Bar-On Emotional Quotient Inventory Research Articles

Interrelationships of emotional intelligence with the awareness of request and apology strategies in an EFL setting

Taking the approach of interlanguage pragmatic analysis based on the theories of Speech Acts and Emotional Intelligence (EI), the main purpose of the present study was to find the interrelationships among components of EI, and awareness of request and apology strategies among Iranian TEFL students. The study was conducted on 200 English teaching majors from Mashhad universities. EI was measured through a translated form of Bar-On emotional quotient inventory and a self-developed questionnaire for measuring the apology and request strategies. The results of path analysis showed that among five sub-constructs of EI, four variables positively and significantly predict request strategies: Interpersonal (β= .40, p<.05), Intrapersonal (β= .16, p<.05), Adaptability (β= .17, p<.05), and Stress management (β= .15, p<.05). Moreover, among five sub-constructs of EI, three variables of Interpersonal (β= .16, p<.05), Intrapersonal (β= .22, p<.05), and Stress management (β= .12, p<.05) are predictors of apology strategy. The results also indicate that the proposed model had a perfect fit with the empirical data. Furthermore, the results of correlation showed that General Mood is positively and significantly correlated with apology and request. Thus, it is suggested that educators and policymakers consider the importance of EI in improving request and apology strategies.

Pengaruh Body Image dan Kecerdasan Emosi Terhadap Depresi Pada Remaja

This study was conducted to discover factors which affect teenage depression. Previous studiesindicate that there are gender effect, age of puberty, and psychological variables, body imageand emotion intelligence on teenage depression. Quantitative approach used in this studyusing multiple regression analysis. Sample of this study were 200 junior high school studentswho were chosen using non-probability sampling technique. In this study, researchersmodified data collecting instruments, Multidimensional Body-Self Relation Questionnaire-Appearance Scale, BarOn Emotional Quotient Inventory, and Beck Depression Inventory.Result of this study indicates that there are significant effects of body image, emotionalintelligence, gender, and age of puberty on teenage depression. Significant variables areappearance orientation, body size categorization, body image anxiety, and interpersonalability of emotional intelligence.

Coping strategies and their relationship with emotional intelligence in patients with epilepsy referred to Isfahan Epilepsy Society in 2017

IntroductionEpilepsy is a common neurological disorder, and the patients with epilepsy are heavily influenced by the psychological and social aspects of the illness. Therefore, patients try to use coping strategies to control their stress and tension in this situation. Given the importance of the issue of adaptation and coping with stress in patients with epilepsy, as well as the different factors affecting coping strategies in these patients, the present study aimed to investigate the relationship between coping strategies and emotional intelligence in patients with epilepsy. MethodsThis descriptive-analytic study conducted on 134 male and female patients with epilepsy referred to the Epilepsy Society of Isfahan, Iran. The consecutive sampling method was applied in this study. The data collection tool included a three-section questionnaire: the Demographic information, the Coping Inventory for Stressful Situations (CISS), and the Bar-On Emotional Quotient Inventory (EQ-i). ResultsThe emotion-focused coping strategy was mostly used by 53.7% of the samples. The mean and standard deviation of the total score of emotional intelligence was 285.6 ± 39.5. Moreover, Pearson correlation test showed a significant difference between emotional intelligence variables and coping strategies (p < 0.001). ConclusionAccording to the relationship between emotional intelligence and coping strategies, it is suggested to consider ways to improve the emotional intelligence of patients with epilepsy in order to use more adaptive coping strategies.

Teaching Performance in Relation to Emotional Intelligence among English Student-Teachers in the Teacher-Education Program in Hodeidah, Yemen

This study basically aims to determine if higher teaching performance in the practicum courses was positively correlated to higher emotional intelligence among male and female ‎student-teachers, who enrolled in the English Department of the Faculty of Education at Hodeidah University. It also investigates gender differences in EI among the third and fourth-year student-teachers, and whether they are aware of the concept of EI and its influence on learning and teaching English. ‎It focuses on a sample of 160 English student-teachers: 60 of them are in the third-year level and 100 are in the fourth year. Out of 160, 30 are males plus 130 females. Bar-On and Parker (2000) 60-item Emotional Quotient Inventory (EQ-I) is used to measure students' EI. Also, student-teachers' end-semester marks in the courses of teaching practicum I & II are used. The findings revealed that the participants are unaware of EI and its significance in the learning/teaching processes. Also, they do have a good level of teaching performance and a quite high level of EI as measured by Bar-On & Parker 60-item EQ-I but ‎no significant correlation found between them. ‎Therefore, EI isn't a significant predictor ‎of the student-teachers' good ‎performance in teaching. Furthermore, gender differences in the student-teachers' EI‎ are so simple and not of great significance. ‎This study helps to raise the instructors' and student-teachers' awareness of EI and its influence on teaching effectiveness. It further recommends that EI could be increased through the inclusion of it as a curricular component.

EMOTIONAL INTELLIGENCE: IT’S RELATIONSHIP TO MATHEMATICS ACHIEVEMENT OF SENIOR HIGH SCHOOL

The main purpose of this study was to determine the relationship between emotional intelligence and Mathematics achievement of the senior high school students of Don Mariano Marcos National High School. Respondents were Grade 11 students with a total number of one hundred sixteen (116) students. This study applied descriptive Correlational design. The Bar-On Emotional Quotient Inventory: Short (BarOn EQ-i: S) was used to determine emotional intelligence of the respondents and Mathematics achievement was measured by their third quarter grade in Statistics and Probability. The study revealed that the emotional intelligence of the respondents was average, which indicates that they have an adequate emotional and social capacity. Furthermore, their emotional intelligence varies when grouped according to Strand. On the other hand, negligible difference was observed when they were grouped in terms of their socio-economic status, age and sex. There exist a weak relationship between emotional intelligence and Mathematics achievement of the respondents. Lastly, the study revealed that Mathematics achievement is affected by emotional intelligence of the respondents. Senior high school students should be abreast of their emotional intelligence they possess and as much as possible, so they can find ways and means to increase their emotional intelligence. In addition, curriculum developers must include emotional intelligence in the competencies to be developed in the senior high school curriculum.

Emotional Intelligence Among the Fourth Year Nursing Students: A cross-sectional study

In an educational viewpoint, emotional intelligence(EI) continues to receive a substantial amount of attention as it assumes to prepare the students towards a better person in the workplace. The researchers' employed quantitative-correlational approach as it aims to determine the emotional intelligence among the male and female nursing students in the fourth year level, and its relationship to their demographic information. The researchers adapted the Arabic version of the Bar-On Emotional Quotient Inventory: short (EQ-I:s). There were 72 nursing students who actively participated in the study giving an 86% response rate. The results revealed that the level of emotional intelligence of the nursing students was high (m = 3.97, SD = 0.78), on the other hand, the result of the Pearson r test indicates that there is no significant correlation between the fourth year nursing students’ emotional intelligence level and student gender (p = 0.796, r = 0.031), civil status (p = 0.497, r = 0.081), and age (p = 0.711, r = 0.044). The stress management of the nursing students received the lowest , while age, gender, and civil status have no influence to their emotional intelligence. In order for the students to emotionally responsive to the critical events in their life, a tailored stress management program to meet the diverse needs of the students is highly recommended.

Strengthening intellectually challenged adolescents' sense of self: An appreciative inquiry mixed-methods intervention.

BackgroundIndividuals with intellectual challenges may experience a sense of isolation within their families. How their families and friends react towards these challenges influences the formation of their identity and self-acceptance significantly.AimThe aim of this research was to explore and describe how the sense of self of intellectually challenged adolescents could be strengthened within familial relationships and to evaluate the effectiveness of appreciative inquiry as an intervention approach.SettingThe study was conducted with families at a school for children with intellectual disabilities in the Ekurhuleni Metropolitan Area, Northern Region of Gauteng, South Africa.MethodsIn an embedded mixed-method approach, a sample of 24 intellectually challenged adolescents and their families were selected, tested and interviewed. Quantitative data were collected using the BarOn Emotional Quotient Inventory (BarOn EQ-i:YV) on adolescents and the Family Environmental Scale (FES) on families in the experimental and control groups, before and after intervention. Qualitative data were gathered through an appreciative inquiry intervention and semi-structured interviews with adolescents in the experimental group.ResultsAlthough the quantitative findings were not statistically significant, the qualitative findings indicated that adolescents and family members experienced the sense of self of intellectually challenged adolescents positively, rather than as ‘disabled’. The appreciative inquiry shows potential to strengthen intellectually challenged adolescents’ sense of self in a supportive, positive family environment.ConclusionThe research is valuable in the way it highlights the importance of relational research in cases where quantitative research does not seem to be effective.

Emotional Intelligence and Depression Among Hospital Nurses of Tehran University of Medical Sciences

Background: Emotional intelligence (EI) and depression are important issues that can affect the quality of nurse’s work. Emotional intelligence is also an indicator of mental and physical health condition. Objectives: This study was designed to evaluate emotional intelligence and depression of hospital nurses working at Tehran University of Medical Sciences in Iran. Methods: In this cross sectional study, 113 hospital nurses of TUMS at different wards were enrolled. They filled the Persian version of the baron emotional quotient inventory (EQ-i) and beck depression inventory (BDI). Results: Mean age of participants was 25 years and 58% were male. Mean BDI and EI scores except independence and responsibility were not significantly different between male and female cases. Mean EI and its subscales were similar in different wards except emotional self-awareness. The correlation coefficient between BDI and total EI was r = 0.2 and P = 0.008, and the correlation coefficient between age and total EI was r = -0.2, P = 0.02. Conclusions: According to the results, depression evaluation and emotional intelligence improvement should be considered in Iranian nurses, who work at university associated hospitals.

Emotional Intelligence and Academic Achievements of Elementary Pupils in Mathematics of Batangas State University ARASOF Nasugbu, Batangas: Input to a Proposed Development Plan

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The Moderating Role of General Mood Between Agreeableness and Moral Maturity

The purpose of this study was to examine the moderating role of general mood on the relationship between moral maturity and agreeableness. In the present study, total of 150 administrative and academic staff (70 females and 80 males) were surveyed from the Turkish universities. Data were collected on the Big Five Personality Scale, The Scale of Moral Maturity and Bar-On Emotional Quotient Inventory. The relationship between moral maturity and agreeableness personality was found to be moderated by the general mood of employees.

The relation between emotional intelligence and resilience in at-risk populations

ABSTRACTPurpose: Resilience factors and their relation to emotional intelligence (EI) as a potential strength for children with attention-deficit/hyperactivity disorder (ADHD) or high-functioning autism spectrum disorder (HFASD) were investigated. Children with either ADHD or HFASD were hypothesized to demonstrate reduced EI and differential relations between EI and resilience as compared to typically developing (TD) children. Methods: Fifty-four children aged 8–12 years (18 with ADHD, 18 with HFASD, and 18 TD controls) completed the Resilience Scales for Children and Adolescents and BarOn Emotional Quotient Inventory. Differences between groups (analysis of variance) and unique relations among the variables (correlation) for each group were examined. Results: No group differences; however, unique relations between the variables were found within each sample. Conclusions: EI may be a unique area of interest for clinical populations and an important consideration in the development and implementation of interventions to capitalize upon inherent strengths. Implications of these results for intervention are discussed.

ASSOCIATION BETWEEN EMOTIONAL DEVELOPMENT AND BULLYING BEHAVIOR IN CHILDREN AT THE ELEMENTARY SCHOOL NO 7, BANYUASIN, PRAJIN, PALEMBANG

Background: Bullying is a form of repetitive persecution both on physical and emotional aggressions and potentially causing mental and physical disorders on perpetrators and victims. There are various factors that may affect a child to behave as bullies. These are important factors to be identified as one of prevention effort to stop bullying behavior on children. &#x0D; Objective: This research aims to identify the association between emotional development and bullying behavior in children at the Elementary School No 7, Banyuasin Prajin, Palembang, Indonesia.&#x0D; Methods: This was a correlation descriptive using a cross sectional design. This research has been conducted on November 21, until December 1, 2016 involving 85 children as respondents. The instruments used for this research were Bar-On Emotional Quotient Inventory: Youth Version, school-bullying questionnaire, parenting style questionnaire and peer influence questionnaire. Chi-square test was used for bivariate data analysis and logistic regression test for multivariate analysis.&#x0D; Results: Results from chi-square test showed a significant association between emotional developments and parenting with bullying behavior (ρ&lt;0.05), but no significant correlation between peer influence and bullying behavior (ρ&gt;0.05). Logistic regression test showed a significant relationship between parenting and bullying behavior (OR) 4.655 (95% CI: 1.292-16.774), which indicated that the uninvolved parenting potentially makes bullying behavior have a chance to increase 4.655 times higher.&#x0D; Conclusion: There is a significant association between emotional development and parenting with children bullying behavior.

Emotional intelligence levels and counselling skills of prospective psychological counsellors

ABSTRACTThis research aimed to determine the correlation between emotional intelligence (EI) and counselling skills of Turkish prospective psychological counsellors and to investigate differences in both EI and counselling skills in terms of sex, previous experience of group studies, and class levels. Within a correlational pattern, the sample of the study comprised a total of 349 prospective psychological counsellors; 266 females (76.2%) and 83 (23.8%) males. The data were collected via a Personal Information Form, Bar-On Emotional Quotient Inventory ‌ and Microcounseling Skill Discrimination Scale‌. The results indicated a significant negative correlation between EI and emotional reflection and general counselling skills; no significant correlation between EI and content reflection.

Emotional Memory and Emotional Intelligence of Individuals Diagnosed with Anti-Social Personality Disorder: Experimental Pretest-Posttest Design

BACKGROUND: Aim of current study is to compare Emotional Memory (EM) and Emotional Intelligence (EI) between two groups of healthy people and individuals diagnosed with Antisocial Personality Disorder (ASPD).MATERIALS &amp; METHODS: Current study is an experimental pretest-posttest study with case-group and control group, which was conducted between 2014-2015 at Zare Psychiatric hospital (Sari, Mazandaran Province, Iran). Statistical Society of this study was chosen via convenient sampling method; our sample was consisted of 80 individuals (men and women) that were divided into two groups of 40 healthy and 40 patients with APD. Subsequently, they answered to SCID-II (Structured Clinical Interview For DSM Disorders), Baron EQ-I (Emotional Quotient Inventory), WMS (Wechsler Memory Scale) and they looked at Picture Slides (Story). In order to analyze the findings of current study, Kolmogorov-Smirnov test, multiple covariance analysis (MANCOVA) and independent t-test were used.RESULTS: The findings showed that antisocial patients demonstrated lower score EM and EI.CONCLUSION: Emotional memory of ASPD individuals tends to be less than normal individuals. Furthermore, emotional intelligence of healthy individuals are higher that ASPD patients. It appears plausible that ASPD individuals tend to suffer in remembering their emotions due to their inability to retrieve emotional memories.

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.

Does Emotional Intelligence Depend on Gender? A Study on Undergraduate English Majors of Three Iranian Universities

The intelligence of success, emotional intelligence, is said to be different in males and females. The present study was attempted to determine whether students from different genders are different in emotional intelligence and its related components in Iran. The Bar-On Emotional Quotient Inventory was distributed among 455 undergraduate university students majoring in English. These English majors were selected through availability sampling from Allameh Tabatabaee University, Khatam University, and Shahid Rajaee Teacher Training University in Tehran. They completed the inventory in 30 to 45 min and a MANOVA was run on the results of the questionnaire. Results showed that there was no significant difference between the genders on their total score measuring emotional intelligence, but the genders did tend to differ in emotional self-awareness, interpersonal relationship, self-regard, and empathy with females scoring higher than males. Self-regard, a component where males usually score higher, has yielded different results in this study which can open new avenues of research.

Trait and Ability Emotional Intelligence in Children With ADHD

Objective: The purpose of this study was to examine trait and ability emotional intelligence (EI) in children with ADHD. Method: Forty-one children with ADHD (9-11 years) completed two measures of EI—the Bar-On Emotional Quotient Inventory: Youth Version–short form (EQi:YV-Brief) and the Mayer–Salovey–Caruso Emotional Intelligence Test, Youth Research Version (MSCEIT-YRV). Results: Children with ADHD did not differ on total EI scores from the normative data on either the ability or trait EI measures. However, they scored above the group norms on the MSCEIT-YRV subscale of Managing Emotions and lower on Understanding Emotions. On the EQi:YV-Brief, children with ADHD reported significantly lower Interpersonal and Adaptability EI. Conclusion: Children with ADHD are relatively similar to children without ADHD when examining EI scores. However, there is some variability in the EI measures which should be considered when creating intervention programs.

Assessing the Emotional Intelligence of Gifted and Talented Adolescent Students in the Kingdom of Bahrain

This study assessed the differences in the emotional intelligence of gifted adolescent students and talented adolescent students in Bahrain. The sample consisted of 80 gifted adolescent students and 80 talented adolescent students in Grades 9 through 12. A multivariate analysis of variance (MANOVA) indicates that there were significant differences in emotional intelligence levels, as measured by the Bar-On Emotional Quotient Inventory, between gifted students and talented students in Bahrain in the direction of gifted students. There were differences between the gifted and the talented students in intrapersonal, adaptability, general mood subtest, and total emotional intelligence scores. Finally, gifted males had higher total emotional intelligence scores than gifted females; talented females had higher interpersonal scores than talented males.

Impact of emotional intelligence on level of academic achievement in a sample of Saudi female medical student

BackgroundEmotional intelligence (EI) assessment has become an effective technique in exploring individual competencies. In the medical educational, there is a growing evidence for relation between academic achievement and emotional intelligence.ObjectiveTo examine relation between academic achievement and emotional intelligence among medical students.MethodA cross-sectional study of 189 female university students using paper-based Bar-On Emotional Quotient Inventory: Youth Version was conducted. BarOn EQ-i:YV consists of 7 sub-scores which estimate various domains of emotional intelligence along with general mood. The academic achievement was assessed via self-reported Grade Point Average (GPA).ResultThe average Intrapersonal score of participating students was 14.9 ± 3.4 and Interpersonal was 41.7 ± 4.9. The students scored 32.0 ± 5.0 in stress management scale and 31.9 ± 4 in adaptability. The lowest score achieved in the Emotional Inelegance scale was 32.5 whereas the top score was 71.3. The average general mood was 47.1 ± 6.4 and the positive impression ranged between 6 and 23 (17.3 ± 2.8). Positive week correlations were defined between the GPA and self-efficacy (r = 0.13) and Adaptability (r = 0.08) though these correlations were statistically insignificant (P &gt; 0.05). Linear regression model showed that domains of Bar-On scale could explain up to 33% of changes in GPA (R2 = 0.33) with significant effect of self-efficacy, adaptability and general mood scores (P &lt; 0.05).ConclusionMedical students showed high level of emotional intelligence which positively affect their academic achievement. Therefore, improving the emotional intelligence domains can help students improving their academic achievement.Disclosure of interestThe authors have not supplied their declaration of competing interest.

The Effects of Group Musical Activities on Children’s Behaviour

The study sought to examine the effects of group musical activities on children’s challenging behaviour. Six Grade Five students participated in this mixed-method case study. Qualitative data were gathered from observations, interviews, and written outputs. The quantitative data used the BarOn Emotional Quotient Inventory: Youth Version (BarOn EQ-i: YV) instrument to measure socio-emotional skills and behaviour levels. The qualitative results suggested that group musical activities such as listening and moving to music, singing, instrument-playing, improvising, and composing positively affected the behaviours of children in terms of (1) being considerate of others’ feelings, thoughts, and ideas; (2) doing one’s best in a role or task given; (3) focusing; and (4) being creative and confident. Analysis of the t-test of the BarOn EQ-i: YV, pretest and posttest result, with a range from 0.087 to 0.973 at 0.05 significance level, was not significant which was possibly due to the threats to validity such as history and experimental mortality. However, a comparison of the pretest and posttest raw scores of individual students revealed mixed results.