Components Of Emotional Intelligence Research Articles

ОСОБЛИВОСТІ РОЗВИТКУ СОЦІАЛЬНОГО ТА ЕМОЦІЙНОГО ІНТЕЛЕКТУ У СТУДЕНТІВ МИСТЕЦЬКИХ СПЕЦІАЛЬНОСТЕЙ НА ЗАНЯТТЯХ З ІНОЗЕМНОЇ МОВИ

The article deals with the development of social and emotional intelligence in art students at foreign language classes. Social and emotional intelligence is important for various spheres of a person’s life, as they increase their professional and personal success and improve their social interaction. For art professionals, a high level of social and emotional intelligence helps to improve communication with the audience as well as to feel more deeply social and emotional phenomena that need to be reflected through art. The article analyzes the features of social and emotional intelligence as psychological phenomena, their common and distinctive features. By comparing the structural components of social and emotional intelligence, their close relationship and the importance of complex development for the individual are proven. The authors made a theoretical analysis of the definition and understanding of social and emotional intelligence in modern psychology. An empirical study was conducted to investigate the level of emotional intelligence in art students of the National Academy of Fine Arts and Architecture (NAFAA), Kyiv. The research method was Hall test of emotional intelligence, which measures the general level of emotional intelligence, as well as its level according to scales. The results of the empirical study show that the students have mostly a low level of emotional intelligence. The article attempts to provide recommendations how to foster emotional intelligence development at foreign language classes which take into account students’ psychological characteristics and future profession. The practical results of the study can be applied at foreign language classes at art universities in order to increase students’ social and emotional intelligence. Key words: social intelligence, emotional intelligence, foreign language classes, methods of developing emotional intelligence, empathic listening, empathic discussion, holistic learning.

IMPORTANT ASPECTS TO CONSIDER FOR DESIGNING AND IMPLEMENTING AN EMOTIONAL INTELLIGENCE EDUCATORS TRAINING PROGRAM IN MEXICO

Purpose: The purpose of this qualitative applied research was to learn about the most important aspects to consider for designing and implementing an emotional intelligence (EI) training program among educators of Monterrey, Mexico. Using the results of the analyzed data, a list of the aspects that were found to be very important to consider for designing an EI program. Theoretical framework: For Brackett and Stern (2024) “everyone values Emotional Intelligence, but actually learning the components is another matter entirely” (p. 26). According to Goleman (2020), the components of EI are self-awareness, self-regulation, motivation, empathy, and social skills. Most effective educators based in Goleman’s (2015) view are alike in one crucial way: “they all have a high degree of what it has come to known as emotional intelligence” (p. 1). Methods: The data were collected using a qualitative method. The participants who were purposefully selected for obtaining data were three Mexican expert practitioners on adult professional development and one expert on EI development. Results and conclusions: Using the results of the analyzed data, a list of the aspects that were found to be very important to consider for designing an EI program: (a) establish clear goals, (b) analyze the context, (c) use role plays, (d) use experiential practices, (e) provide time for structured reflection, (f) foster collaboration and a sense of community, (g) analyze case studies, (h) have participants set goals, (i) use qualitative assessment, (j) view and analyze videos of teachers using emotional and classroom management skills, (k) identify sources of stress, (l) use relaxation techniques, (m) identify manifestations of stress, and (n) learn ways to cope with stress. Findings implication: As a result of this study, some of the strategies and aspects recommended to consider within an EI educator training program may be applicable to international leadership educators as well. Uniqueness/value: All of the foundational aspects mentioned in this study represent great assistance in providing a solid base of data that confirmed the need to foster EI among educators.

The Impact of Relationship Intelligence on Team-based Practice: An Application for the Private Sector in Mainland China

This article aims to examine the impact of developing and applying relationship intelligence in team-based practice to provide a clear understanding of the role relationship intelligence plays in team productivity in mainland China. Relationship intelligence, a component of emotional intelligence, focuses on interpersonal interactions that are crucial in team-building but receives less attention. Exploratory qualitative research was undertaken, with emotional intelligence as the theoretical framework and the input-process-output criteria indicating group effectiveness. Data collection was based on semi-structured interviews with managers and staff of the private sector based in mainland China after utilizing the Strengths Deployment Inventory 2.0 as a learning tool. The findings identify three ways in which the integration of relationship intelligence positively affected team practice: high overall performance, a positive work climate, and improved attitudes toward coworkers and work-related tasks. The positive outcomes provide researchers and practitioners with valuable information on how relationship intelligence might be leveraged to enhance communication, collaboration, and overall team performance.

The Influence of Transformational Leadership on Work Stress in Banking: Unveiling the Mediating Role of Emotional Intelligence

The objective of this research is to conduct a comprehensive investigation into the factors that contribute to job stress among banking employees in Karachi. This study aims to elucidate the relationship between transformational leadership and work stress, in the social exchange theory. The study collected data from multiple individuals employed at various banks in Karachi. A questionnaire was employed to gather information from a total of 380 employees. The analysis of this study was conducted using the SMART-PLS4. For this quantitative research study, convenient sampling was employed, along with a cross-sectional technique. The findings suggest that transformational leadership and work stress are positively correlated. Additionally, emotional intelligence factors, including self-awareness, self-regulation, motivation, and empathy, were found to mediate the relationship between transformational leadership and job stress. However, the study did not find evidence to support the mediating effect of social skills on this relationship. In Karachi's banking sector, putting transformational leadership into practice and giving emotional intelligence training top priority can greatly lower workplace stress, improve the well-being of workers, and create a more optimistic and successful work atmosphere. The cross-sectional approach and sample size of this study restrict the findings to the banking industry in Karachi. For a more comprehensive knowledge of the evolution of work stress and wider generalizability, future studies should make use of longitudinal approaches and take into account other mediators and moderators. The research examines the relationship between transformational leadership and work stress through the novel mediator, emotional intelligence. The five components of emotional intelligence enable a more thorough investigation to gain a deeper understanding of workplace dynamics. Utilizing the study's structure to deliver valuable insights to the organizations.

THE IMPACT OF EMOTIONAL INTELLIGENCE ON LANGUAGE LEARNING ACHIEVEMENTS IN UNIVERSITY EFL STUDENTS

Language learning is not merely a cognitive endeavour but a complex interplay of emotions, perceptions, and social dynamics. This article explores the relationship between emotional intelligence (EI) and language learning outcomes in university English as a Foreign Language (EFL) students. The study investigates the potential moderating influences of gender, field of study, and language background on this relationship. The research uses the Emotional Quotient Inventory (EQ-I) to assess emotional intelligence levels and correlates them with English language learning achievements. The study finds that, on a broad scale, emotional intelligence does not have a statistically significant impact on language learning achievements, suggesting that language proficiency is influenced by various cognitive and non-cognitive factors. However, the results suggest that the influence of emotional intelligence on language learning may be subtler and context-dependent. Specific components of EI, such as intrapersonal and interpersonal skills, may have nuanced effects on distinct language skills. This study enhances our understanding of the complex interplay between emotional intelligence and language learning outcomes among university EFL students, debunking simplistic assumptions about the direct impact of EI on language proficiency.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0708/a.php" alt="Hit counter" /></p>

Developing Emotional Intelligence

Daniel Goleman perceptively and accurately noted that emotional intelligence is critical to leadership success, claiming that emotional intelligence is far more important to leadership emergence and effectiveness than intellectual capacity. Goleman’s research later confirmed an 85% relationship between emotional intelligence and leader effectiveness. It may be the most critical area for current and aspiring leaders to develop. While leadership scholars accept the importance of emotional intelligence for leadership and the fact that emotional intelligence can be developed, there appears to be some uncertainty around how emotional intelligence can be developed. The authors shed light on that area and provide current and aspiring leaders with some proven strategies for developing the four predominant components of emotional intelligence. The importance of emotional intelligence to leadership is well documented, and leaders would be well served by working to heighten their levels of emotional intelligence and, in doing so, increase their leadership potential, efficacy, and impact.

Emotional Intelligence and Perceived Social Support: Its Relationship with Subjective Well-Being.

The well-being of people is a key aspect of the field of psychology. Hence, it is important to analyse the variables that are related to life satisfaction and happiness as perceived by individuals and that, therefore, increase their overall well-being. The main objective of this study was to analyse the predictive capacity of emotional intelligence and perceived social support on both the level of life satisfaction and perceived happiness. A total of 380 psychology students completed the Trait Meta Mood Scale, the Multidimensional Scale of Perceived Social Support, the Satisfaction with Life Scale, and the Subjective Happiness Scale. The results show that both emotional intelligence and social support are related to and predictive of subjective happiness and life satisfaction. The importance of developing the components of emotional intelligence and promoting an adequate social network in young people is highlighted.

Exploring Disparities in Emotional Intelligence among Hearing Impaired Students from Segregated and Inclusive Education Systems

Background: Hearing impairment presents unique challenges in the educational and social development of children. Emotional Intelligence (EI) is a key factor in their ability to navigate these challenges effectively. Disparities in EI among hearing-impaired students may vary significantly depending on whether they are educated in segregated or inclusive systems. Objective: The study aimed to compare the levels of EI in hearing-impaired students attending segregated and inclusive educational institutions in Punjab, Pakistan, to determine how different educational settings influence their emotional competencies. Methods: A cross-sectional study was conducted involving 742 hearing-impaired students from various secondary and higher secondary schools and universities. The research employed a non-probability purposive sampling technique. Ethical approval was obtained from the Social Sciences Review Committee of the University of Management and Technology (UMT), and all procedures were in line with the Declaration of Helsinki. EI was measured using a standardized scale encompassing dimensions such as Self-Regard, Assertiveness, Empathy, and Stress Tolerance. The Statistical Package for the Social Sciences (SPSS) version 25 was used for data analysis. Results: Students in segregated settings scored higher in most EI components, with Interpersonal Skill (Mean=3.10, SD=0.63), Self-Regard (Mean=2.69, SD=0.63), and Assertiveness (Mean=2.75, SD=0.60) showing significant differences with p-values of less than .001. Empathy was higher in inclusive settings (Mean=3.16, SD=0.49; p=0.039). Overall EI was higher in segregated settings (Mean=2.81, SD=0.47; p<.001). Conclusion: The educational setting is a significant determinant of EI levels in hearing-impaired students, with segregated education systems showing more favorable outcomes in EI development, except for Empathy. This insight is crucial for devising educational strategies and healthcare interventions that support the emotional and social well-being of hearing-impaired students.

Intelligent play: How improv can improve clinician's emotional intelligence.

Emotional intelligence (EI) of physicians significantly impacts their personal well-being and professional success with broad implications in health care. A focused training on EI is often lacking in medical curricula. We sought to understand the impact of improvisation training on clinicians' EI. Four online medical improv workshops were offered to a diverse group of physicians with varied levels of practice experience including medicine-paediatric residents, paediatric educators, practising paediatricians and internal/family medicine clinicians. The improv training was thoughtfully curated and remained consistent for all four cohorts, lasting 2 h. Self-reported EI scales (pre and post) were captured using an online survey tool. The overall EI score and the scores of three EI components were compared before and after training. Out of 64 participants, 41 participants (64%) completed both the pre- and post-surveys and were included in the final analysis. Participant's pre-training score (mean:123.9, range: 121.1-126.7) was compared to their post-training score (mean:128.9, range: 126.3-131.3). The t tests comparing EI scores showed that compared to pre-intervention, participants on average scored 4.9 points higher (95% CI: 3.1-6.7; p< 0.01) on the overall scale, 2.2 points higher (95% CI: 1.2-3.2; p< 0.01) on the appraisal score, 1.4 points higher (95% CI: 0.8-2.0; p< 0.01) on the regulation score and 1.2 points higher (95% CI: 0.4-2.1; p= 0.01) on the utilisation score. Improv training is an innovative method to fill the crucial gap in EI curricula. There was a statistically significant improvement in average score for clinicians' EI after a pilot improv training programme.

A CROSS-SECTIONAL STUDY ON ASSOCIATION BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE AMONG NURSING STUDENTS OF SELECTED NURSING COLLEGES IN KATHMANDU

Background: Emotional intelligence incorporates the important aspects of interpersonal and intrapersonal relationships, adaptability, moods and stress management skills, which have a profound effect on the academic performance of students. Methodology: An Analytical Cross-sectional study was carried out with main objective to find out the association between emotional intelligence and academic performance of nursing students from selected nursing colleges. Using non - probability purposive sampling method, PCL Nursing 3rd year students were selected and data was collected using standardized Assessing Emotions Scale to measure Emotional Intelligence and final examination score of the students was considered as academic performance. Collected data was processed and analyzed using SPSS version 24. Results: The findings revealed that majority of the nursing students have high emotional intelligence. There is no any statistically significant correlation between emotional intelligence and academic performance of nursing students. Regarding sub dimensions of Emotional Intelligence, there was no any statistically significant correlation between managing other’s emotion, perception of emotion and utilization of emotion with academic performance, except for managing own emotion which has statistically significant correlation with academic performance. Nursing students from different ethnicity, mother and father’s education background do not defer in EI scores except age and type of family. Conclusion: Majority of the nursing students have higher level of emotional intelligence. Emotional intelligence is not significantly correlated with academic performance. This paper suggests that emotional intelligence is not guaranteed with the highest academic grades of students and that emotional intelligence components may be incorporated into the curriculum.

Emotional intelligence as predictor of resilience toward academic stress mitigation among Public and Private Medical College students

Background: Emotional intelligence is a crucial concept in management, business, engineering, nursing and medicine. It has gained more attention than personality and Intelligence Quotient. Understanding human emotions is essential for understanding emotional intelligence. Aim: High-EQ individuals can combine intellectual and emotional skills to adapt to new situations and achieve goals. Individuals with high emotional intelligence can read interpersonal cues and manipulate others' emotions. Method: The Comparative study is conducted in Rai Medical College Sargodha from April 2021 to August 2022and population was the MBSS students. Provide more demographic and socioeconomic data on survey participants. Determine the emotional intelligence traits all respondents share. Determine the respondents' academic achievement and calculate an average. Thoroughly study how socioeconomic background affects emotional intelligence. Determine if respondents' socioeconomic profile affects academic performance. To examine and publish the relationship between emotional intelligence components and respondents' academic performance. Result: The study reveals a significant correlation between gender and emotional intelligence, with women generally having greater emotional intelligence. The majority of respondents are male, with 97.14% attending public institutions and 2.5% attending private medical colleges. Age and educational degree also impact emotional intelligence, with 54.89% of respondents aged 18-19 and 36.73% aged 20-22. Higher education levels are associated with increased emotional intelligence. Conclusion: Emotional intelligence and academic performance were positively correlated. Emotional regulation and adaptive emotions are linked, suggesting emotional intelligence may prevent ASD. The study shows that high-AR students naturally manage and use emotional information to perform better academically. This supports the COR-based theoretical claims linking AR, EI, and AP. Keywords: Emotional intelligence, Stress, Behavioral science, Public Private medical college.

Factors Influencing Academic Achievement Among College Students: The Influence of Emotional Intelligence, Student Engagement and Demographics

&lt;p style="text-align: justify;"&gt;The issues of poor academic outcomes, dismissal, high attrition, and dropout rates among college students have long concerned for many educators and college communities. Several scholars have posited that these problems can be addressed through the development of emotional intelligence and increased student engagement. Considering these problems, the present study aimed to assess the efficacy of emotional intelligence and student engagement in improving academic performance. The sample of the study consisted of 119 undergraduate students selected using the convenience sampling technique. Self-report Emotional Intelligence Test and Student Engagement Scale were adopted to measure emotional intelligence and student engagement respectively. Cumulative Grade Point Average (CGPA) served as a measurement of academic achievement in the present study. Results from regression analyses revealed that certain components of emotional intelligence and academic engagement demonstrated a significant prediction effect on academic performance. From demographics, students’ programs of study showed a significant relationship with academic achievement. The present findings may provide directions for the college communities in fostering student engagement and emotional intelligence, thereby improving academic achievement of their students. The study also discusses limitations and future research directions.&lt;/p&gt;

TRAINING OF FUTURE EDUCATORS TO THE DEVELOPMENT OF THE EMOTIONAL INTELLIGENCE OF CHILDREN OF OLDER PRESCHOOL AGE

The article reveals the problem of professional training of future preschool teachers for the development of emotional intelligence in children of older preschool age. Several definitions of the concepts of «emotions» and «emotional intelligence» are presented. It is noted that emotional intelligence is interpreted as a set of mental abilities to understand one's own emotions and the emotions of other people, as well as managing the emotional sphere. D. Goleman. The components of emotional intelligence presented by scientists are characterized, namely: awareness and recognition of feelings; the desire to understand another person; understanding emotions; managing emotions. An analysis of the emotional development of older preschool children was carried out, in particular, it was indicated that they are characterized by wide social contacts, namely parents, educators, pupils from kindergarden, friends at the place of residence, etc. As a result of the existing wide circle of communication, preschoolers are often in interaction with others, which requires from them the ability to express their own emotions and understand the emotions of other people. It is emphasized that a child of older preschool age is able to understand such emotions of others as joy, surprise, sadness, anger, irritation, fear, etc. It has been proven that the teacher plays a significant role in the emotional development of preschoolers. In order to effectively carry out the outlined activities, the training of future teachers of preschool education institutions should include the following components: cognitive (mastery of professional knowledge and competences), motivational (motivation to interact with children and the presence of a desire to implement professional activities), activity component (set of practical skills and abilities , which are necessary for successful work with preschoolers). It is noted that in order to develop the emotional intelligence of older preschoolers, it is expedient for future preschool educators to organize the following types of activities: reading the books with further analysis of the emotions and feelings of various characters; carrying out game exercises of the corresponding topic; organization of various types of theatrical activities, etc.

EMOTIONAL INTELLIGENCE PROFILES AND INTERGENERATIONAL COLLABORATION IN BUSINESS

Emotional Intelligence (EI) fosters positive synergies for an intergenerational match in business. The main goal of this contribution is to investigate the components of ЕI for selected young people and seniors and to formulate recommendations for their successful intergenerational business cooperation in Slovakia. The 4-component instrumental model for EI in business and the “Emotional Intelligence in Business” questionnaire were used to construct an average EI profile for different generations. 157 young people (Generation Z) and 236 seniors (Baby Boomers generation) from Slovakia participated in the research. The statistical study of the components of EI was conducted using unadjusted and adjusted univariate tests for repeated measures and multiple comparisons. The results of both tests were identical and therefore considered robust. The research confirms that EI in business increases with the respondent’s age: investigated seniors demonstrate a higher level of EI than selected young people in three components. At the same time, findings show that seniors are more focused on self-awareness, while the young are more empathic. The research considerably deepens the understanding of the potential contributions of different generations in business collaboration and benefits social unity and sustainable economic development.

التقمص العاطفي وتطبيقاته في السنة النبوية

Empathy is one of the components of emotional intelligence and it is defined as the ability to perceive what other is experiencing whether it is emotionally or cognitively. It is said that during the age of social media, the ability of people to empathize with others has dwindled as the consequence of the role played by algorithms in creating what is known as the “filter bubbles” that skew or limit the information an individual user sees on the internet based on the searches. This study aims to lay down the Islamic foundation in the subject matter of empathy and to address its application in the Prophetic tradition. The research adopts inductive and analytical approaches in presenting the discussion regarding the application of empathy and important addition rendered by the Prophetic tradition in the subject. Some of the findings of the research lies in several observations; the empathic capacities which are innate in human being originated from Allah and that He is the source of compassion and mercy; there are abundant of aḥadīth that encourage us to take the perspective of others as perspective-taking is one of the essential components in empathy: and empathy is the mechanism of altruism and helping behaviour while also instigating other good characters and traits in human being.

Are African academic women more emotionally intelligent than men? Exploring emotional intelligence, gender, and leadership in higher education

In recent years, organizational and management research has been reporting the presence of a systematic link between emotional intelligence (EI) and leadership effectiveness. Notwithstanding the practical significance, however, scholarly attention is far from adequate especially in the context of African higher education. Thus, taking Ethiopia as an example, this study investigates (a) gender differences in EI and (b) the relationship between EI and leadership style among leaders in selected higher education institutions. The study was conducted on 210 random samples of academic leaders (135 men and 75 women). Data was generated using an adapted measure Emotional and Social Competence Inventory (ESCI) to assess leaders' emotional intelligence (EI), while the Multifactor Leadership Questionnaire (MLQ-5x) was used to measure leadership styles. The findings show a strong positive relationship between emotional intelligence and transformational leadership, but no relationship was found between EI and transactional leadership. On the other hand, a significant negative correlation was found between laissez-faire leadership and leaders’ total EI scores. Furthermore, the study finds significant gender differences in emotional intelligence, with female leaders scoring higher in overall emotional intelligence and most of the EI components. These findings suggest that EI is the female leadership advantage. We strongly advise university administrators and policymakers to incorporate EI as a criterion for the recruitment, selection, and promotion of academic leaders to close the gender gap in higher education leadership.

GAME-BASED EXERCISES THAT AID IN THE DEVELOPMENT OF STUDENTS’ EMOTIONAL INTELLIGENCE WHILE LEARNING CHESS

In 2017, the “Chess” Scientific Research Institute’s research group of psychologists performed a diagnostic experiment to determine the level and manifestations of emotional intelligence of teachers and students during the teaching and learning of the “Chess” subject. The findings of the preceding investigations were presented at the international conference “Current State and Development Trends in Chess Education,” which was held in Tsaghkadzor in 2019. The following findings were offered after summarizing the outcomes of all methods used throughout the scientific experiment: 1. Chess teachers have a high level of emotional awareness, whereas children may distinguish just pleasure, sadness, and anger as fundamental emotions. 2. Low indicators of the teacher’s empathy and emotional management affect the motivation of 3rd and 4th-grade students to succeed in chess lessons, as well as the negative trend of the position of receiving praise from the teacher, as a result of which the indicator of the manifestation of a favourable position towards the chess teacher decreases. 3. Regardless of the teacher’s positive attitude toward the students, if the teacher’s emotional management and control signs are poor throughout the learning process, the student’s emotional attitude toward their peers and their participation in the chess class diminishes. Based on the analysis of the diagnostic experiment findings, “Chess” Scientific Research Institute psychologists created and tested various game exercises to develop emotional intelligence components in secondary school learners.

Trait emotional intelligence and resilience: gender differences among university students.

Previous studies have reported strong correlations of emotional intelligence (EI) with mental health and wellbeing; it is also apowerful predictor of social functioning and personal adaption. Resilience is the ability to adapt to significant life stressors and is also crucial for maintaining and restoring physical and mental health. The aim of this study was to investigate EI and resilience in healthy university students, with afocus on gender differences in EI and resilience components. A total of 277datasets collected via online questionnaire were analyzed. The questionnaire comprised the Self-Report Emotional Ability Scale (SEAS) developed by Freudenthaler and Neubauer for assessing trait EI facets and the Connor-Davidson Resilience Scale (CD-RISC). Regarding trait EI, females scored significantly higher in the total score for interpersonal emotional skills and in the subscale "Perception of the emotions of others" than males. Men showed significantly higher total scores in intrapersonal emotion-related abilities than women, and in the subscales "Regulation of one's own emotions" and "Control over the expression of one's own emotions." Concerning resilience, female students had significantly higher scores in the CD-RISC subscales "Personal competence and tenacity," "Control," and "Spiritual influence." The intrapersonal trait EI (SEAS) sum score showed asignificant positive correlation with the total scores of the CD-RISC (rs = 0.445, p < 0.001). There were also positive correlations between the interpersonal trait EI sum score and the CD-RISC total score (rs = 0.438, p < 0.001). The results indicate gender differences in specific facets of trait EI and resilience, and an interaction between the two psychological constructs was demonstrated regardless of gender. For prevention of mental disorders and to foster wellbeing, it might be helpful to focus on improvement of self-perception in girls and women, and on supporting emotional awareness towards other people's emotions in boys and men. Further studies in the field should address other populations.

The influence of emotional intelligence on academic stress among medical students in Neyshabur, Iran

BackgroundAlthough, several novel strategies related to coping with stress dominate the possible vicissitudes that may occur, academic stress and its mental and physical outcomes remain a serious public concern among college students. Available data on how/where intervention-based novel strategies and emotional intelligence skills can influence students' ability to deal with stress and crisis situations is still unclear. This study aims to investigate the effectiveness of an educational intervention based on emotional intelligence on the level of academic stress components among Iranian medical students.MethodsThis research has been done in two descriptive and quasi-experimental sections in the academic year 2018–2019. To determine the effect of emotional intelligence components on stress levels, this descriptive study was performed on 200 students. Then, a quasi-experimental study was then conducted to determine the impact of an emotional intelligence component-based educational intervention on academic stress-coping skills. Data were collected through a personal information questionnaire, Bradbury and Graves's emotional intelligence questionnaire, and Gadzella’s academic stress questionnaire.ResultsMost of the participants were female (72.3%) married (72%), non-native (62.1%), and second or third academic years (78.5%). The mean number of academic years of employment was 9.5. The mean age of students were 23 ± 3.5 years old. Intervention based on emotional intelligence significantly (p < 0.05) improved students’ emotional intelligence skills and decreased their academic stress and reactions to stressors in the intervention group.ConclusionIt appears that emotional intelligence training is a feasible and highly acceptable way to develop coping skills with academic stress; therefore, such training is essential to be considered as part of university education to improve students’ education quality and their skills to study without academic stress.

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.