Differences In Emotional Intelligence Research Articles

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.

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 > 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 > 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 > 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.

Physical Activity, Body Image, and Emotional Intelligence Differences in Adults with Overweight and Obesity.

Physical activity (PA) and emotional intelligence (EI) are integral parts of human nature. Body image (BI) and body mass index (BMI) may be indications of the psycho-emotional and physical health of human beings. The purpose of this study was to investigate the relationship between PA and EI of Greek adults living with overweight and obesity, as well as to identify the BI and EI differences in this population. A cross-sectional study design was used, involving 216 participants (65% females) of whom 51.4% were young adults (20-40 years), 48.6% were middle-aged adults (41-60 years), while 51.4% of participants were living with overweight or obesity. According to the results, all indicators of PA had very low correlations with EI factors, while statistically significant correlations were observed only for PA at work and the total score of the International Physical Activity Questionnaire with the use of emotions (r = 0.16 and r = 0.17, respectively, p < 0.05). Women had significantly higher EI scores than men regarding the care and empathy factor, while the individuals with obesity had lower scores in the use of emotions factor. Regarding BI, young adults who were satisfied with their BI had better control of feelings than the middle-aged adult counterparts. In conclusion, BI satisfaction and EI may differ between individuals living with overweight and obesity in both genders. Younger individuals with obesity may compensate better for their BI and better control their emotions. On the other side, PA does not seem to have an important role in these associations.

Emotional Intelligence Differences Between Male and Female Adolescents

This study aims to determine differences in the level of emotional intelligence in male and female adolescents. This research is a type of comparative descriptive quantitative research. The population used in the study was 1060 students of SMAN 1 Kampar Timur who were enrolled in the 2022/2023 school year with a sample of 290 students who were selected using the proportional random sampling technique. Data collection was carried out using an emotional intelligence questionnaire which was arranged based on aspects of emotional intelligence. Data were processed using descriptive analysis techniques and comparative analysis techniques T-Test. The results showed that: 1) as many as 38.6% of students have moderate emotional intelligence; 2) as many as 37.2% of male adolescents have moderate emotional intelligence of male adolescents; 3) as many as 35.9% of young women have moderate emotional intelligence; 4) there is no difference in emotional intelligence in middle adolescents in terms of gender with the result sig = 0.078 (sig. &gt; 0.05).TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//

FAMILY STRUCTURE AS DETERMINANT OF EMOTIONAL INTELLIGENCE OF ADOLESCENTS

The present study analyzed the predictive association of family structure and emotional intelligence, family structure wise difference and gender difference in emotional intelligence of adolescents. After literature review following hypotheses were formulated: (1) Family structure will predict the emotional intelligence of the participants; (2) There will be a significant difference in the emotional intelligence of the participants from joint and nuclear families; (3) There would be gender difference in emotional intelligence. A sample comprising 400 adolescents, (200 belonging to joint and 200 to nuclear families) with mean age 14.49 (SD=+1.29) was drawn from various schools of Karachi, Pakistan. Consent form, demographic form, and Trait Emotional Intelligence Questionnaire for Adolescents (TEIQue-ASF) (Petrides et al, 2006) were administered. Descriptive statistics, regression analysis, and t-test were calculated. Results indicate that family structure does not predict emotional intelligence while the mean scores difference of emotional intelligence of participants belonging to nuclear or joint families was insignificant. However, the research found gender differences in emotional intelligence.

Analysis of Academic Psychological Variables, Physical Education, and Physical Activity Levels of Mexican Students.

Physical inactivity is a current worldwide, and especially Mexican adolescents. Therefore, this study has the following objectives: (i) to analyze the PA-LT pattern of Mexican adolescents; (ii) to analyze whether there are differences in emotional intelligence, basic psychological needs, academic motivation, self-esteem, and academic satisfaction according to the PA-LT pattern; (iii) to analyze the relationship between emotional intelligence, basic psychological needs, academic motivation, self-esteem, and academic satisfaction. A total of 748 secondary school students participated, of which 374 were girls (Mean age = 13.99; SD = 0.30) and 374 boys (Mean age = 14.02; SD = 0.33). The questionnaire comprised the following scales: IE, NPB-ESC, EMA, EA, and SIE. The main results obtained show that none of the girls stick to any active physical activity pattern during their spare time. In addition, physically active boys obtained better scores in emotional clarity, emotional repair, perception of academic competence, perception of social relationships, extrinsic motivation, intrinsic motivation, self-esteem, and satisfaction with school.

Stressors inherent to clinical practices and their relationship with emotional intelligence in nursing students: A cross sectional study

BackgroundThere is a wide body of knowledge about Emotional Intelligence and its benefits in health care, generating better productivity, clinical performance and communication with work teams, patients and families. Its relationship with stress and with performance of clinical practices has also been studied, although the results are not conclusive or up-to-date. ObjectivesTo study and correlate the perception of Emotional Intelligence and the stressors inherent to Nursing students' clinical practices. DesignA multicenter and observational study was carried out through cross-sectional surveys with Nursing students during the 2021/2022 academic year. Participants377 students were included in the study, recruited through non-probabilistic sampling in four Spanish universities. MethodsSociodemographic and academic variables were collected, as well as the following main variables: perceived Emotional Intelligence and stressors in clinical practices. ResultsThe study sample consisted of 377 students (89.1 % women; mean age of 23.15 ± 5.50). The perception of Emotional Intelligence obtained adequate ranges. The stressors that generate most concern are being attacked by the patients, lack of competence, and impotence and uncertainty. There are statistically significant differences in Emotional Intelligence by gender and university, as well as in stressors between each other. The Emotional Intelligence dimensions are weakly correlated with the stressors, although with statistical significance. ConclusionsThis study shows that Emotional Intelligence slightly influences the stressors inherent to clinical practices, so that EI can help cope with the difficulties of clinical work. Specifically, emotional clarity has an inverse relationship with some stressors. However, the attention and repair dimensions do not present such a clear relationship in our study or in previous ones. This shows the need to include Emotional Intelligence training in Nursing training curricula.

Comparative Study on the Level of Empathy and Emotional Intelligence in Adult Life

This study examines the variations in emotional intelligence and empathy between young and elderly persons, as well as how these traits affect daily life. The tests were applied to a group of 60 subjects, all representing the female gender. Participants belong to the age range between 16 and 80 years. Given the presented, the objectives of the paper are: To ascertain the differences in emotional intelligence and empathy between the two age groups. Only in the instance of emotional intelligence was the theory supported by statistical calculations. When it comes to empathy, there were no statistically significant differences, and the studies found explain why. Our premise is that these traits must be developed by any citizen, regardless of their status (educator, businessmen and leaders) in order to grow and develop the best quality of life

Development and Effectiveness of Emotional Intelligence Promotion Program for Schizophrenia

Purpose: The emotional problem of schizophrenia is an important factor that directly affects interpersonal relations and social behavior and can put them at risk of worsening symptoms and recurrence. This study attempted to develop an emotional intelligence promotion program for schizophrenia and verify its effectiveness based on Moon's emotional intelligence component and Leventhal and Cameron's self-regulation model.Methods: The design of this study is the experimental design before and after the non-equivalence control group. The participants were 32 patients with schizophrenia (experimental group:16, control group:16). There were 16 schizophrenias in the experimental group and 16 schizophrenia in the control group. The emotional intelligence promotion program was conducted in 12 session for 6 weeks. Collected data was analyzed with SPSS/WIN by using descriptive statistics, normality test, &lt;i&gt;x&lt;/i&gt;&lt;sup&gt;2&lt;/sup&gt;-test, Fisher's Exact test, paired t-test, Repeated measure ANOVA and Independent t-test.Results: There were statistically significant differences in emotional intelligence, interpersonal relations, and social behavior between the experimental group and the control group.Conclusion: Since the program developed in this study has been tested to improve emotional intelligence, interpersonal relations, and social behavior of schizophrenia, it is expected to be widely used in clinical and community practice.

Locus of emotional intelligence among oklahoma law enforcement officers

Emotional intelligence has community positive value for the profession of policing, and knowledge about which police officers within an agency have the highest levels of emotional intelligence is of significant management value within law enforcement agencies. The focus of this study was to determine whether differences in emotional intelligence (EI) levels among binary categories of small-agency Oklahoma law enforcement officers were statistically significant. Three research questions guided the study, involving statistical comparison of actual EI scores across varying levels of career longevity and promotion within the law enforcement profession by the study participants. The Assessing Emotions Scale (AES) was used to scale the EI levels of the 86 participants. A self-report survey was used to classify participant longevity or promotion. The application of inferential statistics to the data, in the form of multiple t-tests, revealed statistically significant differences in average EI levels, with the higher mean distribution of EI levels present among those with more than 10 years of longevity, a history of rank promotion, and a history of promotion to supervisory status. The study provides analysis and implications for law enforcement leadership and future research.

High School Student’s Emotional Intelligence and Self-Reliance in Learning Mathematics: A Simple-Regression Analysis

&lt;p style="text-align: justify;"&gt;The prediction potential of the model "emotional intelligence and self-reliance" to students' mathematical performance was investigated in this study. This research was conducted in the third and fourth quarters of the academic year 2021-2022. The quantitative research design, specifically comparative and regression analysis, was used in this study. The comparative design was utilized to assess the differences in emotional intelligence and self-reliance between male and female students, and the regression analysis was performed to see if the model "emotional intelligence and self-reliance" can predict students' mathematical performance. In terms of emotional intelligence and self-reliance, the findings show no significant difference between male and female students. Furthermore, the student's emotional intelligence and self-reliance were strong predictors of mathematics performance. It implies that emotional intelligence and self-reliance are essential factors in better math learning. The study suggested that teachers may improve their students' emotional intelligence and self-reliance by integrating social and emotional learning programs into their classes.&lt;/p&gt;