educational intervention.

Emotional intelligence: An important skill to learn now than ever

Emotional intelligence (EI) is defined as ability of an individual to perceive, understand, regulate, control and utilise emotions. EI is a relatively nascent concept from the 1900s that attempts to connect emotion to general intelligence. Several clinical studies and survey research have confirmed positive association between EI and optimal mental and physical health, overall well-being, and on-aggressive behaviours. In this review, a brief overview on evolutional theory of EI, various models associated with EI, methods of classifying measures, and comparing various EI measurement methods are described. Indeed, EI assessment measures such as Multifactor EI Scale, Mayer-Salovey-Caruso Tests, Self-report Test, Trait EI Questionnaire, Bar-On Emotional Quotient Inventory, The Situational Test of Emotional Management, The Situational Test of Emotional Understanding, Emotional and Social competence Inventory are also discussed. The key purpose of this review is to encapsulate important components of EI to audiences, reap the benefits of evaluating EI and implying attributes to improve their emotional health and general well-being.

An investigation of emotional intelligence and counselling self-efficacy among counsellors-in-training

&lt;span lang="EN-US"&gt;The challenges faced by the counsellors-in-training are enormous. Therefore, investigating emotional quotient (EQ) and counselling self-efficacy among counsellors-in-training is crucial. This study aimed to examine the EQ and counselling self-efficacy levels among counsellors-in-training and investigate the relationships between these variables. A total of 373 counselling students from three universities in the Northern Peninsular of Malaysia have participated in this study. This study involved a quantitative method using survey as a data collection technique and also employed a convenience sampling procedure. There were two questionnaires used in this study, namely Bar-On emotional quotient inventory (EQ-i) and counselling self-estimate inventory. The results showed that there was a significant correlation between EQ and counselling self-efficacy which all sub-constructs for both measures are well-associated with each other. In conclusion, these two variables are essential to ensure counselling students would move toward a better developing identity of counsellors-in-training and encourage the growth of professional competency among trainee counsellors in the future. Hence, it is vital for the government to ensure that quality counselling services should be provided for the community to deal with this problem.&lt;/span&gt;

Adopting Emotional Intelligence in Career Decision Making Difficulties

This article interests in exploring the role of adopting emotional intelligence (EI) in career decision making difficulties; meanwhile, discussing the examination of Bar-On Emotional Quotient inventory, and decision-making difficulties due to reviewing the literature and analyzing their discussions on both EI, and the three-career decision- making difficulties (lack of Readiness, Lack of Information, and Inconsistent Information). It shows the unique role of EI in career decision making difficulties, it offers new approaches toward finding new factors of EI in career decision making. Although, adopting EI has its significant role in decision- making but, still career decision making difficulties should be discussed more seriously in other cultures.

Investigation of social cognition and cognitive impairment among patients with bipolar disorder, their healthy first-degree relatives, and the control group

Evidence regarding cognitive function in relatives of patients with bipolar disorder (BP) is controversial. This study aims to investigate social cognition and cognitive impairment among patients with BP, their healthy relatives (BP-Rel), and the healthy control group (HCs). A total of 180 participants in this study participated in three groups of 60 people, BP, BP-Rel, and HCs. All subjects were examined by the Bar-On emotional quotient inventory (Bar-On EQ-i), Gross Emotion Regulation Questionnaire (Gross -ERQ), and Screen for Cognitive Impairment in Psychiatry (SCIP) scale. In addition, the clinical and demographic data of the participants were also collected and analyzed by appropriate statistical methods (one-way analysis of variance, chi-square test, and correlation coefficient). Compared to BP-Rel and HCs, BP patients had lower overall emotional intelligence (EI) and emotion regulation (ER) scores. The overall scores of these sales were lower in BP-Rel compared to the control group. In addition, we also studied the correlation of the mentioned scales with SCIP subscales. Except for the working memory test and verbal fluency test, other SCIP subscales had a positive and significant correlation with the EI scale (p<.05). Regarding ER scale, all subscales of SCIP had a positive and significant correlation with the emotion regulation scale (p<.05). Healthy relatives of BP patients may also have maladaptive emotion regulation strategies. More studies are needed to confirm the above evidence on this issue.

Factor Structure of the Bar-On Emotional Quotient Inventory in Youth on the Autism Spectrum

Examination of emotional intelligence (EI) of autistic individuals has gained popularity. These efforts have included the BarOn Emotional Quotient Inventory, Youth Version (BarOn EQ-i YV); however, this measure was not standardized with this population and so its utility and the accuracy of its factor structure for this population is questionable. This study examined how well the factor structure as represented by a sample of autistic children and youth aligns with that described in the measure’s technical manual to clarify considerations for use. Results indicate poor metrics of model fit. Some factors were significantly correlated, though this was attenuated somewhat upon correction for multiple analyses. Two items from the interpersonal factor were negatively loaded, suggesting they should be subtracted from other items in that factor (in contrast to the standardized model). Implications for EI construct validity, understanding of EI in autism, and use of EI measures for this population are discussed.

Emotional intelligence and perfectionism among gifted and non-identified students

The current study comparatively examines the emotional intelligence and perfectionism of gifted and non-identified students. A total of 857 students participated in the study. Data were collected through the Positive and Negative Perfectionism Scale, which measures students’ perfectionism levels and the Bar-On Emotional Quotient Inventory Youth Version EQ-i:YV, which measures students’ emotional intelligence. Our findings indicate that gifted students' scores in the intrapersonal and adaptability subdimensions of emotional intelligence and their overall scores in emotional intelligence are higher than those of non-identified students; while non-identified students’ average score of positive perfectionism is higher than that of the gifted students. Additionally, we found a negative correlation between positive impression and negative perfectionism in the non-identified group, while the correlation between these variables was positive amongst the gifted participants. Our findings may help design successful educational and guidance programmes for the gifted and their non-identified peers and in-service programmes for their teachers and counsellors. Keywords: Giftedness, gifted, emotional intelligence, perfectionism, comparative

Emotional Intelligence and Attention-deficit/hyperactivity disorder (ADHD)

IntroductionAttention-deficit/hyperactivity disorder (ADHD) is the most common neurodevelopmental disorder in children and adolescents. It is characterized by age-inappropriate inattention/impulsiveness and/or hyperactivity symptoms.However, emotional symptoms are frequent in patients with ADHD and may, in some cases, be responsible for a major part of the negative impact on functioning and outcome.It is now well established that a large number of children with ADHD and without any comorbid disorder exhibit symptoms of emotional lability.Recently , given the importance of the impact of emotional symtoms , several authors have argued that emotional intelligence affects health and is essential for success in academics as well as life in general and it is defined as the ability to perceive, appraise, and express emotions; the ability to access and/or generate feelings when they facilitate thought; and the ability to regulate emotions to promote emotional and intellectual growth.Objectives•Our research aimed to evaluate and compare the emotional and social functioning of two groups of children, with and without ADHD , aged 6 to 19 .Methods•One hundred twenty child (N=60 ADHD, N = 60 Control cases) were assessed with the BarOn Emotional Quotient Inventory: Youth Version (BarOn EQ-i:YV™), providing an estimate of their underlying emotional and social intelligence.•The BarOn EQ-i:YV is specifically designed to assess the coping skills, adaptability, and well-being of children and teenagers.•Children with ADHD and control cases were compared with each other.Results•The results showed that the Emotional Quotient (EQ) was significantly lower in the group of children with ADHD (p=0.01).•Also, our results showed that there are statistically significant differences in intrapersonal skills (p˂0.0010) Adaptability Scale(p=0.005) ; General Mood Scale (p=0.004) and positive impression (p = 0.001) of emotional intelligence between children with ADHD and control cases. Thus, the first group got lower scores than the second one in all aspects.Conclusions•ADHD is a disorder that affects the life quality of the person who suffers from it in the personal and social areas. Therefore, the emotional intelligence study in individuals with this diagnosis is important.•And considering the fact that abilities associated with emotional intelligence can be learned and improved, emotional intelligence can be thought as a target for therapy by individualized education for patients with ADHD who have inadequate abilities compared to the healthy population .Disclosure of InterestNone Declared

Intelligence, emotional intelligence, and emo-sensory intelligence: Which one is a better predictor of university students' academic success?

The primary aim of this study was to determine the role of psychometric intelligence (IQ), emotional intelligence (EQ), and emo-sensory intelligence (ESQ) in university students’ academic achievement. To this end, 212 university students at different academic levels, composed of 154 females and 58 males, were asked to complete the Raven’s Progressive Matrices, the Bar-On Emotional Quotient Inventory, and the Emo-Sensory Intelligence Scale. Data were then matched with students’ Grade Point Averages as a measure of their academic achievement. The results revealed that students’ level of IQ and EQ could positively predict their academic achievement. In the case of their ESQ level, its auditory sub-component was found to be a positive predictor of academic success. Results were discussed, and possible implications and applications for increasing students’ chances for success were presented.

The correlation between emotional intelligence and clinical competence in nurses working in special care units: A cross-sectional study

BackgroundEmotional intelligence and clinical competence are essential skills of the nursing profession to elevate the quality of nursing services and patient satisfaction. ObjectivesThis study aimed to determine the correlation between emotional intelligence and clinical competence in nurses working in critical care units of hospitals affiliated to Shahid Beheshti University of Medical Sciences. DesignA cross-sectional study with a correlational design. SettingsSpecial care units (SCUs) of hospitals affiliated to Shahid Beheshti University of Medical Sciences in Tehran, Iran. ParticipantsThe research subjects included 200 nurses working in the Special care units SCUs of hospitals affiliated to Shahid Beheshti University of Medical Sciences, selected via convenience sampling. MethodsData were collected using three questionnaires, including a demographic information questionnaire, the Bar-On Emotional Quotient Inventory (EQ-i), and Benner's Nurse Competence Scale (NCS). The questionnaires were completed from October to December 2019. Data were analyzed using SPSS-18 software at a significance level of P < 0.05. ResultsThe emotional intelligence of nurses participating in the study had the highest mean (SD) of 17.31(3.34) in the self-expression dimension and the lowest mean of 12.04(3.40) in the empathy dimension. There was a significant direct correlation between emotional intelligence and clinical competence (P = 0.05). There was also a significant relationship between the total clinical competence and its dimensions (P < 0.05). ConclusionsCommunication skills and accountability significantly impact the provision of optimal care, and the proper training of staff in responsibility, accountability, and communication skills will have many benefits for promoting nursing services and can be considered one of the strategies to improve the quality of nursing services. They are therefore recommended to be considered in designing and implementing continuing education programs for nurses.

Appraisal of emotional intelligence skills of university students in terms of different variables

&lt;span lang="EN-US"&gt;This research investigated whether the emotional intelligence skills of first- and fourth-grade university students differ according to the departments they are enrolled in and other factors. In this research, the 87-item Bar-On Emotional Quotient Inventory was used. In the intrapersonal, interpersonal, and adaptability sub-dimension a significant difference was found in favor of those who attended Mathematics and Pre-school Education departments. When the ‘interpersonal’ and ‘adaptability’ subscales were examined, the results were observed to be in favor of Environmental Engineering Department. When the independent group t-test results were examined with respect to gender variable, the significance of ‘interpersonal’ and ‘adaptability’ subscales was in favor of male students.&lt;/span&gt;

Relationship Between Emotional Intelligence, Emotional Regulation, Communication Skills, Self-efficacy, and Parents’ Performance with Mediating Role of Avoidance Insecure Attachment Style for Presenting the Aggression Model in Teenagers

Background: Aggressive behavior is considered one of the fundamental social problems in any society that is specifically noted due to its importance in childhood and adolescence period. The current research was performed to present the aggression model in teenagers to determine the relationship between emotional intelligence, emotional regulation, communicative skills, self-efficacy, and parents’ performance with the mediating role of avoidance insecure attachment style. Methods: The present correlational study was conducted using structural equation modeling. The population of the research consisted of all female high school students of Tehran city, Iran, in the academic year of 2019-20. The samples were selected using a cluster random sampling method (n=384). The instruments used in this research to collect the required data included the Buss-Perry Aggression Questionnaire, Bar-on Emotional Quotient Inventory, Emotion Regulation Questionnaire, Communicative Skills Questionnaire, General Self-Efficacy Scale, Adult Attachment Scale, and Family Assessment Device. The data analysis was carried out in LISREL 8.80 software using Pearson correlation coefficient and structural equation modeling. Results: The results showed that emotional intelligence (β=-0.42, P&lt;0.001), emotion regulation (β=-0.39, P&lt;0.001), communication skills (β=-0.37, P&lt;0.001), self-efficacy (β= 0.43, P&lt;0.001), and avoidance insecure attachment style (β=-0.45, P&lt;0.001) had a negative and inverse effect on aggression. Conclusion: Based on the findings of the study, emotional intelligence, emotional regulation, communicative skills, self-efficacy, and parents’ performance with the mediating role of avoidance insecure attachment style could be an appropriate model for aggression in teenagers

The effect of training on the promotion of emotional intelligence and its indirect role in reducing job stress in the emergency department

Objective: The present study aimed at evaluating the role of training in improving emotional intelligence (EI) skills and assessing its indirect effect on reducing job stress in emergency medicine residents (EMRs). Methods: In the present study, 20 EMRs were trained for EI skills while 22 EMRs received no training. Then, all participants’ EI level and job stress were assessed and compared before and after the intervention using the Bar-On Emotional Quotient Inventory(EQ-I) and the Osipow job stress questionnaire, respectively. Results: The results of the present study revealed that the EI level in the training group with a mean score of 338.27±27.57 was significantly higher than the control group with a mean score of 320.50±28.50 after training intervention (P=0.043). In addition, job stress in the training group with a mean score of 170.82±16.11 was significantly lower than the control group with a mean score of 183.30±22.21 (P=0.045). Moreover, in the training group, the relationship between EI and job stress was inverse and significant (r= -0.746, P&lt;0.001), but in the control group it was non-significant (r=0.017, P=0.938). Conclusion: According to the results of the present study, training for EI skills can play a significant role in improving EI and reducing stress in EMRs.

The Relationship between Cyber Bullying/Victimization and Emotional Intelligence in Secondary School Students: Mediator Role of Internet Gaming Disorder

This study was carried out with the aim of determining the intermediate role of Internet gaming disorder in the relationship between cyber bullying/victimization and emotional intelligence in secondary school students. The study group was composed of 272 secondary school students, 147 males and 125 females. 45 of them were the 5th grade, 82 of them were the 6th grade, 61 of them were the 7th grade and 84 of them were the 8th grade students. The data of the study was collected via the Internet Gaming Disorder Scale, the Bar-On Emotional Quotient Inventory Youth Version and the Revised Cyber Bullying/Victimization Inventory-II. In the study, the criterion sampling method, one of the sub-branches of the purposeful sampling method, one of the non-random sampling methods, was used. In this context, the research data was collected from the secondary school students playing Internet games. With the aim of testing the model related to the Internet gaming disorder, cyber bullying/victimization and emotional quotient, the AMOS 16 was used and the Path Analysis was applied. Moreover, the correlations and the descriptive statistics belonging to the variables were calculated via the SPSS 24 program. The relationships between the variables taken in hand in the study were calculated via the Pearson Correlation coefficient and the prediction levels were determined via the Path Analysis. Moreover, if the Internet gaming level differed according to gender and class level was examined via the independent samples t test.

Emotional Intelligence, Depression, and Risk Factors in Pregnant Peruvian Andean Adolescents: A Multivariate Logistic Regression Study.

There has recently been a high increase in the prevalence of adolescent pregnancies, especially in developing countries, because they are considered vulnerable populations. The objective of this study was to determine the risk factors for low emotional intelligence and for depression in pregnant Peruvian Andean adolescents seen in a public health centre. The study was a correlational analysis of 280 pregnant Peruvian Andean adolescents using logistic regression analysis. Emotional intelligence and depression were considered dependent variables, while independent variables were age, marital status, and education. The instruments used were Beck's Depression Inventory and the BarOn Emotional Quotient Inventory: Youth version. The threshold of significance was P < 0.05. Age, marital status, and level of education were not risk factors for lower emotional intelligence, because they had respective ORs of 0.8 (95% CI: 0.5-1.4), 1.6 (95% CI: 0.8-3.4), and 0.7 (95% CI: 0.0-1.1). Nor were they risk factors for depression, showing ORs of 0.8 (95% CI: 0.4-1.5), 0.6 (95% CI: 0.2-1.3), and 0.6 (95% CI: 0.3-1.1), respectively. Thus, the risk factors studied do not significantly influence emotional intelligence or depression in pregnant Peruvian Andean adolescents.

Effect of Emotional Intelligence Training on Methadone-Treated Methamphetamine Users in Qazvin, Iran.

BackgroundDrug users have lower emotional intelligence (EQ) than other members of society. This study aimed to determine the effect of EQ training on methadone-treated methamphetamine (meth) users.MethodsThis randomized clinical trial with a pretest-posttest control group design was conducted on methadone-treated meth users referring to the Drop-in Center in Qazvin, Iran. The subjects completed the Wechsler Adult Intelligence Scale (WAIS), and those who scored higher than 80 (n = 70) were entered into the study and randomly divided into the intervention and control groups. The Bar-On Emotional Quotient Inventory (Bar-On EQ-i) was administered for both groups. Subsequently, the intervention group participated in weekly 90-minute EQ training sessions for 4 sessions held by a psychiatric assistant. However, the control group received no intervention. Both groups were re-evaluated by the Bar-On EQ-i 3 months after the end of the training sessions. Eventually, qualitative and quantitative variables were compared between the two groups using an independent t-test and chi-square test, respectively.FindingsBased on the results, the EQ training program could significantly improve the EQ score in the intervention group (P = 0.03). Nevertheless, it showed no effect on reducing meth use (P = 0.13).ConclusionEQ training for meth users could increase EQ. Nonetheless, further studies with more effective methods are required to reduce meth use.