Differences In Emotional Intelligence Research Articles

Exploring the interplay between emotional intelligence and academic performance of undergraduate university students

This study aimed to investigate the relationship between perceived emotional intelligence and students' academic achievement. To this end, a quantitative research approach with a correlational design was employed. Participants were randomly selected using a stratified sampling technique, resulting in a sample of 135 second- and third-year undergraduate psychology students. An emotional intelligence scale was administered to these participants, and the collected data were subsequently analyzed using both descriptive statistics (including mean, frequency, and percentage) and inferential statistics (including independent sample t-tests, one-way ANOVA, Pearson product-moment correlation, multiple regression analysis, and mediation analysis). The findings indicated that students' perceived emotional intelligence levels were above average. Group comparison analyses revealed that, among various socio-demographic variables, only sex showed a significant difference in emotional intelligence. Similarly, the analysis showed that only the parents’ level of education significantly impacted students’ academic performance. Furthermore, a statistically significant positive relationship was found between emotional intelligence and academic achievement. Additionally, linear multiple regression analysis revealed that emotional intelligence significantly contributed to academic performance. Mediation analysis further revealed that the relationship between emotional intelligence and academic achievement is partially mediated by sex. Finally, the study concludes with recommendations aimed at enhancing the academic achievement of students.

The relationship of emotional intelligence to burnout and related factors in healthcare profession students

BackgroundHigh prevalence of burnout amongst healthcare profession students results in detrimental effects on academic performance, mental health, and quality of life. Emotional intelligence is a trainable skillset demonstrated to protect against burnout, improve psychological well-being, and decrease anxiety and stress, yet it lacks standardized inclusion in many healthcare profession program curricula. ObjectivesTo explore the utility of emotional intelligence as a tool for burnout mitigation, this study aimed to determine the relationship between emotional intelligence and burnout in an interprofessional sample of healthcare profession students and identify related variables. DesignCross-sectional survey study. SettingsData was collected over 14 weeks in the fall of 2022 via a nationally distributed online survey. Participants147 healthcare profession students from the following professional or doctoral programs: Master of Science in Athletic Training (ATC), Doctor of Physical Therapy (DPT), Master of Science in or Doctor of Occupational Therapy (OT/OTD), Master of Science in Speech-Language Pathology (SLP), Doctor of Medicine (MD), Physician Assistant Studies (PA-S), Bachelor of Science in Nursing (RN), or Nurse Practitioner Studies (NP). MethodsParticipants completed a demographics form (personal/school related variables including prior education and mindfulness habits), the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), Oldenberg Burnout Inventory-Student (OLBI-S), and RU-SATED sleep health scale. ResultsA large negative correlation was noted between emotional intelligence and burnout (r = −0.591, p < .001). Emotional intelligence and age were significant predictors of burnout. Previous emotional intelligence learning and mindfulness practice also demonstrated significant differences in emotional intelligence. ConclusionsThese findings suggest that greater emotional intelligence may have a positive impact on burnout and wellbeing in healthcare profession students. Educational interventions aimed to improve emotional intelligence should be explored for inclusion in healthcare profession educational program curricula.

Comparative study of emotional intelligence of reserved category and unreserved category students at higher secondary level

The study of emotional intelligence of reserved and unreserved category students at higher secondary level makes it clear that social, economic, and cultural backgrounds have a significant impact on their emotional development. Emotional intelligence plays a vital role in the academic performance, psychological health, and development of social skills of students. It also strengthens moral and value-based education, leading to the holistic development of students. Recognizing and understanding the differences in emotional intelligence of reserved and unreserved category students is essential to promote equity and inclusiveness in the education system. It helps in providing equal opportunities and resources to all students. Students with high emotional intelligence are not only successful individually but also contribute positively to society. They are self-aware, self-controlled, and empathetic, thereby increasing harmony and peace in society. Based on the insights gained from the study of emotional intelligence, educational policies and programs can be formulated that ensure the emotional and social development of all students. This helps in making their academic and personal lives balanced and enriched. Emotional intelligence plays an important role in lifelong success. It prepares students to face various challenges of life, so that they can live a successful and satisfied life. The study of emotional intelligence is very important for students of higher secondary level. It not only improves their current academic and social life, but also ensures their future success and satisfaction. Therefore, educational institutions, teachers and policy makers should play an active role in this direction so that all students get proper opportunities and resources for the development of their emotional intelligence. Results of the research study - No significant difference was found in the emotional intelligence of students of reserved category and unreserved category, no significant difference was found in the emotional intelligence of girl students of reserved category and unreserved category.

Alcohol Abuse and Emotional Intelligence among adults of Karnataka

Emotional intelligence is the capacity of a person to successfully and appropriately react to a wide range of emotional inputs that are generated from the inner self and immediate environment. The present study was an attempt to examine the impact alcohol abuse on emotional intelligence among adults situated at Karnataka State. The research instruments used were Alcohol use disorder identification test and emotion quotient test. The statistical techniques used were Spearman’s Rank correlation and Mann Whitney U Test. The findings showed a positive link between the EI dimensions. There is a significant negative association between alcohol abuse and competency dimension of EI. The studies result indicates that there was no significant association between alcohol abuse and emotional intelligence. There is a significant difference in alcohol abuse-based on the level of education but no significant difference in Emotional intelligence based on the education level.

PERCEIVED FATHERS ACCEPTANCE-REJECTION AND EMOTIONAL INTELLIGENCE IN ADOLESCENCE: A GENDER-BASED COMPARISON

Background of the Study: Parental figures have a crucial role in the event of the youngsters via “rearing and nurturing”; providing them well in time care, become role models for them so that children can learn to survive independently successfully. Parents significantly impact their children’s social development, particularly the interactions they form with those in their immediate social circle. This study aims to see if there is a link between teenagers’ emotional intelligence and their perceptions of their fathers. Psychological studies show that fathers significantly impact a child’s development. Methodology: A correlational study was undertaken at various private schools in Karachi, Pakistan. A total of 600 pupils were contacted, 300 of whom were boys and 300 of whom were girls mean age of 14±1.15. Petrides’ Trait Emotional Intelligence Questionnaire for Adolescents (TEIQue-ASF) and Rohner’s Parental Acceptance and Rejection Questionnaire P.A.R.Q. were utilized to collect data (Father Short Form). Results: Data was handled using descriptive statistics and the t-test in S.P.S.S. The gap in emotional intelligence between boys and girls was discovered to be statistically significant as girls who perceived their fathers as approving (142 + 19.71 ) were found to be higher on the variable of emotional intelligence as compared to the scores of boys who perceived their fathers as approving (139 + 17.61).In the meantime, the difference in emotional intelligence between girls and boys who believe their father rejects them is vanishingly negligible as (132.67 + 16.94) and (139 + 17.61), respectively. Conclusion: According to a study, adolescents who believe their father approves of them have higher emotional intelligence (E.I.) than those who believe otherwise.

Emotional Intelligence and Academic Self-Efficacy in Employed and Unemployed Students

Employment is one of the core behaviors regulating the modern societal structure. Research has shown that with the passage of years, an increasing number of students are getting employed and that there are numerous benefits and consequences of this phenomenon. Keeping this development in mind, it is imperative to study how jobs are affecting the students of our society. A sample of 250 undergraduate students was used, including 125 employed students and 125 unemployed students, ranging from the ages of 18 to 30 (M=21.26, SD=1.49). Data was collected using purposive sampling. The research was conducted using the Assessing Emotions Scale by Schutte et al. (1998) and Academic Self-efficacy scale (Ghafoor &amp; Ashraf, 2007). An independent samples t-test was conducted to compare the mean differences in emotional intelligence of employed and unemployed students. Significant differences were observed between employed (M=113.13, SD=24.37) and unemployed students (M=118.05, SD=19.47; p=.02). Students who were unemployed were found to have higher emotional intelligence than employed students. An independent samples t-test was conducted to compare the academic self-efficacy scores for employed and unemployed students. There was no significant difference observed in scores for employed students (M=113.45, SD = 13.43) and unemployed students (M=116.40, SD=11.66; p=.15). This study has both practical and theoretical implications for future researchers who wish to examine the role of employment in mediating other psychological constructs among university students.

직장인의 운동 참여에 따른 감성지능, 회복탄력성, 정신적 웰빙, 지각된 스트레스, 직장 생활 만족도 차이 검증

Objectives This study examined the differences in emotional intelligence, resilience, mental well-being, perceived stress, and job satisfaction depending on the exercise participation of office workers. Methods This study targeted subjects who worked as office workers in 2022, distributed and collected 1024 copies of the questionnaire, and used a total of 881 of them after excluding 143 copies with incomplete responses and problems. This study used SPSS 26 and AMOS 26 for frequency analysis, reliability analysis, confirmatory factor analysis, independent t-test, one-way ANOVA, and multivariate analysis (MANOVA). Results According to analysis on gender differences, men showed higher self-emotion awareness, emotion control, emotion utilization, resilience, social well-being, and positive perception than women. Meanwhile, women showed higher awareness of other's emotion and negative perception than men. The analysis on exercise participation status, exercise degree, and exercise intensity showed that the groups of exercise participation, groups of moderate and frequent exercise, and groups of moderate to intense exercise demonstrated higher scores in psychological factors. In the analysis on exercise participation period, the groups of exercise periods less than 10 years showed higher emotional control, while groups of exercise periods longer than 10 years exhibited higher psychological well-being and resilience than other groups. For differences in type of exercise, the groups of skill sports showed a higher positive perception than the groups of conquest sports. Conclusions The analysis results showed that exercise participation relieved the factors that negatively affect the mental health of office workers, while improving the positive factors. Thus, it is necessary to actively encourage exercise participation at the individual, corporate, and national levels to improve the mental health and job performance of office workers.

Research on emotional intelligence among Indian teachers: A Systematic Review and meta-analysis of its correlation with health parameters and impact of gender

Background Emotional intelligence is the self-perception related to identification and regulation of emotions. Several studies have been done among Indian teachers evaluating emotional intelligence in relation to demographic, professional and various psychological parameters, but the variety of scales, teacher types, and conflicting results makes it difficult to draw any meaningful conclusions from this heterogeneous data. The present work aims to synthesize the available data by both qualitative and quantitative analysis and is the first such attempt to include only Indian studies in this field. The main objectives were to determine the correlation of emotional intelligence with teachers’ health parameters and to study the gender difference in emotional intelligence. Methods After a thorough literature search in Google, Google scholar, Scopus, Web of science and Pubmed, fifty-five Indian studies were selected which empirically examined teachers’ emotional intelligence, either alone or in association with another parameter evaluating teachers’ psychological health and performance. After qualitative assessment of major findings, quantitative analysis was performed. Three separate meta-analysis were carried out. The first one with fifteen effect sizes among 3291 participants evaluated correlation with personal health parameters. The second with nineteen effect sizes in 4165 participants evaluated correlation with professional health parameters. The third with twenty-six studies involving 6005 participants assessed effect of gender. Results The results show that almost all studies have used a trait measure, teachers’ emotional intelligence is positively correlated with both personal and professional health parameters and gender has no effect on emotional intelligence. Conclusion Major limitations are a very high degree of heterogeneity of the data, incomplete description of the scales, inadequate randomization and small sample sizes in many studies. The results indicate the importance of emotional intelligence in both personal and professional life of teachers and no effect of gender preparing a solid base for future research.

Differences in Emotional Intelligence Between Male and Female Nursing Students From a Population With a Low Percentage of Male Nurses.

Poland has the largest shortage of nurses in Europe, as well as a low percentage of male nurses. Information relating to emotional intelligence has been explored to determine whether it predicts the characteristics and outcomes of qualified health professionals during their academic training and practice. This study aimed to measure differences in emotional intelligence between male and female nursing students. In this cross-sectional study, emotional intelligence was measured using the Schutte Self-Report Emotional Intelligence Test (SSEIT) in 21 male and 127 female nursing students from John Paul II University in Biała Podlaska, Poland. The raw overall scores of emotional intelligence in male and female students were similar. Differences were observed after the conversion of raw scores into normalized (sten) scores. High normalized scores (sten 8-10) of emotional intelligence had every third of male students and only 14.2% of female students. The lowest sten values of emotional intelligence in male and female students were 3 and 1, respectively. Less than 10% of male students and over 20% of female students had low normalized scores (sten ≤3) for emotional intelligence and an isolated ability to recognize emotions (factor II). The emotional intelligence expressed in normalized scores was higher in male nursing students than in female nursing students. This evidence may suggest that, at the stage of choosing a field of study, Polish male nursing students self-select for the nursing profession, at least in terms of emotional intelligence. The influx of men into the profession should be considered as a positive trend.

The Relationship between Emotional Intelligence, Job Satisfaction, and Organizational Commitment among First‐Line Nurse Managers in Qatar

Background. Emotional responses and the ability to regulate emotions among nurses, especially first‐line nurse managers, can influence various workplace dynamics. However, there is a knowledge gap regarding emotional intelligence, job satisfaction, and organizational commitment among nurses in Qatar, particularly first‐line nurse managers. Objectives. The primary aim of this study is to determine if there is a significant relationship between emotional intelligence, job satisfaction, and organizational commitment among first‐line nurse managers (FLNMs) in Qatar. Design. This is a descriptive cross‐sectional correlational study. Settings. The research took place at Hamad Medical Corporation in Qatar. Participants. A total of 203 first‐line nurse managers participated in the study. Methods. Participants were recruited using a convenience sample method. Data were collected using the Genos Emotional Intelligence Inventory—Concise, the three‐component model Employee Commitment Survey, and the short‐form Minnesota Satisfaction Questionnaire (MSQ). Results. The findings showed that participants had average levels of emotional intelligence, job satisfaction, and organizational commitment. Notably, a significant, moderately positive relationship was observed between emotional intelligence and organizational commitment, as well as between job satisfaction and organizational commitment. A weak positive relationship was identified between emotional intelligence and job satisfaction. Differences in emotional intelligence were observed based on variables such as gender, age, and unit specialty. Organizational commitment varied based on the current position and hospital type, while job satisfaction differed based on the current position and education level. Conclusions. The findings suggest that enhancing the emotional intelligence of first‐line nurse managers can potentially improve organizational commitment, job satisfaction, and, subsequently, healthcare outcomes. There is a need for further research to delve deeper into these factors and devise strategies aiming to boost the emotional intelligence and job satisfaction of first‐line nurse managers. Implications for Nursing Management. The study provides empirical data from Qatar’s healthcare system, shedding light on FLNMs’ emotional intelligence, job satisfaction, and organizational commitment.

Kecerdasan Emosi pada Siswa yang Orang tuanya Bercerai dan Tidak Bercerai (Utuh)

The emergence of deviant behavior among teenagers is caused by the inability of teenagers to control their emotions. Adolescents' tendencies to behave deviantly can be controlled if adolescents have well-developed emotional intelligence. Good emotional intelligence can help teenagers manage their emotions appropriately so they can adapt to their environment. Family is one of the factors that influences emotional intelligence, because the relationship between parents and teenagers will have an impact on teenagers' emotional intelligence. The aim of this research is to determine the differences in emotional intelligence of students whose parents are divorced and who are not divorced (intact) at SMA PGRI Purwoharjo. This research is acomparative quantitative research on 38 students whose parents were divorced and 38 students whose parents were not divorced (intact) at SMA PGRI Purwoharjo, which was obtained using quota sampling techniques. This research uses an emotional intelligence scale (30 items, α = 0.866) adapted from research by Wardani (2019). The results of this study show that there is no difference in emotional intelligence between students whose parents are divorced and not divorced (intact) at SMA PGRI Purwoharjo (r = 0.759, p &gt; 0.05).

EMOTIONAL INTELLIGENCE AND ACHIEVEMENT MOTIVATION: AN INVESTIGATIONON HIGHER SECONDARY SCHOOL STUDENTS IN PASCHIM MEDINIPUR DISTRICT

Background:According to Behnke (2009), emotional intelligence directly influences motivation.The present study aims to know the significant difference in emotional intelligence and achievement motivation concerning their gender, grade, and stream of education and the significant relationship between emotional intelligence and achievement motivation among higher secondary school students in Paschim Medinipur district. Methods and Materials:This is a cross sectional survey study. 200 (100 boys and 100 girls) higher secondary school students (age mean 17.38 and SD 0.99)from two blocks i.e., Sabang and Pingla in Paschim Medinipur District randomly selected. One information sheet and two scales are used for data collection. The emotional Intelligence Scalewas developed by A. K. Singh and Shruti Narain, and culturally adopted by Ghorai and Mohakud (2016), and the achievement motivation Scale was developed by Prof. Pratibha Deo and Dr. Asha Mohan, and the Bengali version was adopted by Pakira and Mohakud (2017). After the test of Data Normality, Data was analysed through the SPSS 20 version with descriptive statistics viz. Mean and Standard Deviation and inferential statistics testing hypotheses applied t-test and Pearson correlation (r). Results:Results Show that emotional intelligence is not significantly differentamong higher secondary school students concerning their gender, grade, and stream of education. There is no significant difference exists in the achievement motivation concerning their gender and grade buta significant difference exists in the achievement motivation concerning their stream of education among higher secondary school students in Paschim Medinipur District.A positively moderate and significant correlation exists between emotional intelligence and achievement motivationamong higher secondary school students in Paschim Medinipur district. Conclusion:Higher secondary school students should be able to freely express their emotions, opinions, ask questions, and explore their inner needs in a welcoming and unrestricted environment both at home and at school. This will help them become more adept at emotional intelligence and achievement motivation as students.

Research on emotional intelligence among Indian teachers: A Systematic Review and meta-analysis of its correlation with health parameters and impact of gender.

Emotional intelligence is the self-perception related to identification and regulation of emotions. Several studies have been done among Indian teachers evaluating emotional intelligence in relation to demographic, professional and various psychological parameters, but the variety of scales, teacher types, and conflicting results makes it difficult to draw any meaningful conclusions from this heterogeneous data.The present work aims to synthesize the available data by both qualitative and quantitative analysis and is the first such attempt to include only Indian studies in this field. The main objectives were to determine the correlation of emotional intelligence with teachers' health parameters and to study the gender difference in emotional intelligence. After a thorough literature search in Google, Google scholar, Scopus, Web of science and Pubmed, fifty-five Indian studies were selected which empirically examined teachers' emotional intelligence, either alone or in association with another parameter evaluating teachers' psychological health and performance. After qualitative assessment of major findings, quantitative analysis was performed. Three separate meta-analysis were carried out. The first one with fifteen effect sizes among 3291 participants evaluated correlation with personal health parameters. The second with nineteen effect sizes in 4165 participants evaluated correlation with professional health parameters. The third with twenty-six studies involving 6005 participants assessed effect of gender. The results show that almost all studies have used a trait measure, teachers' emotional intelligence is positively correlated with both personal and professional health parameters and gender has no effect on emotional intelligence. Major limitations are a very high degree of heterogeneity of the data, incomplete description of the scales, inadequate randomization and small sample sizes in many studies. The results indicate the importance of emotional intelligence in both personal and professional life of teachers and no effect of gender preparing a solid base for future research.

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.

A Comparative Study on the Cognitive Functions and Psychological Factors Associated with Google Effect among College Students

The usage of digital gadgets for academic purposes has increased significantly after the Covid-19 pandemic lockdown. Google Effect is also known as Digital Amnesia which can be stated as the tendency to forget what is being read on a digital gadget believing that they can refer to it whenever they are in need of it. College students were recruited through purposive sampling and screened based on checklist was developed for the study which was validated by experts in the field of psychiatry, neurology and clinical psychology. Cognitive functions were assessed using subtests of Weschler’s Memory Scale-lll. The DASS-21 was used to measure features of depression, anxiety and stress and EIS was also used to find the difference in emotional intelligence, t-test was used to analyze the significant difference between the two groups. Findings indicates that the students who had Google Effect had shown significant impairment in the cognitive tests of memory and learning compared to the group without Google Effect along with higher scores in depression, anxiety and stress and lower scores in emotional intelligence. This implies the need to bring awareness and interventions in limiting dependence on digital devices.

Opini Siswa terhadap Siswa yang Mengalami Kecanduan Game Online di Kelas XI IPS 1 SMAN 2 Tanggul

The emergence of deviant behavior among teenagers is caused by their inability to control their emotions. The tendency of teenagers to engage in deviant behavior can be controlled if they have well-developed emotional intelligence. Good emotional intelligence can help teenagers manage their emotions appropriately, enabling them to adapt to their environment. Family is one of the factors that influence emotional intelligence because the relationship between parents and teenagers has an impact on the emotional intelligence of teenagers. The aim of this study is to determine the difference in emotional intelligence between students whose parents are divorced and those whose parents are not (intact) at SMA PGRI Purwoharjo. This study is a comparative quantitative research involving 38 students with divorced parents and 38 students with intact parents at SMA PGRI Purwoharjo, selected using quota sampling technique. The study utilized an emotional intelligence scale (30 items, α = 0.866) adapted from Wardani's research (2019). The results of this study indicate that there is no difference in emotional intelligence between students with divorced parents and those with intact parents at SMA PGRI Purwoharjo (r = 0.759, p &gt; 0.05).

Kecerdasan Emosi pada Siswa yang Orangtuanya Bercerai dan Tidak Bercerai (Utuh)

The emergence of deviant behavior among teenagers is caused by their inability to control their emotions. The tendency of teenagers to engage in deviant behavior can be controlled if they have well-developed emotional intelligence. Good emotional intelligence can help teenagers manage their emotions appropriately, enabling them to adapt to their environment. Family is one of the factors that influence emotional intelligence because the relationship between parents and teenagers has an impact on the emotional intelligence of teenagers. The aim of this study is to determine the difference in emotional intelligence between students whose parents are divorced and those whose parents are not (intact) at SMA PGRI Purwoharjo. This study is a comparative quantitative research involving 38 students with divorced parents and 38 students with intact parents at SMA PGRI Purwoharjo, selected using quota sampling technique. The study utilized an emotional intelligence scale (30 items, α = 0.866) adapted from Wardani's research (2019). The results of this study indicate that there is no difference in emotional intelligence between students with divorced parents and those with intact parents at SMA PGRI Purwoharjo (r = 0.759, p &gt; 0.05).

Associations between workplace emotional intelligence and micro expression recognition

We investigated relationships between emotional intelligence, micro expression recognition and professional performance in two pre-registered cross-sectional studies. Study 1 (N = 86) explored the relationship between micro expression recognition, emotional intelligence and self-reported subjective professional performance and interpersonal skills in an online sample. Study 2 (N = 125) also utilized an online study to determine if there are differences in micro expression recognition and emotional intelligence between two employment sectors proposed to involve differing levels of ‘emotional labor’, namely software development and retail. Results of Study 1 showed a positive association between emotional intelligence and micro expression recognition. There were no associations of micro expression recognition with interpersonal skills or professional performance. Study 2 replicated the association between emotional intelligence and micro expression recognition, but provided no evidence for differences in emotional intelligence between retail and software development workers. Retail workers showed marginally higher scores on micro expression recognition. There was also no association of micro expression recognition with self-estimated professional performance, regardless of the participants' profession. The findings indicate that micro expression recognition may be closely related to emotional intelligence, but that it may also have a separate component, which may differ across different professions.

Emotional Intelligence and Conflict Resolution as a Predictor of Resilience in Rescue Workers

Objective: This research aimed to examine the relationship among emotional intelligence, conflict resolution, and resilience in rescue workers.Study Design: Cross-sectional study.Place and Duration of Study: The study was conducted in the Lahore head office of rescue1122. Data was collected for the period of 5 months from 2nd August to 2nd December 2022.Materials and Methods: The study comprised 210 rescue workers, age range between 22 to 40 years (M=30.74, SD=5.00), and data was collected from Lahore (n=89) and Bhakkar (n=121) cities of Punjab Province, Pakistan, by employing purposive sampling.Results: The results of the current study showed that there was a significant positive correlation between Emotional Intelligence, Conflict Resolution, and Resilience, whereas the subscales of Emotional Intelligence (Perception of Emotions and Managing Own Emotions) were strong predictors of Resilience. Significant differences in Emotional Intelligence and Conflict Resolution were found in rescue workers of Lahore and Bhakkar city, but the same level of Resilience was found in employees of both cities.Conclusion: The present research concluded that there is a positive and strong relationship between emotional intelligence, conflict resolution, and resilience which describes that higher emotional intelligence and conflict resolution become the reason to have an increase in resilience.

A study on the relationship between academic stress and emotional intelligence among undergraduate college students

This paper examines the relationship between Emotional Intelligence and Academic Stress among undergraduate college students. 300 undergraduate students between the age group of 18-24 (150 boys and 150 girls) from the colleges of Balasore locality were selected randomly for the purpose. To evaluate Emotional Intelligence and Academic Stress, Shutte’s Emotional Intelligence Test (SSREIT), and Students’ Academic Stress Scale (SASS) of B. Rao (2008) was used respectively. For the analysis of obtained data, Pearson correlation and t-tests were employed. The result indicates that there is no significant relationship between emotional intelligence and academic stress. Similarly, the result of t-test shows that there is no statistically significant difference in emotional intelligence with respect to gender. Further, there were no statistically significant differences in academic stress with respect to gender. This study provides insight into emotional intelligence, academic stress, and gender differences for future reference.