Differences In Emotional Intelligence Research Articles

Assessing the Difference of Emotional Intelligence among Visually Impaired, Blind Cricketers, and Non-Cricketers

(1) Background: Emotional intelligence plays a critical role in one’s socialization and psychological adjustment. The current study is an attempt to obtain a comparative analysis of the emotional intelligence among the cricketers that are blind or suffer from visual impairment. The major objective of the study is to measure the emotional intelligence of visually impaired athletes along with the influence of their physical activities and demographic variables. (2) Methods: The employed survey method, with a descriptive research design, was based on a selective purpose sample of 220, which included a mean age of 28.38 years and an age range from 18 to 40 years, visually impaired cricketers, and non-cricketers from Punjab. The selective individuals completely provided their demographic information by filling out two forms, which included the short-form trait emotional intelligence questionnaire (TEIQue-SF) and the international physical activity questionnaire (IPAQ-SF). (3) Results: There is a significant relationship with emotional intelligence among the cricketers that are blind or suffer from visual impairment. Furthermore, the demographic variables had a significant impact on emotional intelligence (EI). Based on these findings, this study suggests administering a longitudinal study of visually impaired athletes in future research. In addition, different statistical populations of visually impaired athletes can be studied in order to compare their emotional intelligence with other psychological variables.

The role of teachers’ emotional intelligence and social competences with special educational needs students

ABSTRACT There is a lack of research on the relationship between emotional intelligence and social competences, and the difficulties experienced by teachers in the process of educating students, especially those with special educational needs, which is why the aim of this research was to discover if the difficulties experienced by teachers in working with students with different types of special educational needs are related to the differences in the respondents’ level of emotional intelligence as well as social competences. The study sample consisted of 225 teachers from Polish schools. Data sources included the Two-dimension Emotional Intelligence Inventory and the Social Competences Questionnaire. Results showed differences in emotional intelligence and social competences only in the case of working with children with moderate and severe intellectual disability and chronic illness and mental illnesses. The findings suggested that the difficulties declared by teachers working with certain types of special educational needs students may be related to their level of emotional intelligence or social competences. These novel findings suggest the need for equipping teachers with highly developed soft skills that can be crucial at work, regardless of professional qualifications and workplace.

A Study on Emotional Intelligence among School Going Adolescents in Kolkata

The aim of the present study is to determine the level of emotional intelligence of school going adolescents; and to compare the emotional intelligence and its four dimensions/sub-factors i.e., understanding emotions, understanding motivation, empathy and handling relation of school going adolescents with respect to their gender, grade and board pattern of education. The present study was carried out on 288 higher secondary school students selected as sample from six schools of three different boards of education (viz. two WBCHSE, two CBSE and two ICSE) of Kolkata district in West Bengal using convenient sampling technique. This research is cross-sectional survey type study. The measuring tool in this research originally was of two-point emotional intelligence scale entitled as ‘Emotional Intelligence Scale (ESI – SANS) of Dr. A. K. Singh and Dr. S. Narain [1] which was translated in Bengali version by B. C. Ghorai and L. L. Mohakud [2]. After the initial exploratory analysis of the data, different statistical (descriptive and inferential) techniques are used to analyze the data set via SPSS 20. Results of the study revealed that there is no statistically significant difference in emotional intelligence and it’s sub-factors of school going adolescent with respect to their gender grade and board pattern of education. The findings provide a further need on how to more improve upon the emotional intelligence of school going adolescent. Implications and recommendations for developing emotional intelligence school going adolescent are discussed.

The relation between gender and differences in emotional intelligence of female managers in modern rural tourism

The main goal of this research is to examine the relation between gender and differences in affective attachment, emotional intelligence and self-esteem among students population. The scales for self-assessment of emotional intelligence, affective attachment and self-esteem were used in the current research. The sample consisted of 231 respondents, students of tourism and hospitality management, 71 males and 160 females. Considering that our sample is not representative, because there is a large disproportion in the number of male and female respondents, and that distribution of scores on measured variables deviates from normal, we used nonparametric techniques: Mann-Whitney U test and Kruskal-Walis oneway analysis of variance. The results show that female students have more pronounced emotional intelligence in the domain of perceiving and understanding emotions, as well as a better ability to regulate and manage emotions compared to male respondents, while the measured scores at scale of affective attachment and self-esteem did not show statistically significant differences between gender. On further, female managers in our research see the development of rural tourism as their business opportunity.

A Study on Emotional Intelligence of School Teachers in Secunderabad

Introduction: Emotional Intelligence is natural instinctive affection of mind. Thus, emotions are reactions consisting of psychological reactions, subjective cognitive states and expressive behaviors.Until recently we have been led to believe that only Intelligence Quotient (IQ) is related to one’s success. Aim: The present study is aimed to find Emotional Intelligence of Primary school teachers of Secunderabad. Latest research shows that Emotional Intelligence is found to have greater influence on one’s success along with Intelligence Quotient Teacher’s especially need a good level of Emotional Intelligence as they influence the children’s affective domain along with cognitive domain. Since personality of the child is formed in the primary stage of children. Objectives: To study the level of Emotional Intelligence among school teachers. To study the extent of difference in emotional intelligence among male and female teachers. To study the extent of difference in Emotional Intelligence among school teachers working under different managements. Method: The survey was conducted on a sample of 30 primary school teachers of Government, Private and Private-aided schools, selected randomly. Results: The result indicated that there is a significant difference in the Emotional Intelligence levels among female and male primary teachers of Government, Private and Private-aided schools. Conclusion: Thus, it was concluded that gender influences the Emotional Intelligence of teachers whereas the type of management in which the teachers are working show no influence on the Emotional Quotient of the teachers.

Тест эмоционального интеллекта подростков (MSCEIT–YRV): русскоязычная адаптация

This paper contains a description of the task methodology for assessing the level of development of emotional intelligence in adolescents aged 10 to 18 years MSCEIT–YRV (Mayer-Salovey-Caruso Emotional Intelligence Test – Youth Research Version). The paper provides main data on the adaptation of the methodology to the Russian-speaking sample. Adaptation and psychometric testing of the methodology were carried out using data from 996 adolescents aged 10 to 18 years (430 boys and 566 girls, mean age 13,3 years). This methodology provides information on the general level of development of emotional intelligence, indicators of the Experiential and Strategic domains of emotional intelligence and scores for four abilities (identification of emotions, facilitation of thought, understanding emotions and emotion management). The main psychometric indicators of reliability and validity of MSCEIT-YRV meet the requirements of test standardization. The paper also describes gender and age differences in emotional intelligence, shows a comparison of normative samples for the English and Russian versions of the MSCEIT–YRV method.

무용전공대학생의 감성지능이 자기효능감 및 무용몰입에 미치는 영향

The purpose of this study was to analyze the effects of dance major university student''s emotional intelligence on self-efficacy and dance commitment. Detailed results are presented below. First, according to the comparison of the difference based on general characteristics, emotional intelligence, there were significant differences in emotional intelligence, self-efficacy, and dance commitment depending on grade, career, and practice hours. Second, the emotional intelligence of dance major university students had the significant effect on self-efficacy. Third, the emotional intelligence of dance major university students had the significant effect on dance commitment. Fourth, the self-efficacy of dance major university students had the significant effect on dance commitment.

Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students.

Emotional intelligence skills in students may be related with physical and mental health, within and outside the academic field. Strengthening these skills can lead to greater overall well-being, lower use of substances, and improved academic performance, as well as reduced aggressive behaviours. The objective of this study was to analyse the levels of emotional intelligence (differentiating between the dimensions: emotional Attention, Clarity, and Repair) among high school students and examine its relationship with academic performance and emotional well-being, considering if there are differences between boys and girls and between different grades. A cross-sectional descriptive study was developed on a sample of 333 High School students using the Trait Meta-Mood Scale (TMMS) and KIDSCREEN-10 Index tools. Differences in emotional intelligence were observed between boys and girls for the three dimensions, and a relationship between emotional intelligence and student well-being was appreciated. No relationships were found between emotional intelligence and academic performance, nor have any differences been observed between the different courses analysed. It cannot be concluded that academic performance is related to emotional intelligence, but a relationship between well-being and emotional intelligence is found.

Emotional Intelligence: A predictor of undergraduate student's academic achievement in altered living conditions.

To compare the impact of trait emotional intelligence between students of different faculties and associated factors. The cross-sectional analytical study was conducted from August 2016 to March 2017 at the University of Faisalabad, Faisalabad, Pakistan, and comprised undergraduate students, both boarders and day scholars, from seven different faculties. Data was collected using the trait emotional intelligence questionnaire-short form. Student's yearly test scores were obtained as a measure of academic achievement. Data was analysed using SPSS 20. Of the 498 students, 109(21.9%) were studying medicine, 56(11.2%) dental sciences, 76(15.2%) optometry, 83(16.6%) nutrition and dietetics, 109(21.9%) physiotherapy, 35(7%) pharmacy, and 30(6%) social sciences. The overall mean age was 19.84±1.30 years. There were 210(42.2%) boarders compared to 288(57.8%) day scholars. There was significant difference in emotional intelligence based on student's faculty (p<0.0001). Significant impact was seen on test scores of faculty residing status (p<0.05). Significant relation of emotional quotient and residing status with student's test scores (p<0.05). Emotional intelligence was found to be an important factor in academic achievement and important variable in different faculties and different living conditions.

The Influence of Asmaul Husna Dhikr on Adolescent Emotional Intelligence

Today, the reality of the condition of Indonesian society shows that there are symptoms of deterioration caused by a shift in the noble values ​​of the nation. Rampant juvenile delinquency and violation of norms, emotional intelligence is a basic condition for using intellectual intelligence effectively. Asmaul Husna's reading habit is one of the character education being pursued by the Surya Global Yogyakarta College of Health Sciences. Students are also trained and educated to develop their skills and mentality in a positive direction so that these educational institutions can produce superior and Islamic output, which is not only rely on theory in learning, but also experience in the field in facing the flow of globalization. The gap between the theory and practice of Asmaul's reading habits Husna with the level of students 'emotional intelligence, it is necessary to revisit considering the effect of Asmaul Husna's reading habit on students' emotional intelligence is not known. The research design is quantitative using the Emotional Intelligence Scale. The research was conducted at the College of Public Health Sciences. The research subjects were 65 adolescents, they were asked to fill in the pretest before Asmaul Husna dhikr intervention was carried out, and after going through the dhikr process for ten weeks the research subjects were asked to fill in the posttest. Pretest and posttest data were analyzed through the Wilcoxon test using SPSS 16. Based on the above results, it is known that the significance of 0.031 is smaller than 0.05, so it can be concluded that "Ha is accepted" This means that there is a difference in emotional intelligence between before and after Asmaul Husna's dhikr, so it can also be concluded that "There is an influence of Asmaul Husna's dhikr on adolescent emotional intelligence.&#x0D;

EFEKTIFITAS PELATIHAN KECERDASAN EMOSIONAL TERHADAP PENINGKATAN KECERDASAN EMOSIONAL PERAWAT DI RSU ROYAL PRIMA MEDAN

Emotional intelligence also determines a person's success. Emotional intelligence is an ability such as self-motivating ability, enduring to frustration, regulating mood so that stress loads don't paralyze thinking, and empathize. The purpose of this research is to analyze the effectiveness of emotional intelligence training on the enhancement of nurse emotional intelligence at Royal Prima Medan Hospital. This research is a quasi-experimental research with pretest-posttest design. The population in the study was the nurse of Royal Prima Medan Hospital and sampled as many as 38 respondents with provisions 19 for the experimental group and 19 for the control group. The data analysis methods used in this study are descriptive statistics and inferential statistics. The results showed: 1) Absence of increased or absence of emotional intelligence differences without emotional intelligence training (P = 0,310), 2) The emotional intelligence of nurses at Royal Prima Medan Hospital after given emotional intelligence training showed There is an increase or difference (P = 0,000).

A STUDY ON EMOTIONAL INTELLIGENCE AND UNIVERSITY CITIZENSHIP BEHAVIOR OF STUDENTS PURSUING MANAGEMENT EDUCATION IN THE UNIVERSITIES OF TRIPURA, INDIA

Young men and women study management courses from Universities to take up responsible jobs in Corporate Sectors where they need to display high Emotional Intelligence (EI) and citizenship behaviour. Universities try to develop EI of its students pursuing management courses and citizenship behaviour by involving them in several activities. Some researchers have indicated that EI of the employees relates positively to their organizational citizenship behaviour, hardly any study has explained the relationship between EI and University Citizenship Behaviour (UCB) of the students. This study has been undertaken to examine the relationship between EI and UCB, and its different dimensions. This study has also been made to explore the differences in emotional intelligence, its components, and that of UCB and its dimensions between Postgraduate (PG) and Undergraduate (UG) Management Students and female/male students. Sample of 217 full -time management courses from two Universities of Tripura, India, participated in the study, half of them were from UG and almost half were male. The scale designed by Schutte et al. (1998) on EI and that of U-Thaiwat, Supparerkchaisakul, Mohan, and Fansler (2017) about UCB was used in the study; data were analysed using different parametric tools. The findings of the study show that the EI of the students affects positively their UCB and its different dimensions. PG students scored higher in EI and all its components, UCB, and all its dimensions, university environment, and curriculum of management education may be attributed to these differences Female students ranked higher in Perception of Emotion component of EI and all dimensions of UCB. This finding can be ascribed partially to the Indian value system where women are expected to empathize more about the need of the others than men. This study may be useful for University Authorities to devise a curriculum for their management education.

The Relationship Between Physical Activity and Emotional Intelligence in College Students: The Mediating Role of Self-Efficacy.

BackgroundCollege students are an inexhaustible driving force for social development, and college students with good physical and psychological qualities can better adapt to changes in the external environment. The purpose of this study was to explore the intrinsic relationship of physical activity and emotional intelligence among college students and to determine the primary role of self-efficacy in their relationships.MethodsEight hundred thirty-five college students from two comprehensive universities in Southwest China, whose average age was 20.13 ± 1.06 years old, were investigated using the Physical Activity Rating Scale (PARS-3), Chinese Emotional Intelligence Scale (EIS), General Self-Efficacy Scale (GSES), and other measuring tools. SPSS 22.0 software was used to analyze and process the data with Independent sample t-test, One-way ANOVA, Pearson correlation analysis, and regression analysis, and Amos 21.0 software was used to build the structural equation model.Results(1) In terms of physical activity amount, self-efficacy, and emotional intelligence, male college students scored higher than female students. Furthermore, college students in humanities and social sciences had lower self-efficacy. In contrast, senior students had the lowest levels of physical activity and self-efficacy, and there was no discipline or grade distribution difference in emotional intelligence. (2) Physical activity amount was positively correlated with emotional intelligence (r = 0.24, P < 0.001) and with self-efficacy (r = 0.26, P < 0.001), and self-efficacy was positively correlated with emotional intelligence in college students (r = 0.18, P < 0.001). (3) Self-efficacy played a partial mediating role between physical activity and emotional intelligence in college students (ES = 0.06).ConclusionRegular physical activity can improve the self-efficacy and emotional intelligence of college students, and effectively promote the physical and mental development of students.

The Influence of Stereotype Threat and Implicit Theories of Emotion on Gender Differences in Emotional Intelligence

The current study investigated the effects of stereotype threat on emotional intelligence (EI) performance and the utility of implicit theories of emotion (ITE; fixed/growth mind-set) to reduce stereotype threat effects. In Experiment 1, 186 adults received one of four EI stereotype conditions (threat, boost, nullified threat, and control) and then completed measures of ability-based EI and ITE. The results revealed that women outperform men in the “threat to men” and control conditions and that ITE moderated this gender difference. In the nullified threat condition, men with a growth mind-set outperformed men with a fixed mind-set. In Experiment 2, EI stereotypes and ITE were manipulated. The results from 452 adults indicated that the ITE manipulation affected men’s EI performance but not women’s. Overall, men adopting a growth mind-set demonstrated trends in which they outperformed men adopting a fixed mind-set. Implications related to the reduction of gender disparities in EI performance are discussed.

EMOTIONAL INTELLIGENCE AND SELF-DISCIPLINE IN SENIOR HIGH SCHOOL

This study examined the relationship between emotional intelligence and self- discipline in schools. Emotional Intelligence and Self-discipline are important factors in influencing the students to achieve academically. Emotional Intelligence is the ability to understand, use and manage their own emotion while self-discipline is a practice, a habit, a skills to understand the important factors in life of every individuals. This study is a descriptive correlation that described the two variables, if they had a connection. However, the results were determined if the two variables have a relationship that will affect the students discipline and their emotional intelligence. A students’ questionnaire was constructed to obtain data on the students’ emotional intelligence and self- discipline. Chi- square was used to establish whether differences in emotional intelligence between self-discipline and it will serve as the basis to identify the level 0f both emotional and self-discipline. The purpose of sampling was done targeting to all the senior high school students. With a target of 245 students who are qualified to answer the questionnaire that I was provided. Emotional Intelligence and Self-discipline is a way that make the students to be aware about the factors in achieving their goals that make the students to be an independent individual. It makes as the basis to manage their own emotions. The data collected using questionnaire was cleaned, encoded, analyze and then interpreted for processing of result. The student’s level were compared and analysis made on which discussion was based. The average weighted mean will be used to determine the assessment of the respondents with regards to their personal profile.

Relationship between Emotional Intelligence and Intercultural Sensitivity of Students in a Chinese University

This study investigated the relationship between emotional intelligence and intercultural sensitivity of international students and chinese students in a university of china. A total 233 students participated. 122 students were chinese and 111 students were international students. English version of wong and law emotional intelligence scale (wleis), and chen and starosta’s (2000) intercultural sensitivity scale (iss) were directly used to measure the emotional intelligence and intercultural sensitivity of international students while they were translated into chinese for chinese students. The results showed that there were no significant differences in emotional intelligence and intercultural sensitivity based on gender, foreign experience and length of stay in china. International students were significantly higher in both emotional intelligence and intercultural sensitivity than chinese students after controlling for age differences and educational level. Emotional intelligence was positively correlated with intercultural sensitivity and it had 52.5% predictive ability on intercultural sensitivity.

Inteligencia emocional percibida en estudiantes de educación superior: análisis de las diferencias en las distintas dimensiones

Objetivo. La finalidad es analizar la inteligencia emocional percibida en estudiantes universitarios. Método. Se trata de un diseño metodológico correlacional correspondiente a un diseño ex post facto, de carácter retrospectivo y comparativo. La muestra está compuesta por un total de 175 sujetos de tercer y cuarto curso del Grado de Educación Social. Resultados. Se muestra la existencia de diferencias en la inteligencia emocional atendiendo al sexo en cuanto a la atención y la regulación emocional, en las que las mujeres poseen puntuaciones más altas. En el caso de la edad, también existen diferencias estadísticamente significativas en cuanto a la regulación emocional, en la que obtienen puntuaciones más altas el alumnado cuyas edades se sitúan hasta los 20 años.

Emotional intelligence and self-efficacy career decision making among high school students

Lack of self-confidence in decision making is one of the dominant problems that often engage students in making career choices. This study aimed to answer three research questions, namely, 1) is there a difference in emotional intelligence based on gender, 2) is there a difference in self-efficacy in career decision making among form four based on gender factors, 3) is there a relationship between emotional intelligence and self-efficacy making career decisions among form four students. The study sample was 80 respondents in a secondary school. This study is a survey study and uses the Emotional Intelligence test as well as the Career Decision Self-Efficacy test (CDSE-SF). The data were analyzed using SPSS version 24. The results showed that there was no difference between emotional intelligence and self-efficacy based on gender. Besides, the study also found no relationship between emotional intelligence and self-efficacy in career decision making. This study supports counselors and various working groups with adolescents to assist students in their career path from school to school.

Perbedaan Kecerdasan Emosi Komunitas Poppunk Dan Komunitas Metal di Salatiga

The purpose of this study is to see significant differences in the emotional intelligence of the poppunk music community and the metal music community in Salatiga. This type of research uses a comparative causal method, which compares two groups of individuals using a cross sectional approach, the research activities carried out at one time against several groups Based on the type of ordinal data from the calculation of distributed questionnaires, and the analysis plan using statistics, this study is included in the type of quantitative research. This study chose 79 subjects which were divided into 2 groupsof the music community, 42 people inthe poppunk mucic community and 37 in the metal music community. The scale use for this study is the emotional intelligences scale compiled based on Bar-On theory, consisting of 39 items of statement taht have been tested for validity and reliability. The analysis technique in the study use the Mann Whitney Test. The result of this study indicate that no significant difference in the emotional intelligences of the communty between poppunk music and metal music community. This is indicated by the result of the mann whitney test, obtained a P-Value (Sig.2-tailed) 0,423 &gt; greater than α = 0,05, with thus it can be concluded that “there is no significant difference in emotional intelligence in the music poppunk community and music metal community”.

ОСОБЛИВОСТІ ЕМОЦІЙНОГО ІНТЕЛЕКТУ ТАНЦІВНИКІВ ПАРТНЕРСЬКОГО ТА СОЛЬНОГО ВИДІВ ХОРЕОГРАФІЇ

The article is devoted to the investigation of the differences іn the manifestation of the components of emotional intelligence between partner and solo dancers. The results of the empirical research revealed that the paired dancers are characterized by average level of awareness and understanding their emotions, awareness of their inner state, developed emotional stability, high empathy, low level of emotional divergence, also they demonstrated developed intuitive channel of empathy. The attention to the adequate recognition of their own, as well as of their opponents, ensures the ability of the guys dancers to properly interpret verbal and non-verbal information, in order to receive the incentives of our men and women's s sons, and apparently the sons of the couple. According to the results, solo dancers are characterized by such indicators as identification in empathy (they have a developed ability to understand others), the average level of awareness and understanding of their own emotions, low level of emotional divergence, the average level of flexibility, high rates of neuroticism, which is usually developed among ballet dancers or in choreographic universities by solo performers. The rational empathy channel is quite developed in both groups of dancers. It means that they have a clear focus of attention, they perceive the subject, express empathy, and also show interest in others, which helps them to find an emotional and intuitive reflection of the partner. For paired dancers it is natural, but we should note that since there is an improvisation in solo dancing, the average results of respondents in this group are connected with this. Accordingly, in solo performers it is defined that choreographic practices and improvisation serve as artistic forms of modulation of emotions and development of emotional plasticity. Thanks to choreographic vision, not only the interpretive process on the part of the dancer / choreographer takes place, but there is also a creative association between emotions and music, because in this combination of movements reflects the experience of the dancer. Further research can be devoted to the revealing of the differences in emotional intelligence between male and female dancers.