Concept Of Emotional Intelligence Research Articles

Islamic Educational Thought in Building Students' Emotional Intelligence

Islamic education plays an important role in developing the emotional intelligence of students. The concept of emotional intelligence in Islam is closely related to moral formation and the refinement of ethics. The Qur'an and Sunnah as the main sources of Islamic teachings offer a complete guide to building emotional intelligence which includes the ability to recognize one's emotions, manage emotions, motivate oneself, empathize, and foster good social relationships. Moral education in Islam aims to produce human beings who are not only intellectually intelligent, but also have high emotional and spiritual intelligence. The holistic approach in Islamic education integrates spiritual, intellectual, and physical formation so that learners grow into balanced and dignified individuals. Educational methods such as example, habituation, advice, and educative punishment are systematic efforts to shape the positive character and emotional intelligence of learners. This study explores the concept of emotional intelligence in the treasures of Islamic thought, analyzes the principles of Islamic education related to the development of emotional intelligence, and describes strategies and methods that can be implemented in the educational process to build emotional intelligence of students effectively and sustainably.

Revealing the Effect of Emotional Intelligence on Organizational Effectiveness: Perspectives from Industrial-Organizational Psychology

The study reveals the concept of emotional intelligence and its effects on individuals and organizations within the field of Industrial-Organizational psychology. In recent years, emotional intelligence has emerged as a focal point for researchers and practitioners, recognizing its capacity to support various aspects of workplace dynamics, including performance, teamwork, leadership, and overall organizational success. The findings of this research explained the profound impacts of emotional intelligence on a range of employee behaviors and organizational interactions. Individuals with heightened emotional intelligence exhibit advanced communication skills, accurately managing their emotions and articulating themselves effectively. This proficiency extends to conflict resolution scenarios, where individuals demonstrate resilience and approach resolutions with empathy and open-mindedness, fostering enhanced collaboration, stronger interpersonal connections, and heightened group cohesion. The study adopts a triangulation methodology to examine different data sources to ensure the validity and reliability of the research outcomes. Furthermore, the research framework is rooted in Salovey and Mayer's Four-Branch Model of emotional intelligence.

OPTIMAL LEADERSHIP AND EMOTIONAL INTELLIGENCE

AbstractDaniel Goleman is best known as the psychologist/author who brought the concept of emotional intelligence (EI) to a wider audience in the mid‐1990s. His coauthor Cary Cherniss was a founding member of the Consortium for Research on Emotional Intelligence in Organizations (CREIO), where he served as its director and co‐chair for 25 years. They note that when they co‐founded CREIO “more than 25 years ago, there was sparse evidence for the role of EI in optimal leading. Now there is substantial data from studies of hundreds of organizations that reveal a wide range of benefits when leaders, teams, and employees embody EI.” The authors further state that “the impact of a leader’s emotional intelligence goes beyond business performance to include optimal well‐being. For example, information‐technology employees working at a large medical facility who had more empathic managers reported fewer complaints like headaches and upset stomachs.” They provide numerous workplace examples to back up their research, and acknowledge the research of others such as Richard Boyatzis and his team at Case Western Reserve University and Jean Decety at the University of Chicago on the importance of empathy and the three types Decety has found: cognitive, emotional; and empathic concern.

The Value of Emotional Intelligence: Self-Awareness, Self-Regulation, Motivation, and Empathy as Key Components

This paper aims to review the concept of Emotional Intelligence systematically. In essence, Emotional Intelligence pertains to our capacity to identify, comprehend, and regulate our own emotions, as well as the emotions of others, thereby fostering the cultivation of positive interpersonal connections. This study will examine the dimensions of Emotional Intelligence outlined by researchers, exploring its definitions, associations with age and gender, assessment methods, and overall advantages. Consequently, a comprehensive and methodical review of the existing literature was conducted using prominent academic databases such as Science Direct, Google Scholar, ResearchGate, and APA PsycNet. In summary, Emotional Intelligence is not a singular, homogeneous concept but a combination of various interconnected components. Integrating self-awareness, self-regulation, motivation, and empathy enables individuals to navigate their social environment effectively, rendering emotional intelligence (EI) a precious asset in both personal and professional domains.

Emotional Intelligence and Success in Initial Vocational Education and Training: A Study Among Healthcare Assistants and Social Care Workers

Context: Research on emotional intelligence (EI) shows this concept's decades-long positive influence on well-being, self-efficacy, employability, and academic and professional achievement. Indeed, several studies have demonstrated that students with high EI have better grades and quality of life, as well as are more employable than students with low EI. By considering the two conceptualizations of EI as either an ability or personality trait, the present study investigates EI's influence on training achievement in initial vocational education and training (IVET). We posited that the two types of EI positively influence training achievement in a complementary way: Ability EI relates to achievement in theoretical training, while trait EI relates to achievement in practical training. Furthermore, these links are mediated by apprentices' engagement at school and in learning. Method: To test our hypotheses, 92 dual IVET health and social care apprentices in their last year of vocational school completed an online survey composed of validated scales measuring EI as an ability, EI as a personality trait, personality traits, and school engagement. The apprentices' grades were also obtained with their permission. Results: The findings confirmed our hypotheses and reflected EI's positive influence on training achievement. We observed that participants with high EI (as an ability and personality trait) obtained better grades than participants with lower EI. Moreover, our results showed that ability EI has a direct influence on achievement in theoretical health and social care training, while the link between trait EI and practical training is indirect and mediated by engagement in learning. Conclusion: The present study confirms EI's positive influence on school achievement in the VET context and further corroborates the important role that EI can play in dual IVET apprentices' achievement, particularly in the health and social sectors. This original study contributes to research on the VET system by placing EI among the skills necessary to ensure professional success.

EMOTIONAL INTELLIGENCE IN THE PRACTICE OF UNIVERSITY INSTRUCTORS, MEDICAL STUDENTS, AND MEDICAL DOCTORS

The aim of this study is to analyze the significance of such competence as "emotional intelligence" in training medical students at higher (master) medical education level, particularly thought the delievery certain disciplines. Emotional intelligence refers to the ability to recognize and manage one's own and others' emotions. Analytical studies have shown that emotional intelligence ranks as the third most important personality trait, following intelligence and conscientiousness, in determining human activity. Acquiring modern knowledge about emotional intelligence is crucial for individuals engaged in activities involving interpersonal interaction, especially for professions where individuals influence others, such as teachers-students behavior in higher education settings. The influence of a teacher on the emotional well-being of students is paramount. Communicating in the medical profession is essential, and guiding students' emotions positively is vital for enhancing their motivation to learn. Positive emotions conveyed through facial expressions, body language, and tone of voice can steer the educational process toward constructive outcomes. It is well-known that a good doctor possesses the ability to make patients feel better simply through conversation. These exceptional doctors often possess or consciously develop emotional intelligence as a character trait. Educational efforts aimed at fostering and developing emotional intelligence in future specialists are therefore crucial. Thus, modern higher education teachers must comprehend and deeply grasp the concept of emotional intelligence, being prepared to engage with students on an emotional level. Conclusion. Societal awareness of the current state of scientific understanding regarding emotional intelligence can significantly impact various aspects of society, from individual collectives to interstate relations. Faculty across disciplines should acquire knowledge about emotional intelligence to effectively carry out their teaching responsibilities. Medical students should acquire knowledge, skills, and abilities related to emotional intelligence to fulfill their professional duties successfully in the future.

The Importance of Emotional Intelligence in Education: Preparing an Emotionally Resilient Generation

Education is an important foundation in shaping individuals to face the complex dynamics of life. However, the focus on academic achievement often ignores the emotional aspect. In this case, emotional intelligence (EQ) emerges as a key factor in preparing the younger generation to face life's challenges. This research explores the importance of emotional intelligence in education, with the aim of preparing an emotionally resilient generation. The research method used is a qualitative type with descriptive and comparative studies. This research collects data from various sources, including literature reviews and relevant documents. Qualitative and comparative analysis was carried out to understand the concept of emotional intelligence and its implementation in education.The research results show that the integration of emotional intelligence in the educational curriculum strengthens students' social skills and helps them cope better with stress. The role of parents and the school environment in supporting students' emotional development is also highlighted. Students with good emotional intelligence tend to achieve better academic results, emphasizing the positive impact of EQ development in education. Thus, this research provides insight into the importance of strengthening emotional aspects in learning. This not only improves academic performance, but also prepares students to face life's challenges with strong confidence and fortitude.

Reduced GM-WM concentration inside the Default Mode Network in individuals with high emotional intelligence and low anxiety: a data fusion mCCA+jICA approach.

The concept of emotional intelligence (EI) refers to the ability to recognize and regulate emotions to appropriately guide cognition and behaviour. Unfortunately, studies on the neural bases of EI are scant, and no study so far has exhaustively investigated grey matter (GM) and white matter (WM) contributions to it. To fill this gap, we analysed trait measure of EI and structural MRI data from 128 healthy participants to shed new light on where and how EI is encoded in the brain. In addition, we explored the relationship between the neural substrates of trait EI and trait anxiety. A data fusion unsupervised machine learning approach (mCCA + jICA) was used to decompose the brain into covarying GM-WM networks and to assess their association with trait-EI. Results showed that high levels trait-EI are associated with decrease in GM-WM concentration in a network spanning from frontal to parietal and temporal regions, among which insula, cingulate, parahippocampal gyrus, cuneus and precuneus. Interestingly, we also found that the higher the GM-WM concentration in the same network, the higher the trait anxiety. These findings encouragingly highlight the neural substrates of trait EI and their relationship with anxiety. The network is discussed considering its overlaps with the Default Mode Network.

The Effect of Emotional Intelligence on Social Media Advertising Perception

Changing technological conditions are reflected in our lifestyles and online shopping has become more common day by day. In this case, social media tools used sparingly have become a powerful marketing tool. The combination of advertising is the theory of communication and is done with the aim of making them take the purchasing action. The motivation that forms the beginning of purchasing is heavily influenced by emotions. The concept of emotional intelligence, which is becoming more important day by day, has achieved the success it deserves within the discipline.
 The purpose of this study is to measure whether emotional intelligence has an impact on marketing or prospective customers' perceptions of advertisements they have observed on social media. Depending on the situation of the study, it has been observed that emotional intelligence has a statistically significant effect on social media advertising perception.

Assessment of the Relevance of Goleman's Emotional Intelligence Model among the Managers of Commercial Banks in Nepal

Even if today's managers can use technology, they are accused of lacking emotional stability. However, to manage the corporate house effectively, a leader needs to possess the decisive trait of emotional stability. So, the study aimed to examine how Goleman's notion of emotional intelligence applies to bank managers. The study's participants included branch heads of commercial banks located in Kathmandu, Bhaktapur, and Lalitpur districts. Information about emotional intelligence was obtained from 215 branch heads using convenience sampling. Exploratory and confirmatory factor analyses were employed using 25 test items to confirm the constructs of emotional intelligence. Due to a low standardized regression weight, one out of 25 items could not be retained. According to the findings, self-awareness, self-regulation, motivation, empathy, and social skills are the five categories into which Nepalese bank managers fall under the emotional intelligence concept. Thus, companies can use this emotional intelligence measure to assess the characteristics of managers who constitute true leaders.

Investigation of the Mediator Role of Authenticity Between Emotional Intelligence and Resilience Levels of University Students

This study examined the mediating effect of authenticity on the relationship between emotional intelligence and university students' resilience levels. While the concept of emotional intelligence is explained as the ability to control and manage emotions, resilience is defined as coping with negative situations and staying psychologically sound, and authenticity is the state of being original. The sample of the study consists of a total of 419 university students, 317 girls and 102 boys, aged between 18 and 25. Emotional Intelligence Trait Scale-Short Form, Short Psychological Resilience Scale, and Authenticity Scale were used as data collection tools. Data were analyzed with Pearson product-moment correlation, Confirmatory factor analysis, and Structural equation modeling. The results obtained from the study showed that there were positive significant relationships between emotional intelligence and resilience, emotional intelligence and authenticity, and authenticity. After this analysis, the mediating effect of authenticity between emotional intelligence and psychological resilience was examined. In addition, it was concluded that authenticity has a partial mediating effect between emotional intelligence and psychological resilience.

Emotional intelligence, self-esteem and gender as correlate of secondary school students’ academic achievement in Anambra State, Nigeria

This study investigated emotional intelligence, self-esteem and gender as correlate of secondary school students’ academic achievement in Anambra State. Three research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study was carried out in Onitsha, and Awka education zones of Anambra State, Nigeria. The design adopted for this study was correlational research designs. The population of the study comprised all the year two senior secondary school (SSS2) students in the 263 public secondary schools in Anambra state. The sample for the study consists of 1,028 students obtained through non-proportionate stratified random sampling technique from 18 secondary schools in Onitsha, and Awka education zones. The instruments for data collection include a structured questionnaire that was used to collect data on the student’s emotional intelligence called Emotional Intelligence Questionnaire (EIQ), a Self-Esteem Inventory (SEI) and Mathematics and English Language Achievement Test (MEAT). The instrument was face and content validated by two experts. The research questions were analysed using Pearson Product Moment Correlation Coefficient (Pearson r) while hypothesis was tested using multiple regression. Results of the research showed that there was a significant relationship between emotional intelligence, self-esteem and gender with academic achievement of secondary school students in mathematics and English language. Based on the findings of this study, recommendations were made. One of the recommendations is that government should organize seminar and workshop for teachers to enable them to understand the concepts of emotional intelligence and self-esteem in order to build their own emotions and that oftheir students.

РАЗВИТИЕ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА У РУКОВОДИТЕЛЕЙ

The article discusses the concept of emotional intelligence (EI), its components, the role of EI in team management, the importance and ways of developing EI among managers, and the com-plexity of this process. Emotional intelligence has been noted to be a critical aspect of successful leadership, influencing leaders' ability to manage conflict and stress, as well as the development of leadership skills. Prospects for studying the problem of development of emotional intelligence are outlined

Emotional intelligence and the second language acquisition in virtual learning environment

Gardner’s theory of multiple intelligences has been further developed to focus on the research of human cognitive activities. Thus, the concept of emotional intelligence, which is the topic of the current paper, was introduced by John D. Mayer, Peter Salovey and ‎Daniel Goleman. General intelligence can be defined as the capacity to carry out abstract reasoning to understand meanings, to recognize the similarities and differences between two concepts and to make generalizations. Emotional intelligence is not a part of general intelligence. Emotional intelligence can be defined as an ability of a human to perceive oneself and interact with others with the help of obtained and processed emotional information. Language acquisition is mediated by the necessity to communicate with others. Consequently, the ability to manage the process of communication is of utmost importance in learning a language. Virtual learning environment reduces dramatically the immediate interaction of the participants of the process of education. It undoubtedly affects the process of acquisition and demands to reconsider the distribution of different learning activities.

Role of emotional intelligence in PR specialist’s career

The article studies the relevance of the problems of emotional intelligence (EI) in the framework of PR-specialist’s career. The article presents concepts of emotional intelligence from the point of understanding specifics of the phenomenon, considers the typology of EI models, and investigates the problem of measuring emotional intelligence and prospects for developing this type of intelligence in PR-specialists. Emotional intelligence is a person’s ability to recognize and understand their own emotions, explain them, and, using the same ability, understand emotional reactions of others. The role of EI in PR-specialist’s career from the point of competence approach to professional activity has been considered. Vacancies content analysis data with employers’ requirements to the PR-specialist position have been compiled, table of references to personal qualities that can be attributed to the EI sphere made, and theoretical analysis of emotional intelligence carried out.

Emotional Intelligence: An Overlooked Element of Dental Education

Introduction: Emotional intelligence (EI) refers to a collection of abilities connected to self-control, self-motivation and the capacity to identify emotions. In order to treat patients with a special, tailored approach, the dentist must also be skilled in comprehending the impact of the patient's behavior. Methods:This cross-sectional study was conducted using a e-based questionnaire at a dental teaching hospital in Karachi, Pakistan. A total of 110 student participated in the study by answering 30 questions of trait emotional intelligence questionnaire short form (TEIQUE-SF). The data was evaluated using SPSS version 26 from 93 completely filled questionnaires. Results: On the basis of the mean and standard deviation of data, the majority of responses appeared to fall within the range of neutral or agree on Likert scale. The coefficient alpha (α) values for EI factors of overall data set range from small (0.46) to large (0.72), with no gender related differences. The Spearman's correlation test indicated statistically significant results between the EI factor traits except emotionality & sociability. Conclusion:It is important for dental students and faculty to understand the concept of EI and emphasize the likelihood of this to be included in the curriculum and clinical training. Keywords:Behaviour, Dental Students, Emotional Intelligence, Social Intelligence.

Emotional intelligence and its impact on human life in the global world

Everyone strives to be successful in their lives, but emotions often become the basis for destructive behaviour. The development of emotional intelligence allows people to understand and manage their emotions, which enables them to successfully adapt to change and build positive social interactions. The purpose of this study was to investigate the impact of emotional intelligence on human life in the context of personal and professional success. The study employed general scientific methods: analysis, synthesis, comparison, classification, generalisation, and formalisation. Different approaches to the interpretation of the term “emotional intelligence” were analysed. It was found that there is no unified approach to the definition of this term, but scientists build the concept of emotional intelligence considering four aspects of the human psyche in relation to emotions: self-management, self-awareness, social awareness, and control. The author also considered the history of the development of emotional intelligence as a category, which is very intensive in terms of understanding this concept and its research. It was found that throughout life, a person can develop their emotional intelligence, since it is not well-established from birth, but can be developed. It was argued that emotional intelligence does not depend on age and professional field of activity. The influence of developed emotional intelligence on the participants of the educational process, including teachers, students, and heads of educational institutions, was considered. The findings of this study can be used by researchers for further analysis of the term “emotional intelligence” and its impact on human life, by teachers for the development of teaching materials, and by students to get acquainted with the theory of this topic

Emotional intelligence and management of school culture in Nigeria

Purpose: The purpose of this study was to examine the concept of Emotional Intelligence (EI) and determine if managers’ emotional intelligence is a significant predictor of school culture. It also examined the possibility that gender may have an effect on managers' influence on school culture.
 Design/Methodology/Approach: The study used a survey research method in order to learn more about how managers' emotional intelligence (EI) affected school culture in the study region during the time of the research. The independent t-test and multiple regression analysis were used to analyse the data using a sample of 100 vice principals. 
 Findings: The findings indicated that managers’ emotional intelligence influence on school culture varies by gender and that the emotional intelligence of school managers is a significant predictor of school culture.
 Conclusion: According to the results' interpretation, emotionally intelligent principals can improve the school's environment making it more friendly and compassionate. Principal plays a significant role in their management effect on school culture.
 Research Limitations and Practical Implications: Stakeholders can practically create a positive school culture and rid the school system of a toxic atmosphere by improving their employees’ EI competencies which are important comprehensible skills. Future research should aim at finding out specific areas of differences between male and female managers’ EI.
 Contribution to the Literature: The results of this study may serve as a tool for policymakers in teacher and student personnel management, in addition to providing literature for future research. It may also serve as a resource for school improvement.

Docents as transformative educators of travelers

While transformative travel research mainly focuses on visitors' perspectives, those of local volunteers who guide these visitor experiences, such as museum docents, are left unexplored. This gap is worth investigating, considering that meaningful social interactions are identified as one of the main triggers of travelers' transformative experiences. Building on the transformative learning theory, we integrate the concept of emotional intelligence to examine how docents perceive their role as transformative educators to travelers. We apply a qualitative multi-method approach that combines photo elicitations and personal interviews with 31 museum docents. The findings suggest that docents use emotional intelligence to navigate the disorienting dilemma, guide travelers through self-reflection and critical assessment, and cultivate their commitment to education.

The cross-cutting edge: Medical selection and education viewed through the lens of emotional intelligence.

Evidence suggesting the benefits of compassionate, person-centred care, for both patients and physicians is accruing. Medical selection, for example, aims to choose future health professionals that possess the correct attitudes, beliefs and personal attributes to deliver such care. Moreover, once in training, these desirable personal qualities should be developed and maintained, sometimes in the face of adverse health care service conditions. However, advances in selecting for, and developing, these abilities and attributes in health care have been hindered by a lack of clarity regarding how the relevant skills and traits should be defined, measured, developed and maintained in clinicians. In this article, we demonstrate how developments in the emotional intelligence (EI) field can be applied to the challenge of selecting for, and developing, relevant interpersonal care skills in medical students and physicians. The concept of EI itself has been somewhat controversial. However, a more nuanced understanding of EI has evolved in the light of research findings that can be applied to medical selection and education. Specifically, we propose modifications to the existing 'cascading' model of EI. This model identifies, and relates, several key socioemotional skills and traits that could be considered as 'the elementary particles' of EI required to deliver compassionate, person-centred care. Our model of EI, which is relevant to care delivery, identifies putative targets for both medical selection and training. Selection for medical school and subsequent clinical education should focus on screening out those with low levels of the traits and abilities less amenable to training. Conversely, medical education should be concerned with developing and maintaining the socioemotional skills, attitudes and behaviours critical to the delivery of compassionate, person-centred care. This is especially important for specialties characterised by high levels of emotional labour and possible resultant compassion fatigue.